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1 |• Unit 1 ©2018 Berlitz Languages, Inc.

ASK AND ANSWER QUESTIONS ABOUT PERSONAL EXPERIENCEVocabulary & Expressions Grammar Items

acquaintanceNice to see you again.How have you been?How’ve you been?Have / has … beforeYes, … has / have.No, … hasn’t / haven’t.

Have we met before?No, … has never / have never …been (here)come (past participle)seentakengiven

Present perfect with beforePresent perfect with ever / never

ASK A FRIEND ABOUT A BUSY MONTHVocabulary & Expressions Grammar Item

spokenwrittenhadhas / had (had)donegotten (got UK)goneto get married

to get married to (someone)latelyin (two days) (for two days UK)What have you been up to?to promotepromotionto receive a promotioncourse

Present perfect with since / for / in

Greet students, tech check, and review previous lesson.

Check that they can hear you and you them. Ask them briefly how they are and whether they are ready to go. Review key points from the previous lesson quickly, and check for questions about review activities.

Warm up and confirm live session’s speaking goals.

Review quickly the language items studied in their online and video content. Set the expectation that the focus of the session is to perform the functions they have prepared for in the online preparation activities; and that they should do most of the speaking.

Today’s speaking goals are:

• Ask and answer questions about personal experience [Who will you meet? Topic?]

• Ask a friend about a busy month [Topic, Hobbies, Work]

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Pre-task. Confirm understanding of key language and customize the first speaking goal.

Ask some open questions around the first speaking goal to elicit the vocabulary and expressions from the overview table. Ask some leading questions around the first speaking goal to confirm understanding and use of the key structure(s) if applicable.Confirm the customized speaking goal.

Assign roles and set the scene (where, when, who, why, etc.).

Task. Signpost the start of the role play. Do a deep-end enactment of the role play. Make sure you stay in role, don’t interrupt, don’t correct, don’t teach, do encourage long answers, ask for details and expansion.

For example, students meet someone they’ve met before, but whom they haven’t seen in some time: they greet each other and talk about what they have and haven’t done before, e.g., Have you been to (city) before? Have

you studied English before?

Signpost the end of the role play.

Post-task. Have students summarize what they have learned. Give feedback, correction, and praise.

Offer some correction and advice on 2-3 key aspects (e.g., vocabulary, fluency, pronunciation, stress, intonation, etc.), insisting on students repeating the corrected forms.

Time allowing, reenact the task.

If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions relating to the experiences shared.

Confirm lesson goal achievement with students.

Ask and answer questions about personal experiences

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Pre-task. Confirm understanding of key language and customize the second speaking goal.

Ask some open questions around the second speaking goal to elicit the vocabulary and expressions from the overview table. Ask some leading questions around the second speaking goal to confirm understanding and use of the key structure(s) if applicable.Confirm the customized speaking goal.



For example, students catch up with a friend or a coworker and ask what they have done this month, e.g., Have you had many meetings this week?





If Performance was weak, focus on building fluency and confidence.If Performance was good, add a complication / extra details / questions, e.g., Why have you had three meetings? What were the meetings about?

Were they successful?


Performance

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Extension 1. Interviews

Students give examples of three interesting things they have never done and ask others if they have ever done these things.For example, I have never sung on stage! Have you ever done that? I have

never won a tennis competition. Have you ever played tennis or won a

competition?

Extension 2. Presentation

Students give a presentation on what they have done this week, adding two simple past sentences to give more information.For example, I’ve been to Disneyland this month. I went on Monday. I had a

great time.

Extension 3. Imagine you are a famous person

Describe what you have done this month.For example, I am a soccer star. I have practiced with my team this week,

and I have been on TV twice.

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Remind students of their review activities, and wrap up the session.

Thank the students for their participation and encourage them to do the review activities. Encourage them to give feedback on the session.Say goodbye and that you look forward to seeing them again soon. Close the session.

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SHARE AND RESPOND TO GOOD AND BAD NEWSVocabulary & Expressions Grammar Item

reunionnewsgood newsbad newsCongratulations!That’s terrible.

I’m delighted to hear that!How awful!I understand.to lose a jobto graduate (from …)

Present perfect with time expressions: in the last week / in the last month / in the last year.

ASK AND ANSWER QUESTIONS ABOUT EDUCATIONAL AND PROFESSIONAL HISTORYVocabulary & Expressions Grammar Items

high school (secondary school UK)high school diplomaeducationWhere did … go to school? (university UK)degree (univ.)to have a degree in (something)I have a degree in (business administration).to complete a degree

bachelor’s (degree)master’s (degree)doctoral (degree)résumé (CV UK)currentlyfieldin the (IT) fieldWhat field are you in?experience

until (+ time)to work as a(n) + position






• Share and respond to good and bad news [Friends from old university / previous job?]

• Ask and answer questions about educational and professional history. [Work / job?]

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For example, students share news and respond to news with friends from the university (promotions, moves, marriages, etc.). Students should mention at least three events.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions to each piece of news, e.g., Where did you get married? When did you get

promoted?


Performance


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For example, students meet a new employer and talk about their background. Students must say where they studied, where they worked for their first job, etc.





If Performance was weak, focus on building fluency and confidence.If Performance was good, add a complication / extra details / questions, that follow up on the students’ background. Where did you go to school /

work?


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Extension 1. Tell a story about one of your worst days.

Students tell a story about a terrible day where they wake up late, lose their keys, miss the train, etc. Student / teacher responds, e.g.,– I woke up late.

– That’s terrible.

– I missed the train.

– Oh no! Why?

Extension 2. Tell a story about an amazing day.

Students tell a story about an amazing day where they go home from work early, win the sales competition, get a promotion, etc. Student / teacher responds, e.g.,– Our team won the sales competition.

– Really? That’s great news!

Extension 3. Presentation of your educational and professional history

Students give a short presentation on their education and previous and current jobs.For example, Hello, my name is Harry Dresden. I’m from Ohio. I studied at

NYU. In my first job, I was a researcher at a library. etc.

Extension 4. Predicting someone’s educational and professional background

Using IB 40, students predict the educational and professional background of the manager, the receptionist, the sales woman, etc.

-40





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GIVE UPDATES ON AN EVENT PLANVocabulary & Expressions Grammar Items

yetalreadycaterercatering companyflorist

reply (n., v.)so farHow is (something) coming along?

Present perfect with so far, already, (not) yet, stillContrast: present perfect vs. simple past

PLAN AN ITINERARY FOR A GUEST’S VISITVocabulary & Expressions Grammar Item

visit (n.)celebrationto celebrateanniversarywedding anniversaryanniversary with the companyto plan

to preparelistguest listhost (n.)to organizeitineraryagenda

someone / anyone / everyone / no one






• Give updates on an event plan. [Updates / Plans]

• Plan an itinerary for a guest’s visit. [Boss / Family]



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For example, students give an update on an office party for next week. Students must list at least three things they have done and three things they haven’t done.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions e.g., move up the schedule for the event or add (fifty) people to the guest list at the last moment during the role play so the student has to adjust his/her plans accordingly.


Performance





Performance

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For example, students must decide at least five things to do, with different people, e.g., What do we need to do first? (Someone needs to meet her at

the airport.) Who? What do we need to do next? (We need to drive her to the

hotel.)





If Performance was weak, focus on building fluency and confidence.If Performance was good, add a complication / extra details / questions, e.g., You can’t meet the guest that day because you are on a business trip, or you can’t have an evening meal at a steak restaurant because the guest is vegetarian.



Extension 1. Discussion

Students discuss and compare what they find most difficult about planning parties.For example, When I plan parties it’s always difficult to choose who to invite

and which restaurant everyone likes.

Extension 2. My to-do list

Have students make a list of things they usually do each week, and what they need to do this week. Students exchange lists and ask about what the other person has done so far, and what he/she hasn’t done yet.


Students talk about a time when they were a host and what preparations were made for their visitor(s).For example, The sales director visited my branch office two years ago. I

met him at the airport in the morning, and then my coworker gave him a

tour of the office.


Students ask questions about a time the teacher / another student was a guest.For example, When was the last time you were a guest? Where did you go?

How did you get there? Who met you? Did they take you out for dinner?

How was it? etc.


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PLAN A PARTYVocabulary & Expressions Grammar Item

to decidedecorationsto pick upto drop offto put upto take down

to fill out (fill in UK)to give backto look overto talk overto write down

Two-word phrasal verbs (separable): to fill out, to look over, etc.

SUGGEST INTERESTING PLACES TO GO IN YOUR CITYVocabulary & Expressions Grammar Items

sightto go sightseeingtourist attractionfamousstatuenational parkmust-seeto suggestsuggestionat least (= a minimum of)cuisine

local cuisineto dependThat depends.That sounds good.That sounds like a good idea.That doesn’t sound like such a good idea.islandtropical islandcruiseon a cruise

Make suggestions using to suggest + -ingReview of present perfect with ever / never






• Plan a party [Decide, Decorations, Caterer]

• Suggest interesting places to go in your city [find out interests / likes, suggest places]

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For example, students plan a dinner party for their best clients. Students must decide the location, the guest list, the time of the event, etc.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions e.g., the caterer has a poor reputation, or the place you want to hold the party is booked.


Performance


Ask some open questions around the second speaking goal to elicit the vocabulary and expressions from the overview table. Ask some leading questions around the second speaking goal to confirm understanding and use of the key structure(s) if applicable.

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Confirm the customized speaking goal.



For example, students find out whether their colleague has visited any of the attractions in (city) and then recommend places to go. Students should use That depends … to get more information about their colleague’s interests and also make some suggestions, e.g., I suggest going to the

(museum) early in the morning because there won’t be so many people

there.





If Performance was weak, focus on building fluency and confidence.If Performance was good, add a complication / extra details / questions, e.g., suggest two or three other sights because his/her “colleague” has already visited the first two or three suggestions.Confirm lesson goal achievement with students.

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Extension 1. The best party ever!

Students tell the class about the best party they have been to, e.g., I went to

a really great party when my sister got married. It was on a boat in the bay.

There was a great band.

Extension 2. The worst party ever!

Students ask each other or the teacher about the worst party they have been to and summarize.For example, What was the party for? What went wrong? How did the

guests react


Students tell each other about a tourist attraction they would like to see in a country they haven’t visited yet. Students must explain why it is interesting, and, if possible, the partner makes suggestions for getting there, what to do there, what time of year to travel, etc.

Extension 4. Interview: Find someone who has (never) …

Students write three to four Have you ever …? questions and then ask each other their questions. Encourage students to be inquisitive. Assist less creative students with suggestions.For example:– Have you ever been …? / – Have you ever gone …?

– Yes, I have. / – No, never. Have you?

– Really? When?

– Yes, last year.





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GIVE DETAILS ABOUT SIGHTSEEING SPOTSVocabulary & Expressions Grammar Items

to discoverbuiltto designto paint

paintingcenturythe … century

Passive voice (present tense)Passive + by phrasePassive voice (past tense)

CHECKPOINTObjectives Ladder

Ask and answer questions about personal experienceAsk a friend about a busy monthShare and respond to good and bad newsAsk and answer questions about educational and professional historyGive updates on an event planPlan an itinerary for a guest’s visitPlan a partySuggest interesting places to go in your cityGive details about sightseeing spots






• Give details about sightseeing spots [Which sights would you like to know about? What kind of information would you like?]

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For example, students give their friend more details about (the pyramids), e.g., when they were built, who built them, why, and where.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions e.g., students disagree about who discovered the pyramids, when they were discovered, and why they were built.


Performance

The Action Modules are information-gap role plays designed for use with two (occasionally more) role players. If you have an odd number of students in class, one role can usually be assigned to more than one of them or a person can act as an observer and note-taker and give a summary at the end.

For Email Tasks, students are asked to write (individually or collaboratively) an email matching a certain situation. You may want to

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ask students to select the Module / Task they’d like to work on, and then do another if time permits.

Step 1. Students skim the role cards or task cards. Ask students what the topics might be. Referring to the Speaking Goals, students tell you which goals may be involved.

Step 2. Brainstorm / Review the kind of language that might come up in the Action Module / Task. Ask students for phrases that match the speaking goal(s). For example: You want to request payment from a client, what do

you say?

Step 3 (Action Modules only). Assign roles. (Remind students not to look at the other person’s role card.) Be sure that all the key vocabulary (and grammar if any) is reviewed before assigning roles.

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

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

Step 6 (Action Modules only). Students give a summary of what happened during the role play.

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

Step 8. Time permitting, students reenact the Module, switching roles, or redo the Task.

Optional (Action Modules only): With the students' approval and in accordance with local rules, record the Action Modules and play them back later so that students can discuss / assess their performance.


Extension 1. Game: Which detail is true?

Students give three facts about a famous site. They can use the Internet if it’s available to prepare their facts. Only one is true, and the other students must guess which is correct.

Extension 2. Numbers game

Ask students the following questions. The student to guess the closest answer wins. Answers must be in the passive. Feel free to add your own questions.1. How many pyramids were built in Egypt? [138]

2. When was Machu Picchu discovered? [1912]

3. When was the Leaning Tower of Pisa finished? [it was finished in [1372]

4. When was Eiffel Tower finished? [1889]

5. How many terra-cotta soldiers were discovered in China? [over 8,000]


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ASK FOR ADVICE ABOUT VACATION ACTIVITIESVocabulary & Expressions Grammar Items

whitewater raftingparasailingto relaxrelaxingexhaustingto take it easyto be active

dangeroussafeto go campingtentfestivalbrochureone-day pass

Gerunds as subjectsone of the + superlative + plural

DESCRIBE A GREAT TRIPVocabulary & Expressions Grammar Items

peak seasonoff-seasondiscountlast minutelast-minute deal

to find a last-minute dealweekend getaway (weekend break UK)package tour

somewhere, anywhere, everywhere, nowhereever for emphasis






• Ask for advice about vacation activities [Do you prefer to go on vacation in winter / summer?]

• Describe a great trip [Places, Food, People]


Ask some open questions around the first speaking goal to elicit the vocabulary and expressions from the overview table. Ask some leading questions around the first speaking goal to confirm understanding and use of the key structure(s) if applicable.

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For example, students ask a friend about interesting vacation activities in Mexico.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions, e.g., students don’t like the first recommendation because it is too expensive or they have already been there.


Performance





Performance

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For example, students describe their best vacation experience to their friend, e.g., I got a last-minute deal. There were great beaches everywhere. I

went somewhere interesting every day. etc.





If Performance was weak, focus on building fluency and confidence.If Performance was good, add a complication / extra details / questions, e.g., students must include specific recommendations during their vacation, e.g., Paris was the best city I ever visited; booking a hotel early is a

good idea.


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Extension 1. What are they doing?

Using IB page 46, students give a short presentation about why the people like the different activities; students should also give a couple of details about the activities’ popularity in their own country, e.g., This man is

surfing. Surfing isn’t very popular in the UK because the waves aren’t very

big.

Extension 2. Interview

Students interview each other about what activities they liked in school or university, and then report back to the class, e.g., Bob liked skiing with his

friends. The best place for skiing was the Alps. etc.

Extension 3. Worst vacation ever!

Students describe their worst vacation experience. Where did they go? Was the weather bad? the hotel? the staff? Do they recommend the location for a future vacation?

Extension 4. Storytelling

Using one of the pictures from IB 27, students decide if some of the people are having a good or bad vacation and explain why.

-46

-27





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ASK ABOUT MENU ITEMS AND RECOMMEND INTERNATIONAL CUISINEVocabulary & Expressions Grammar Item

eatenWhat is it served with?specialty (speciality UK)to originatemeringue crustwhipped creamkiwisconeokraI think I’ll have (the) (fish).so (conj.)something lightHow is (chicken) prepared?grilled

sautéedpoachedbreadedstuffedfreshan order of (fries)to hold (the onions)on the sideto make a special requestCould I have (rice) instead?Could I have (roast beef) as (an appetizer)?recommendation

Past passive / present passive

COMPLAIN ABOUT A MEALVocabulary & Expressions Language Focus

satisfieddissatisfiedto chargeto rateover- / understaffedover- / underratedover- / underchargedover- / underpricedover- / undercooked

over- / underbookedsuperbto smellIt doesn’t smell right.It smells (bad).Not really.Give my compliments to the chef.to send (food / order) backon the house

over- and under-






• Ask about menu items and recommend international cuisine [What’s your favorite international dish? Do you recommend it to colleagues visiting from (the US)? ]

• Complain about a meal [Unhappy, Service, Dissatisfied]

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For example, students ask a server / colleague about a menu item (from another country) that they’ve never tried before in a restaurant in (city or

country). Students must ask how a meal is prepared and what it is served with, and then make a special request, for example, ask to share an appetizer. The students who are answering the questions should give recommendations, e.g., You should try this specialty. It’s not too spicy. It

has lots of vegetables. It tastes great. etc.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions e.g., students would like food prepared differently from the standard way.


Performance

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For example, students tell the server they didn’t like a meal and say what’s wrong with it. Students must explain the food arrived late, or the order was wrong, or one of the dishes was undercooked or didn’t smell right, etc.





If Performance was weak, focus on building fluency and confidence.If Performance was good, add a complication / extra details / questions, e.g., students insist on a refund or negotiate a deal, or students are very satisfied with their meal.


Performance

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Extension 1. Guessing game

Students describe a meal based on how it is prepared and what it is served with. Other students must guess the meal. Students must list the ingredients, explain the cooking method, and explain what it is served with.

Extension 2. Describe a national specialty.

Students give a brief presentation on a national specialty they had outside their own country. They should say what they thought about it. They can use some or all of the following questions:What kind of dish is it—a snack, an appetizer, a main dish, a dessert?

What foods or ingredients are in it?

Where did it originate? Is it eaten at special times of the year?

How is it prepared? What is it usually served with?

Do you recommend it to visitors to your country?

Students ask follow-up questions and say if they want to try the food or not.

Extension 3. Who’s dissatisfied?

Using IB33, students explain who is not satisfied with their meals and why.

Extension 4. Interview: The worst meal ever

Students interview each other about the worst meals they have had in a restaurant. What did they eat? Was it undercooked? Was the service bad? etc.

-33


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COMMENT ON A MEALVocabulary & Expressions Grammar Item

full (= not hungry)tip (n., v.)to give a tipto leave a tiphelpfulcheck (bill UK)separate checkstogether (= not separate)

Let me (pay).Let me get this.to take care of (the bill) (= pay)Would you care for anything else?Just the check, please.Will that be all?This one’s on me.

so + adjective + that

CHECK IN FOR A FLIGHTVocabulary & Expressions Grammar Item

to check in for a flightto check bags (check in bags UK)baggagecarry-on bagpurseto choosewindow (seat)

middle seataisle seatboarding passWhat will (you) be doing?shortlyto proceed to

Future progressive






• Comment on a meal [Have you ever been (dis)satisfied at a restaurant? Were you (dis)satisfied with the food or the service?]

• Check in for a flight [Luggage, Passport, Gate]

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For example, students tell the chef they really liked a meal they ate in Paris. Students must say what they ate, explain how it tasted, and give a nice compliment.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions e.g., students don’t agree about how good the meal is.


Performance


Ask some open questions around the second speaking goal to elicit the vocabulary and expressions from the overview table. Ask some leading questions around the second speaking goal to confirm understanding and use of the key structure(s) if applicable.

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For example, students check in for a flight at an (American) airport.





If Performance was weak, focus on building fluency and confidence.If Performance was good, add a complication / extra details / questions, e.g., the flight is overbooked, and the student needs to wait for the next flight.


Performance

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Extension 1. What are they doing?

Using IB page 46, students give a short presentation about why the people like the different activities; students should also give a couple of details about the activities’ popularity in their own country, e.g., This man is

surfing. Surfing isn’t very popular in the UK because the waves aren’t very

big.

Extension 2. Interview

Students interview each other about what activities they liked in school or university, and then report back to the class, e.g., Bob liked skiing with his

friends. The best place for skiing was the Alps. etc.

Extension 3. Role play

Students need to check in, but their bags are too large or too heavy.Students must pay an additional charge for the extra large / heavy bag. Find out how much the charge is and how to pay it.

Extension 4. Game. What will you be doing?

Students must make statements about their own future in two, five, ten and twenty years using positive and negative sentences, e.g.,In two years, I will be living in NY. I won’t be studying at the university.

In five years, I will be working in a large IT company. I won’t be working in a

café. etc.

-46





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MAKE AND CONFIRM REQUESTS ON A PLANEVocabulary & Expressions Grammar Items

pilotcaptainco-pilotflight attendanton boardWelcome aboard!to take offtake-offlandingseat belt

to fastenexit (on a plane)overheadoverhead binto storeto keep (the aisle) clearto remaintray tableupright (position)in-flight entertainment system

CALL BAGGAGE CLAIM AND LOCATE A MISSING BAGVocabulary & Expressions Grammar Item

baggage claim(airport) terminalcarouselbaggage carouselbaggage claim check

to deliverto mishandlethe mishandling (of something)inconvenience

Possessive pronouns: mine, hers, etc.






• Make and confirm requests on a plane [Do the pilots / flight attendants speak to the passengers? What do they say?]

• Call baggage claim and locate a missing bag [Baggage, Airline, Missing]


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For example, students ask the flight attendant to confirm details of an in-flight announcement on a flight to Paris.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions e.g., the student needs extra information, such as the local time and temperature / baggage claim or connecting flight information, etc.


Performance




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For example, students call baggage claim to try and locate their suitcase. They must give their flight number, baggage claim number, a description of their suitcase, and if it is successfully located, they must arrange for delivery (time and place).





If Performance was weak, focus on building fluency and confidence.If Performance was good, add a complication / extra details / questions, e.g., student can’t find their baggage claim check and the baggage claim clerk doesn’t want to give any information about the luggage.


Performance


Extension 1. Can we change seats?

Role Play. Students request to change seats during the flight as there are many empty rows, and the students would like to lie down to sleep.

Extension 2. Could you help me, please?

Role Play. Students have trouble with the in-flight entertainment systemand need the attendant to help them. Possible problems: the sound is too low; they want to change the language of the audio; they can’t find a movie in the in-flight magazine; etc.

Extension 3. What would you do?

Students imagine they lost their baggage on a business trip. What would they do? (They should list the first three things they’ll do.)

Extension 4. Top 5 List

Students tell the class what the five most important items from their carry-on bag are, e.g., snacks, extra socks, air sickness pills, e-book reader, and

inflatable pillow. Then they try to agree on a Top 5 List for the class.


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DESCRIBE YOUR FLIGHT EXPERIENCEVocabulary & Expressions Grammar Item

international terminalarrivals hall (UK)securityimmigration (passport control UK)customsto go through (customs)

(customs) officerto declareDo you have anything to declare?What’s the purpose of your visit?(for) pleasurein your possession at all times

Reported speech (immediate reporting)


Ask for advice about vacation activitiesDescribe a great tripAsk about menu items and recommend international cuisineComplain about a mealComment on a mealCheck in for a flightMake and confirm requests on a planeCall baggage claim and locate a missing bagDescribe your flight experience






• Describe your flight experience [Have you ever met a friend at the arrivals hall? Has a friend ever met you? Did you talk about the flight?]

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For example, students must tell a friend about a good / bad flight experience. Ask students to use reported speech to explain what happened at check-in, security, on the plane, at immigration, and at customs, e.g.,What happened at check-in? At check-in I asked if I could have a window

seat, but they told me that no window seats were available. What happened

at security? At security they asked me if I had any liquids. I told them I had

a bottle of water, and they said I couldn’t take it on board. etc.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions e.g., students must give two examples of problems at check-in, security, on the plane, at immigration, and at customs (e.g., the plane was delayed, the in-flight entertainment system was broken, etc.)


Performance

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For Email Tasks, students are asked to write (individually or collaboratively) an email matching a certain situation. You may want to ask students to select the Module / Task they’d like to work on, and then do another if time permits.



you say?








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• Unit 10 | 48


Extension 1. Ten questions

Students ask each other ten questions about a bad / good flight experience, e.g.,Was the flight on time? Was the meal good? Did you lose your baggage?

Students must then give a summary using reported speech, e.g.,Paolo told me his flight took off late. He said the meal was terrible. etc.

Extension 2. Who would say it?

Make a sentence that might be used in an airport / on a flight, e.g.,Please fasten your seat belts. Would you like to upgrade to first class?

Could I have a window seat, please? etc.Students must state who would make the sentence, e.g., a pilot, a passenger, a flight attendant, etc.

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PLAN WHICH ERRANDS TO RUN AND MAKE A SHOPPING LISTVocabulary & Expressions Language Focus

errandsto run errandshair salon (hairdresser’s UK)auto repair shop (garage UK)dry cleanerbakerhaircutto get a haircuthair stylistgroceriesgrocery storesupermarketmechanicto repair carsto fill (make up UK) prescriptionscar wash

to run out (of milk)to run low (on potatoes)drug storepoultrydairyproducesectioncan (tin UK)canned foods (tinned UK)frozen (foods)aisle (three)to fixto get in touch withto stop byto stop by the store (for cheese) / to buy (fish)

to be able to

EXPLAIN WHAT YOU HAVE PEOPLE DO FOR YOUVocabulary & Expressions Grammar Item

to do chorestrash (rubbish UK)to take out the trashto ironto vacuum (hoover UK)to do the ironingto do the laundry

to do the vacuuming (hoovering UK)to do the cleaningto do the cookingpaintertaxesto do (one’s) taxes

Causative (active form): to have someone (do) something






• Plan which errands to run and make a shopping list [What are some things you have to do when you’re not at work? Where do you go?]

• Explain what you have people do for you [Chores, Errands, Do you do this yourself or does someone else do it?]

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For example: I need to get my oil changed. where should I go? The mechanic on Main

Street is open today!

We’re out of milk, fruit, and vegetables. etc.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions e.g., students aren’t able to do any of the required activities because the shops are closed, so they need to adjust plans accordingly.


Performance


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For example, students explain things they had others do for them (in the last month, after a party, for a project at work, etc.), e.g., I had a big party at

my house to celebrate the end of a project. I had Bob clean the kitchen. I

had Sue take out the trash. etc.





If Performance was weak, focus on building fluency and confidence.If Performance was good, add a complication / extra details / questions, e.g., encourage them to follow up on any errands, tasks, or chores that may have been mentioned earlier.


Performance


Extension 1. Presentation: Supermarkets in other countries

Students tell each other what they experienced going to a supermarket in another country. Was there anything they weren’t able to buy that they usually can? Was there an unusual amount of something that surprised them? For example, “When I moved to Japan, I was surprised because

there wasn’t a lot of cheese or breakfast cereal, but there were lots of kinds

of fish!”

Extension 2. Role play: Running errands

Students plan errands to run on a major national holiday when most shops are usually closed, for example, “Most shops are closed on New Year’s Day,

but you need to send a letter, buy some groceries, and take back some

library books. Can you do any of these things, or do you have to wait until

normal business hours start again?”

Extension 3. If I had a housekeeper …

Students ask each other which chores they would have someone else do if they had a housekeeper.

Extension 4. Put the chores in order.

Students brainstorm as many chores as they can and rank them most to least enjoyable, and then explain their answers.


• Unit 11 | 54




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TALK ABOUT YOUR CHORES AND ERRANDSVocabulary & Expressions Grammar Item

to have (something done) to get (something done) Causatives (passive form)

RENT A CARVocabulary & Expressions Grammar Item

rentalcar rental (car hire UK)agencymile / kilometer (kilometre UK)car classes: compact (small family carUK), full-size, luxury, SUVmodelvehiclegasoline / gas (petrol UK)diesel

gallon / liter (litre UK)severalgas tankfull / empty (gas) tankextraextra chargemileageunlimited mileageinsurance

Verb + more / less






• Talk about your chores and errands [When was the last time you did it? When do you have to do it again? What errand do you enjoy?]

• Rent a car [Rental, Car Rental Agency, Mile/Kilometer]


Ask some open questions around the first speaking goal to elicit the vocabulary and expressions from the overview table. Ask some leading questions around the first speaking goal to confirm understanding and use of the key structure(s) if applicable.

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For example, students tell a friend about chores and errands they had to complete yesterday, e.g., I had to take out the trash and visit the library to

return some books.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions e.g., students explain why they will have different things done, e.g., I will have my hair cut because I am going to a wedding.


Performance




Performance

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For example, students rent a car at the airport / over the phone / at the auto repair shop. Students must ask three questions about the car before they can rent it.





If Performance was weak, focus on building fluency and confidence.If Performance was good, add a complication / extra details / questions, e.g., students’ first two choices of car are not available.


• Unit 12 | 58


Extension 1. Childhood chores

Students ask each other about what their parents had them do as kids, e.g., When I was a child my parents had me take out the trash. Did your parents

have you do that?

Extension 2. Your own personal assistant

Students interview each other about what they will have done for them if they get a promotion with a personal assistant, e.g., I will have my assistant

organize my meetings and answer all my phone calls.

Extension 3. Taxi vs. rental car

Students contrast the pros and cons of renting a car vs. using a taxi (or car-hire services like Uber). For example, “You can go where you want to in a

rental car, but you have to use a map / GPS if you don’t know the city.”

Extension 4. List of questions

Students make a list of questions they might have to ask or might be asked at the rental company.





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• Unit 12 | 60


ASK FOR AND SUMMARIZE ROAD DIRECTIONSVocabulary & Expressions Grammar Item

roadsidewalk (pavement UK)intersection (crossroads UK)signstop signto make a (left) (US)to turnto turn onto …aroundhighway (motorway UK)highway names

eastwestnorthsouthto go (south)exitto take … exitlaneto stay in the (right) laneto followto follow the signs to …

Reported commands / instructions

TALK ABOUT ROAD AND TRAFFIC CONDITIONSVocabulary & Expressions Grammar Item

truck (lorry UK)traffic reportpouringhad betterweticyto slow downslipperyto slipfogfoggyIt’s (dangerous) to + infinitivecarefulcareful drivercarefullyto drive carefullyto textlegal / illegalto pull over

traffic tickettraffic ticket for (speeding)speedingcareless drivingaccidentto blockblockedbecause ofrush hourto hit (rush hour traffic)heavy (traffic)light (traffic)traffic jamto be stuck in trafficconstructionroad construction (roadworks UK)to avoiddetour (sign)authorities

while + -ing





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• Ask for and summarize road directions [Where do people ask you for directions in English? Can you give them directions?]

• Talk about road and traffic conditions [Truck (lorry UK), Traffic, Traffic Report]





For example, students ask for and summarize road directions on the highway in California / for getting from … to ….





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions e.g., students summarize directions incorrectly and need to clarify them.


Performance


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For example, students call a friend to tell him / her about road and traffic conditions they heard about in a traffic report or ask a friend how to drive from the airport to his / her office in the morning traffic, for example, Which

streets should I avoid? When is rush hour? etc.





If Performance was weak, focus on building fluency and confidence.If Performance was good, add a complication / extra details / questions, for example, in addition to rush hour traffic, there is also an accident on a main street / highway and road construction near the airport.


Performance


Extension 1. Directions game

Students use IB12 to give directions from the airport to a location in town but without telling their partner the final destination. Students must correctly get to the destination just by following the directions.

Extension 2. Driving in my hometown

Students explain the challenges of driving in their hometown. For example, “Where I live the taxi drivers are very aggressive and there are lots of one-

way streets, so it is easy to get lost.”

Extension 3. Your morning commute

Students ask each other what their preferred method of commuting is and why.

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• Unit 13 | 64




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REPORT CAR TROUBLEVocabulary & Expressions Grammar Items

to startcar won’t starttire (tyre UK)to have a flat (tire) (have a puncture UK)

to lockto lock keys inside a carroadside assistancetow truckto tow

GIVE YOUR OPINION ABOUT RECENT PERFORMANCESVocabulary & Expressions Grammar Item

stadiumconcert hallvenueballetoperamusical (n.)exhibit (exhibition UK)dancerperformer

showamazingrecentlyrecently vs. latelyto expectexpectedworse than expectedbetter than expectedDon’t bother (seeing it).

Present perfect with lately, recently






• Report car trouble [Have you ever had car problems? What do you do? Do you call a friend for help?]

• Give your opinion about recent performances [Stadium, Concert Hall, Event]


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For example, students report a car problem to the rental car agency (on the highway in Europe), or they call a friend about a car problem and ask for help. Students must explain two car problems and ask the car rental agency / their friend to meet them somewhere.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions e.g., the rental agency doesn’t have a replacement car, and their friend’s car is also having problems and is in the shop for repairs.


Performance



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For example, students talk with a friend and give an opinion about a recent performance they saw. Students must say how many shows they saw recently, where and which one was better or worse than expected.





If Performance was weak, focus on building fluency and confidence.If Performance was good, add a complication / extra details / questions, for example, other students saw the same performance but have a different opinion.


Performance

• Unit 14 | 68


Extension 1. Car problems

Students ask each other about breakdowns or car problems they have experienced. How did they solve them?

Extension 2. Talk about the benefits

Students discuss the benefits of roadside assistance and breakdown services.

Extension 3. What do you prefer?

Students discuss if they prefer movies, live sports, or live music, and why.

Extension 4. The best performance

Students explain the best performance they have ever seen and say why it was so good.





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• Unit 14 | 70


GIVE YOUR OPINION ABOUT A MOVIEVocabulary & Expressions Grammar Item

review(s)movie review(s)titleWhat is (the movie) about?It’s the story of (a king).movie genresdramahorrorscience fictiongenreactressstarmovie starcharactermain characterplotto laugh

to make (one) laughfunnyIt was so (funny) that I couldn’t (stop laughing)!to crysadreally sadpretty sadscarydisappointingconfusingsurprisingconfuseddisappointedsurprisedamazed

Adjectives ending in -ing and -ed: exciting / excited, etc.


Plan which errands to run and make a shopping listExplain what you have people do for youTalk about your chores and errandsRent a carAsk for and summarize road directionsTalk about road and traffic conditionsReport car troubleGive your opinion about recent performancesGive your opinion about a movie






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• Give your opinion about a movie [Do you read movie reviews? What kind of information do you want about a movie? Do you give your friends movie reviews?]

• Review 3





For example, students give someone a review of the last movie they saw. Students must talk about the title, genre, and plot, and give three adjectives to describe the movie, etc.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions for example, the student’s friend needs a lot of clarification about the movie plot.


Performance

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you say?








CHECKPOINT03


Extension 1. The worst movie ever

Students tell the class about the worst movie they have ever seen. Why didn’t they like it? Was the plot bad? the acting? the music?

Extension 2. Which is better, the book or movie version?

Students discuss if they prefer the book or the movie version of a story, for example, the Harry Potter series.


• Unit 15 | 74




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TELL A FRIEND WHAT A MOVIE IS ABOUTVocabulary & Expressions Language Focus

to take placeto take place in the (future)When / Where does (the story) take place?based on a true storyrealisticunrealisticending

happy endingpredictableunpredictableWhat did the reviews say?It’s supposed to be (good).to be set in (New York)(New York) is the setting

to be supposed to be

BUY TICKETS TO A SHOWVocabulary & Expressions Grammar Items

performancematineesold outbox officeseating chartstage

(in the) frontfront row(in the) back (= not front)(in the) center(on the) side(s)






• Tell a friend what a movie is about [Do you like to know the plot of a movie before you watch it? What do you want to know about the characters when your friend tells you about a movie?]

• Buy tickets to a show [Performance, Matinee, Sold out]


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For example, students talk to a friend about the plot of the last movie they saw and its main characters, setting, etc.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions, e.g., students don’t agree about the star, plot, and / or other details of the movie.


Performance




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For example, students buy tickets to a show for themselves and a friend. Students must ask about the seating location, the price, and the start time for the show.Have students talk about what shows are currently playing (on Broadway) and decide which show they would like to buy tickets for. If students have Internet access, ask them to look for real showtimes, seats, and prices, and then to decide which tickets to ask for and buy.





If Performance was weak, focus on building fluency and confidence.If Performance was good, add a complication / extra details / questions, e.g., the ideal tickets are sold out and they must choose something else.


Performance

• Unit 16 | 78


Extension 1. What’s most important?

Students explain what is most important for them when they watch a movie. Is it the plot? The actors? The genre? Why?

Extension 2. The first movie I ever saw

Students reminisce about the first movie they saw in a theater and describe the plot and characters.

Extension 3. Movies vs. the theater

Students compare the pros and cons of going to the theater compared to going to the movies, for example, “The theater is much more expensive, but

the show is more fun / There is a much bigger range of movies to choose

from.”


Students discuss the popularity of theater-going in their city.





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EXPLAIN THE STEPS IN PLANNING A PROJECTVocabulary & Expressions Grammar Item

to work on a projectproposalto presentto approveto rejectto submitto put togetherto spendspentdailyweeklyyearly

purchase (n., v.)expensesbudget(expenses are) too high(budget is) too lowto be / go over budgetto be under budgetto be within budgetby(over budget) by ($100)to cut (expenses)

Present perfect with just

TALK ABOUT SCHEDULES AND DEADLINESVocabulary & Expressions Grammar Items

to be allowed tonot allowed toto completedeadlineto meet the deadlineto miss the deadlineahead of scheduleon scheduleright on schedulebehind scheduleHow far (behind) schedule (are we)?

I (don’t) think so.Everything is going according to plan.statusstatus reportduesoonas soon asurgentThe sooner the better.ASAP

Modals: must, mustn’t, don’t have to, can’t, not allowed toby + date or time: by August 31






• Explain the steps in planning a project [What project(s) are you working on? Who had the idea for the project? Do you have a team? Who’s the project manager? Who’s responsible for what?]

• Talk about schedules and deadlines [Project, Work, Homework]

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For example, students explain the steps they took to plan a recent project.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions for example, students have to answer follow-up questions about the planning stages for the project.


Performance



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For example, students talk about the schedule and deadlines for a project they are working on at work.





If Performance was weak, focus on building fluency and confidence.If Performance was good, add a complication / extra details / questions, e.g., students ask about potential problems that might make it hard to meet deadlines.


Performance



Students discuss how long they usually spend on the planning stages of large projects. Is this usually too long? Not long enough? Why?

Extension 2. Give advice

Students give each other hints and advice about how good planning has helped them save time and money in later stages of projects.

Extension 3. An unrealistic deadline

Students tell the class about a project when they had to work to an unrealistic deadline. Did they meet the deadline? If so how? If not what happened?

Extension 4. Discussion: What’s more important?

Students discuss if it is more important to meet the deadline or stay on budget for a project. Why do they think so? What does their boss think?


• Unit 17 | 84




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GIVE A STATUS UPDATE ON A PROJECTVocabulary & Expressions Grammar Item

Everything is coming along fine.to take timeto save timeto run out of timeto get back on trackKeep up the good work.

as plannedgoing as plannedto speed things upphaseHas (phase one) been (done)?

Passive voice (present perfect)

SUMMARIZE COMPLETED PROJECTSVocabulary & Expressions Language Focus

to recycle Tell (someone) how a project went






• Give a status update on a project [Do you have to ask someone how a project is going? What’s the project? Who’s working on it? ]

• Summarize completed projects [Tell a Friend, Project: to open the new café]




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For example, students ask their team for the status of the … project. Students must ask what has been done so far, e.g., When was it done? What hasn’t been done? Why? When is it going to be done? etc.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions, for example, students ask for more details about why the project is behind schedule, over budget, etc.


Performancee





Performance

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For example, students tell a friend how their last project went. Students must ask questions about the project, e.g., Was it on budget? Did it meet

the deadline? Was it easy? What was it about? etc.





If Performance was weak, focus on building fluency and confidence.If Performance was good, add a complication / extra details / questions, for example, students ask follow-up questions such as, Why was the project under budget? etc.


• Unit 18 | 88


Extension 1. Writing a status update

Write an email to your boss giving him / her a status update on a project you’re working on now or have worked on in the past.

Extension 2. Discussion: Which is better?

Students discuss if they think it is better for employees to give lots of status reports during a project, or if it is better to work independently. Students must justify their answers.

Extension 3. The most successful project

Students tell the class about the most successful project they have been part of. How did they feel after it was finished?

Extension 4. Working alone vs. on a team

Students discuss whether they like working on large projects with a big team or working alone and why.

Writing: a status update





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• Unit 18 | 90


START AND DEVELOP A CONVERSATIONVocabulary & Expressions Grammar Items

conversationstrangerIdiomatic use (US only) of sure, just, some. For example: It sure has been hot lately!I sure do. (I really do. UK)It sure has. (It really has. UK)by the waylikewiseAre you enjoying yourself?You look familiar.So, how do you know (Alice)?

Affirmative tagsPossessives after of

FIND SIMILAR INTERESTS AND END A CONVERSATIONVocabulary & Expressions Language Focus

to get to know someoneinterestssimilar intereststo have something in commonclubto belong to a club(someone) tells me (something)(someone) says (you …)

so / neither






• Start and develop a conversation [Who did you have a conversation with this morning? Do you find it easy or difficult to start a conversation? How did you start the conversation?]

• Find similar interests and end a conversation [Small Talk, Hobbies, Work]

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For example, students start and develop a conversation (at an office party) with (someone from another department).





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions, e.g., students find out they knew each other a long time ago in school.


Performance



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For example, students find similar interests or hobbies, ask and answer a few questions about them, then end a conversation at a party.





If Performance was weak, focus on building fluency and confidence.If Performance was good, add a complication / extra details / questions, for example, one student wants to end the conversation, but the other wants to continue it.


Performance


Extension 1. Discussion: Are you good at meeting new people?

Students discuss if they are good at meeting new people in social situations and why. It is something they enjoy? Were they always social? good at making friends in school?

Extension 2. Give advice

Students give advice on techniques to make friends and develop conversations in social situations.

Extension 3. The most interesting person

Students talk about the most interesting person they’ve met at a party. What did they do? Why were they interesting? Did they meet again?

Extension 4. Presentation: Three things about me

Students present three things about themselves that they think other people might be interested in talking about.


• Unit 19 | 94




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TELL A COWORKER ABOUT A PRESENTATIONVocabulary & Expressions Language Focus

speechexpertto specialize (specialise UK)specialisttop (= #1)respectedleadingworld-famousdull

to motivatemotivatinginspiringmotivatedinspiredtopicfamiliar withaudiencedelivery (of a presentation)

(one of) the most / least / best + -ed / -ing adjectives


Tell a friend what a movie is aboutBuy tickets to a showExplain the steps in planning a projectTalk about schedules and deadlinesGive a status update on a projectSummarize completed projectsStart and develop a conversationFind similar interests and end a conversationTell a coworker about a presentation






• Tell a coworker about a presentation [Who was the main speaker at the last conference you went to? What did you think about his speech?]

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For example, students tell a coworker about a presentation they heard (at a sales meeting). Students must explain if it was good, bad, the best, or the worst, and why. Then they should say what they learned from it and explain how the speaker was.





If Performance was weak, focus on building fluency and confidence. For a strong performance, add a complication / extra details / questions, e.g., other students saw the same presentation but have a different opinion or felt differently about it or the speaker.


Performance


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you say?








• Unit 20 | 98


Extension 1. How was your presentation?

Students describe to the class some of their personal experiences during the last presentation or speech they gave. What did you do well? not so

well? Were you motivating? Was the audience interested? Did they

participate? ask questions? etc.

Extension 2. Advice on public speaking

Students share good advice they have received about speaking in public effectively. Did they use it? Did it help them?





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• Unit 20 | 100

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