Blended Learning Essentials 5 Instructors Manual PDF

Blended Learning
Table of Contents
Level 5
Introducing yourself
Renewing and making friendships
Planning a social activity
Following up on a contact
Describing famous sites
Discussing a trip
Asking for recommendations
Describing tours
Talking about a dining experience
10
Discussing a bill
12
Calling about a lost item
12
Talking about career plans
14
Talking about career paths
14
Talking about career changes
16
Discussing career choices
16
Describing traditions
18
Talking about New Years activities
20
Planning a special night
20
CHAPTER
UNIT A
By the way, my names Phil.
Learning objectives
Renewing and making friendships
(I) Whats new?
UNIT OVERVIEW
Vocabulary:
by the way, introduce, acquaintance, friend,

catch up with, catch up on, relationship, make friends,
renew (a friendship), to be in touch with
Not much. / Nothing much.

(I) Hows it going?
1. Tell the student they will practice introducing themselves as well

as making and renewing friendships in this lesson.
Not too bad, and you?
Introducing myself and my boss to a potential client
Hey, whats up? / Not much.

Very well. And you?
stranger and then write them on the first two lines. Do the same
2 Task 1 - Introducing yourself
with the other three actions. Sample answers:
1. Have the student read Role Card 1 and fill in the blanks.
someone else in both a formal and an informal situation.
self-correction, and give feedback on other areas such as
Introducing others:
register, intonation and pronunciation.

4. Second enactment: If the student made many mistakes, do the
BerlitzEnglish Level 5
2. First enactment: Role-play catching up with one of the students
3. Post-task: Give praise, point out any mistakes, encourage

acquaintance.
same activity again. Otherwise, have them introduce

themselves and someone else.
response to each greeting. Possible answers:

Im fine, thank you. How about you?
4 Task 2 - Renewing and making friendships
same activity again. Otherwise, practice catching up with an
Id like you to meet my brother-in-law. His name is ...
(F) How are you?
conversation.

So, how long have you known the bride?
informal (I). Then, have them come up with an appropriate
Then, have the student close their book and summarize the
2. First enactment: Have the student introduce themselves and
Allow me to introduce myself. Im ...
4. Have the student mark whether each greeting is formal (F) or
3. Have the student complete the conversation by filling in the boxes.
old friends.
Starting a conversation:
Making small talk:
Catching up with an old friend from high school
1. Have the student read Role Card 2 and fill in the blank.
3. Have the student tell you two ways to start a conversation with a
Introducing yourself:
2. Set a customized goal for the second objective. For example:
(F) How do you do?

Very well, thank you. How about yourself?
Excuse me, is anyone sitting here?
friendships.
(I) Whats up?

(F) How have you been?
2. Set a customized goal for the first objective. For example:
1. Tell the student they will now practice renewing and making
Pretty good, thanks. And you?

(I) Howre you doing?
1 Pre-task 1 - Review
Confirm achievement of the first goal
Confirm achievement of the second goal
CHAPTER
UNIT A

Pre-task 1 - Review
Pre-task 2 - Review
Hi Joanne. Long time no see.
Peter:
Learning objectives
Starting a conversation
Joanne:
Its good to see you, too. Hows it going?
Peter:
Renewing and making
Joanne:
No, I got married. My wife and I live in New Jersey now. We
Peter:
friendships
Making small talk
are just visiting my parents for the weekend.

Joanne:
Shes doing great. You should come see her some day.
Peter:
Introducing others
Joanne:
Oh, hello. Very nice to meet you.
Peter:
How are you?
Whats up?
Whats new?
How have you been?
Hows it going?
How do you do?
Bonnie:
Joanne: Say, Peter, are you doing anything tonight? Im having a
housewarming party at my house. You and your wife are
welcome to come.
Peter:
Joanne: Its 2140-3285. I hope you guys can make it.
Howre you doing?
Peter:
Joanne: Great. Talk to you then.
Task 1 - Introducing yourself

Role Card 1
Introduce yourself and ___________ to ___________.
Task 2 - Renewing and making friendships

Role Card 2
Catch up with an old friend from ________.
CHAPTER
UNIT B
Learning objectives
UNIT OVERVIEW
Grammar:
simple present vs. present progressive
Vocabulary:
spare time, free time, activity, get-together, set up,

follow up, pursue, outline, look forward to something
2 Task 1 - Planning a social activity
4 Task 2 - Following up on a contact
2. First enactment: Have the student plan a social activity with the
2. First enactment: Role-play following up on a contact that was
person stated in the goal.

1. Tell the student they will practice planning a social activity and
following up on a contact in this lesson.

Formal:
someone else.
different contact.
We'd be glad to have you join us ...
I was wondering if you would like to ...

Would you care to join me for ...?
1. Tell the student they will now practice following up on a contact.
Informal:
Would you like to ...

Do you want to ...?
Lets ...!

Following up with a supplier about his products
Why dont we ...?

How about (v + ing)...?
3. Have the student complete the conversation by filling in the

blanks with the phrases in the box (1-10). Then, have the student
4. If needed, help the student by giving them the words in bold.

5. Have the student read the situations and do the role plays. After
each one, give feedback and do a second enactment if necessary.

same activity again. Otherwise, practice following up with a
I'd like to invite you to ...

Would you like to join us for (event)?

same activity again. Otherwise, have them plan an activity with
3. Brainstorm formal and informal invitations. Possible answers:


Planning a social activity with my friend Carlos
suggested to the student by someone and discuss the topic

stated in the goal.
close their book and summarize the conversation.

ANSWERS
3 - 7 - 9 - 5 - 2 - 6 - 10 - 8 - 1 - 4
CHAPTER
UNIT B

Pre-task 1 - Review
Learning objectives
Formal invitations
Pre-task 2 - Review
Informal invitations
Clark:
Good afternoon, Clark Erak.
Barbara:
Hello, Mr. Erak. My name is Barbara Carlyle. ______

Parallel Inc. in Montreal. My colleague Jeff Amas ______.
Oh, yes, Ms. Carlyle. Mr. Amas said ______. I understand
Clark:
youd like to open an office here in Dublin. ______?
Barbara:
Ill be visiting Dublin next week and, ______, we have

______ about operating there. Id love to discuss them
with you.
______ to help. Lets see. Im free on Tuesday, the 3rd.
Clark:
Would you like to meet for lunch?
Situation A
Situation B
Barbara:
That would be wonderful. ______?
Clark:
Yes. Is 12:30 ______?
Barbara:
Thats perfect. Thank you, Mr. Erak. Ill see you then.
Clark:
______ you, Ms. Carlyle. Goodbye.
Situation C
convenient for you
a number of questions
Youd like to build a
You havent seen
Its Friday afternoon
as you can imagine
suggested I contact you
stronger relationship
your brother in a
and you are at the
Im calling from
shall I come to your office
with a client. Call to
long time. Call him
office. Make plans
invite him/her to go
to make plans for
with a co-worker for
I look forward to meeting
you might be calling
out for dinner.
the weekend.
tonight.
how can I help
10 Id be more than happy
4
2
Task 1 - Planning a social activity

Role Card 1
Task 2 - Following up on a contact

Role Card 2
Call __________________ to plan a social activity.
Follow up on a contact suggested by

___________ to discuss ______________.
CHAPTER
UNIT A
So how was Greece?
Learning objectives
Discussing a trip
D) Pyramids of Giza / Egypt / 2584 BC / emblems of
Grammar:
simple past vs. past progressive
ancient Egypt; the oldest of the Seven Wonders of the
1. Tell the student they will now describe their best trip.
Vocabulary:
sites, monuments, ancient, architecture, huge,
World / visit the ruins; camel rides / Great Pyramid = 138.8
breathtaking, wood, stone, brick, marble, stunning
metres tall / limestone blocks / constructed to house the
UNIT OVERVIEW
remains of the deceased Pharaohs of Ancient Egypt

Describing my trip to Rome
1. Tell the student they will talk about famous sites and their best trip
in this lesson.
E) Taj Mahal / Agra, India / 1653 / the jewel of Muslim

architecture in India / tours of interior mausoleum / 50 sq
3. Have the student complete the story by changing the verbs to the
correct form (simple past or past progressive).
kms / white marble / built in memory of the emperors wife

4 Task 2 - Discussing a trip

Describing a famous site in my country
F) Eiffel Tower / Paris / 1889 / most prominent symbol of
both Paris & France / three levels for visitors / 324 m tall /
3. Have the student answer the questions about each famous site. If
iron / built as the entrance arch to the 1889 World's Fair
description of each.
A) Statue of Liberty / New York / 1886 / symbol of
2 Task 1 - Describing famous sites
they ever took. Encourage
them to elaborate using the
detail
expansion
2. First enactment: Have the describe a famous site in their country

or abroad.

B) Machu Picchu / Peru / 1400 / the city of Incas; one of

the most visited attractions in Latin America / visit the
statement
BOOST technique (Build On Original STatement).
freedom / climb the staircase to the crown / 46m tall /

copper / a gift from France to the US
2. First enactment: Have the student

describe in detail the best trip
the student is not sure, have them guess. Below is a brief
ruins / 13 sq km / ruins = stone / built at the height of the
Incan Empire as a religious site

same activity again. Otherwise, have them ask you about one of
C) Colosseum / Rome / 70-80 AD / an iconic symbol of
Imperial Rome / tours of interior arena and subterranean
same activity again. Otherwise, have them ask you about your
passageways / 24 sq km / brick and stone / used for
favorite site or a famous site in your country.
gladiatorial contests and public spectacles

your favorite trips.
CHAPTER
UNIT A
So how was Greece?

Pre-task 1 - Review
Learning objectives
Pre-task 2 - Review
My sisters and I go on a trip to Costa Rica last year. When we

arrive at the airport, it rain heavily, so we take a taxi
to the hotel. Luckily, the next few days be sunny and very hot.
Whats it called?

Where is it located?
Discussing a trip
When was it built?
What is it famous for?
The next day, on the way to the beach, we stop at a souvenir

shop and buy presents for everyone back home. All the clerks
wear these gorgeous traditional outfits so I decide to buy
one for my boyfriend.
What can you do there?

How big/tall is it?
What is it made of?
The following morning, we go on a tour around Monteverde,

where we see many amazing animals like monkeys and frogs.
While the tour guide talk about a famous site, we see a
beautiful toucan fly over us.
E
Why was it built?
When we get to the beach, we notice a lot of people

line up . It turned out there be a big reggae concert that
day. Although it sound like fun, we can go, not because
we carry all our things and, most importantly, we really
want to relax at the beach.
Have you ever been there?

If so, how was it?
If not, would you like to?
C
2
Task 1 - Describing famous sites

Role Card 1
Describe a famous site in ___________ to _____________.
On our last day there, we take a bus to Arenal Volcano. During

the day, we enjoy ourselves at the hot springs. At night, as we
have dinner, we notice some fireworks, but we
hear, not any sound. To our surprise, the volcano spit out
lava, which apparently is normal and completely safe. It be a
very memorable trip for the three of us.
Task 2 - Discussing a trip

Role Card 2
Talk about your best trip ever. What happened?
CHAPTER
UNIT B
So how was Greece?
Learning objectives
UNIT OVERVIEW
Vocabulary:
tour, sign, historical, guard, hard-to-reach
Asking for recommendations
Describing tours
2 Task 1 - Asking for recommendations
4 Task 2 - Describing tours
2. First enactment: Role-play asking for local recommendations in
2. First enactment: Have the student describe a tour they are
tourist, pyramids, access, rule, man-made
a foreign country.
familiar with or a tour they would like to go on.
1. Tell the student they will practice asking for recommendations,
making recommendations and describing tours in this lesson.

Asking for recommendations on my trip to California
3. Have the student mark whether the phrases are used to ask for a
same activity again. Otherwise, have the student come up with
same activity again. Otherwise, have them describe a different
a similar situation and practice it.
tour.
recommendation (A) or to make one (M).

4. For each situation (A-D), have the student ask for five recommendations using the expressions above. For example:
Situation A: Where do you recommend I go shopping?
I want to visit a historical site.
1. Tell the student they will now practice describing tours.
Wheres the best place to have local food?

5. Ask the student for recommendations on different topics, for
Describing a tour around Europe
example:
Where can I buy a good suit/blouse/shirt?
I want to learn something new. What do you recommend?
3. Have the student read about each destination. Assist with

vocabulary as needed.
Wheres the best place to watch a movie in this city?

Id like to buy a new car, but Im not sure what kind.
4. Discuss the students own experience in these destinations. If the
What do you recommend I do with my $5,000 bonus?
student hasnt been to any of them, have them tell you whether
What should I do to lose weight/stay in shape?
they would like to visit these places and why or why not.
CHAPTER
UNIT B
So how was Greece?

Pre-task 1 - Review
Learning objectives
Pre-task 2 - Review
SAN FRANCISCO, USA
Asking for or Making a recommendation?
Asking for
recommendations
Describing tours
I like to go to ...
Where can I ...?
I recommend ...
Wheres the best place ...?
Where do you recommend ...?
Why dont you ...?
I want to ...
You might want to try ...
Id like to ...
You should ...
Situation A
For a quintessential San Francisco experience, climb aboard a cable car, peruse the
farm-fresh goods at the Ferry Market, stroll
through Golden Gate Park and board a ferry
to the island of Alcatraz for a dose of history
and great city views.
CANCUN, MEXICO
Miles of beaches, endless luxury accommodations and a nonstop party atmosphere
have transformed Cancun into one of
Mexico's most popular tourist attractions,
particularly during spring/Easter break.
Situation B
You will be visiting your teachers
You would like to do something fun
country next month.
and different this weekend.
ROME, ITALY
Situation C
Situation D
You dont know what to do for
Youd like to improve your English
your mothers birthday.
skills even further.
Rome celebrates its long history with

monuments, churches and restored ruins
that offer a glimpse of life in the great
Roman Empire. Celebrate the citys roots
and immerse yourself in the culture over a
heaping bowl of pasta and a taste of gelato.
Task 1 - Asking for recommendations

4
Role Card 1
Task 2 - Describing tours
Ask the hotel concierge for local recommendations on

your trip to __________________.
Role Card 2
Describe a tour around ____________.
CHAPTER
UNIT A
Did you enjoy your dinner?
Learning objective
Our waitress was rude and inefficient.
UNIT OVERVIEW
Vocabulary:
Talking about a dining experience
service, ambiance, presentation, apologize, attentive,
The chicken was cooked to perfection!
same activity again. Otherwise, have them talk about a different
crowded, it's worth the wait, delicious, disappointing,
The presentation was beautiful.
dining experience.
over-/undercooked, so-so
The soup was cold.

We were greeted as soon as we entered the restaurant.
Confirm achievement of the goal
1 Pre-task - Review
1. Tell the student they will describe a recent dining experience in
this lesson.
2. Ask a few warm-up questions:
How often do you go out for dinner?
5. Have the student come up with an additional expression in

each category.
6. Have the student make a (formal) conversation between a
customer and a waiter following the prompts.
What kind of restaurants do you like?

Whats more important in a restaurant, the food, the
7. Practice the conversation a couple of times, switching roles.
service or the prices?

When was the last time you went to a restaurant?
Was your experience there good or bad?
2 Task - Talking about a dining experience

1. Have the student read the Role Card.
3. Set a customized goal for the objective. For example:

Describing my experience at the Blue Angel

describe a recent dining
4. Dictate the following expressions and have the student write

them in one of the four categories.
experience. Ask them about the
statement
detail
food, service, prices, waiting time,
All the waiters were very attentive.
ambiance, and the restaurant.
The meal was fabulous!
Encourage them to elaborate using the BOOST technique.
I think the ribs are undercooked.

Ive had better salads than this.
It seemed as though the waiters were ignoring us.
My steak was undercooked, but the waiter took care of it.
We waited almost forty minutes for a table.
expansion
CHAPTER
UNIT A

Pre-task - Review
Customer
Learning objective
Talking about a dining
Good food
Good service
experience
Bad food
Bad service
Waiter
Hey you!
Whats up?
I want a menu.
Here. Drink?
Red wine.
Sure.
Whats good?
The filet mignon.
I want it.
How?
Well-done.
What else?
Nothing.
Ill bring your wine soon.
[ LATER ... ]
Good steak?
No, undercooked.
Ill take it back. More wine?
Yes
Wait a minute.
Task - Talking about a dining experience

Role Card
Describe a recent dining experience.
10
CHAPTER
UNIT B
Learning objectives
Discussing a bill
2 Task 1 - Discussing a bill
UNIT OVERVIEW
Grammar:
simple present vs. simple past vs. present perfect
Vocabulary:
bill, charge, tip, to treat, figure out, register, hold,

locate, pick up, clear up, lost-and found
5. Ask a few follow-up questions:

2. First enactment: Have the student explain the payment
etiquette in their country. Ask questions and encourage the
student to give details.
Have you ever left something behind in a restaurant

or another place?
Did you get it back?
Do you tend to lose things like your keys or your cell
1. Tell the student they will practice discussing a restaurant bill and
calling about a lost item in this lesson.
4. Have the student cover the conversation and summarize it.
1. Have the student read Role Card 1.
phone? Why/why not?

4 Task 2 - Calling about a lost item

Discussing bill-paying customs in my country

3. Brainstorm expressions used when you offer to pay the bill, e.g.:
same activity again. Otherwise, role-play offering to pay the bill

at a restaurant.
Let me take care of the check.
2. First enactment: Role-play calling a business (or a friends

house) to ask about a lost item.
This is my treat.
Its my turn to pay.

4. Have the student fill in the blanks with the expressions in the
gray boxes (one is not used).
1. Tell the student they will now practice calling about a lost item.
same activity again. Otherwise, practice calling about a different
5. Grammar review A: Have the student put the verbs in the correct
form: simple present, simple past or present perfect.
lost item.
Calling Big Kitchen about my lost item

6. Grammar review B: Have the student make a sentence with each
3. Have the student fill in the blanks with the words and phrases in
of the following time expressions:

not yet
11
always
last week
yesterday
so far
every morning
already
in 2010
never
the box (A-L).

ANSWERS
F-E-J-A-H-L-B-K-C-D-G-I
CHAPTER
UNIT B
Learning objectives
Discussing a bill

Pre-task 1 - Review
Pre-task 2 - Review
______________________ of the check.

Oh, no you dont, Bob. ______________________.
Janet:
Pacifica Restaurant, Janet ________.
Steve:
Hello. I think ________ a black briefcase at

your restaurant today. ________ to see if
Come on. ______________________ this one.
anyone ________.
No, no. Its ______________________. You always ______________________.
Janet:
Just a moment, ________ ... Im sorry. Its not

in our ________ cabinet. Where were you
pick up the check
my turn
let me get
Id like to pay
this is my treat
Ill take care
________?
Steve:
At the corner table ________.
Janet:
Hold _______. Ill check there ... Yes, I found it.
Steve:
Oh, great. Thank you! Ill ________ to pick it

up ________.
Mr. and Mrs. Martinez go to Luigis last Friday for the first time. They
Janet:
Fine. ________ at the register for you.
enjoy the food immensely. So far this month, they try four restaurants
and decide they like Luigis the best.
Last night during dinner, Philippe complain to the manager of the restaurant
where he have dinner. He eat out quite often, and he have, never
such slow service. The manager of the restaurant apologize to Philippe.
Task 1 - Discussing a bill

Role Card 1
Discuss the payment etiquette in your country when dining with:

a) another person
b) a large group.
found it
in an hour
sitting
Ill check
just a moment
well hold it
come by
Im calling
I left
near the stairway
speaking
lost-and-found
Task 2 - Calling about a lost item

Role Card 2
Call _______________ about

your lost item.
12
CHAPTER
UNIT A
How did you get into that?
Learning objectives
UNIT OVERVIEW
Grammar:
so that vs. and so; adjective + preposition + gerund
Vocabulary:
get into, eliminated, jumped at, come up, decide on,

end up as, burn out
Talking about career plans
Talking about career paths
2 Task 1 - Talking about career plans
4 Task 2 - Talking about career paths
2. First enactment: Have the student talk about their career plans
2. First enactment: Have the student explain how they chose their
for this year, the next five years and the next ten years.
major in university and why they decided to join their company.
1. Tell the student they will talk about their career plans and career
path in this lesson. Set a customized goal for the first objective.
Discussing my short- and long-term career plans
2. Have the student match the first group of sentences (1-7) with the
second group (A-G) and choose either so that or and so.
ANSWERS
1. so that / F
5. and so / B
2. and so / D
6. so that / G
3. so that / E
7. so that / A
same activity again. Otherwise, have them interview you about
your career plans.
your career path.
4. so that / C
3. Have the student come up with one or two sentences with both
1. Tell the student they will now talk about their career path.
and so and so that.

4. Have the student write the correct preposition used after each of
the adjectives in the
Explaining how I chose my major and my company
box. Then, ask the student four
questions using four of the adjectives and have the student ask
you four questions using four different adjectives. For example:
the gray boxes.
I: What are you capable of doing very well?

S: Im capable of speaking German well. Are you good at
playing any musical instruments?
I: Yes, Im good at playing the guitar.
13
same activity again. Otherwise, have the student ask you about
4. Ask questions and have the student ask you questions using the
phrases in the boxes (similar to Pre-task 1, point 4).
CHAPTER
UNIT A
Pre-task 1 - Review
Learning objectives
Talking about
career plans
Talking about
career paths
1. Ashley is studying Medicine
3
so that / and so
2. My boss gave me permission to finish work early

3. Chris wants to get a Masters degree
______.
so that / and so
so that / and so
4. Our professor advised us to attend the orientation
______.
so that / and so
5. I realized this semester was going to be the toughest

6. Nowadays we must speak another language
so that / and so
1. Id like to change careers. What did you have to do to

_________________ sales?
2. Jorge became a consultant last year after his job was
______.
so that / and so
so that / and so
7. Alex has decided to take a French course
______.
Pre-task 2 - Review
______.
_________________.
3. I thought you were studying to be an engineer. When
did you _________________ accounting?
______.
______.
4. Lucy Grant _________________ staying at IBM for

years because they took such good care of her.
he can improve his pronunciation.
I was able to attend night school.
I decided to quit my job and focus
she can become more marketable.
on school.
he can become a doctor one day.
we could make a better decision
we can get much better job
5. When the opportunity for increased responsibilities

came up, Lars _________________ it.
6. Sylvia was so _________________ at work that she
decided to quit and try another line of work.
opportunities.
about our future.
interested _______
capable _______
responsible _______
tired _______
concerned _______
good _______
nervous_______
happy _______
used _______
4
2
decide on
get into
jumped at
ended up
burned out
eliminated
Task 2 - Talking about career paths
Task 1 - Talking about career plans

Role Card 2
Role Card 1
Explain how you chose your
Talk about what you would like to accomplish in your career:
major in university and why you
a) this year
decided to join your company.
b) in 5 years
c) in 10 years
14
CHAPTER
UNIT B
Learning objectives
tied up in meetings, good at, interested in,
computer programmer, and I was good at it. But I
starting salary, happy about, to look back
started having trouble with my hands, my wrists and my
1. Tell the student they will talk about career changes and practice
giving career advice in this lesson.
Describing the biggest change in my career
3. Have the student take notes as you read the following texts.
A) I changed careers a few years back. It wasnt by
choice, though. During a difficult period financially, the
company I was working for closed several of its offices. I
was one of about 2,000 people who were laid off. I
decided to go back to school and pick up some new skills
to make myself more marketable. For a year, I took
classes at night while I worked at a temporary day job.
B) I realized one day that Id been doing pretty much the
same thing for thirteen years. Dont get me wrong; I
enjoyed being a lawyer. I think I was just ready for a new
challenge. Everybody thought Id lost my mind when I
announced that I was leaving the firm to become a chef.
Now here I am, hundreds of cooking classes and many
burned fingers later, assisting one of the best chefs in
town. Its been a lot harder than I thought it would be,
but Ive never looked back.
15
C) I changed careers two years ago. I used to work as a
UNIT OVERVIEW
Vocabulary:
Talking about career changes
neck. I did some reading about repetitive stress injuries
and tried to adjust my work station. But my pain didnt
1. Tell the student they will now practice giving career advice.
go away. As much as I hated to do it, I started looking

for a different line of work, one where I wouldnt be at a
computer so much. Now I work in event planning at a

Giving career advice to a co-worker
downtown hotel. While I do spend some time at the

computer every day, its never more than 20 to 30
3. Have the student read the list of factors to consider when
minutes at a time. The rest of the time, Im out in the
choosing a career/job and add three of their own. Then, have the
hotel meeting with clients, caterers, and florists. I miss
student rank them from 1-10 (1 being the most important).
programming, but I dont miss the pain at all!

4 Task 2 - Discussing career choices
4. Have the student summarize the three stories.
2 Task 1 - Talking about career changes
2. First enactment/Role-play: Have the student give you (their

2. First enactment: Have the student describe how the biggest
change in their career affected their life.
co-worker) advice on a problem you are having with your career.


same activity again. Otherwise, have them ask you about your
biggest career change.

same activity again. Otherwise, switch roles.
CHAPTER
UNIT B
Learning objectives
Talking about career

Pre-task 1 - Review
What is important in a job?
What was the change?
opportunities for professional growth
Why did it happen?
changes
Pre-task 2 - Review
amount of travel required

How did he/she handle it?
salary and benefits
What would you have done?
size of company
employers position in its industry
Why did it happen?
location of job
colleagues


Why did it happen?
Task 2 - Discussing career choices

Role Card 2
Over the years, you have built a

very successful career. One of
Task 1 - Talking about career changes
your co-workers, however, doesnt

seem too happy with his job and
Role Card 1
Talk about how the biggest change in your career affected your life.
will ask you for advice.
16
CHAPTER
UNIT A
Happy New Year!
Learning objective
Have you ever thrown a surprise birthday party for a
UNIT OVERVIEW
Vocabulary:
relative, sunrise, temple, toast, wealth, champagne,

cheer, hug, kiss, wish, confetti, fireworks, set off
friend or relative?
Whats the best present you have ever gotten on
your birthday?
Have you gone to a birthday party this month yet?
1 Pre-task - Review
Have you celebrated your birthday this year yet?
1. Tell the student they will talk about how they celebrate special
2 Task - Describing traditions
holidays.
1. Have the student read the Role Card.

2. Brainstorm special holidays and write them on the board, eg:
Christmas (Eve & Day), New Years (Eve & Day), Mothers
Day, a birthday, Thanksgiving, Independence Day
2. First enactment: Have the student explain how they celebrate

each of the five holidays. As a guide, have them talk about:
When they celebrate these holidays
3. Set a customized goal for the objective. For example:

Describing my familys traditions for special holidays
Who they usually spend them with

What they usually do
What they like to eat and drink
4. Have the student cover the text and guess which holiday each
Any particular traditions in their family or country
picture represents.
5. Have the student read the texts one at a time. After each one,
either ask follow-up questions or have the student make a

summary without looking at the text.

6. Grammar review: Ask the following questions to practice the
present perfect tense:
same activity again. Otherwise, have them ask you about some
of the traditions in your family or country.
Which of these holidays have you already celebrated

this year?
Have you ever hung stockings over the fireplace?
Have you ever spent Christmas in another country?
17
Confirm achievement of the goal
CHAPTER
Happy New Year!
UNIT A
Pre-task - Review
Learning objective
The concept of
The day before
In America, we
In Japan, the festivities
In Egypt people have
celebrating Mothers
Christmas is very busy
celebrate Thanksgiv-
around Childrens Day
lots of friends and
Day is very new in
for families in Britain.
ing by having a big
center on the wish for
family at their birthday
India. We give cards to
We wrap presents,
dinner with our family
boys to be healthy and
parties, so we often
our moms and make a
bake buscuits, and
and friends. In the
strong. Outside the
serve two birthday
meal for them so that
hang stockings over
morning, we watch
home the koinobori, or
cakes. One birthday
they can have a days
the fireplace. Children
parades and in the
carp streamers, are
cake has candles while
rest from the kitchen.
write a letter to Father
afternoon we watch
displayed on a tall pole
the other one doesn't.
Mothers Day is the
Christmas with their
football. This tradition
to signify there is a
We decorate our
time to say a big thank
wishes and toss their
may not have started
boy or boys in the
homes with paper
you to our mothers for
letter into the fire so
with the first Thanks-
home. The sweet food
garlands called zeena
being a constant
their wishes can go up
giving dinner but that
they enjoy during
that look like chains of
guiding force in our
the chimney.
is how Americans
Childrens Day is called
snowflakes and are
celebrate Thanksgiv-
kashiwa mochi.
hung all around the
lives.
ing today.
house.
Task - Describing traditions

Role Card
Describe your traditions on each of the celebrations above.
18
CHAPTER
UNIT B
Happy New Year!
Learning objectives
UNIT OVERVIEW
Vocabulary:
Talking about New Years activities

2
midnight, stroke of midnight, a fresh start, countdown,
Task 1 - Talking about New Years activities
What do (you think) people do at New Years parties?
What has been the best/biggest New Years party you
make a resolution, turn over a new leaf, plenty,

bother, throw, dress up, count someone in/out
have been to?

describe their familys/countrys
traditions for New Years Eve and
1. Tell the student they will talk about New Years activities and
New Years Day. Encourage them
practice planning a special night in this lesson.
statement
detail
expansion
4. Have the student put the conversation in order.

ANSWERS
3 - 9 - 2 - 6 - 8 - 10 - 7 - 1 - 5 - 4
to give details using the BOOST technique.

5. Have the student cover the conversation and summarize it.
Describing New Years activities in my country
4 Task 2 - Planning a special night
the boxes (1-12) and then read the texts.

same activity again. Otherwise, have them ask you about New
ANSWERS
8 - 3 - 11 - 12 - 1 - 4 - 7 - 2 - 6 - 10 - 5 - 9
2. First enactment: Role-play planning a special night with a special

person. It does not necessarily have to be for New Years Eve.
Years activities in your country.

4. Grammar review: Have the student tell you how long these
people have been doing what they are doing.

James and his friends started their New Years party at

9 pm. It is now 3 am. How long have they been partying?
Kevin made his first New Years resolution in 1990.
Pre-task 2 - Review
1. Tell the student they will now practice planning a special night.
Percy moved to Brazil in 2003.

I started teaching at Berlitz in ____.
Omar and Lisa got married last May.
George met his girlfriend Stephanie in high school.
special night.
Planning a special night to celebrate New Years Eve
3. Ask a few warm-up questions:

What kind of activities do young people like to do on
New Years Eve?
19
same activity again. Otherwise, practice planning a different
Rose joined her gym three years ago.

I bought my watch in 2011.
CHAPTER
Learning objectives
Talking about New Years
activities
Happy New Year!
UNIT B
Pre-task 1 - Review
Pre-task 2 - Review
I love the ________ to midnight on New Years ________.

Its always exciting to me. In Germany, we kiss ________
Good. Listen, a few of us are thinking about going out
and wish each other a Happy New Year. Last year I decided
on New Years Eve. Are you interested in joining us?
to make some ________ in my life in the New Year, and they
Great. All right, Tina. Ill see you Friday night then.
________ very well. Im ________ to another great year.
Hi, Brian, hows it going?

Im going to be tied up till about 9:30 or so. Would it
In Argentina, we eat many _______ foods at New Years.
be OK if I met you all at Jennys?
My favorite is pan dulce, which is a delicious and very
No. Thanks. Ill catch up with you there.
sweet kind of bread. At ________, on New Years Eve,

we make ________ and set off ________. After
OK, Brian. Thanks for the call. Bye.
midnight, a lot of young people go out to ________ to
Sure. Whatever works best for you. Do you want us
dance and have fun. Its always a ________ party.
to pick you up before we head over there?

Hi, Tina.
worked out
clubs
Well, we were planning to go hear some music around
huge
8:30. Jennys inviting everyone to her house for a

2
midnight
toasts
10
fireworks
Eve
special
11
each other
party at 10:30. After that, we were thinking wed

check out that new dance club downtown.
What do you have in mind?
looking forward
countdown
12
changes
4
2
Task 1 - Talking about New Years activities

Role Card 1
Task 2 - Planning a special night

Role Card 2
Describe how New Years is celebrated in your country.
Call ____________ to plan a special

night to celebrate _____________.
20

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Blended Learning

Renewing and making friendships

Planning a social activity

Describing famous sites

Asking for recommendations

Talking about a dining experience

Calling about a lost item

Talking about career plans

Talking about career paths

Talking about career changes

Discussing career choices

Talking about New Years activities

Planning a special night

By the way, my names Phil.

Renewing and making friendships

(I) Whats new?

by the way, introduce, acquaintance, friend,

Not much. / Nothing much.

1. Tell the student they will practice introducing themselves as well

Not too bad, and you?

Introducing myself and my boss to a potential client

Hey, whats up? / Not much.

2 Task 1 - Introducing yourself

with the other three actions. Sample answers:

someone else in both a formal and an informal situation.

self-correction, and give feedback on other areas such as

register, intonation and pronunciation.

2. First enactment: Role-play catching up with one of the students

3. Post-task: Give praise, point out any mistakes, encourage

same activity again. Otherwise, have them introduce

response to each greeting. Possible answers:

4 Task 2 - Renewing and making friendships

same activity again. Otherwise, practice catching up with an

Id like you to meet my brother-in-law. His name is ...

(F) How are you?

self-correction, and give feedback on other areas such as

So, how long have you known the bride?

informal (I). Then, have them come up with an appropriate

2. First enactment: Have the student introduce themselves and

Allow me to introduce myself. Im ...

4. Have the student mark whether each greeting is formal (F) or

3. Have the student complete the conversation by filling in the boxes.

Making small talk:

Catching up with an old friend from high school

2. Set a customized goal for the second objective. For example:

(F) How do you do?

Excuse me, is anyone sitting here?

(I) Whats up?

2. Set a customized goal for the first objective. For example:

Pretty good, thanks. And you?

Confirm achievement of the first goal

Confirm achievement of the second goal

By the way, my names Phil.

Hi Joanne. Long time no see.

Its good to see you, too. Hows it going?

Renewing and making

Making small talk

are just visiting my parents for the weekend.

How have you been?

How do you do?

Howre you doing?

Task 1 - Introducing yourself

Introduce yourself and ___________ to ___________.

Introduce yourself and _ to _.