Instructor's Manual: This Package Contains: Levels 5 & 6

Instructor’s Manual
This package contains:

Levels 5 & 6
ISBN 978-1-59104-226-6 Berlitz Languages, Inc.

Princeton, NJ
9 781591 042266 USA
Copyright© 2003 Berlitz Languages, Inc.
All rights reserved. No part of this book may be reproduced or transmitted in any
form or by any means, electronic or mechanical, including photocopying, recording
or by any information storage and retrieval system without permission in writing
from the Publisher.
Berlitz Trademark Reg. U.S. Patent Office and other countries
Marca Registrada
ISBN 978-1-59104-222-8
Printed in USA
Ninth Printing - September 2008
For use exclusively in connection with Berlitz classroom instruction.
Berlitz Languages, Inc.

400 Alexander Park
Princeton, NJ 08540
USA
Preface
What is BerlitzEnglish 5 – 8?
• a multi-component English program
• for adults who have achieved Berlitz intermediate level 4 or non-Berlitz equivalent
• focuses on speaking
• presents both social and specialized English
• presents major new grammar points
• exposes students to vocabulary on a wide range of topics
Who is the Instructor’s Manual for?
• beginner-instructors and as a reference for experienced instructors
Program structure
• comprises both the Essentials (general English with explicit grammar track) and the
Specializations to be chosen by the students according to their needs and interests
• students work through one level (6 chapters) of the Essentials plus a Specialization in order to
achieve a proficiency level
Essentials structure
• Each of the Essentials chapters 1-5 covers a different topic, such as travel, cultural celebrations
and traditions, new technology, health, careers and professions, with twenty different topics
across levels 5 – 8.
• Each chapter has three to four main functional objectives with a Chapter Check at the end.
Specializations
• Business I • Negotiations
• Business II • Social Situations
• Meetings & Presentations • Arts & Entertainment
• E-mail & Business Writing • Pronunciation
Course Components of BerlitzEnglish Essentials
• Student Book • English Passport
• Instructor’s Manual • DVD
• Audio CD (for in-class use and • Website (for additional practice outside class)
for additional practice outside class)
Instructor’s Manual Format
• Student Book pages for Chapters 1-6 are reproduced in the backmatter of the Instructor’s
Manual. Student Book pages can be taken out of the binder and placed alongside the IM page for
ready reference while you’re teaching.
• The Overview page lists chapter topics, grammar, objectives, and key vocabulary and expressions.
• Teaching pages: the left-hand column refers to the points in the Student Book (for marking
progress on the pedagogical card); the right-hand column contains teaching content. Underlined
text is designed to make the IM easier to scan quickly for more experienced instructors.
Level 5 • Preface iii

PREFACE
• Extensions allow further expansion of content and extend lessons that might otherwise run
less than 40 minutes.
• Optional activities should be evaluated for relevance and usefulness to your particular
students.
• Practice exercises are indicated at the end of the first three teaching units of each chapter.
Please assign them to students for additional practice of the chapter’s contents.
Berlitz Method®
The world-famous Berlitz Method is at the heart of all Berlitz language instruction. When
Maximilian Berlitz first developed it in 1878, he revolutionized learning by introducing one of the
first forms of the “direct method,” a method which is similar to what today is known as the
“Natural Approach.” The main principle behind these methods is that all instruction is given in
the target language. Additionally, the Berlitz Method presents language in the context of real-life
situations, with targeted practice of grammar and vocabulary.
With this communicative approach to language learning, Berlitz students learn through listening
and speaking, supported by reading and writing. Their needs and interests are central to our
instruction. The Berlitz Method uses a variety of instruction techniques which address different
learning styles and maintains a balance between fluency and accuracy that is consistent with the
needs of each student. To ensure that our students reach their language-learning goals, Berlitz
provides professional guidance on learning strategies and focuses on motivating students to
actively participate in the learning process.
Teaching approach of BerlitzEnglish 5 – 8
The course materials and instructors’ manuals were designed above all to facilitate speaking.
When the materials provide reading and writing activities, they are used as springboards to
©2003 Berlitz Languages, Inc.

speaking. If you have a customer who specifically requests additional reading and writing, you
can:
a) direct them to the Berlitz Website where they will find two readings and a rich selection of
grammar and writing activities linked to each Essentials chapter
b) use the English Passport magazine more often
Teaching cycle
The following teaching cycle is used in the program:
• “3 Ps” — Presentation, Practice, Performance
Adapting content to students’ needs and interests
The instructor should keep the student’s goals and interests in mind at all times and adapt the
content accordingly.
Example:
MAKING BUSINESS CONTENT MORE GENERAL
Level 5, chapter 4 (careers and professions): You could focus more on career prospects for
young people, the fastest-growing professions in your country, channeling school children into
various careers, and other broader topics for a more general audience.
MAKING GENERAL CONTENT MORE BUSINESS-ORIENTED
Level 5, chapter 3 (dining out): You could focus more on dining out with clients and during
business trips.
iv Level 5 • Preface
PREFACE
Review Chapters
• Chapter 6 of every level comprises:
— compulsory: DVD lesson; English Passport lesson
— optional: grammar review, Action Modules, Your Turn, Objective Review and Level
check; the Level check can be done as part of or in addition to the Review Chapter
Bridging Essentials and Specializations
BerlitzEnglish programs at levels 5 - 8 will combine the Essentials with a Specialization, in order
to keep students motivated and to promote retention.
The Essentials content can be made more relevant for the business student by putting the
general topics in the context of making small talk during breaks at a meeting or while dining out.
Additional Information
• Placement – students are placed using the English placement test
• Groups and private students – most activities are applicable for both groups and private
students; when the manual refers to pairwork, instructors with private students should
conduct the activity by pairing up with the student
• Additional resources are suggested in places where they would enhance the learning
experience; however, these points can be taught adequately by simply following the Manual
• Pace and time allocations – each chapter is split into four teaching units (of 40 mins.), a pace
designed for small groups, although the time it takes to cover the chapter’s contents may vary
according to your local market; pace will need to be adjusted for private students and large
groups
• Level 5 is intended both for the student who successfully completes Berlitz Level 4, as well as
the student who places at this level and requires a “brush-up;” no major new structures are
introduced at this level, but those previously introduced are reviewed and expanded on
Appendix
Please refer to the pages after Chapter 6 of the Student Book for:
• Practice exercises • Vocabulary / Expressions Index
• Answer key to the Practice exercises • Grammar Index
• Audio script for all audio CD tracks • Additional Action Modules
Feedback form
• located at the end of the Instructor’s Manual
• solicit students’ comments about the chapter and submit them on this form
• share your own comments and suggestions on the upper half of this form
• submit feedback to your local Instructional Supervisor
• for corrections to the materials themselves, please send comments to the Product
Development Department at Princeton Headquarters; by fax to 609-514-9649 or by e-mail to
materials.comments@berlitz.com
Where to go for further resources
Additional instructional resources for BerlitzEnglish 5 – 8 are posted on the BerlitzEnglish page
@Berlitz Learning Center. If you have any questions about how to handle a particular teaching
point, please post your question on the BerlitzEnglish bulletin boards on @Berlitz Learning
Center.
Level 5 • Preface v
Chapter 1 By the way, my name’s Phil.
Overview
Topics Grammar Objectives

Introductions and small Contrast of the simple Introducing yourself
talk present and present Renewing and making
Friendships progressive tenses friendships
Social activities Verbs not commonly used Planning a social activity
in the progressive form
Following up on a contact
Key Vocabulary/Expressions
Prepositions Greetings Catching up Arranging
in sales How do you do? It’s wonderful (good) to get-togethers
in marketing How are you? see you again. Are you free Friday
in the design How have you been? Nice to see you, too. night?
department How’s it going? Are you still working Are you doing anything
How’re you doing? at …? on Saturday?
Verbs not commonly What’s new? Do you still live Let’s get together
used in progressive What’s up? in …? on …
form … suggested I contact Are you still in touch Would you like to …?
you. with …? I look forward to
remember
You look great! How are things meeting you.
doubt
at …?
admire
recognize
appreciate
belong
bet (I bet you’re a great
golfer.)
Level 5 • Chapter 1 1
Chapter 1 at a Glance
Topics Objectives Grammar
Introductions and Introducing yourself Contrast of simple present and
small talk Renewing and making present progressive tenses
Friendships friendships Verbs not commonly used in the
Social activities Planning a social activity progressive form
Following up on a contact
Chapter 1 Unit 1 Preview and Introducing yourself

SB, page viii Warm-up (SBs closed)
Point 1 • Introduce yourself and have students introduce themselves to one another.
Introducing yourself • Read chapter title and practice the phrase By the way.
• Ask students: What kind of things do you say when you meet people for the
8 min.
first time? What don’t you say / ask at a first meeting?
• Groupwork. Role play. In pairs and small groups, ask students to introduce
themselves to each other.
Listening 1 (SBs closed)

• Ask students to listen to the dialogue. Their first task is to pick out the phrases
of introduction used, the questions asked, and what the speakers say to set up
future meetings. Play audio track 1.
• Play the audio a second time if necessary.

• Write the following incorrect statements from the dialogue on the board. The
students’ second task will be to correct the errors in the statements.
• Play audio track 1 again.
1. Is anyone sitting there? (here)
2. I just started today. (yesterday)
3. Carol in sales! (marketing)
4. … to talk about the designs you’d like us to make … (changes)
5. I’ll give you a call when I get back to my office. (desk)
Follow-up
• How would you describe the work environment at this company?
Extension
• Groupwork. In groups of three, students adapt the conversation to apply to a
new student entering the class and present the new conversation to the class.
2 Level 5 • Chapter 1
Chapter 1 Unit 1 Preview and Introducing yourself (cont’d.)
SB, page 1 Presentation
Point 2 • Present vocabulary: catch up with / on; still …
Catching up with 1. When I visit my home town I catch up with my old friends.
acquaintances and 2. We catch up on the latest news.
friends 3. Do you still smoke?
7 min.
Practice Ask students to look at the pictures at the top of the page and describe
what is happening. Ask what kind of relationship the people appear to have in
each photo. Ask students which phrases below the photos apply to friends and
which ones to acquaintances.
Performance
• Pairwork. Mini role play. Assign pairs different roles and ask them to create a
short “catching up” conversation using the appropriate language. Roles could
include: boss-employee; neighbors; old school friends; acquaintances from
work; family members; etc.
SB, page 1 Task (SBs closed)

Point 3 • Groupwork. Write the Word Play questions on the board or on pieces of paper
Word Play in random order and have small groups of students put them in order from
very formal to very informal.
10 min. • Then have each group present its re-ordered list of questions.
• Then ask the class to work together to establish a final ordering of the ques-
tions. (Keep in mind that there is more than one way to order the questions.)
• Finally, compare the students’ ordering to the one in their book.
SB, page 1 Warm-up

Point 4 • Ask: Where do you meet new friends? Is it easy for you to make friends?
Making new friends • Look at the picture and ask:
1. Where are these two women?
15 min.
2. Do you think they know each other?
3. What do you think they are talking about?
Practice
• If there are two women in the class, ask them to read the dialogue aloud. If
there are only men in the group, ask them to read the dialogue silently and
decide if there are any lines that they would change for male speakers. Then
ask volunteers to read the dialogue aloud, incorporating the changes they’ve
made to account for male and female differences.
Performance
• Role play. Two friends from school who haven’t seen each other for a long
time. Encourage “friends” to ask many questions of each other.
• Task. Students work in small pairs or small groups to write an “article” for a
trendy magazine, listing the best places to meet people and explaining the
reasons for their choices.
Practice for Unit 1: Exercises 1 – 3
Chapter 1 Unit 2 Focusing on language
Point 5 • Ask volunteers to read the SIMPLE PRESENT examples. Ask questions that require
Contrast of simple a response in the simple present.
present and present • Ask volunteers to read the PRESENT PROGRESSIVE examples. Ask: What’s happen-
progressive ing now? Cue students to respond: Flight 207 is boarding, etc.
• Ask various students: What do you do at your job? and What are you doing
30 min.
now? Explain that in this context now means “currently,” not “at this moment.”
Practice
• Write the following time expressions on the board: now, currently, at this
moment; sometimes, generally, always, etc. Have students read the examples in
the tinted box. Then have them insert the above-listed time words in appropri-
ate places; e.g., What do you generally do at your job?
• Ask mixed questions using both simple present and present progressive. It’s
important to use different subjects in your questions, such as you, they, we
and, especially, he and she.
• Now it’s your turn! This activity can be done several ways: 1. Students work
individually. 2. Students work as a class. 3. Students work in pairs and report
their answers to the class.
(Correct answers: 1. tries, is trying 2. is staying, stays 3. calls, is calling 4. am buying,
buy 5. leave, are leaving 6. listen, are listening)
Performance (SBs closed)

• Pairwork. Students tell their partners what they do at work, school or home
and what they are currently doing. (To make the use of the present progressive
form more interesting, encourage students to be creative: I’m breathing. I’m
thinking about my next vacation. etc.) Then students change partners, telling

their new partner what the other person told them, using the third person
singular forms for their report.
Extensions
• Game: Play chain memory: Students take turns creating sentences in the pres-
ent progressive. Each student must repeat the previously uttered sentences
before adding a new sentence.
• Change the tense: Ask students to write a sentence in either the present pro-
gressive or the simple present tense. Encourage them to use appropriate time
words in their sentences. Ask students to read their sentences aloud. Then
have them pass their paper to another student, who will change the verb tense
of the sentence from simple present to present progressive or vice versa. Ask
students to read the new sentences aloud.

Point 6 • Ask volunteers to read the examples.
Verbs not commonly • Explain that these verbs aren’t often used in the progressive form because
used in progressive their meaning includes a sense of duration; i.e., want or doubt lasts longer than
form a moment. Check to make sure that students know these verbs; introduce, if
necessary.
10 min.
Chapter 1 Unit 2 Focusing on language (cont’d.)
Practice
• Ask students to think of more verbs that also belong in this list, such as
understand, know, believe, etc.
Performance
• Pairwork. Students ask each other questions using these verbs.
Extensions
• Sentence auction: Either dictate or write sentences for students one at a time.
Groups must bid on each sentence and state whether they think it’s correct or
not. They start off with $500 and lose $50 for incorrect answers and gain
$100 for correct answers.
• What’s the sentence? Select five sentences from this unit. Write each
sentence on the board in scrambled order. Students work individually or in
pairs to unscramble the sentences. Who can do it first?
• Name that action: Ask students to close their eyes while you perform actions
that make a sound; e.g., pouring water into a glass, tearing a piece of paper,
etc. Ask students to raise their hands and identify each action, using the
present progressive form of the verb: You’re pouring water into a glass. After a
few turns, allow students to perform actions, as well.
Chapter 1 Unit 3 Planning a social activity

SB, page 3 Warm-up

Point 7 • Ask students what they like to do in their spare time.
It’s good to see you • Ask if they enjoy social activities and, if so, what kind.
again.
10 min. Practice
• Ask students to read over the dialogue silently for a minute to familiarize
themselves with it. Then ask volunteers to read it aloud. Ask them to try to
read with the appropriate intonation.
• If the first volunteers have trouble finding the right “tone” for a given line, ask
other students how they would read that particular line. Point out how the
intonation and inflection enhance what the speaker is saying.
SB, page 3 Warm-up

Point 8 • Read the calendar listings aloud with students. Ask mixed questions about the
Are you free Friday events, dates, etc.
night? • Ask students if they know of any events in the local area that week or in the
near future. List ideas on the board.
15 min.
Presentation
• Ask volunteers to read the exchanges.
• Ask students what they say when they can or can’t accept invitations; e.g.,
suggest another day, another time, etc.
Chapter 1 Unit 3 Planning a social activity (cont’d.)
Practice
• Pairwork. Partners perform the exchanges again, using the events on the board
to create new exchanges.
Pre-task (Task is optional)

• Review the use of the present progressive for future plans with mixed ques-
tions: Are you going to the movies tonight? Are you having dinner with your
parents this weekend? [This structure will be used in the post-task activity.]
Task (optional)
• Pairwork. Distribute weekly schedules that you have prepared in advance. Each
of the schedules should already include several activities on several days (e.g.,
lunch with colleague / client, business trip, etc.) There should also be several
open “slots” for new appointments. Write additional activities (drink after
work, meeting, etc.) on slips of paper. Students must then work with their
partners to work the new activities into their schedules.
Post-task (optional)
• After completing their schedules, students change partners and tell their new
partners about the activities they have just arranged using the present
progressive: I’m meeting … for dinner tomorrow. etc.
SB, page 3 Warm-up

Point 9 • Ask students to look at the cartoon. Ask volunteers to describe the image in
Culture Corner words.

Snail mail or e-mail?
Pre-task
15 min.
• Students read Culture Corner, either silently or aloud.
• Ask the questions at the bottom of the passage. Discuss with students. Ask
them about other uses of traditional mail and e-mail. Ask: Do you still use snail
mail a lot? What types of correspondence do you use it for?
Task
• Students work individually or with a partner to write a short e-mail confirming
or canceling a get-together. (2-3 lines is sufficient.)
Post-task
• Discussion. What kinds of invitations are not sent by e-mail and why?
Chapter 1 Unit 4 Following up on a contact
Point 10 • Read the title aloud. Ask students what it means to follow up on a contact.
On the Phone • Ask students when they use the titles Mr., Mrs., Ms. Ask them if they use these
titles often or less than they used to. (Many English speakers are becoming
15 min. increasingly informal.)
• Point out that the suffix san in Japanese is used instead of Mr., Mrs., etc. to
show respect.

• Explain to students that they will be hearing two people making an
appointment.
• Play the first few lines of audio track 2. Pause after Mr. Wilson says: Taro
Yamada suggested I contact you.
• Ask: Has a friend or a colleague ever suggested that someone contact you?
Have you ever put someone in touch with a third person?
• Ask: If you were in Mr. Nagao’s situation (and if Mr. Yamada is a friend or
well-known colleague), how would you respond to Mr. Wilson?

• Play the rest of audio track 2. Play it as many times as needed.
• Ask students what they think of Mr. Nagao’s response. Has he been too
generous with his time? Appropriately generous? What does Mr. Nagao’s
response say about his relationship with Mr. Yamada?
Follow-up
• Reading. Write the words below on the board. Ask students to read the dia-
logue and to find the words / expressions that have the same meaning.
1. recommend (suggest)
2. several (a number of)
3. available (free)
4. should (shall)
5. okay (convenient)

Point 11 • Read the e-mail aloud with the students.
On the Net • Present vocabulary, as needed: pursue, outline, look forward to something
10 min.
Practice
• Ask students to come up with questions about the text. (Possibilities: Who is
the e-mail from? Who is it to? Why did Jun Li contact Eva Machado? Why does
she want to talk to her this week?)
• Ask students additional questions: What title does Jun Li use for Eva
Machado? What title does she use for herself? How do you think Eva will refer
to Jun Li in her return e-mail? How will she sign her own name?
• Discuss the level of formality of the e-mail. Compare with e-mail in the
students’ country / countries.
Chapter 1 Unit 4 Following up on a contact (cont’d.)
Performance
• Pairwork. Role play. Sitting back to back, students have telephone conversa-
tions, discussing business opportunities in their countries. They should make
an appointment to meet each other using the new vocabulary.
SB, page 4 Warm-up

Point 12 • Ask students if and when they use business cards.
Let me give you my • Ask what information they typically include on their business cards.
card.
5 min. Practice
• Ask students in which situations it is appropriate to exchange business cards.
• Ask students to create their own business cards to exchange.
Performance
• Pairwork. Ask students to read the first paragraph of Point 12. Assign situation
A to half of the pairs and situation B to the other half. Ask them to create a
short conversation to enact their assigned situation.
SB, page 5 A. Introduce yourself. Check performance by having partners role-play introduc-
ing themselves and someone else. [If you feel that students have sufficiently
Chapter Check
practiced how to introduce themselves, feel free to assign different identities
10 min. to each student (by handing out made-up business cards, for example) so they
can practice introductions with information other than their own.]

B. Renew and make friendships. Check performance by asking partners to role-
play formal and less formal conversations using the prompts in the speech
bubbles in their books. Check for correct use of greetings with the appropriate
level of formality / informality.
C. Plan a social activity. Check performance by having students plan a social

activity for after class.
D. Follow up on a contact. Check performance by asking students to role-play a

telephone call similar to what is suggested here. Check for correct use of the
phrases for mentioning the contact person.
UNIT 3
Chapter 2 So how was Greece?
Overview

Travel Contrast of simple past and Discussing a trip
Historical sites past progressive tenses Describing famous sites
Architectural wonders Asking for
recommendations
Travel Materials Years Questions
ferry wood in 1789 What’s it like?
architecture stone from 1927 to 1941 What is it made of?

brick between 1632 and What do you know
Adjectives iron 1643 about it?
ancient steel the 1500s = the 16th Where’s the best
incredible marble century place …?
stunning bronze the 30s/1930s = the What do you
exquisite gold years from 1931 recommend?
breathtaking glass to 1939 Where do you
huge suggest …?
immense Where can we …?
massive Why don’t you …?
unbelievable Is there someplace
amazing nice in the area?
man-made
hard-to-reach
Travel Discussing a trip Contrast of simple past and past
Historical sites Describing famous sights progressive tenses
Architectural wonders Asking for
recommendations
Chapter 2 Unit 1 Preview and Describing famous sites

SB, page 6 Warm-up
Point 1 • Ask questions to introduce the topic:
Discussing a trip — Have you taken a trip recently?
— Where?
15 min.
— How was it? What did you do? etc.
• Optional: Spread out pictures of holiday locations and sights.
Optional resource • Point to title and ask students to predict content of chapter.
materials:
Pictures of vacation
locations and famous Listening 1
sights from magazines • Tell students they are going to listen to two people describing a trip.
and holiday brochures
• Write the questions on the board; students to answer:
— Who took a trip? (Dan)
— Where did he go? (Greece via Italy)

— What was his itinerary? (Venice, then ferry to Greece)
• Play audio track 3 and check students’ answers.
Listening 2
• Ask students more questions:
— Has either person visited Greece before? Why do you think this?
— Would Dan visit Greece again? Why do you think this?
— What did he like most?
• Play audio again and then compare students’ answers. Encourage them to
pick out words or phrases that support their answers.
Pairwork (SBs closed)

• Pairs interview each other on one of the following topics:
— Best vacation 5 aspects that made it so
— Most successful business trip 5 aspects that made it so
Pairs report back.
Extension (SBs closed)

• Short role plays:
1. Partner has just gotten back from best vacation. OR:
2. Partner has just gotten back from successful business trip.
Chapter 2 Unit 1 Preview and Describing famous sites (cont’d.)
Points 2 - 5 • Ask students to talk about/describe the photo of the the Great Buddha on p. 7.
What’s it like? • Start mind map on the board, using the discussion to elicit and present
adjectives and vocabulary describing materials.
What is it made of?
• Branch 1 = huge, massive, immense
What do you know • Branch 2 = beautiful, stunning, exquisite
about it? • Branch 3 = incredible, amazing, breathtaking, unbelievable
When big and beautiful • Branch 4 = wood, stone, brick, iron, etc.
just won’t do
25 min. Practice
• Use either the picture of the Taj Mahal in the student book or photographs
from English Passport or travel brochures to get students to describe buildings
or places using adjectives and vocabulary for building materials.

• Any of the following:
• Role play: Tour guide on cruise describing to guests all the monu-
ments/sights they will visit
• Game: Students describe a famous sight/landmark, without saying its
name; other students guess
• Task: Pairs/small groups prepare itineraries for an exciting vacation,
within a budget; students vote on best vacation
• Task: Students prepare a radio ad for a landmark/site in their area
Homework for Unit 1: Exercises 1 – 3


Point 6 • Depending on the interests of the students, select either:
Years and centuries • a film star or famous politician
• a well-known business person
10 min.
• a topic of interest to the students, etc.
• Use questions to present and practice the expressions of time, and write them
on the board at the same time, e.g.:
— Who was the Labour Party leader in the early ’90s?
— Between 1990 and 1997, what problems did the Conservatives face?
— Who was Prime Minister from … to …?
— How would you describe the early years of the 21st century? etc.
Practice (SBs closed)

• Either:
• Students interview each other and work out mini-biographies/work
histories for their partners.
• Pairs work out mini-biographies for favorite stars.
• Ask students to write the key dates for the biographies/work histories on
the board.
SB, page 8 Presentation (SBs closed)
Point 7 • Use the mini-biographies on the board to demonstrate the contrast between
Contrast of simple simple past and past progressive, e.g.:
past and past • When John started at Siemens, David was working in the finance
progressive tenses department of …
• Bill was working in London when he met his wife, etc.
20 min.

• Use mixed questions to practice the two forms, e.g.:
— Where was Susan working in the late eighties?
— When did she leave that company?
— Was John still working at Siemens when Susan left?

• Choose one:
• Activity: Students look at two photos showing the before and after of
an event. Tell students when the photos were taken; students have to
summarize what was happening in each and speculate what happened in
between.
Optional resource
materials: • Summary: Students describe their first day at work, i.e., what was hap-
Pictures depicting pening when they arrived, who they met and what they were doing, etc.
“before” and “after” • Activity: Pairs of students perform two actions simultaneously. Other
of an event
students then describe what they saw, using the appropriate tenses.
Post-task
• Focus on form. Give feedback and correction as necessary.

• Students complete “Now it’s your turn” in pairs.
(Answers: 1. were driving, began 2. called, was having 3. gave, was looking
4. was watching, was preparing)

Point 8 • Elicit examples of the three regular simple past tense endings, e.g., walked,
Pronunciation Plus closed, voted.
• Play audio track 4 and ask students to listen for the bolded verbs in the paragraph.
10 min.
• Read the bolded verbs aloud and ask which ending students hear; elicit
repetition from the students.

• Divide the class into teams.
• Call out verbs randomly and award points to the team that gives the correct
pronunciation in the past tense first.
• First team to reach 10 is the winner.
Chapter 2 Unit 3 Asking for recommendations
SB, page 9 Warm-up
Point 9 • Direct students’ attention to the title of the page.
You should check out • Ask them what type of things they like to have a recommendation for (e.g.,
the Green Mill! restaurants, movies, plays, etc.).
• Direct students’ attention to the four photos. Say: In each conversation the
15 min.
people want a recommendation. What do you think they want to do? Challenge
students to focus on what they see to make predictions.
Listening 1
• Play audio tracks 5 - 8.
• Tell students to listen for what the speakers want to do. Replay as many times
as needed.
• Check answers. (Answers: A. listen to music B. see a play C. shop D. get a good view of
the city)
Listening 2
• Replay the audio. Ask students to listen for more detailed information.
• Ask the following questions:
Scene A
Where is the Green Mill located? (Lawrence and Broadway)
What kind of music do they play there? (many types of jazz)
Scene B
Why is the Steppenwolf Theatre famous? (many Hollywood stars got
their starts there)
Scene C
Why is Michigan Avenue a good place to go shopping? (there are many
shops/stores there)
Scene D
What two buildings are mentioned? (Sears Tower/John Hancock
Building)
Where is the John Hancock Building located? (5 blocks up Michigan
Avenue)
SB, page 9 Warm-up (SBs closed)

Point 10 • Introduce the topic:
We’d like to do some — What do you like to do when you are on vacation?
shopping. — OR:
10 min. — What do you like to do when you have some free time on a
business trip?
— Do you sometimes have to ask for a recommendation in order to get the
information you want?

• Pairwork. Students take the roles of a tourist and a hotel travel agent/local
person, asking for and giving recommendations.
Chapter 2 Unit 3 Asking for recommendations (cont’d.)
Extension
• Focus on form. Pairwork. Have students look at phrases listed and then act out
the role plays again, substituting their original words with the most appropriate
asking and recommending phrases.

Point 11 • Ask students:
Is there someplace — Do you ever need a recommendation for a place to go to with a special
nice in the area? guest? (a visiting business associate, good friend, your husband, etc.)
— What do you do to get the information you need? (ask a friend; look in
15 min.
the newspaper, restaurant guide, etc.)
• Tell students: You are going to read a text about Mr. Kessler, who doesn’t know
where to take his wife for dinner after the theater.
Reading
• In pairs students read the dialogue.
• Debrief: What did the concierge recommend? Which restaurant would you have
chosen? Why?
Performance
• Role play. You are inviting someone to dinner to celebrate a special event (pro-
motion, anniversary, etc.). Ask a friend for a recommendation.
• Survey. You are inviting a business associate to lunch in order to close a big
deal. Ask each of your classmates to recommend the best restaurant and say
why. Afterwards, the whole class votes for the most appropriate place.

• Cross-cultural. You are receiving an important visitor from abroad and he is
free for one afternoon. Ask him what he would like to do and recommend an
itinerary.
• Summary. A colleague recently recommended a restaurant to you and you had
a wonderful/awful service experience there. The next day she asks you how you
liked it. You say …
Extensions
• Pairwork or groupwork: You work for a travel agency and you have been asked
to provide a recommendation for a company that wants to host its annual fran-
chise meeting in your city. Create your proposal. Include: accommodations and
rates, side-trips, etc. Present your proposal to the rest of the group.
• Pairwork or groupwork: Ask students to create a calendar of events for a
day/night of excitement in the city of their choice. The calendar should include
specific recommendations for restaurants, museums, shops, etc. Ask each pair
or group to present its “Day on the Town” to the class and have the class vote
on which day of events sounds most interesting and exciting.
Chapter 2 Unit 4
Point 12 • Ask each student to name a different ancient monument and say why it’s so
Guided Tours impressive. (Remind them to use: massive, incredible, stunning, etc.)
15 min.
Performance
• Either in pairs or individually have students look at the three pictures and ask
them to predict the following:
— What is the length of the Great Wall of China? (6,500 km)
— Where can it be seen from? (space)
— How many pyramids are there in Giza? (three)
— What are they made of? (stone)
— How many men do they think it took to build the great pyramid?
(100,000)
— How long did it take? (20 years)
— Where is Machu Picchu? (Peru)
— Who was Hiram Bingham? (an explorer)
— How many stone buildings are there at the site today? (200)
• Keep track of the answers on the board.
Listening (SBs closed)

• Play audio tracks 9 - 11.
• Ask students to check their predictions.
• Play audio again as needed.
• Count up the number of correct answers and announce the winner(s).
Extension
• Challenge students to find an adjective that appears in two of the passages
(ancient: A, C), a building material that appears in all three (stone), and a word
for building that appears in two (structure: A, B).
SB, page 10 Warm-up

Point 13 • Ask students to look at the signs illustrated and say in what type of place they
would be likely to find each one (in their own / a foreign country).
Culture Corner
5 min. Performance
• Discussion. Use the questions in the SB to launch a brief discussion about the
importance of protecting historical sites and of allowing public access to sites.
Assist students with vocabulary as they explain their views.
• Pairwork. Partners role-play a situation in which one is a security guard and the
other is a tourist breaking a rule. The security guard explains the rule to the
tourist.
Chapter 2 Unit 4 (cont’d.)
SB, page 10 Warm-up
Point 14 • Have students guess what the expression “When in Rome, do as the Romans
do” means and have them say when they might use it.
Word Play
5 min. Performance
• Ask students to list some social rules (taboos, etc.) from their own culture/s.
• To prompt discussion, ask: If you saw a tourist do …, what would you think?
What would you do?
• Ask why it is important, especially for business people, to “do as the Romans
do.”
• Discuss ways to find out about the social rules of a culture before
traveling there.
SB, page 11 A. Discuss a trip. Check performance by having students role-play a discussion of
a trip they have taken.
Chapter Check
15 min. B. Describe famous sites. Check performance by asking students to describe a
famous building, monument or other edifice that they know well. Ask students
to say what the edifice is made of. Check for correct use of modifiers, years,
and centuries.
C. Ask for recommendations. Check performance by asking students to choose an

activity (such as shopping, dining, etc.) they would like to do and role-play a
conversation in which they ask for or make a recommendation.
Chapter 3 Did you enjoy your dinner?
Overview

Dining experiences Contrast of simple present, Talking about a dining
Restaurant problems simple past, and present experience
perfect tenses Getting good service and
Lost items
Making comparisons describing meals
Discussing a bill
Calling about a lost item
Restaurants Paying Expressions
ambiance bill This one’s on me Everything was just
presentation charge It’s my treat. right!

service gratuity It’s on the house. I can’t wait to go back!
wait time tip Let me get this / pick (I’ve) never tasted
pick up the check this up. better.
Adjectives Don’t bother! It was a complete
attentive Verbs Should we give it a try? disaster!
crowded apologize (It’s) worth the wait. Hold just a moment.
delicious cook (to perfection) How is everything?
disappointing hold We’ll take care of it.
fantastic figure out
fabulous
superior
popular
undercooked
overcooked
so-so
superb
charming
cozy
lively
Dining experiences Talking about a dining Contrast of simple present, simple
Restaurant problems experience past, and present perfect tenses
Lost items Getting good service and Making comparisons

describing meals
Discussing a bill
Calling about a lost item
Chapter 3 Unit 1 Preview and Talking about a dining experience

Point 1 • Write the words food and service on board. Ask students which of these is
Talking about a dining more important when they go to a restaurant.
experience • Discuss other points they feel are also important, such as price, location,
atmosphere of restaurant, etc.
10 min.
• Tell students they are going to hear a conversation about a dining experience.
• Write the following questions on the board:
1. What kind of restaurant did Donna try? (Indian)
2. When did she go? (Friday night)

3. What did she like? (food)
4. What did she dislike? (service)
5. Does she recommend the restaurant? Why? / Why not? (Yes, because
the food is very good.)
• Play audio track 12.
• Ask volunteers to answer the questions; write the responses on the board.
• Ask students if they can explain the phrase worth the wait. Ask if students can
remember ever waiting in line a long time for something. Then ask: In the end,
was it worth / not worth the wait?
Performance
• Discussion. Ask students about a restaurant they have recently gone to. Ask
them if they will / will not go back and why.

Point 2 • Ask students to make a short list of questions a waiter asks when they are at a
Is everything all right restaurant and have already begun their meal.
here? • Ask: What specific questions about the food do waiters ask?
10 min.
• Pairwork. Pairs create short dialogues between diners and waiters. In one, the
diner should be satisfied; in the other, dissatisfied. Partners should have a
Chapter 3 Unit 1 Preview and Talking about a dining experience (cont’d.)
chance to play both roles. Allow students to look at the dialogues at the top of
page 13 if they need help. Then pairs reverse roles from customer to waiter and
vice versa.
Performance
• Pairs present one of their dialogues to the class.

Point 3 • Ask students what one says or does to attract a waiter’s attention in their
Getting the waiter’s country. Ask: How do you think that’s different from what is done in English-
attention speaking countries?
10 min.
Practice
• Ask volunteers to read the requests on page 13. Assist with inflection and tone.
• Groupwork. Students take turns playing the role of waiter / waitress. The oth-
ers play the role of diners. Write several different dining “problems” on slips of
paper. Ask the “diners” to pick up one of the slips at random (e.g., no bread,
cold soup, etc.) Diners must get the waiter’s attention and make a request or
complaint.

Point 4 • Present the following words and expressions and others if necessary: attentive,
How was your meal? I can’t wait, ignore, disaster.
10 min.
Practice
• Read 4-5 items from the activity at random. Ask students who they might
say these things to — waiter? restaurant manager? friend? colleague?
• Ask volunteers to read other items from the activity aloud. Assist with
pronunciation and inflection.
Performance
• Pairwork. Partners tell each other about a real (or imagined) dining experience
that was either exceptionally good or exceptionally bad. Encourage the use of
words and expressions from the activity.
Extensions
• Unhappy customer: Divide the class into groups of three, so that each group
has a diner, a server and a restaurant manager. The server has brought the
wrong order, but insists there is no mistake. The customer then complains to
the manager.
• Opposites: Divide the class into two teams. One team makes a comment about
a restaurant or meal; the other team comes up with the opposite. For example,
if one team says: The dinner was fantastic. The other team might say: The
dinner was awful. Teams take turns commenting and coming up with the
opposite of the comment. (You may choose to keep score by awarding points
for good sentences if your students respond well to competition.)
Point 5 • Ask volunteers to read the paragraph about Mr. Kim.
Contrast of simple • Ask questions contrasting verb tenses:
present, simple past, 1. What has Mr. Kim done every Tuesday for years?
and present perfect 2. Why does he like to go there?
tenses 3. What does he almost always order?
25 min. 4. What did he order today?
5. Why did he send it back?
6. What did the waiter do?
7. Has Mr. Kim ever complained about his food before?
• Draw a timeline on the board for students. Label it as below:
UP TO “NOW”
MR. KIM’S WAS SICK; DID LAST NOW

1ST VISIT NOT LUNCH AT TUESDAY
05/26/99 R.G. 11/05/01
• Make statements and ask questions to illustrate the difference between the
simple past and the present perfect tenses:
SIMPLE PAST (COMPLETED ACTIONS IN THE PAST)

1. Mr. Kim first ate at the Royal Garden on May 26, 1999.
2. He went there for lunch last Tuesday.
3. When did Mr. Kim first eat at the Royal Garden?

4. Why didn’t he go to the restaurant on November 5, 2001?
PRESENT PERFECT (COMPLETED ACTIONS IN THE PAST)

1. Mr. Kim has had lunch at the Royal Garden 234 times since 1999.
2. Mr. Kim has never ordered the noodle soup.
3. How much money has Mr. Kim spent at the Royal Garden?
[estimate: $5,000]
4. Has Mr. Kim ever ordered the lunch special? etc.
Practice
• Ask students to add events or happenings in Mr. Kim’s life on the timeline.
Then ask them to make statements about Mr. Kim using both verb tenses.
• Or erase the information about Mr. Kim and work with students to create a new
timeline about someone else. Ask students to make statements about the new
person using both verb tenses.

Point 6 • Ask students to look at the chart related to restaurants.
Making comparisons • Have volunteers read the examples below it.
15 min.
Practice
Who does it best? • Ask questions about the information in the chart:
1. At which restaurant do you wait longer?
2. Is the food at North Bistro better than at Colonial Inn?
3. Which restaurant is the least expensive?
4. Which restaurant is the most expensive?
5. Which restaurant has the best service?
Performance
• Pairwork. Students work together comparing different things, e.g., restaurants,
cars, countries, cities, etc. (Contrasting pictures from a newspaper or a
magazine could be very useful for this activity.)
• Pairs present some of their comparisons to the class.
Extensions
• Which one’s the best? Write the names of three popular movies, actors, or
songs on the board and ask students to compare them.
• Radio spots: Pairwork. Students prepare a radio advertisement about a real or
imagined restaurant. The advertisement should include comparisons to other
restaurants in town (e.g., Our service is the friendliest. Our food is the tastiest.
etc.) Assist with vocabulary as needed.
Chapter 3 Unit 3 Discussing a bill

SB, page 15 Warm-up
Point 7 • Ask a volunteer to read the title of Point 7. Ask students if they have ever been
Who is paying for the in a situation where it wasn’t clear who was going to pay the restaurant bill.
meal? Ask: What did you do?
• Ask students if they ever “argue” with friends / business associates over who
20 min. will pay the bill at a restaurant. Discuss briefly.
• Ask students to look at the photos. Then ask: Do you think the men in photo A
are friends? colleagues?
• Ask about the other photos briefly. For photo C, ask students to speculate why
the woman is talking to the manager.
Listening 1
• Play audio tracks 13 – 16.
• Ask students to find out who is paying for the meal in each conversation.
• Students write their answers in their books.
• Play the audio again. Students check answers:
A. Bill B. Helen C. the restaurant D. Alberto / Wexton, Ltd.
Listening 2
• Play tracks 13 – 16 again.
• Ask students to listen for the reason why each person is paying.
(Answers: A. It’s Bill’s turn. B. Helen wants to treat Brenda. C. The service was bad.
D. Peter has done a lot for Wexton, Ltd.)
Chapter 3 Unit 3 Discussing a bill (cont’d.)
Listening (optional)
• Play the audio a third time and ask students to listen for expressions used to
offer to pay for someone’s meal. (A. This one’s on me. B. Lunch is my treat.
C. Dinner is on the house tonight. D. Let me get this. / You always pick up the
check.)
• Practice these expressions so that students begin to feel comfortable using
them.
Performance
• Pairwork. Students create short dialogues offering to pay for a meal. Give
instructions to some students to refuse the offer.

Point 8 • Ask students to look at the restaurant bill in their books, focusing on the
bottom part of it.
Could you explain
this charge? • Ask if anyone can explain what “15% GRAT CHG” stands for. (gratuity charge)
• If a student can correctly “translate” the abbreviation, ask the student to
5 min. explain it to the class. If not, ask two volunteers to read the short conversa-
tion. Read the TIP below the conversation to the class.
• Confirm that students now understand the abbreviation.
Practice
• Ask students if it is common practice in their country for restaurants to
include a gratuity charge for large groups. Discuss the reasons for such
charges and the range of percentages charged.

• Ask students if they check restaurant bills before paying them. Why? / Why
not? Ask students what they do if they discover an error. Discuss briefly.
SB, page 15 Performance

Point 9 • Reading. Ask volunteers to read the information on tipping customs.
Culture Corner
Practice
15 min.
• Ask students to compare this with tipping customs in their country.
• Discuss situations in which one might tip more or less than the usual
percentage.
• Ask students what kind of tip they would leave for exceptionally good / bad
service and why.
• Ask students to name other situations in which tipping is common
practice and how much the tip should be (e.g., hotel bellman, taxi driver,
bartender, etc.).
Performance
• Debate. Divide the class randomly into two groups. Explain that each group will
be assigned a position in the debate. It is not important whether or not they
truly believe in the position they are assigned. For the purposes of the debate,
they should do everything they can to justify their position.
Chapter 3 Unit 3 Discussing a bill (cont’d.)
Group 1 position: You should always leave a tip regardless of the quality of the
service.
Group 2 position: A tip is earned and is not the customer’s obligation.
Extensions
• Who’s paying? Pairwork. Pairs role-play the end of a business lunch: the
negotiation over who will pay the bill.
• Old friends: Pairwork. Pairs create a dialogue in which two good friends,
who have met for lunch, each want to treat the other for the meal.
Chapter 3 Unit 4 Calling about a lost item

Point 10 • Ask questions to introduce topic:
On the Phone 1. Have you ever forgotten or lost something in a restaurant
or other place?
15 min.
2. Did you get the item back?
3. What did you do or say when you got it back?
4. What items do people often forget or lose?

• Tell students they will hear a conversation between an employee at a
restaurant and a customer who forgot something.
• Ask students to guess what it is the customer forgot at the restaurant.

• Play audio track 17; then ask the following questions:
1. When did Mr. Richardson eat at the restaurant? (today)
2. Why is the restaurant calling him? (found his briefcase)
3. Who found the item? (server)
Play the audio a second time if necessary.

• Play audio again and ask more questions:
1. What is the name of the restaurant? (Gallagher’s Steakhouse)
2. Why did Mr. Richardson forget his briefcase? (He left in a hurry.)
3. Where did he leave it? (at the table)
4. What time will he pick it up? (between 6:30 and 7:00)

Point 11 • Introduce lost-and-found.
Calling about a lost • Ask two volunteers to read dialogue.
item
Practice
5 min.
• Groupwork. Divide students into two groups. One group should try to find
similarities between the conversations in Points 10 and 11. The other should
try to find differences.
• The two groups present the similarities and differences.
Chapter 3 Unit 4 Calling about a lost item (cont’d.)
Performance
• Pairwork. Assign half the pairs Point 10; the other half Point 11. Ask pairs to
script what will happen when the customers pick up the briefcase and the
gloves.
• Pairs present their dialogues.

Point 12 • Students read the examples in Word Play:
Word Play — pick up the check (pay)
— clear up the problem (solve)
10 min.
— figure out the tip (calculate)
— check out the new restaurant (try)
[Note: pick up is used to mean retrieve in Points 10 and 11. Here it is used to
mean pay.]
• Ask students to find the verb phrase pick up in both texts. Ask students to
explain the difference between the use of the phrase in Points 10 and 11 and in
Word Play.
Practice
• Ask questions with the two-word verbs in Word Play:
1. Do you pick up your children after school?
2. Is it difficult to figure out the tip for a big restaurant bill?
3. Have you had to clear up any problems at work recently?
Performance

• Groupwork. Divide the class into two or three teams. Present the verb phrases
below. First, teams must identify which preposition should be used — up or
out. (one point for correct answer) Then they should try to use the verb phrase
in a sentence. (one point for correct sentence) If this is too challenging, share
the definitions with the students.
• work up / out a problem (solve)
• make up / out a story (invent)
• leave up / out a person (exclude)
• show up / out at an event (make an appearance)
• sign up / out for a class (enroll)
SB, page 17 A. Talk about a dining experience. Check performance by asking students to
Chapter Check role-play discussing a dining experience.
10 min. B. Get good service. Check performance by asking students to role-play a

conversation in which a restaurant diner requests a server’s assistance.
C. Describe meals. Check performance by asking students to describe an
exceptionally good restaurant experience, as well as an exceptionally bad one.
D. Discuss a bill. Check performance by asking students to role-play a
conversation in which they find an error on the restaurant bill.
E. Call about a lost item. Check performance by asking students to role-play a
conversation in which they have lost something and are calling the restaurant
to try to locate it.
Chapter 4 How did you get into that?
Overview

Career paths Adjective + preposition Talking about career plans
Career choices + gerund Talking about career paths
Clauses with so (that) Talking about career
vs. (and) so changes
Business Gerunds Modifiers Expressions
abbreviations reporting laid off Best of luck to you.
MBA managing eliminated How did you get

CEO solving marketable into …?
CFO temporary When did you become
CTO Job factors a …?
VP starting salary Verbs Why did you decide
HQ opportunities for get into on …?
HR advancement decide on How did you end up
R&D professional growth come up as …?
IT expert eliminate Don’t get me wrong!
position in industry burn out What are you good at?
Adjective + long-term prospects take apart What are you
preposition solid company put back interested in?
leadership move up It was a great break
responsible for
option tied up (in meetings) for me.
interested in
nervous about challenge to do by choice
capable of to pass up (an
happy about opportunity)
good at to look back
concerned about end up as
used to jump at …
tired of
Career paths Talking about career plans Adjective + preposition + gerund
Career choices Talking about career paths Clauses with so (that) vs. (and) so
Talking about career changes
Chapter 4 Unit 1 Preview and Talking about career plans

Point 1 • Ask questions to introduce a topic:
Talking about career — Have you ever changed jobs? Were you happy with the change?
plans — How did your boss react when you told him / her you were leaving?
15 min. — How did your colleagues react?
• Ask students to list reasons why people leave jobs. Write reasons on board.
• Pairwork. Ask pairs to sort the reasons from most to least common.
• Pairs present their sorted lists. Class discusses differences.
Presentation
• Ask students the following questions:
— Did you attend graduate school?
— Did you receive an MBA (Masters of Business Administration) or other
degree?

• Tell students they are going to listen to two people talking about career plans.
Option 1. Before class, make a copy of the worksheet on page 33 for each
student. Ask students to listen to the dialogue once without writing on the
worksheet. During the second listening, students should to try write in as many
of the missing words as possible. (If necessary, play the audio a third time.)
Option 2. Write these questions on the board:
— Who is leaving? (Gina)
— How long has she been working there? (3 years)
— Why is she leaving? (to get an MBA)
— What will that do for her? (will give her more options)
Ask students to answer the questions. If students have difficulty with any of
the questions, play the audio a second time.
• Play audio track 18.
Listening 2
• Ask students to listen to the tone of both characters’ voices to determine
whether Gina is sure about her decision and whether Vince is being supportive
of her decision.
• Discuss tone of voice and how the message could change if the tone of voice or
inflection changed.
Chapter 4 Unit 1 Preview and Talking about career plans (cont’d.)
Extension
• Pairwork. Pairs perform the dialogue, changing the tone of voice in key places
to portray a different message.

Point 2 • Ask questions using key words from the four conversations, substituting
How did you get into professions relevant to each student.
that? — How did you get into accounting?
— When did you decide on sales?
10 min.
— How did you become an executive?
— How did you end up as a lawyer?
— Do many opportunities for travel come up in your work?
— Would you jump at an opportunity to live in another country?
— Do people sometimes feel burned out after working at the same position
for many years?
Practice
• Pairwork. Assign one or two of the short dialogues to each pair. Pairs practice
reading them. Then partners swap roles and read the dialogues again.
Performance
• Pairwork. (new pairs) Students interview each other to find out how their
partners got into their professions and to ask their advice on how to get into
that line of work.

Point 3 • Write on board: Salary is the most important factor when accepting a job offer.
Important factors to • Ask students for their opinion on this statement. Ask students to list other
consider in a job offer factors which are also very important. Write them on the board.
15 min.
Practice
• Students read the three statements in their book and decide if they would like
to add the factors mentioned to their list on the board.
• Check comprehension by asking questions, such as:
— What does Brad mean by “opportunities for advancement”?
— What does Tammy mean by “professional growth”? etc.
• Revise the list on the board, as needed, to make a final listing of factors to
consider when one is offered a job. Ask students to vote on the importance of
each. Allow time for students to debate differences of opinion.
Performance
• Pairwork. Role play. One student works for the human resources department at
a company; the other is a job applicant. The HR staff member tries to convince
the applicant to work at the company by listing company strengths to consider.
Point 4 • Have students read the examples in their book.
adjective + • Ask what they notice about the words in boldface type.
preposition + gerund
Practice
15 min.
• Ask students questions to practice the constructions; e.g.:
– What is Adam Gould responsible for?
– What is he interested in?
– What are you responsible for in your work? etc.
Performance
• Write examples of each adj. + prep. given in the book on a slip of paper.
• Groupwork. Students choose one slip of paper and make up sentences / ques-
tions using the adjective and preposition plus a gerund of their own choosing.
Extensions
• Pair them up: Groupwork. With books closed, call out adjectives from the list in
the book in random order. Allow teams 30 seconds to decide which preposition
is used with the adjective and to come up with a sentence using the adj-prep
pair. Award one point for the correct preposition and two points for a well-con-
structed sentence. The first team to reach 15 points wins.
• Self-portrait: Students work individually to write sentences about themselves;
e.g., I’m interested in jazz. I’m nervous about flying. I’m good at golf. etc.
Students then share their sentences with the class.

Point 5 • Students read the examples in their book. Ask students Why? or What
happened? after each example to elicit the purpose or result.
so (that) vs. and so
• Advise students that we don’t usually say so that or and so when speaking.
15 min. However, these words are commonly included in business or formal writing.

• Pairwork. Students ask Why? and What happened? of each other. Partners
should answer using so (that) and (and) so.
• Students report a few of their partners’ responses back to the class.
Extension
• Divide the class into two teams. Explain that you will read two halves of a
sentence and that each team must decide whether the halves should be joined
by so that or and so.
1. I woke up late this morning / I didn’t have time for breakfast (and so)
2. Tom gave me two copies of the letter / I could give one to you (so that)
3. Ms. Grant took the early train / she wouldn’t be late for the meeting
(so that)
4. Mr. Kaplan was in a hurry / he didn’t stop by to say hello (and so)
5. Mrs. Sherman follows a strict diet / she can stay in good health (so that)
6. We forgot to call Judy / she didn’t know we were coming (and so)
7. Mr. Benson leaves his house every morning at 6:30 / he misses the
morning traffic (and so)
8. I stayed up late last night / I could finish the book I was reading
(so that)

Point 6 • Ask volunteers to read the business abbreviations. Assist with pronunciation.
Pronunciation Plus
Practice
10 min.
• Ask students what each abbreviation stands for.
CEO – Chief Executive Officer HQ – Headquarters
CFO – Chief Financial Officer HR – Human Resources
CTO – Chief Technology Officer R&D – Research and Development
VP – Vice President IT – Information Technology
• Play audio track 19 and have students repeat the abbreviations aloud.
• Ask students if they know any other abbreviations; e.g., COO (Chief Operating
Officer), CPA (certified public accountant), etc. Write them on the board.
Performance
• Write the abbreviations on slips of paper and give one to each student. Ask
students to describe the function or person denoted by the abbreviation to the
class. The first person to recognize the description calls out the abbreviation.
Chapter 4 Unit 3 Talking about career changes

SB, page 21 Warm-up

Point 7 • Ask a volunteer to read the activity title aloud.
Did they choose to • Discuss reasons why people change careers.
change careers?
15 min.
Listening 1
• Tell students they will hear about four people who changed careers. Ask them
to circle yes or no under the photos in their book to answer the question: Did
they choose to change careers? (Was it their choice to make a change?)
• Listen to the audio again; students check answers. (Answers: no, yes, yes, no)
Listening 2
• Ask students to listen again to determine the main reason each person
changed careers. Students write answers on the blanks below the photos.
• Play audio tracks 20 – 23 again.
• Go over the correct answers: Junichi was laid off. Nora wanted a new challenge.
Maria had an opportunity too good to pass up. Hans had repetitive stress
injuries.
Listening 3 (optional)
• It could be useful to play the audio a 3rd time, pausing between speakers. This
would allow students to discuss the details of each person’s career change.
Chapter 4 Unit 3 Talking about career changes (cont’d.)
Point 8 • Write corporate ladder on the board and explain if necessary. (The steps of the
Moving up ladder are positions within a company that employees must “climb” in order to
get to the top.)
15 min. • Ask students what they think is the key to getting promotions: hard work, con-
nections, education, knowledge, experience? Discuss the importance of each.
Presentation
• Present new vocabulary:
— Does your grandfather have a wealth of stories? (a lot)
— Have you attained a higher level of English since you began your
studies? (reached)
Practice
• Students read the e-mail silently. Then volunteers read it aloud. Check
comprehension by asking students to paraphrase and by asking questions.
Performance
• Ask students to comment on the level of formality of the e-mail. Is it more or
less formal than what they would expect for such an announcement?
• Ask students how the style and content of the e-mail is similar to / different
from what would be written in an e-mail on a similar subject in their culture(s).

Point 9 • Students read the next e-mail in which someone offers congratulations.
• Ask students if they know other expressions for offering congratulations.

Offering
congratulations (Congrats! Good for you! I’m very happy for you! etc.)
10 min.
Practice
• Pairwork. Students compare e-mails from Points 8 and 9 and note differences.
• Ask students to report the differences they noted between the two e-mails.
Discuss the reasons for the differences. Ask students if they would feel
comfortable sending congratulations by e-mail.
Performance
• Ask students to work individually to write a short e-mail of congratulations to
Karen in a style that is comfortable to them. Ask volunteers to read e-mails.
Extension
• Pairwork. Students role-play a telephone conversation in which one of the two
has good news to share and the other offers congratulations. Possibilities
include a promotion, a new job, a new baby, an engagement for marriage, etc.
Chapter 4 Unit 4 Career choices
Point 10 • Ask students if they have voice mail or an answering machine at work or at
On the Phone home. If yes, ask students to share their voice greeting with the class. (If
greetings are not in English, ask them to translate the greeting into English.)
20 min. • Ask students how often they check their messages and get back (return a call)
to the people calling.
Presentation
• Ask two volunteers to read the voice-mail greetings only on page 22.
• Discuss the difference between the two examples and other examples just
shared by the group in the Warm-up. (Neither Wendy nor Rachel identifies the
company she works for. Ask students what they think of this.)
• Introduce new vocabulary below as needed:
— Do you have a sec to read this note? (second)
— Are you always tied up in meetings? (busy)
— Are you dying to finish this chapter? (want to very badly)

• Ask students to listen for the reason Rachel calls (she has news about her job
search) and why Wendy did not answer Rachel’s call (she was on the other line).

• Play audio tracks 24 – 25 a second time.
• Ask students to listen carefully so that they can answer these questions
(written on board):
— Was Rachel successful in her job search? (yes)
— How do you know? (she says she has great news)
— Is Wendy busy today? (yes)
— What is she doing? (she’s tied up in meetings)
— Is she interested in Rachel’s job search? (yes)
— How do you know? (she says she’s dying to hear)
— When should Rachel call Wendy? (after 6:00 on her cell phone)
— How does Wendy say good-bye? (Ciao!)
• Ask: What other ways can one say good-bye? (Bye, See you, etc.)
Performance
• Pairwork. Students prepare a short dialogue that might take place between
Rachel and Wendy after 6:00 and perform it for the class.

Point 11 • Pairwork. Ask students to look at the table in the book. Point out that the data
Culture Corner reflect the situation in the U.S. Explain any of the jobs listed, if needed.
5 min.
Practice
• Ask questions about the information in the table:
— For which occupation is the most growth anticipated in the U.S.?
— Which occupation is projected to grow by 62%? by 40%?
Chapter 4 Unit 4 Career choices (cont’d.)
— Why do you think the Monthly Labor Review projects such high growth
for positions such as software engineers (programmers) and computer
support specialists? etc.
Performance
• Groupwork. Divide the class into groups of 2 – 4 students and ask them to
create a table of their own predictions with regard to the growth of professions
in their own countries. Students share their tables with the class.

Point 12 • Ask volunteers to read the short paragraph and the question-answer exchanges.
Choice or chance?
Practice
5 min.
• Groupwork. Students ask each other:
— what they are good at / interested in
— if they are using their talents in their current jobs
— if they have pursued employment that is compatible with their interests
Performance
• Students have two minutes to write a short self-portrait of themselves listing
things they are good at and / or interested in.
• Collect and read the self-portraits aloud. Have students guess who wrote them.
SB, page 23 A. Talk about career plans. Check performance by asking students to role-play a

discussion of career plans.
Chapter Check
Choice or chance? B. Talk about career paths. Check performance by asking students to explain
5 min. their career paths.
C. Talk about career changes. Check performance by asking students to talk

about a career change that either they or someone they know made.
Chapter 4 Worksheet for Point 1 – Talking about career plans
Listening 1
Vince: You’re not really going to __________ us, are you, Gina?
Gina: Sorry, Vince, but I am. I never really __________ to stay

here for three years. This was my __________ job out of
school.
Vince: Has it been that __________?
Gina: Yes, it has. I took the job while I was trying to __________
whether or not to go to __________ school.
Vince: And now you’re ready?
Gina: Let’s say that this job has _______________. I want to get
an __________. I think that will give me more __________.
Vince: Well, best of luck to you, Gina. We’re going to __________

you.
Chapter 5 Happy New Year!
Overview

New Year’s celebrations Contrast of present perfect Talking about New Year’s
Traditions and present perfect Eve
progressive tenses Describing traditions
Holiday foods and
activities Talking about New Year’s
activities
Nouns Adjectives Verbs Expressions
champagne crazy dress up Happy New Year!
confetti packed (= crowded) cheer It’s a chance to turn

fireworks special bother over a new leaf.
guests hug I can’t eat another bite.
midnight Phrases kiss We enjoyed the party
party plenty of set off (fireworks) immensely!
relative a fresh start throw Would you like to join
resolution the countdown relax us?
sunrise stroke of midnight wish What do you have in
temple night on the town mind?
toast make a resolution Count me in/out.
wealth Any interest in …?
No way.
Would I ever!
You’ve got to be
kidding.
New Year’s Talking about New Year’s Eve Contrast of present perfect and
celebrations Describing traditions present perfect progressive
Traditions tenses
Talking about New Year’s
Holiday foods and activities
activities
Chapter 5 Unit 1 Preview and Talking about New Year’s Eve

Point 1 • Ask students to write 5 words on a piece of paper that they associate with New
Talking about Year’s and New Year’s celebrations.
New Year’s Eve • Pairwork. Partners discuss each other’s lists to consolidate the words into one
list of five words that they both associate with New Year’s.
15 min.
• Continue the process until all students have consolidated their lists to 5 items
on which they all agree.
• Write the final list on the board. (This will be used as a reference point for the
next activity.)

• Tell students they are going to listen to two people talking about New Year’s
Eve.

• Ask them to listen to see if any of the words which they listed on the board are
mentioned and how many times.
• Play audio track 26. (You may need to play the audio more than once.)
• After listening, ask students which of the words they heard and how many times.
Presentation
• Present New Year’s vocabulary:
— What time do guests usually arrive for a New Year’s party?
— Have you ever had champagne on New Year’s Eve?
— In your country, does everyone hug and kiss at midnight?
— Do you make toasts on New Year’s Eve?
Practice
• Pairwork. Ask students to read the dialogue in the book.
• Ask students to guess which country Mr. Kim has been living in for the last
three years. Ask students to give reasons for their guess.
• Ask students to consider how they would find out the social etiquette if they
found themselves in a situation similar to Mr. Kim’s.
Chapter 5 Unit 1 Preview and Talking about New Year’s Eve (cont’d.)
Point 2 • Present new vocabulary:
What do you do for — turn over a new leaf = to make a new beginning
New Year’s? — set off = to start, to light
25 min. — confetti = small pieces of paper thrown at celebrations
— wealth = riches
— temple = place of worship
— make a toast = a short speech after which everyone raises his glass and
drinks
— resolution = a promise to yourself to make a change
— countdown = starting from 10 counting the numbers down to zero
— relatives = people in the extended family
— luck = good fortune
— midnight = 12:00 at night
— sunrise = the start of a new day
— cheer = to shout in a happy joyful voice
— stroke = at the first sound of
• Tell students that they will be reading about New Year’s celebrations in Italy,
Japan, and the U.S.
• Read the following statements aloud. Ask students to predict in which of the
three countries the activity occurs:
1. At midnight, many temples ring the bells 108 times.
2. At the stroke of midnight, we throw confetti and hug and cheer.
3. We eat a kind of sausage cooked in lentils. It’s supposed to bring wealth
in the new year.
Practice
• Pairwork. Assign the dialogues to different pairs. Pairs read and summarize for
the class the celebrations in the different countries.
• Discuss the accuracy / inaccuracy of students’ earlier predictions.
• Discuss the traditions described in the dialogues with students. Ask: Are you
familiar with these traditions? Which celebration would you most enjoy taking
part in? How do you celebrate New Year’s?
Extensions
• Personal traditions: Ask students to think of a tradition that they share with
their families or friends every year. The group asks questions to find out as
much information as they can about the tradition.
• Resolutions: Students discuss resolutions and whether they have a positive
effect on people. If students do not make resolutions for New Year’s in their
culture, ask them what they think of the idea.
• Here’s to Max Berlitz! Groupwork. Students make a list of possible New Year’s
toasts. Encourage students to adapt traditional toasts into English to see how
well they work in translation. After 3-5 minutes of brainstorming, ask each
group to share their toasts with the class.
Point 3 • Ask students to read the PRESENT PERFECT examples in their books. Then ask
Contrast of present the following questions:
perfect and present — Does the brother have several different jobs now? (no)
perfect progressive — Has he only lived in Malaysia? (no)
tenses — Has he ever worked in the United States? (no)
25 min. • Students read PRESENT PERFECT PROGRESSIVE examples in books. Then ask the
following questions:
— Is Helen working in Paris now? (yes)
— How long has she been managing the European sales office? (since
1998)
• Point out to students that the progressive is used here to emphasize that the
action is ongoing and has not been completed.
• Give students examples in both tenses to illustrate the distinction:
— My brother has lived in many countries.
[from some point in the past up until now]
— My brother has been living in France for three years.
[and he lives there now]
— Laila has never eaten pork.

[from her birth until now]
— Laila has not been eating very much lately.
[this situation continues]
— We’ve been to Paris once.

[up until now]
— We’ve been going to Nice for years.

[a regular event with a likelihood of continuing]
Practice
• Pairwork. Ask students to make up sentences to practice both verb forms. If
students have trouble, write their sentences on the board and ask the entire
class to work together to find out how to fix them. (Keep in mind that not all
cases will be cut and dried and there may be instances where both tenses are
correct. Help the students understand why either tense works in such cases.)

• Ask students to work in pairs or individually to complete the Now it’s your turn!
activity.
• Ask students to read their completed sentences aloud to check answers.
(Answers: 1. have eaten 2. have enjoyed 3. have been eating 4. have been coming
5. have … been, have been trying)

Point 4 • Write the word record on the board and ask students to pronounce it.
Pronunciation Plus • Write the following sentences on the board:
— The teacher keeps a record of the class’s progress.
15 min.
— The teacher records our progress.
• Ask students if they hear a difference when you read the sentences aloud. Ask
students to describe the difference they hear.
• Explain that the word record is used as a noun in one sentence and as a verb in
the other. As a noun, the stress occurs at the beginning of the word; as a verb,
it occurs at the end.
Practice
• Ask students to try to read the sentences in the book with the correct stress.
Encourage them to put the stress on the word or part of the word in boldface
type.
• Play audio track 27. Ask students to listen for the stress.
• Ask students to read the sentences aloud a second time. Practice until
students begin placing the stress on the correct syllable consistently.

• Groupwork. Divide students into small groups and ask them to create new
sentences using the following compound words (as nouns and verb phrases) or
others they know: (sunset, headache, rainfall).
Extension
• Stressed out: Groupwork. Divide the class into two or three teams. Give stu-
dents the pairs of words listed below, one pair at a time, and ask them to make
short sentences. Teams will read their sentences aloud and will be awarded one
point for a correct sentence, two points for correct placement of word stress.
The first team to reach 10 points wins.
Word pairs: letdown, let down; printout, print out; turnoff, turn off; takeover,
take over.
Chapter 5 Unit 3 Talking about New Year’s activities

SB, page 27 Warm-up
Point 5 • Ask students to think of different activities people do for New Year’s in their
What do people do in country.
your country? • Before playing the audio, ask the class if anyone knows the New Year’s tradi-
tions in the countries from which the people in the photos come. If so, ask for
20 min. predictions about what students will hear in the audio.
Listening
• Ask students to listen for what each person does for New Year’s.
• Play audio tracks 28 – 30, pausing after each speaker.
• After hearing each segment, ask students to write down what they remember
from it. They needn’t write everything they hear, just what they remember
clearly.
• Play audio again for students to double-check answers.
• After the students have finished, ask volunteers to read their responses aloud.
Answers should include:
1. Most Taiwanese put lucky sayings on red strips of paper, buy new furniture
and clothes, and eat a big dinner with the whole family.
Chapter 5 Unit 3 Talking about New Year’s activities (cont’d.)
2. New Zealanders go to the beach and have a big party.
3. Mexicans eat special food (twelve grapes) just before midnight, then toast,
hug, and have a big dinner.
Extension
• Pairwork. Students discuss which activity they would enjoy doing for New
Year’s if they visited Taiwan, New Zealand or Mexico.
SB, page 27 Warm-up

Point 6 • Ask students what the title Let’s do something special! suggests to them.
Let’s do something
special! Presentation
20 min.
• Tell students to look at the three tickets. Ask:
— What time is the chamber music concert? (8 p.m.)
— In what section is the Beauty and the Beast ticket? (C)
— In which row is the seat for the jazz concert? (10th)
— What time is the performance of Beauty and the Beast? (7:30)
• Ask two volunteers to read the dialogue.
• Pairwork. Students practice the dialogue making changes to suit their own
interests and preferences.
Practice
• Pairwork. Students create their own ticket for an exciting event. Assist with
vocabulary as needed.
•

Students practice inviting and accepting invitations using their tickets.
Extension
• Complete the dialogue: Pairwork. Write the dialogue below on the board for
students. Be sure to indicate the missing lines. Ask students to complete the
dialogue and practice it. Ask pairs to present their dialogues to the class.
— Have you made any plans for the weekend?
—
— Would you like to …?
—
— Afterward, we could go to …
— That sounds …
Chapter 5 Unit 4 Planning a special night

Point 7 • Ask students to look at the listing of possible activities in the book and choose
On the Phone the one that would interest them the most and explain why.
• Play audio track 31 and ask students to listen for what Ana and Felicia decide
8 min. to do.
Chapter 5 Unit 4 Planning a special night (cont’d.)
Practice
• Pairwork. Partners create a conversation in which they do not agree on what to
do for their “night on the town.” Ask them to negotiate a compromise that will
allow both friends to have a nice time.
Performance
• Ask students to present their conversations to the class.

Point 8 • Making sure students are not looking at their books, ask them how many
Word Play different ways they know to say yes. Write their responses on the board.
• Ask the same question for no and write their responses on the board.
12 min.

• Groupwork. Assign one group of students yes and the other group no. Write the
expressions from the book on pieces of paper. Students in the yes group must
identify all the yes’s; students in the no group must identify all the no’s.
• After organizing the expressions into yes and no groups, students check their
answers against the list in their books.
• Discuss any errors or differences of opinion.
• Model the different ways of saying yes or no. Students repeat.
Performance
• Ask questions that will elicit emphatic responses from students:
1. Could I borrow $1,000?
2. We are going swimming in Alaska for New Year’s. Would you like to
come?
3. A few of us are going to climb Mt. Everest next summer. Are you
interested?
4. My new car goes 200 km/h. Want to go for a ride? etc.
Extension
• Ask students to write down on a piece of paper an exciting activity they would
try if invited; e.g., sky-diving, polar bear swim, etc. Students receive an invita-
tion from the rest of the group for an exciting activity. They should decline
emphatically, unless the invitation is for the exciting activity they wrote down,
in which case they should accept emphatically.

Point 9 • Ask a volunteer to read the short paragraph in the book.
Live from New York!
Practice
10 min.
• Ask the class what they think about this American “tradition” of watching the
countdown to the New Year on television. Discuss briefly.
• Ask students if they have ever watched the countdown on TV.
• Read the question in the book aloud. Invite students to respond.
Chapter 5 Unit 4 Planning a special night (cont’d.)
Performance
• Students are assigned the role of a news reporter responsible for giving a
30-second report of what’s happening at the New Year’s Eve countdown in any
part of the world they choose to report from. Tell students that their reports
are for a worldwide audience. Remind students to be enthusiastic and to
describe their surroundings, e.g., You can hear the roar of the crowd.
Extension
• Pairwork. Ask students to prepare a brief “story” or description of the cartoon.
A story might include the character’s name, why he is alone on New Year’s Eve,
and what he’s watching on TV.
SB, page 29 A. Talk about New Year’s Eve. Check performance by asking students to describe
what they usually do for New Year’s Eve.
Chapter Check
10 min. B. Describe traditions. Check performance by asking students to describe some
of their holiday traditions. (These need not be limited to New Year’s traditions.)
C. Talk about New Year’s activities. Check performance by asking partners to

ask each other questions about what they usually do and plan to do this year
for New Year’s.
Chapter 6 Review
The Review Chapter is designed to show students just how much they have learned in the
preceding five chapters. These chapters also provide ample opportunity to expand students’
knowledge with a variety of activities simulating real-life situations.
It is expected that your students will spend four 40-minute lessons working through the
review material. Two of the four lessons should be devoted to the DVD and English Passport.
For the remaining two lessons, we encourage instructors and students to select from the
following options:
Objective Review – an opportunity to review Action Modules – a collection of information-

the objectives of the previous five chapters gap role plays that compel students to be
spontaneous and to negotiate their way to
Grammar Review - a review of the main
a solution
grammar points of the previous five chapters
Your Turn – a collection of presentation-
oriented activities that provide students an
opportunity to speak at length on a variety
of subjects
Encourage your students to take an active role in their learning and to select the activities
that will benefit and interest them most!
REVIEW
OBJECTIVES
Objectives Ladder (OPTIONAL) Begin the preparation phase of the debate. Each
UP TO 40 MIN. group should identify a scribe to write down the
group’s arguments. Circulate and assist with
Use the chapter objectives on the first page of vocabulary as needed. Even if you have strong
student book Chapter 6 as an assessment tool opinions on the issue, do not take sides in the
and as a guide for chapter review. debate.
Choose from among the options below. Moderate the rebuttal phase of the debate.
Encourage all students to participate. When it is
Ask students to read through the list on their
time for the arbiter’s questions, try to direct
own and identify any objectives that they do
them to students who haven’t had as many
not understand or would like to review further.
opportunities to speak as other students.
OPTIONS Post debate. Ask students to cast a secret ballot

to determine which side has won the debate.
Pairwork. Partners alternate asking and
answering mixed questions to practice one or Discuss which of the arguments were the most
more objectives. If necessary, students may convincing and why. Ask students if any found
return to the appropriate chapter to review key themselves in the position of defending an
vocabulary and concepts. argument they didn’t believe in.
Role play. Partners demonstrate mastery of an Interview. Pairwork. Ask pairs to create a series
objective with a role play. of interview questions related to one of the
topics or issues raised in the chapters. Ideally,
Debate. Divide the class randomly into two the students will choose the interview topic.
groups. Explain that each group will be assigned
a position in the debate. It is not important You can ask all pairs to create an interview on
whether or not they truly believe in the position the same topic (knowing that each will be

they are assigned. For the purposes of the different since the pairs are creating their own
debate, they should do everything they can to questions), or you can suggest that all pairs
justify their position. choose unique topics. Both approaches will
provide a rich experience.
You may choose to write the words yes and no
(or for and against) on small slips of paper and Ask students to interview each other using the
ask a representative from one of the groups to questions they have drafted.
choose a slip. This is an impartial way of After the interview, ask interviewers to share
determining the position of each group in the their findings with the class.
debate.
Survey. Have pairs or small groups create
Before beginning the debate, explain the surveys on a topic of their choice. Then have
structure of the activity to the students: them administer the survey to the rest of the
A. Preparation of arguments and opening class.
statements (5-10 mins.) Challenge the survey teams to prepare an
B. Delivery of opening statements (2-3 min. / analysis of the "data" they have collected and
group) present a brief summary or report to the class.
C. Rebuttal (10-15 min.), during which each group
has an opportunity to present arguments,
question the other group’s statements, and
defend its own statements.
D. Arbiter’s questions (5-7 min.), during which
you will ask each group to clarify or further
defend any positions that seem insufficiently
established.
REVIEW
ACTION MODULES
Action Modules (OPTIONAL) Step 5

UP TO 40 MIN. Set a time limit for partners to work on each
module. Assist with vocabulary as needed and
Discuss with students the role of the Action offer feedback.
Modules in promoting the use of real-life
language in realistic, practical contexts. Work Step 6
with the students to choose the Action If you have audio or video recording capabilities,
Modules of greatest interest to them. record the Action Modules. Play them back later
so that students can discuss their performances.
The Action Modules are information-gap role-
play activities, designed for use with two role Step 7
players. If you have an odd number of students If time permits, students may want to switch
in class, one person can work with you or can roles or select another Action Module.
act as a note-taker, observer, or official class
audio/video recorder. Giving Feedback
Discuss with students how to take notes on
Establish a time limit for partners to work with
classmates’ presentations and how to give
each module. The amount of time allotted
feedback. Present model language for giving
should reflect student abilities. Less proficient
both positive and negative feedback. Students
students may have sufficient language for just
from some cultures may be reluctant to
five or ten minutes of work, while more
comment on another’s performance.
proficient students may be able to work for
20 or 25 minutes.
Please note that additional Action Modules
appear on pages 37–40 of the student book.
Feel free to use them in place of or in addition
to any of the Action Modules in the Review

Chapter.
Step 1
Have students read through the titles of the role
cards. Ask students to think about what the
topics might be, based on the titles.
Step 2
Partners select an Action Module, or you can
assign one.
Step 3
Make sure students understand that there is a
card for Student A and another card for
Student B. Ideally, Student A will not read
Student B’s card (and vice versa) so that the
information-gap nature of the activity can be
fully exploited.
Step 4
Have students read their chosen/assigned A or
B cards to make sure they understand the task.
REVIEW
YOUR TURN
Your Turn (OPTIONAL) Giving an Oral Presentation

UP TO 40 MIN. Discuss with students the elements of a good
oral presentation. Comment specifically on those
The Your Turn activities provide students an elements that are of particular importance for
opportunity to give oral presentations. Each students learning English:
topic in the activity can be used in several
different ways. Several suggestions for both • Maintain eye contact with the audience. Make
Options A and B are presented below. sure your eyes move around the group; don’t
look at just one or two people.
Students can choose a topic or you can assign
one. You will want to establish a time limit for • Speak clearly and loudly enough to be heard
each activity, depending on students’ abilities by all.
and time available.
• If possible, practice at home. Practice in front
Option A of a friend or family member or, even better,
use a video camera so that you can evaluate
• Students plan and present an individual your own presentation.
presentation. Students can choose whether
to sit or stand in front of the class for the • Organize your presentation in advance.
presentation.
• Private students can present to the instructor.
Option B Students create their own topics for Your Turn.

• Students perform the activity with a partner
and then report back to the instructor what
the partner has said.

• Students perform the activity with a partner
and then tell the class what the partner has
said. Classmates take notes and later ask
questions for clarification.
• Students with a business orientation work
together in pairs. Encourage them to choose
a topic that is business-related or to give the
topic they choose a business twist.
• Private students can discuss the topic with
the instructor.
REVIEW
DVD LESSON
DVD Lesson (REQUIRED)

40 MIN.
You will find guidelines and activity suggestions
for the DVD lesson in the preface of the
Instructor’s Manual for Levels 1–4.
Lesson plans are available for each DVD segment.
Your Instructional Supervisor can provide you
with print-outs of these lesson plans.
Two DVD segments will be recommended for use
with a specific Review Chapter. Please select the
one which is more appropriate to your students’
needs and interests.
Feel free to use additional techniques found in
the preface of the Instructor’s Manual for Levels
1–4 in order to vary the DVD lesson.
REVIEW
MAGAZINE LESSON
Magazine Lesson (REQUIRED)

40 MIN.
You will find guidelines and activity suggestions
for using English Passport in the preface of the
Instructor’s Manual for Levels 1–4.
In addition, lesson plans will be developed for
specific articles and made available to instructors
as new issues of English Passport are published.
Your Instructional Supervisor can provide you
with print-outs of these lesson plans.
Of the magazine articles recommended for use
with each level, please select the ones which are
most appropriate to your students’ needs.
Feel free to use additional teaching techniques
for magazine articles found in the preface of the
Instructor’s Manual for Levels 1–4 in order to vary
the magazine lesson.
Level 5 • Student Book 101
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Instructor’s Manual

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ISBN 978-1-59104-226-6 Berlitz Languages, Inc.

For use exclusively in connection with Berlitz classroom instruction.

Berlitz Languages, Inc.

Level 5 • Preface iii

©2003 Berlitz Languages, Inc.

Topics Grammar Objectives

Chapter 1 Unit 1 Preview and Introducing yourself

Listening 1 (SBs closed)

©2003 Berlitz Languages, Inc.

SB, page 1 Task (SBs closed)

SB, page 1 Warm-up

Practice for Unit 1: Exercises 1 – 3

Performance (SBs closed)

©2003 Berlitz Languages, Inc.

SB, page 2 Presentation

Practice for Unit 2: Exercises 4 – 5

Chapter 1 Unit 3 Planning a social activity

SB, page 3 Warm-up

SB, page 3 Warm-up

Pre-task (Task is optional)

SB, page 3 Warm-up

©2003 Berlitz Languages, Inc.

Practice for Unit 3: Exercises 6 – 8

Listening 1 (SBs closed)

Listening 2 (SBs closed)

SB, page 4 Presentation

SB, page 4 Warm-up

©2003 Berlitz Languages, Inc.

C. Plan a social activity. Check performance by having students plan a social

D. Follow up on a contact. Check performance by asking students to role-play a

Topics Grammar Objectives

architecture stone from 1927 to 1941 What is it made of?

Chapter 2 Unit 1 Preview and Describing famous sites

©2003 Berlitz Languages, Inc.

Pairwork (SBs closed)

Extension (SBs closed)

Performance (SBs closed)

Homework for Unit 1: Exercises 1 – 3

Chapter 2 Unit 2 Focusing on language

Practice (SBs closed)

Practice (SBs closed)

Performance (SBs closed)

©2003 Berlitz Languages, Inc.

SB, page 8 Presentation (SBs closed)

Practice (SBs closed)

Homework for Unit 2: Exercises 4 – 6

SB, page 9 Warm-up (SBs closed)

Performance (SBs closed)

SB, page 9 Warm-up (SBs closed)

©2003 Berlitz Languages, Inc.

Homework for Unit 3: Exercises 7 – 8

Listening (SBs closed)

SB, page 10 Warm-up

C. Ask for recommendations. Check performance by asking students to choose an

©2003 Berlitz Languages, Inc.

Topics Grammar Objectives

presentation charge It’s my treat. right!

Lost items Getting good service and Making comparisons

Chapter 3 Unit 1 Preview and Talking about a dining experience

©2003 Berlitz Languages, Inc.

SB, page 13 Warm-up (SBs closed)