Berlitz Biz English 2 IG

Business English
2
Instructor’s Guide
ISBN 978-1-64210-309-0 Berlitz Languages, Inc.

Princeton, NJ
9 781642 103090 USA
Writers: Damon Finos, Denise Kruelle, Alain Bellicha
We would like to thank the many Berlitz instructors and staff who have
contributed to the creation of this course.
Disclaimer:
Brands and company, product, and service names mentioned in this publication
are for identification purposes only, and are not affiliated with Berlitz. All
trademarks and registered trademarks are the property of their respective
owners.
Copyright© 2020 Berlitz Languages, Inc.
All rights reserved. No part of this book may be reproduced or transmitted in any form
or by any means electronic or mechanical, including photocopying, recording or by
any information storage and retrieval system without permission in writing from the
Publisher.
Berlitz Trademark Reg. U.S. Patent Office and other countries

Marca Registrada
ISBN: 978-1-64210-309-0
First Digital Edition — January 2020
For use exclusively in connection with Berlitz language instruction.
Berlitz Languages, Inc.

7 Roszel Road
Princeton, NJ 08540
USA
WELCOMES YOU TO
Business English 2
Berlitz English and Business English are multi-component English programs for adult
professionals. Spoken and written English is presented as it is used around the world in social and
business contexts.
The Berlitz English and Business English programs have been developed because of our strong
belief that we can offer our students—and our instructors—a competitive advantage in language
study.
As a Berlitz instructor, you are the most important part of the Berlitz English programs and the
Berlitz Method®. With this Instructor Guide, you can help students develop the language skills
they need for successful everyday and workplace communication.
This Instructor Guide supports the principles of the Berlitz Method® and focuses on real-world
interaction; communicative and personalized speaking goals; and activities that present and
practice relevant vocabulary and grammar in context in order for students to achieve those goals.
We hope you enjoy teaching from this Instructor Guide as much as we enjoyed making it for you.
Feel free to report any errata or share any feedback and suggestions to
content.support@berlitz.com.
The Berlitz Research & Development Team
©2020 Berlitz Languages, Inc. iii

For Instructors...
Instructor Guide Features
Each unit provides a more visible goal-oriented Speaking Goal that is customized at the
start of the lesson, and confirmed at the end.
Sub-sections between dotted lines indicate more detailed instructions to support

instructors who need it. These can be expanded or collapsed in the digital edition.
Student Guide previews help instructors point out visuals to students. Clear icons also
indicate when the lesson plan points to the SG or the Illustration Book. In the digital
edition, each SG preview image is in full color and can be enlarged.
Track numbers are clearly visible to help instructors set up listening activities, and come
with an embedded audio player in the digital version. In print, track numbers correspond
to the complete MP3 archive as well as the audio scripts found at the end of the book.
Lower priority activities are marked as ‘extra’ to give instructors more flexibility and tools
to manage their class time and lesson plan.
iv ©2020 Berlitz Languages, Inc.

Additional Features and Components
The brand new Instructors Portal makes it quick and easy to find specific units of content, by
keyword search or by navigating the full catalogue.
Full digital course content can be previewed and accessed on the Instructors Portal. Click a
unit’s tile to open the corresponding Instructor Guide or Student Guide, or access the MP3
audio files, audio scripts, or PDF as needed.
A completely redrawn Illustration Book is available in digital and print formats to support
instructors using fresher and more realistic images that more closely relate to today’s
modern and diverse reality.
Downloadable audio files provide in-class and on-the-go listening practice, depending on the
type of package selected.
©2020 Berlitz Languages, Inc. v

CONTENTS
SPEAKING GOAL PAGE TOPICS GRAMMAR
1 Exchange 1 Questions; Answers Past tense, irregular verbs: went / took /

information read / got / had / ate / bought /
made / spoke / left
2 Make new business 8 Contacts Idioms: to touch base, to give someone

contacts a buzz, to shoot someone an email
3 Describe travel plans 14 Flights; Travel plans Present progressive vs. present
progressive with future meaning
Simple present vs. present progressive
4 Ask about schedules 19 Travel schedules; Frequency with ordinal and cardinal
Telling time numbers: three times (a day), once,
twice, every (ten minutes).
Time expressions (review): half past …,
quarter after …, quarter past …, quarter
to …, five after …, five past …, ten to …
Simple present with schedules
5 Ask about fares and 25 Fares; Tickets How long does it take …?
buy tickets
6 Introduce your 31 Types of companies Order of adjectives

company and Inclusive with
describe its products
and services
7 Describe your 38 Company organization Relative clauses (subject form) with

company’s who and that
organization
8 Describe your 45 Jobs; Job Express responsibility using to be

colleagues’ responsibilities responsible for and to be in charge of
responsibilities
9 Talk about your job 50 Jobs; Job Simple past: more irregular verbs
and your responsibilities
responsibilities
vi ©2020 Berlitz Languages, Inc.

10 Review 56
11 Ask for and give 59 Requests; Responses to Simple future with will
information requests
12 Ask for and give 65 Assistance; Support by + time expression

assistance
13 Give an update (at 70 Updates Review: Simple past, present

work) progressive, future with will
14 Choose a new team 75 Jobs; Interviews Comparative with nouns

member Comparative with adverbs of manner
15 Open a presentation 81 Openings; Introductions Self-introductions

Outlining a topic
16 Close a presentation 86 Endings Moving from one point to the next

Interrogative clauses after You asked
me / I told you + question word
Summarizing and closing a presentation
17 Plan a business trip 93 Travels; Flights Future with to be going to
18 Give travel advice 99 Weather; Clothing and Give advice with should and in case
travel items Express probability with may
19 Make 105 Recommendations to recommend + -ing

recommendations
20 Review 112
21 Ask for information 115 to like … more than …

about a hotel and to prefer + noun
make a reservation to prefer … to …
©2020 Berlitz Languages, Inc. vii

would prefer + noun
22 Check into a hotel 122 Polite offers with shall

and speak to hotel Using object pronouns with direct
staff objects
23 Describe your stay 129 Superlative forms: adj. + -est; the most /
and check out the least + adj.
24 Give travel updates 134 Travel delays and Negative tag questions
cancellations; Flight
itinerary
25 Talk about a (past) 140 Business travel Simple past review (irregular verbs for
business trip business travel)
26 Welcome visitors to 146 Visitors; Compliments What a + adjective + noun!

your company
27 Reserve a table for a 151 Types of restaurants; to feel like + -ing

business lunch or Reservations
dinner
28 Compare restaurants 156 Restaurants; Make comparisons using as … as: (not)

Atmosphere and service as (good) as, (not) as many (customers)
as, (not) as much (food) as.
29 Say how you’re 162 Parts of the body; Using to have to express obligation
feeling Aches, pains, and
injuries
30 Review 167
31 Describe to a 170 Aches, pains, and Past progressive: was / were + -ing
colleague what injuries; Leisure and
daily activities
happened
viii ©2020 Berlitz Languages, Inc.

32 Describe your 176 Ailments and don’t have to

symptoms and ask symptoms; Medicines shouldn’t vs. don’t have to
about medicines to get + adjective: to get sick / well, to
get better / worse, to get cold / hot, to
get cooler / warmer, etc.
good for
33 Talk to a colleague 182 Hobbies and interests Using to start / stop + -ing form
about your hobbies Using still / not anymore
More -ly adverbs of manner
34 Describe exercise 188 Exercise; Fitness Frequency adverbs: regularly,

habits and try occasionally, etc.
something new Habitual conditional with if
35 Describe favorite 194 Summer and winter Expressing likes / dislikes with like /
vacation activities activities; Packing for a enjoy / love / hate + -ing
trip Expressing amounts with too much, too
many, enough, not enough
36 Say what you use 199 Appliances and devices Express purpose with to use + (a device)
something for + infinitive
Express purpose with to use + (a device)
+ for + -ing
37 Describe what people 205 Appliances and devices; Past habits with used to + verb
used to do People’s former
activities
38 Talk about past 211 Childhood; Trends; Past Time expressions: the (90s), in (the 90s)
events and current events to remember + -ing
39 Compare modern and 217 Life now and then Modal (ability, permission): could
past times a little vs. little
Qualifying comparatives: a little,
somewhat, much, a lot + (-er, more, less)
40 Review 223
©2020 Berlitz Languages, Inc. ix

Index V-1
Complete Audio A-1

Scripts
x ©2020 Berlitz Languages, Inc.

UNIT 1
In this lesson you will ...
Exchange information
Vocabulary & Expressions Grammar Item
to exchange (business to expand Past tense, irregular verbs: went / took / read /
cards / information) Welcome (to our office)! got / had / ate / bought / made / spoke / left
information I’d like to introduce myself.
to introduce yourself By the way …
Here’s my card. pocket (extension activity)
to make conversation to keep (extension activity)
to improve (business card)
to boost case (extension activity)
01 GOAL-SETTING Introductions or review of last lesson and homework.
Greet students, introduce yourself, and have students introduce

themselves briefly if this is their first lesson. Review key points from their
previous lesson if it is not.
Set customized Speaking Goal. Ask questions to find out about students’
needs and experiences.
Do you go to meetings or conferences in other cities? Where do you go? Do

you meet new people? Do you give your business card to them? What do
you talk about? Did you go to any meetings or conferences last year? etc.
Set a customized speaking goal. For example: Our goal is to introduce

ourselves and talk with someone at (a conference). Write the goal on the
board.
Warm-up
Warm-up. Present and practice, as needed: to exchange (business

cards) / information
Have students say what the people in the SG photo are doing.
Build-up: Is one business person giving his business card to the other one?
Is the other person giving his business card, too? → They are exchanging
business cards.
Are they talking? [Y] Are they asking and answering questions about their
jobs, companies, countries? [Y] → They are exchanging information (about
jobs, etc.).
©2020 Berlitz Languages, Inc. Exchange information • Unit 1 | 1

When you go to a meeting, do you exchange business cards with other
people? What kind of information do you exchange? etc.
02 PRESENTATION Present and practice, as needed: to introduce yourself / Here’s my card.
Substitution: When you meet someone new, do you tell him your name? [Y]
→ You introduce yourself.
What do you say when you give your business card to another person? →
Here’s my card.
03 PRACTICE QA
When you meet with a new client, do you introduce yourself? etc.
04 READING Pre-reading. Brainstorm. After you introduce yourself and exchange cards,
what can you talk about?
Here’s my card
Reading 1. Dictate the questions below. Students skim the dialog for the
answers.
1. What city are Mike and Evan in?
2. Why are they there?
3. Did they exchange cards?
4. When did Mike arrive in New York?
5. What was the weather like when he arrived? etc.
[ANSWERS: 1. They are in New York. 2. They are there for a conference. 3.
Yes, they did. 4. He arrived last night. 5. It was cold.]
Reading 2. Test the teacher
Close or cover your IG. Students ask you questions based on the dialog to
see what you remember.
Post-reading. Skits
Pairs. Students re-enact the dialog in the SG substituting their own

information, changing details, as they wish.
2 | Exchange information • Unit 1 ©2020 Berlitz Languages, Inc.

05 PRESENTATION Present or review and practice, as needed: to make conversation / to
improve / to boost / to expand
Substitution: Do you like to talk to people? → (don’t) like to make

conversation
Would you like to make better conversations? → improve your
conversations
Build-up: How can we improve conversations? Can we make our
conversations longer? Can we talk more? → This can boost our
conversations.
How can we talk more? Can we give more or extra information? → expand
Word power
Ask students to read the information at the beginning of the Word power
activity.
Say: BOOST is a speaking tip we use. It helps us speak more and make
longer sentences.
Go over the BOOST example in the SG.
06 PRACTICE
Word power
QA. Students answer the questions in the SG using BOOST.
For example:
Do you live near here?
Statement: No, I don’t. I live in (Springfield).
Detail: That’s an hour away from here.
Expansion: It’s a small city, but I like it very much.
Prompt students, as needed.
Ask additional questions.
For example:
What time do you usually finish work?
What are you working on now?
Is the work hard?

07 PRESENTATION
-23
Present and practice, as needed: Simple past, irregular verbs: went /

took / read / got / had
Naming: Did Mr. Simpson go on a business trip last week? [Yes, he did.] →
went on a business trip
Contrast: Did he go to Montreal? → No, he didn’t go to Montreal.
Where did he go? → He went to … Washington.
Did he take the train or a taxi? → He took the train.
Did he take his laptop? [Y] → He took his laptop.
Did he read the newspaper or his emails on the train? → read (emails)
What time did he get there? [At …] → He got there at …
Did he have a meeting with a client? → He had there at
Use Who questions so students can hear the irregular verb forms before
they answer.
Did Ellen and Karen go to San Francisco? Who went to Toronto?
Did Ellen read a book? Who read a magazine?
Did Mr. Simpson take the train? Who took the bus?
Did Mrs. Rossi have lunch on the plane? Where did she have dinner?
etc.
-23
Present and practice, as needed: Simple past, irregular

verbs: ate / bought / made / spoke / left
Did Mr. Simpson eat dinner with a client? [Y] → ate dinner …
Did he buy dinner or did the client? → … bought dinner
How many phone calls did he make? → made … phone calls
Who did he speak to? → spoke to …
When did he leave Washington? → left on …
Where did you eat lunch today? Did you make dinner last night? Where did
you buy your phone? Who did you speak to at work yesterday? What time
did you leave home this morning? etc.
08 PRACTICE
What did you take to the meeting?
Sentence completion
Students complete the sentences in the SG.

[ANSWERS: 1. took my laptop 2. read his email 3. went to the office 4. we
got home 5. made calls]
QA
1. Did you go on a business trip last (year)? Where did you go?
2. Did you take the train? How did you get there?
3. Did you take your phone with you? What else did you take with you?
4. Who did you speak to when you were there? What did you speak about?
5. Do you make a lot of phone calls? How many calls did you make?
6. Did you have breakfast at the hotel? What did you have for breakfast?
7. Did you go out to dinner? Where did you eat? What did you eat?
8. Did you buy anything when you were in …? What did you buy?
9. When did you leave …? What time did you get home? etc.
09 PRESENTATION Present and practice, as needed: Welcome (to our office)! / I’d like to
introduce myself. / By the way …
When a visitor comes to your office, are you pleased to see him? [Y] Say →
Welcome to our office!
Substitution: How do you introduce yourself? [Hello. My name is… / I’m…]
→ I’d like to introduce myself. My name is … / I’m …
Dictionary: When you are making conversation, do you ask questions? [Y]
Do you sometimes ask questions that are not connected to the
conversation? [Y] How can we tell our conversation partner we are about to
ask this kind of question? → (Oh!) By the way…
Cue–response
1. A friend is visiting your home.
2. You want to introduce yourself to a new colleague.
3. We’re talking about the weather. You want to ask a question about next
week’s lesson.
10 PRACTICE
By the way
Pre-task. Call on students to read out the dialog in the SG. Elicit A++
example.
Point out Mike’s answer to Jill’s question: How was your trip?
Did Mike answer the question? [Y] How? [I had a very good trip.]
Did he add some extra information? [Y] What? [Everything was perfect.]
Did he then ask Jill a question? [Y] What? [By the way, do you work…?]

Tip!
Go over the example in the Tip! box, if needed.

Say: Answer, add, and ask is another way we can improve our
conversations.
Task. Students brainstorm ways to expand the conversation.
Ask students to look at Jill’s first question: Are you from Abe’s Osaka
office?
Did Mike use A++ here? [N]
Brainstorm. What extra information can Mike add? What questions can he
ask Jill about her work?
Post-task. Skit
Pairs act out the SG dialog, substituting their own information and using
the A++ ideas they brainstormed.
11 PERFORMANCE Remind students what the lesson goal was and point it out on the board:
Our goal is to introduce yourself and exchange information (at a
conference).
Performance
Pre-task. Go over the situations in the SG. Adapt according to students’

needs and the lesson goal. With students, brainstorm several questions
they could ask for each situation. Remember to include past tense
questions!
Task. Role play
Pairs. Students introduce themselves to their conversation partner and
ask and answer each other’s questions. Set a time limit. Avoid
interruptions during the first enactment. Provide feedback, praise, and
corrections.
Second enactment. For a weak performance, set up a second enactment
and focus on increasing speed, fluency, and confidence. For a strong
performance, challenge students to make the conversation longer or have
them do the situation they didn’t do during the first enactment. Provide
feedback, praise, and corrections.

Post-task. Have students summarize what they have learned, and say
how they can use this in their work. Confirm lesson goal achievement
with students.
12 CONSOLIDATE & APPLY Extension 1. Discussion: Business card culture
Present and briefly practice, as needed: pocket / to keep / (business card)

case
Naming: (jacket or jeans) pocket
Do you put your keys in your pocket? → (don’t) keep your keys in your
pocket
What do you keep in a briefcase? [e.g. papers, documents, lunch]
Do you have a small case for pencils? → pencil case
Do you have a business card case?
Culture Corner
Ask students to look at the questions in the Culture Corner activity.

Go through the questions one at a time. Say what the answer is for your
country, then let students compare that with the business card culture or
etiquette in their countries.
Extension 2. Create a dialog (irregular past tense review)
Ask students to help you list the past tense verbs you practiced in this unit:
(took / read / went / got / buy / had / ate / left / spoke / made)
Encourage students to add other irregular past tenses they know.
Pairs or small groups. Students use the verbs to create a (fictitious) dialog.
They should try to use as many of the past tense verbs as they can. Call on
pairs / groups to read out their dialogs. The dialog with the most correctly
used past tense verbs wins.
Give praise for creativity, originality, etc.
13 ONLINE PRACTICE Remind students to complete their homework activities online.

UNIT 2
Make new business contacts

Vocabulary & Expressions Language Focus
business contact I don’t understand. Idioms: to touch base, to give someone a buzz,
to get to know someone What does … mean? to shoot someone an email
to love (= to like very much) You are speaking too fast.
I’m not familiar with (that). Could you speak more slowly?
I’m happy to hear that! I didn’t catch that.
to make a connection
01 GOAL-SETTING Greet students, review previous lesson and homework.
Review key points from previous lesson, check any assigned homework,
and check for questions.
Set customized Speaking Goal. Present, as needed: business contact / to

get to know someone
Dictionary: Do you only know people at your company? [N] Do you know
people at other companies? in your business? in other businesses? → your
business contacts
When you first meet a new colleague, do you talk? Do you ask about what
he likes / doesn’t like? where he worked? family? → get to know him
Ask questions to find out about students’ needs and experiences.
How do you make new business contacts? When you first meet new
contact, what do you talk about? How do you get to know them better?etc.
Set a customized speaking goal. For example: Our goal is to make a new
contact and get to know him / her better. Write the goal on the board.
Warm-up
Warm-up. Have students say what the people in the SG photo are doing.
Prompt, as needed.
Where are these people? Are they getting to know each other? What are
they talking about? What questions are they asking? etc.
8 | Make new business contacts • Unit 2 ©2020 Berlitz Languages, Inc.

02 PRESENTATION Present and practice, as needed: to love (= to like very much) / I’m not
familiar with (that). / I’m happy to hear that!
Substitution: Do I like cake very, very much? [Y] → I love cake!

Build-up: (fictitious restaurant name) is a restaurant near my place. Were
you there? [N] Do you know it? [No, I don’t know it.] OR → I’m not familiar
with (that restaurant). [R]
Substitution: I’m going on vacation. Are you happy for me? [Y] OR → I’m
happy to hear that! [R]
03 PRACTICE
Getting to know you
Skits. A++
Ask two students to read the first dialog. Point out that Noriko uses A++.
Students re-enact the dialog, substituting their own information.
Pairs. Students choose a dialog to re-enact. For the third dialog, challenge
students to make it longer. Encourage students to use A++.
04 PRESENTATION Present and practice, as needed: to make a connection
Build-up / Gesture: Where does Mr. Bennett work? [at Fermont] And Mr.
Simpson? → So, there’s a connection (use linking gesture) between Mr.
Bennett and Mr. Simpson.
Choose a topic you know the student is not interested in, e.g., Do you like
(golf)? [N]
So, there’s no connection between us there. Can we talk about golf? [Not
really.]
FYI
Say: When we are getting to know a new contact, we look for things we
can make a connection to: things we both like or are interested in. We can
talk about those!
Point out the FYI box in the SG. Call on students to read the examples.
Ask students if they can think of any other connections for the sample
statement.
©2020 Berlitz Languages, Inc. Make new business contacts • Unit 2 | 9

05 PRACTICE Pre-task. Ask students to brainstorm questions they would ask someone
they have just met. For example:
Where are you from? What company do you work for? What do you do?
What does your company do?
Write the questions on the board.
Call on a student to ask you one of the questions. Give a simple statement
answer.
For example:
S: Where do you work?
I: I work at Berlitz.
Ask students to make connections (these don’t necessarily have to be

true). Model additional examples, as needed:
Really? I’m learning English at Berlitz. Are you a teacher there?

My friend works at Berlitz, too. He’s a Spanish teacher.
There’s a Berlitz near my workplace, on Center Street. Are you familiar with
it?
Task. Pairs or small groups. Students choose one or two questions to ask
and answer. Working together, pairs / groups try to make as many
connection statements as they can.
Encourage students to add details (BOOST) and / or to end their

connections with a follow-up question (A++).
Set a time limit.
Post-task. Students share the statements they came up with.
06 PRESENTATION
Useful expressions
Present or review, and practice as needed: Could you repeat

that? (Rev.) / I don’t understand. / What does … mean? / You are speaking
too fast. / Could you speak more slowly? / I didn’t catch that.
Instructor note: Most of these expressions were presented in an extension

activity in Level 1, so students may or may not have covered them.
Go over the expressions in the Useful Expressions box.

Ask students to identify expressions they are familiar with and elicit an
example.
Present and practice as fixed expressions any new items.

Excuse me. Could you tell me where … is?

Gesture: I didn’t hear you. → Could you repeat that?
Substitution: I’m sorry. Could you repeat that (again)? → I don’t
understand. [R]
I didn’t understand that. → I didn’t catch that.
Repeat back, so student knows you understand. → So, you’re a …!

I didn’t understand the word, (word in student’s language). → What does it
mean? [R]
So, it means …
What does … mean?
Speak quickly. Naming: I was speaking fast.

Speak slowly. Contrast: Was I speaking fast? [N] → I was speaking slowly.
Do I sometimes speak fast? What can you say? → You’re speaking too
fast. [R]
OR: → Could you speak more slowly? [R]
Speak fast. Was I speaking too fast? Did you understand me? → I didn’t
catch that. [R]
Cue–response
Write some unknown words on the board to practice:
I don’t understand. / What does … mean?
Give your address or other details about yourself very quickly to practice:
I didn’t catch that. / Could you repeat that? / You’re speaking too fast. /
Could you speak more slowly?
07 LISTENING Track: 1 • 2 • 3 • 4 • 5 • 6
I didn’t catch that!
Pre-listening. Go over the sentences in the Listening activity. Ask students

to guess what the sentences are.
Ask: Is this a conversation? [N] It’s one person’s side of a conversation.

Is this person answering or asking questions? [asking]
Set scene. Noriko is talking to her colleague, Bill. Bill is using a few words
and expressions Noriko is not familiar with.
Listening 1. Set task. Listen to Bill. What is Noriko’s first question? What is
her next question? Write the number of her questions next to it.
Play the first track and model what students are to do, if needed.
[ANSWER: d = 1. Sorry, Bill. I didn’t catch that. Could you speak more
slowly, please?]

Continue to play each track one at a time, giving students time to give or
note their answers.
Check answers by playing the tracks and having students read out Noriko’s
responses.
[ANSWERS: d = 1 b = 2 a = 3 c = 4 e = 5]
Listening 2. Point out the expressions at the bottom of the Listening

activity. Say: These are the expressions Bill used. Listen again, and write
what they mean.
Play tracks 3, 4, and 6. Check answers.
[ANSWERS: 1. call you 2. speak to you, talk to you 3. send you an email]
Post-listening. QA / Discussion
When are you touching base with your boss?

Can you give me a buzz tomorrow?
Would you like me to shoot you an email tonight?
Are there expressions like this in your language?
What does … mean? etc.
08 PERFORMANCE Remind students what the lesson goal was and point it out on the
board: Our goal is to make a new contact and get to know him / her
better.
Performance

they could ask for each situation. Remind students to make connections
to what the other person says during their conversations.
Task. Role play
Pairs. Students introduce themselves to their conversation partner and
ask and answer each other’s questions. Set a time limit. Avoid
corrections.
performance, challenge students to use the expressions (idioms) they
learned, or have students do the situation they didn’t do during the first
enactment. Provide feedback, praise, and corrections.
with students.

09 CONSOLIDATE & APPLY Extension 1. Making connections
Ask students to make a list of of three things they like, for example:
• What they like to do after work / on the weekend
• What kind of books or movies they like
• A place in their city or country they love
Pairs / small groups. Students ask each other about their likes. When they
find something in common, students use the techniques presented in Units
1 and 2 to expand the conversation.
Extension 2. Stop me!
Ask: How can you stop a speaker? [Say Excuse me. / I’m sorry…]
Say: I am going to read a short text. If I’m too fast, or you don’t understand
something, or you need to know what a word means, stop me and ask.
Ready?
Read out a short text (e.g., from a later unit) at your normal speaking speed.
If students don’t stop you, tell them you plan to ask questions about the
text at the end.

UNIT 3
Describe travel plans

Vocabulary & Expressions Grammar Items
flight to travel Present progressive vs. present progressive with future

meaning
Simple present vs. present progressive
Do you go on trips? Where do you go? Do you go by plane? by train? by car?

Are you going on a trip this year? etc.
Set a customized speaking goal. For example: Our goal is to talk about
your business trip to (next week). Write the goal on the board.
Warm-up. Present and practice, as needed: to fly (rev.) / flight / to travel /
to drive (rev.)
-23
Substitution: Is Mrs. Rossi going to Madrid? [Y] Is she going to Madrid by

train or by plane? [by plane]
→ She’s flying to Madrid.
→ She is on a flight to Madrid.
Do the Bennetts live in Toronto? [N] Are they going to Toronto? [Y]
→ They are traveling (travelling UK) to Toronto.
Are they traveling by bus or by car? [by car] → They are driving.
Do you travel a lot? Do you drive to work? Did you fly to …? Was the flight
short or long?
14 | Describe travel plans • Unit 3 ©2020 Berlitz Languages, Inc.

02 PRESENTATION Present or review and practice, as needed: Present progressive vs.
present progressive with future meaning
-23
Review: Present progressive (present meaning)

Where is Mrs. Rossi flying from? [Rome]
Where is her flight going? Is she going on vacation?
Why is she going to Madrid? [to meet a client]
Is she reading or eating? What is she eating? etc.
Contrast: Present progressive (future meaning)
Is Mrs. Rossi flying back to Rome today? No, she isn’t flying back to Rome
today.
When is she flying back to Rome? → She is flying back to Rome tomorrow.
Is she meeting her Spanish client now? No, she isn’t meeting her Spanish
client now.
When is she meeting her client? She is meeting her Spanish client on
Friday. etc.
Use IB.
Are Karen and Emily traveling to Monterey or San Francisco now? Are they
traveling back to Springfield this week or next week? Was Mr. Simpson in
Washington? Is Mr. Simpson traveling back home today? When is he going
to Washington again? etc.
03 PRACTICE Tease answers
-28
Provide cues (in parentheses) if needed.

1. Oscar is going on a business trip, but he isn’t going on a trip today.
(tomorrow)
2. He isn’t leaving at 6:30 in the morning. (7:30)
3. He isn’t taking a bus to the airport. (taxi)
4. He isn’t traveling to Miami tomorrow. (Chicago)
5. He isn’t taking flight AL 73. (AL 72)
6. He isn’t coming back on Friday. (Thursday)
[ANSWERS: 1. He is going on a trip tomorrow. 2. He is leaving at 7:30 in the
morning. 3. He is taking a taxi to the airport. 4. He is traveling to Chicago
tomorrow. 5. He is taking flight AL 72. 6. He is coming back on Thursday.]
When are you going?
Skits. Have students read aloud the exchanges in the SG.

Pairs. Students act out the exchanges, substituting their own information.
©2020 Berlitz Languages, Inc. Describe travel plans • Unit 3 | 15

04 LISTENING Track: 7 • 8 • 9 • 10
Pre-listening. Dictate the following questions:
1. Is the man taking a taxi to the train station?

2. Is Melissa going home or to work?
3. Are George and his wife flying to Germany?
4. Are Beth and Karen taking the bus or the subway?
Listening 1. Set task: Listen for the answers to the questions.
Play recordings one at a time, pausing to give students time to note their
answers. Check answers.
[ANSWERS: 1. No, he isn’t. He’s taking a taxi to the airport. 2. She’s going
home. 3. No, they aren’t. They are flying to Austria. 4. They are taking the
subway.]
Now or later?
Listening 2. Point out the sentences in the SG. Set task: Listen for the
right answer.
Play the recordings straight through without pausing. Ask questions to

check answers.
[ANSWERS: 1. a (now) 2. b (in about an hour) 3. b (on Saturday) 4. a (now)]
Post-listening. QFS
Students ask each other questions about the conversations. Prompt, if

needed.
[Some possibilities: How is the man getting to the airport? When is Melissa
going home? Why isn’t she going home now? How are George and his wife
getting to Austria? How long are they going for? Why is Karen taking the
subway to work today?]
05 PRESENTATION Present or review and practice, as needed: Simple present vs. present
progressive
-31
Use IB series to review: What is Oscar doing (now)? vs. What does Oscar
usually do?
What time is it? Is Oscar going to the train station or the bus stop? [He’s
going to the bus stop now.]

Does he go to the bus stop at eight o’clock every day? He always goes to
the bus stop at eight o’clock.
How does Oscar usually get to work?
Which bus is Oscar taking? [the number 36 bus] Does he always take the
number 36 bus?
Is Oscar getting off the bus at State Street? [at Main Street] Does he
sometimes get off at State Street?
Is Oscar buying a magazine or a newspaper (now)? Does he usually buy the
newspaper before or after work? etc.
06 PRACTICE
What are they doing?
AQ
Have students look at the photos in the SG. Provide question cues (in
parentheses) if needed.
Example: The bus isn’t going to Chicago. (Where?) → Where is the bus
going?
1. The woman isn’t getting on a bus. (What?)
2. She doesn’t always go on business trips. (sometimes?)
3. The woman isn’t visiting for her mother. (Who?)
4. The man doesn’t sometimes meet clients at the airport. (always?)
5. The flight isn’t leaving at six-twenty. (When?)
6. This bus never goes to San Francisco. (Where?)
7. The man isn’t going home. (Where?)
8. He doesn’t usually take the subway to work. (How?)
[ANSWERS: 1. What is she getting on? 2. Does she sometimes go on
business trips? 3. Who is she visiting? 4. Does he always meet clients at the
airport? 5. When is the flight leaving? 6. Where does it go? 7. Where is he
going? 8. How does he usually get to work?]
They’re taking a taxi tonight
Cue–Response. Point out the sentence-completion activity in the SG. Go

over the example. Students complete the statements in the SG. Call on
students to give their answers.
[ANSWERS: 1. No, but I’m leaving the office at five o’clock tomorrow. 2. No,
but she’s working late today. 3. No, but he’s flying to Montreal on Monday.]
Summary. Students say two or three things they are doing this week and
then contrast them with statements about how often they do those
things.
©2020 Berlitz Languages, Inc. Describe travel plans • Unit 3 | 17

For example: I am going home after the lesson today. I always go home
after the lesson.
07 PERFORMANCE Remind students what the goal was and point it out on the board: Our
goal is to talk about your business trip (next week).
Performance Useful Expressions
Pre-task. Go over the task in the SG. Adapt according to students’ needs
and the lesson goal.
Students brainstorm questions they can ask each other. Go over Useful
Expressions, as needed: Where are you traveling (to)? How are you getting
there? When are you coming back?
Task. Pairs. Students ask each other about an upcoming trip. Set a time
limit. Avoid interruptions during the first enactment. Provide praise,
feedback, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on

increasing speed, fluency, and confidence. For a strong performance, have
the students add more detail using contrasting tenses, e.g., I’m going to
Mexico next week. I don’t usually go to Mexico. I usually go to Italy.
Post-task. Have students summarize what they have learned. Confirm

lesson goal achievement with students.
08 CONSOLIDATE & APPLY Extension 1. QFS
Students ask you about your travel plans.
Extension 2. Summary
-23
Students take on the role of one of the characters in the IB and describe
their travel plans.

UNIT 4
Ask about schedules

track to leave from (Track 2) Frequency with ordinal and cardinal numbers: three
passenger to depart (for) times (a day), once, twice, every (ten minutes).
platform to arrive Time expressions (review): half past …, quarter after …,
How often …? to arrive in (city) quarter past …, quarter to …, five after …, five past …, ten
to run (every ten minutes) to arrive on (Track 5) to …
How many times …? to arrive from (city) Simple present with schedules
to leave for (city)
Set customized Speaking Goal. Ask questions to find out about student’s
When do you take the train? Is there a station near your house? Is your
workplace far from home? Do you take the train for business trips? To
where? Who do you meet with there? Do you know what time the train to …
leaves? etc.
Set a customized speaking goal. For example: Our goal is to ask about
train schedules (from New York to Washington, DC). Write the goal on the
board.
Warm-up -26
Warm-up. Present and practice, as needed: track / passenger / platform
Naming: track
Are these people getting on the train? → passengers
Contrast: Are the passengers standing on the track? → on the platform
Is this Track 3 or Track 4? What Track is this? Are these passengers on

platform 3 getting on or getting off the train? etc.
©2020 Berlitz Languages, Inc. Ask about schedules • Unit 4 | 19

02 PRESENTATION
-23 -31
Present and practice, as needed: Frequency with ordinal and cardinal

numbers: (three) times a (day), once, twice, every (ten minutes) / How
often …? / to run (every ten minutes) / How many times …?
Use IB 23
Substitution: Does Mr. Simpson travel every year? [Y] Does he travel in
February, April, and June? [Y] → He travels three times a year.
Use IB 31
Substitution: Does Oscar take the bus every day? [Y] two times a day? [Y] →
He takes the bus twice a day.
Do I go on vacation four times a year? [N] One time? [Y] → You go on
vacation once a year.
Elimination: Does Mr. Simpson travel once a year? twice? every month? →
How often does he travel?
Build-up: Is Oscar’s bus coming at 9:10? [Y] Is another bus coming ten
minutes after that? [Y] → The bus runs every ten minutes.
Elimination: Does the train to … run every (two / four) hours? [N] → How
many times a day does it run?
How often do you go on vacation? How often do you take the train? How
often do you go on business trips? Do trains run from here to …? Does your
bus run once an hour? How many times an hour does it run? etc.
03 PRACTICE QA
1. How many times a day do you …? (eat, check your mail, etc.)
2. How many times a month do you …? (go to the movies, see friends, etc.)
3. How many times a year do you …? (see a dentist, go on vacation, etc.)
4. How often do you …? (go shopping, take the bus, etc.)
AQ. Provide question cues, if needed.
1. Mrs. Rossi doesn’t fly to Madrid once a month. (How often?)

2. Mr. Simpson doesn’t go to Washington five times a year. (How many
times?)
3. The Bennetts don’t travel to Toronto twice a year. (How often?)
4. Emily doesn’t go on vacation three times a year. (How many times?)
[ANSWERS: 1. How often does Mrs. Rossi fly to Madrid? 2. How many times
a year does Mr. Simpson go to Washington? 3. How often do the Bennetts
travel to Toronto? 4. How many times a year does Emily go on vacation?]
20 | Ask about schedules • Unit 4 ©2020 Berlitz Languages, Inc.

How often do you take the subway?
QFS. Point out the practice activity in the SG. Go over the example.
Students use the cues to ask each other questions. Students write down
their partner’s responses.
[ANSWERS: 1. a. How often do you take a taxi to work? b. Answers will vary.
2. a. How many times a year do you go on business trips? b. Answers will
vary. 3. a. How many times a day do you check your email? b. Answers will
vary. 4. a. How often do you work from home? b. Answers will vary.]
04 PRESENTATION
-21
Present or review and practice, as needed: (twenty) (past / after) (six)

(rev.) / (a) quarter (past / after) (six) (rev.) / half past (four) (half (four) UK)
(rev.) / (ten) to (two) / (a) quarter to (four) (rev.)
Note: this was an optional presentation activity in Level 1, Unit 15, Tell the
time, so it might not be review.
Substitution: What time is it? [6:20] → It’s twenty minutes past / after six →
twenty past / after six
What time is it? [4:15] → a quarter past / after four
What time is it? [4:30] → half past four, half four (UK)
What time is it? [1:50] → It’s ten minutes to two. → ten to two
What time is it? [4:45] → (a) quarter to five
What time is it? Is it eleven forty or eleven forty-five? etc.
05 PRACTICE
What time is it?
Point out the list of times in the SG. Students say what the times are.
Encourage students to give alternate versions, where possible.
[ANSWERS: 1. It’s five-oh-one /one (minute) (past / after) five / (just past /
just after) five. 2. It’s twelve fifteen / (a) quarter (past / after) twelve. 3. It’s
two thirty-five / twenty-five (minutes) to three. 4. It’s four thirty / half past
four (half four UK). 5. It’s eleven-oh-five / five (minutes) (past / after) eleven.
6. It’s six forty / twenty to seven.]

06 PRESENTATION
Warm-up -26
Present and practice, as needed: to leave for (city) / to leave from (Track
2) / to depart (for)
Naming: This is an arrivals / departures board.

Substitution: Is this train going to Montreal? [Y] → It’s leaving for Montreal.
What track is it on? [Track 2] → It’s leaving from Track 2. → It’s departing
from Track 2.
When is the train on Track 3 leaving for Washington or Philadelphia? Is the

Boston train departing at five to eleven or at five to twelve? Is it leaving
from Track 4 or from Track 5? etc.
Present and practice, as needed: to arrive / to arrive in (city) / to arrive on

(Track 5) / to arrive from (city)
Contrast: Is this train departing? [N] → It’s arriving.

Substitution: Is this train station in New York? [Y] → The train is arriving in
New York.
What Track is this? [5] → The train is arriving on Track 5.
Is it coming from Boston? [Y] → It’s arriving from Boston.
Is this train leaving or arriving? Are these passengers arriving from Boston
or from Washington? What time is this this train arriving in Philadelphia?
etc.
07 PRACTICE
-26
QA. Students answer using the schedule in the IB.
What time is the train departing for Washington? [11:40]

Is the train leaving for Boston at 11:55 or 3:00? [11:55]
What Track is it leaving from? [5]
What time is the train from New York arriving in Montreal? [8:47] etc.
08 PRESENTATION
What time does the train leave?
Present and practice, as needed: Simple present with schedules
Point out the schedule in the SG.

Is this a train schedule? [Y]

Is the train to New York leaving at 12:00? [N] What time is it leaving? [at
12:45]
OR: What time does it leave? → It leaves at 12:45.
What Track does it leave from? [It leaves from Track 8.]
What time does the train from Boston arrive? → It arrives at 12:48.
What Track does it arrive on? [It arrives on Track 2.]
09 PRACTICE
What time does the train leave?
QA. Students answer using the schedule in the SG.
1. Does the train to Fredericksburg depart at 12:15 or 1:15?

2. What Track does the train to Richmond leave from?
3. Does the train from Miami arrive on Track 2 or Track 3?
4. Does the train from New York arrive at 12:45 or 12:55?
[ANSWERS: 1. It departs at 1:15. 2. It leaves from Track 1. 3. It arrives
on Track 3. 4. It arrives at 12:55.]
Cue–Response
1. The train to Richmond doesn’t leave at 2:30.

2. The train from Boston doesn’t arrive on Track 11.
3. The train to New York doesn’t depart at 12:57.
4. The train from Miami doesn’t arrive at ten past two.
[ANSWERS: 1. It leaves at 2:28. 2. It leaves from Track 1. 3. The train to
Baltimore departs at 12:57. 4. It arrives at five past two.]
-27
QA / QFS. Ask a few questions using the IB to demonstrate and then have
the students ask questions.
What time does the flight to … depart? When does the flight from … arrive?
Does the flight to … leave at …? When do you leave for work in the morning?
When do you arrive at the office? etc.
10 PERFORMANCE Remind student what the goal was and point it out on the board: Our goal
is to ask about train schedules (from New York to Washington, DC).
Performance

What time does the train leave? (optional)
Task. Pairs. Students ask questions about the departures and arrivals of
trains going to and coming from cities you’ve chosen as a class or from
cities listed in the SG schedule.
If students have internet access, have them look at a real schedule. Set a
time limit. Avoid interruptions during the first enactment. Provide praise,
feedback, and corrections.
and focus on increasing speed, fluency, and confidence.
-27
For a strong performance, have students ask about flight schedules.

11 CONSOLIDATE & APPLY Extension 1. QFS.
Students ask about how they get to work and everyday travel schedules
Extension 2. AQ.
Give statements about your activities. Students create questions that lead
to the answers you have given.
Examples: No, I don’t go on vacation twice a year. → Do you go on vacation
twice a year?
I have meetings every Monday. → How often do you have meetings?
We go swimming three times a week. → How many times a week do you go
swimming?

UNIT 5
Ask about fares and buy tickets

ticket first class How long does it take …?

about (= approximately) business class
It takes … coach (also second class UK)
one-way (single UK) economy (class)
round-trip (return UK) around + time
fare duration
seat express (train)
class
How much does it cost to fly to (New York)? To travel by train or plane,
what do you need to buy? [→ ticket] Are you traveling on business soon?
Where are you going? How are you getting there? Do you need a ticket? etc.
Set a customized speaking goal. For example: Our goal is to buy a ticket
(for a business trip to another city). Write the goal on the board and get
agreement from students.
Warm-up
Warm-up. Present and practice, as needed: ticket
Naming: This is a train ticket.

Is this ticket for a child or an adult? [adult]
Where is the passenger going? [to Westport]
Where is the passenger leaving from? [New York]
When does the train leave? [at 11:43]
When does it arrive in Westport? [at 12:47]
©2020 Berlitz Languages, Inc. Ask about fares and buy tickets • Unit 5 | 25
02 PRESENTATION
-26
Present and practice, as needed: about (= approximately) / It takes … /

How long does it take …?
When does the train to Boston depart? [at 11:55]

And when does it arrive in Boston? [at 3:00]
Substitution: How many hours is that? [3 hours, 5 minutes] → It’s about
three hours.
→ It takes about three hours get to Boston.
Elimination: Does it take an hour to get to Philadelphia? two hours? ten
hours?
→ How long does it take to get to Philadelphia?
Does it take about an hour to get home? How long does it take to get here?
to get to London? etc.
03 PRACTICE
How long does it take to get there?
QA. Ask questions based on the timetable in the SG.
1. Does it take about an hour or about two hours to get to Cardiff?

2. About how long does it take to get to Edinburgh from London?
3. Does it take about three hours to get to Liverpool?
4. How long does it take?
[ANSWERS: 1. It takes about two hours to get to Cardiff. 2. It takes about
four and a half hours to get from Edinburgh to London. 3. No, it doesn’t. 4.
It takes about two hours.]
AQ
1. It doesn’t take half an hour to get home.

2. It doesn’t take twenty hours to fly to (Sydney).
3. It doesn’t take five minutes to get from here to the post office.
[ANSWERS: 1. How long does it take to get home? 2. How long does it take to
fly to (Sydney)? 3. How long does it take to get from here to the post
office?]
QFS
Students ask each other two or three questions. Prompt by suggesting

destinations, if needed.
26 | Ask about fares and buy tickets • Unit 5 ©2020 Berlitz Languages, Inc.
04 PRESENTATION
How long does it take to get there?
Present or review and practice, as needed: one-way (single UK) / round-

trip (return UK) / fare
Dictionary: Would you like a ticket from New York to Boston only? [Y / N]
→ (don’t) want a one-way ticket (single UK)
Do you want a ticket from New York to Boston and from Boston to New
York?
→ round-trip ticket (return UK)
Point out the fare column in the London timetable.
Substitution: How much is a ticket from London to Stratford-on-Avon? [£30]
→ The fare is £30.
Is that a one-way fare or a round-trip fare? [one-way]
Are you flying to (New York) next week? How much is the fare? Is that for a
one-way ticket or a round-trip ticket? etc.
Present or review and practice, as needed: seat / class / first class /

business class / coach (also second class UK) / economy (class)
Substitution: Is this my chair? → my seat

Dictionary: On a train or plane, are some seats more expensive than other
seats? [Y] → different classes
How many classes are there on a flight? [Three]
→ First class is the most expensive ticket.
→ A business-class ticket is cheaper than a first-class ticket.
→ A coach (second class UK) ticket is cheaper than a business-class ticket.
Substitution: An economy-class ticket is cheaper than a business-class
ticket.
Do you usually fly first class, business class, or economy? How much is (an
economy-class) ticket to …? etc.
05 PRACTICE
-27
QFS. You would like to buy a ticket to Madrid. What questions can you
ask? Prompt, if needed.
Possible questions: How much is the fare to Madrid? Is that one-way or

round-trip? How much is a first-class seat? Do you have any seats in
business class? How long does the trip take?
One-way or round-trip?
Dialog completion
Students complete the conversations in the SG using the terms in the word
box. Call on pairs of students to read out the completed exchanges.
[ANSWERS: 1. fare 2. first class 3. seats 4. business 5. round-trip 6. one-
way]
I’d like to buy a ticket to …
Skits. Point out the Baltimore–New York–Boston timetable and fare

chart. Pairs act out buying a ticket to one of the destinations.
For example:
– I’d like to buy a ticket to …
– Business class or coach?
– Business class.
– One-way or round-trip?
– Round-trip please.
– The fare is …
– How long does it take to get there?
– It takes …
– Thank you very much.
06 LISTENING Track: 11
I’d like to buy a ticket to …
Pre-listening. Present or review and practice, as needed: around + time /

duration / (not) available (rev.) / express (train)
Have students look at the Baltimore–New York–Boston timetable.

Substitution: Does a train to Baltimore leave at about twelve o’clock? [Y] →
It leaves around twelve o’clock.
How long does the trip to Baltimore take? [40 minutes] → The duration of
the trip is forty minutes.
Can you buy a first-class ticket to Baltimore? [N] → First-class tickets are
not available.
Is there a fast train from here to …? [Y] → express train
Listening 1. Set the scene: A passenger is asking about train schedules

and fares. Set task: Listen for the answers to these questions (dictate or
write on the board):
1. Where would the passenger like to go?

2. What time would the passenger like to leave?
Play audio straight through. Check answers.
[ANSWERS: 1. The passenger would like to go to Baltimore. 2. At noon.]
A one-way ticket to Baltimore, please
Listening 2. Point out chart in the SG.

Set task: Listen again and fill in the information about the two trains.
Play the audio, pausing if needed to give students time to note their
answers. Ask questions to check answers.
[ANSWERS: Northeast express: departs 12:00; arrives 12:28; duration 28
mins.; first class fare $70; business class fare $55.
Northeast regional: departs 12:02; arrives 12:43; duration 41 mins.;
business class fare $39; coach fare $27].
Post-listening. Students compare the trips and tickets, e.g., Which train
would you take? Why?
The Northeast Regional leaves (a little) later and takes longer, but it’s
cheaper.
The Northeast Express trip is more expensive, but you get there sooner.
The Northeast Express doesn’t have any coach seats.
is to ask about fares and buy a ticket (for a business trip).
Performance
Task. Pairs. Say: You are at (a train station) and would like to travel to
(student’s stated destination). Ask about fares and buy a ticket.
If students have internet access, have them look at a real timetable and
fare schedule. Set a time limit. Avoid interruptions during the first
performance, add a complication, e.g., their choice of ticket is sold out or
the train is full.
08 CONSOLIDATE & APPLY Extension 1. Transportation information.
Say: I am in this city for the first time. Can you tell me about bus and
subway tickets? Ask specific questions, as needed, e.g., How much is the
bus / subway fare? Where can I buy tickets? How often does the bus /
subway run? How long does it take to get from … to … by bus? Is it better to
take a taxi? How much is the taxi fare?
Extension 2. How long does it take to get there?
Say: I would like to see some other places in this country. Where can I go?
How do I get there? How long does it take to get there?
UNIT 6
Introduce your company and describe its products and

services
employee clothing (company) Order of adjectives

over (= more than) product Inclusive with
a company with over … to manufacture
multinational manufacturer
world to provide services
all over the (world) service provider
medium-sized to export (to)
branch (office) exporter
headquarters to import (from)
to make (= to manufacture) importer
Is … a big company or a small company? Do they have an office in …? How

many people work for …? → … employees
What do they do? What do they sell? Do people ask you questions about
your company? What do you tell them? etc.
Set a customized speaking goal. For example: Our goal is to tell a new
customer about your company and what it sells (or to tell a new neighbor
about the local supermarket). Write the goal on the board and get
Warm-up
Do your customers ask you about your company and its goods and
services? Do they ask how big your company is? Do they ask you where
your (stores) are? What other questions do they ask?
For university students: Ask questions about campuses, students, faculty

employees, departments, etc.
For social learners / homemakers: Ask questions about an area of
relevance, e.g., a store they may know.
©2020 Berlitz Languages, Inc. Introduce your company and describe its products and services • Unit 6 | 31
02 PRESENTATION Present and practice, as needed: over (= more than) / a company with
over … / multinational / world / all over the world / medium-sized
Substitution: Does (Coca-Cola) have more than 50,000 employees? [Y] → It

has over 50,000 employees.
→ It’s a company with over 50,000 employees.
Dictionary: What company has offices in many countries? [McDonald’s, VW,
etc.] → It’s a multinational company.
-4
Substitution: Does this map show every country? → map of the world
Present names of continents as relevant and needed.
Does (company name) have offices / factories in Europe, Australia, Asia,
Africa, North America, and South America? → They have offices all over the
world.
Contrast: (Company) has 250 employees. Is it a large company? [N] a small
one? [N] → It’s a medium-sized company.
Does your company have over 1,000 employees? Do you have offices all
over the world? Is it a large, medium-sized, or small company? etc.
03 PRESENTATION Present and practice, as needed: Order of adjectives / Inclusive with
Build-up: Is (McDonald’s) a large company? [Y] Is it a multinational

company? → It’s a large multinational company.
Does it have fast-food restaurants all over the world? → It’s a large
multinational company with restaurants all over the world.
Pavo Light is a small company. It’s a Mexican company. It has fifty-nine

employees.
→ Pavo Light is a small Mexican company with fifty-nine employees.
Is your company a small Mexican company? What is it? Is it a company

with fifty-nine employees? Is it a company with offices all over the country?
etc.
04 READING Pre-reading. Say: We will read some information about three companies.
Write down these questions:
1. Which company has offices in five European cities?

2. What kind of company is SCW Ltd.?
3. Which company is a multinational company?
32 | Introduce your company and describe its products and services • Unit 6 ©2020 Berlitz Languages, Inc.
It’s a medium-sized company
Reading 1. Students skim the texts in the SG for the answers to the
questions. Check answers and ask students what else they know about
the three companies.
[ANSWERS: 1. UBV Ltd. has offices in five European cities. 2. SCW Ltd. is a
small Canadian company with thirty-five employees. 3. PB&J Inc. is a
multinational company.]
Reading 2 (optional)
Call on students to read the company descriptions aloud, focusing on

pronunciation and intonation.
Post-reading. Point out the transformation activity in the SG. Call on

students to combine the information into one sentence using with. Check
answers.
[ANSWERS: 1. It’s a small Japanese company with offices in Tokyo and

Osaka. 2. It’s a medium-sized American company with over 800
employees. 3. It’s a large multinational company with stores all over
Europe.]
Students create one or two sentences about their own companies

following the model.
05 PRESENTATION Present and practice, as needed: branch (office) / headquarters
Note: Headquarters is both a singular and plural noun, depending on its

use. When referring to company management, it is usually singular:
Headquarters is auditing our branch next week. When referring to facilities
or offices, it might be either.
Draw a simple organization chart for EuroTech (New York) with four
branches: Los Angeles, Mexico City, Berlin, Shanghai.
Does EuroTech have an office in Berlin? [Y] → branch office
How many branch offices does EuroTech have? → four branches
Contrast: Is the NY office a branch office? [N] → the company’s
headquarters
Present relevant geographic regions as needed; e.g., Middle East, Central

America, Southeast Asia, Oceania / Australia, etc.
Where is your company’s headquarters? Does the company have branches

in other cities in this country? etc.
06 PRACTICE
Where are your headquarters?
Skits. Call on two students to read the dialog.
Ask a couple of basic comprehension questions.

Does Ann work in New York? Where does her company have branch
offices?
Pairs act out the dialog, substituting their own company information or
information they know about other companies.
07 PRESENTATION Present and practice, as needed: to make (= to manufacture) / clothing

(company) / product
Contrast: Does (Honda) sell cars at its factory? [N] → They make cars at
their factory.
What does (Gap) make? [clothes] → It is a clothing company.
Substitution: Does (Apple) make cell phones and computers?
→ Cell phones and computers are (Apple’s) products.
What other clothing companies do you like? Who makes computers? Does
… make cell phones? What products do they make? etc.
Present and practice, as needed: to manufacture / manufacturer /

services (rev.) / to provide services / service provider
Substitution: Does Ford make cars? → They manufacture cars. → They are
a car manufacturer.
Contrast: Does (Expedia) sell products? [No] → It sells (travel) services. OR:
→ It provides services.
→ (Expedia) is a service provider.
What airplane / car manufacturers do you know? What companies provide

phone services? travel services? etc.
08 PRACTICE Cue–Response
Give students prompts or write them on the board and ask them to define
the companies.
For example: (Boeing) / airplanes → (Boeing) is an airplane manufacturer.

They manufacture airplanes.
1. (Coca-Cola) / soft drinks
2. (Expedia) / travel services
3. Berlitz / language services
4. student’s company / products or services.
[ANSWERS: 1. (Coca-Cola) is a soft-drink manufacturer. They manufacture
soft drinks. 2. (Expedia) is a travel service provider. They provide travel
services. 3. Berlitz is a language service provider. They provide language
services. 4. My company is a … We …]
QA
What does … manufacture?

What other companies manufacture …?
What services does … provide?
What other companies provide services?
Is … a manufacturer or a service provider?
Who is your Internet service provider? etc.
Expand with other local company products / services and allow students
to provide prompts for further practice.
09 PRESENTATION Present and practice, as needed: to export (to) / exporter / to import

(from) / importer
Build-up: Is (BMW) a (German) car manufacturer? [Y] Do they sell cars in

other countries? [Y]
→ (BMW) exports cars to other countries. → (BMW) is an exporter.
Substitution: Does (BMW) export cars to the US? [Y]
→ The US imports (BMWs) from Germany. → The US is a (BMW) importer.
Does (student’s country) export …? What does it import? Does your

company export or import products? etc.
10 PRACTICE Pre-task. Write on the board or dictate the lists below. Briefly present any
words unfamiliar to students.
(1) Saudi Arabia, France, Switzerland, China, South Africa, Brazil, The
Netherlands, Madagascar, Colombia
(2) watches and clocks, electronics, aircraft, oil, tulips, coffee, diamonds,
coffee, vanilla
Task. Pairs. Students match the countries with a product they export.
Post-task. Pairs present and compare their lists with the class. The pair
with the most correct answers wins.
[ANSWERS: Saudi Arabia / oil; France / aircraft; Switzerland / watches and
clocks; China / electronics; South Africa / diamonds; Brazil / oranges;
Madagascar / vanilla; Holland / tulips; Colombia / coffee]
Students try to guess what other products the countries from the list or
their own countries may export.
For example: The Netherlands also exports oil and electronics; Colombia /
flowers; Brazil / oranges, oil; South Africa / gold.
11 LISTENING Track: 12 • 13 • 14
What kind of company is it?
Pre-listening. Set scene: We will hear three people talking about their
companies.
Go over the statements to check students know what they are listening for.
Listening. Set task: Listen and choose the best answer from the box.
Play the audio, pausing or replaying as needed. Call on students to give the
answers.
[ANSWERS: 1. b, importer 2. d, sell 3. f, makes 4. g, headquarters 5. i,
Canadian 6. l, satellite TV]
Post-listening. Guess what company
Using the statements in the SG as a model, students take turns describing

a real company in two short sentences, but without saying the company
name. Other students try to guess what company it is.
Our goal is to tell a new customer about your company and what it sells
(or to tell a new neighbor about the local supermarket).
Performance
Go over the form and brainstorm questions they can ask to get this
information about a company.
Students complete the form with information they know about their
companies (or other companies they know).
Task. Pairs. Set task: You are meeting with a new (customer).
Answer your (customer’s) questions about (your company). Set a time limit.
Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.

Second enactment

the students add more detail, such as a new product or service that their
company will introduce soon.

13 CONSOLIDATE & APPLY Extension 1. My favorite store
Students ask each other or describe their favorite stores: what kind of store
it is, what it sells, how many stores they have, etc.
Extension 2. Order of adjectives
Write on the board or dictate several nouns and related adjectives.

Students put the adjectives in the correct order.
for example: restaurant / Korean / new → new Korean restaurant
car / big / German → big German car
tie / red / silk → red silk tie
city / old / beautiful → beautiful old city
Students come up with sentences using the phrases they created.
for example: Tonight we are going to the new Korean restaurant.
UNIT 7
Describe your company’s organization

organization (organisation UK) president (managing director Relative clauses (subject form) with who and
organization chart UK) that
department vice president (VP)
accounting to manage
human resources (HR) to report to
IT to supervise
marketing supervisor
customer service to hire
research and development to need (= to require)
(R&D) to train
production training
legal to develop
Are there many people at your company? Do you work with all of them? Do
you all work in the same group? etc.
Set a customized speaking goal. For example: Our goal is to describe the
organization of your company to a new employee (or to tell a friend the
organization of a local club). Write the goal on the board and get
agreement from the students.
Warm-up. Present and practice, as needed: organization (organisation
UK) / organization chart
Warm-up
Dictionary: a group of people who work together → organization

→ This is an organization chart
What is on an organization chart? Does this chart look the same or different
from your company’s organization chart? Who is at the top of the chart?
etc.
38 | Describe your company’s organization • Unit 7 ©2020 Berlitz Languages, Inc.

02 PRESENTATION Present and practice, as needed: department / sales representative (rev.) /
accounting / human resources (HR) / IT / marketing / customer service /
research and development (R&D) / production / legal
Also present students’ departments, as needed.
What department do you work in?
Substitution: Carol’s company has six large groups of employees.

Does she work in the group with the sales representatives? [Y] → She works
in the sales department.
Contrast: Do the accountants work in the sales department, too? [N] →
They work in the accounting department.
Have students look over the names of departments in the SG. Define a
department by listing its activities; students guess which department
you’re referring to.
Dictionary: This department …
… helps a company’s employees and hires new employees → human
resources (HR)
… works with the company’s computers and information networks → IT
(information technology)
… tells people why the company’s products are good → marketing
… helps customers with a company’s products → customer service
… plans and develops new products → research and development (R&D)
… makes the company’s products → production
… has lawyers to help the company → legal
Does your company have all of these departments? How many

departments does your company have? Do you work in one of these
departments? Which is the biggest department at your company? etc.
03 PRACTICE Summary
Students take turns listing the various departments in their company and
their roles.
QFS
Students ask each other about their departments. Prompt, if needed. For
example: What department do you work in? How many people work in your
department? What do you do there?
©2020 Berlitz Languages, Inc. Describe your company’s organization • Unit 7 | 39

04 PRESENTATION
Who reports to the president?
Present or review and practice, as needed: president (managing director

UK) / vice president (VP) / team (rev.) / manager (rev.) / to manage /
sales rep (rev.) / to report to
Point out the organization chart with names and titles in the SG.
Substitution: Is Mr. Burke the director of the company? → He’s the
president (managing director UK) of the company.
Naming: Is Mr. Roth the president, too? [N]→ vice president (VP)
Contrast: Is Eric Sanchez a vice president? [N] What is he? → a director
Is he the HR director or the sales director? [He’s the sales director.]
Substitution: Is Ms. Lake one of the people in his department? [Y] → She’s
on his team.
Contrast: Is Ms. Lake a sales director? [N] → She’s the sales manager. →
She manages the sales team.
Substitution: Are the sales representatives under Ms. Lake? [Y] → The sales
reps report to Ms. Lake.
Is Linda Price the IT director or the marketing director? Does Steven Taylor
manage the marketing or the accounting team? Who is the HR director?
Who reports to the IT director? Who does Mr. Roth report to? etc.
Present and practice, as needed: to supervise / supervisor / to hire / to

need (= to require) / to train / training / to develop
Substitution: Who manages the advertising team? [Ed Pearson] → Ed

Pearson supervises the advertising team.
→ He’s the department supervisor.
Does HR find new employees? [Y] → HR hires new employees.
Contrast: Do companies hire new people when they have enough
employees? [N] → They hire new people when they need more employees.
Substitution: Does the manager teach his new employees to do their jobs?
→ He trains them.
How long does he train them? → The training takes (three to six months).
Do companies sometimes make their own training courses? [Y] → They
develop training courses.
Who hired you? Does your department need more people? Do you have a
supervisor? What’s your supervisor’s name? Did … train you? How long was
the training? etc.

05 PRACTICE
Tease answers
Students create a question based on the cue. Call on others to give the
correct answer (short answer).
1. Mr. Roth isn’t the president.
2. The directors don’t report to the president.
3. Ed Pearson doesn’t manage the sales team.
4. John Burns doesn’t supervise the accounting team.
5. The IT department doesn’t hire new employees.
6. Linda Price doesn’t develop training courses.
[ANSWERS: 1. Who is the president? Mr. Burke is. 2. Who do the directors
report to? To the vice president. 3. Who manages the sales team? Judy
Lake does. 4. Who does John Burns supervise? The HR team. 5. Who /
Which department hires new employees? The HR department does. 6.
Who develops training courses? Vera Santos does.]
QFS
Students ask each other questions based on the text in the SG.
QA
Are you a manager? Who do you supervise? Who do you report to? Who
reports to you? Who hires people in your company? Do you work with a big
or a small team? etc.
06 PRESENTATION
Present and practice, as needed: relative clauses (subject form): (a / the)

person who …
Substitution: Who manages the sales department? [Mr. Sanchez]

→ Mr. Sanchez is the person who manages the sales department.
Build-up: Is Mr. Sanchez a director? [Y] Does he work at Eliot Global? [Y] Is
he the only director at Eliot Global? [N] → He is a director who works at Eliot
Global.
Is John Burns a director? [Y] Does he supervise Vera Santos? [Y] Do other
directors supervise Vera? [N]
→ John Burns is the director who supervises Vera Santos.

Are directors people? [Y] Do they manage departments? [Y]
→ Directors are people who manage departments.
07 PRACTICE What is a …?
1. What’s a director? [A director is a person who …]

2. What’s an office manager?
3. What’s a receptionist?
4. What’s a sales rep? etc.
QA. Elicit long answers.
1. Is Ms. Wilson the director who supervises the accounting department?

2. Is Ed Pearson the person who manages the company’s networks?
3. Who are the people who report to Mr. Roth, the managers or the
directors?
4. Who is the person who hires new employees?
[ANSWERS: 1. Yes, Ms. Wilson is the director who supervises the
accounting department. 2. No, Taro Suzuki is the person who manages the
company’s networks. 3. The directors are the people who report to Mr.
Roth. 4. John Burns / The HR director is the person who hires new
employees.]
08 PRESENTATION Present and practice, as needed: relative clauses (subject form): (a / the)
company that …; (the) companies that …
Build-up: Is (Apple) a company? [Y] Does it make computers? [Y] Is it the

only company that makes computers? [N] → (Apple) is a company that
makes computers.
Does (Apple) make (iPads)? [Y] Is it the only company that makes (iPads)?
[Y] → (Apple) is the company that makes (iPads).
Are (BMW) and (Ford) companies? [Y] Do both companies make cars? [Y]
Are they the only companies that make cars? [N] → (BMW) and (Ford) are
companies that make cars.

09 PRACTICE Transformation. Model what students have to do, as needed.
1. John works for a bank. It has offices all over the world.
2. I want to buy a computer. It costs $2,000.
3. Peter supervises a department. It has twenty-five employees.
4. J&J Silk is a medium-sized company. It imports clothing.
5. These are big companies. They sell office equipment.
[ANSWERS: 1. John works for a bank that has offices all over the world. 2. I
want to buy a computer that costs $2,000. 3. Peter supervises a
department that has twenty-five employees. 4. J&J Silk is a medium-sized
company that imports clothing. 4. These are big companies that sell office
equipment.]
who or that?
Sentence completion. Students complete the gap-fill activity in the SG.
[ANSWERS: 1. that 2. who 3. who 4. that]
QA / QFS
Is Berlitz a company that teaches languages? What kind of company is

(Coca Cola)? Do you work for a company that makes …? Who is the person
who manages your … department? What’s the name of the person who …?
etc.
10 PERFORMANCE Remind student what the lesson goal was and point it out on the board:
Our goal is to describe the organization of your company to a new
employee (or to tell a friend the organization of a local club).
Performance
Have students create a rough organization chart for their company or their
department.
Task. Pairs / Small groups. Students present their organization charts to

their partner(s).
Set a time limit. Avoid interruptions during the first enactment. Provide
Second enactment

the students choose one person on their charts and add more details, e.g.,
what department they manage, what they do, how many people are in the
department, who they supervise.

11 CONSOLIDATE & APPLY Extension 1. Discussion
Say: Next week, you are going to work in (the customer service)
department. How do you feel? Are you happy? Would you like to work in this
department? Why (not)? Which department would you like to work in?
Which department wouldn’t you like to work in?
Extension 2. Ten questions: Is it a person who …?
Call on a student to think of a job title or a specific, well-known person.

Other students ask questions to try to guess who the person is. Encourage
students to formulate their questions using relative clauses.
For example: Is this a person who is in this room? a person who we know?
the person who is sitting next to you?
Call on another student to think of a job or a person. Students repeat for
objects (time permitting).

UNIT 8
Describe your colleagues’ responsibilities

to get a job What are you responsible for? Express responsibility using to be responsible
got the job to check for and to be in charge of
That’s impressive! to be in charge of
to update to make sure
computer network to create
to set up met with (past tense of to
responsibility meet with)
to be responsible for update (n.)
(something / doing
something)
Who pays the bills at your company? Who hires employees? Who answers
the phones? Do new employees or clients know who does what at your
company? etc.
Set a customized speaking goal. For example: Our goal is to tell a new
employee what your (colleagues) do (or, to tell a new volunteer what
people in your (club) do). Write the goal on the board and get agreement
from the students.
Warm-up. Brainstorm tasks that various people in an office do.
-40
Use the illustration to help students brainstorm or create a mind map of

typical office tasks and who does them.
For example:
receptionist: welcomes visitors, answers the phone, gives directions
sales manager: gives presentations, has meetings with the sales team,
writes reports
secretary: writes notes, types letters, makes appointments for her boss
©2020 Berlitz Languages, Inc. Describe your colleagues’ responsibilities • Unit 8 | 45

02 PRESENTATION Present and practice, as needed: to get a job / got the job / That’s
impressive! / to update / computer network / to set up
When were you hired by your company? [Elicit year or month.]

Substitution: I’m sorry, when did you get the job at your company? → You
got the job at your company (in 2006).
The Sales Department sold 500,000 widgets last year. Was that a lot? [Y]
Gesture: Wow! → That’s impressive!
Substitution: Does your company have a website? [Y] Does the company
sometimes put new messages on the website? [Y] → They update the
website.
Dictionary: Is your computer at work connected to other computers, the
printers, the Internet? [Y] → You have a computer network at your company.
Build-up: When a new employee gets a laptop, can he use it right away? [N]
Does IT need to do some things so the employee can get his emails and
use the computer network? [Y] → IT needs to set up the laptop first.
When did you get your first job? etc.
03 PRACTICE QA
Can you set up a computer network? Do you update the company’s

website? Mr. Bennett can fly an airplane. Is that impressive? etc.
04 PRESENTATION Present and practice, as needed: responsibility / to be responsible for

doing something / to be responsible for something / What are you
responsible for?
When were you hired by your company? [Elicit year or month.]

Build-up: Does the HR department hire new people? [Y] Is that their job? [Y]
→ It’s their responsibility.
→ They are responsible for hiring new employees.
Substitution: Are the company’s training courses HR’s responsibility? → HR
is responsible for the company’s training courses.
Elimination: Are you responsible for selling products? [N] writing accounting
reports? [N] training new employees? [N] → What are you responsible for?
-40
Are sales reports the receptionist’s responsibility? Whose responsibility are

the sales reports? Which department is responsible for the computers?
Who is responsible for typing Mr. Bennett’s letters? What is the office clerk
responsible for? etc.
46 | Describe your colleagues’ responsibilities • Unit 8 ©2020 Berlitz Languages, Inc.

05 PRACTICE
What are you responsible for?
Transformation. Students change the sentences in the SG using

responsible for + -ing.
[ANSWERS: 1. Jane Wells is responsible for hiring new employees. 2. I’m

responsible for setting up the new computer network. 3. Brian Murphy is
responsible for updating the company’s website. 4. Satoshi Takamura is
responsible for supervising the sales team.]
QFS. Students ask each other questions with responsible for based on
the information in the SG activity.
For example: Who is responsible for updating the company’s website? Is

Satoshi Takamura responsible for supervising the R&D Department? What
am I responsible for?
QA
What are you responsible for at home? at work? Who’s responsible for
selling products? for paying the employees? Whose responsibility is it to
help customers? etc.
06 LISTENING Track: 15 • 16 • 17 • 18
Pre-listening 1. Present and practice, as needed: to check / to be in charge
of
Build-up: Before you make an appointment, do you look at your calendar?

[Y] → You check your calendar.
Are you responsible for the Sales Department? → You are(n’t) in charge of
the Sales Department.
Do you check the prices on receipts? Do you check phone numbers when
you make a phone call? Are you in charge of your company’s money? Who
is? Who is in charge of paying employees? What are you in charge of? etc.
Pre-listening 2. Ask students what a director, a factory supervisor, a

human resources manager, a computer programmer, and an accountant
are responsible for. Note responses on the board.
What responsibilities do they have?
Listening. Set the scene: You will hear four people talking about their
responsibilities.

Point out the listening activity in the SG. Set task: Listen and fill in the
missing information.
Play recordings one at a time, pausing to give students time to note their
answers. Replay, if needed. Ask questions to elicit answers.
[ANSWERS: 1. supervisor; 2. twenty; 3. HR; 4. employees; 5. computer
games; 6. writing; 7. accounting; 8. checking; paying]
Post-listening. Summary
Students say what departments some of their colleagues are in and name
two or three of their responsibilities. Assist with language as needed.
07 READING Pre-reading 1. Present and practice, as needed: to make sure / to create /

met (with) / update (n.)
Substitution: Do you look at receipts to check that the prices are right? [Y]
→ You make sure the prices are right.
Did you make you company’s website? [N] → You didn’t create the website.
Who did you meet with this week? → You met with …
Do you tell (your boss) what you are working on? what you are doing
now? → You give your boss an update.
Before you get on a train, do you make sure it’s the right one? Who creates
your training courses? Who did you meet with yesterday? Do you give your
boss updates every week? etc.
Pre-reading 2. Ask students to name some common departments in

companies and what they are responsible for / in charge of.
For example: HR is responsible for helping a company’s employees.

Marketing is in charge of advertising.
Students brainstorm several questions they can ask about people’s

responsibilities.
Mike Larson, Director of Marketing
Reading 1. Dictate the statements below. Students skim the text and
correct the information. Check answers.
1. Mike Larson is the sales director.

2. He makes sure the company has the right employees.
[ANSWERS: 1. Mike Larson is the marketing director. 2. He makes sure the
company has the right product for the right customer at the right price.]
48 | Describe your colleagues’ responsibilities • Unit 8 ©2020 Berlitz Languages, Inc.

Reading 2. Students read again and complete the activity in the SG.
Check answers.
[ANSWERS: 1. c 2. b 3. c 4. a]
Post-reading. Students say two or three sentences about a director or

manager that they know.
Our goal is to tell a new employee what your (colleagues) do (or, to tell a
new volunteer what people in your (club) do).
Performance
Task. Role play
Pairs. Students tell (a new employee) about the responsibilities of one or

two colleagues in the department. Set a time limit. Avoid interruptions
during the first enactment. Provide feedback, praise, and corrections.
Second enactment

the students state some of the responsibilities of one or two key people in
other departments.

09 CONSOLIDATE & APPLY Extension 1. Discussion
Students describe job responsibilities of famous people.
Extension 2. Interview and report
Students interview each other about their job responsibilities and report the
findings to the class.

UNIT 9
Talk about your job and your responsibilities

ago sent Simple past: more irregular verbs

How long ago …? began
flew came (back)
sat paid
drove cost
saw told
sold knew
wrote taught
Who do you talk to about your job and your responsibilities? Do you have to
do this in English? etc.
Set a customized speaking goal. For example: Our goal is to tell a

(colleague / friend) about your job and your responsibilities. Write the goal
on the board and get agreement from the students.
Warm-up. Ask students to brainstorm a list of four or five verbs that
describe tasks they do every day.
Write the verbs on the board. Prompt, if needed. Make sure the list includes
a few irregular verbs. For example: I’m a teacher. Every day I teach, go /
come to Berlitz, check homework, talk to other teachers, write notes.
02 PRESENTATION Present and review as needed: Past tense of irregular verbs: gave, took,
made, put, got, bought, met, went, left (all rev.) / ago / How long ago …?
Did I give you my phone number? my address? → Yes, you gave me … / No,
you didn’t give me …
How long did it take you to get here today? → It took me …
Who made dinner last night? → … made dinner last night.
50 | Talk about your job and your responsibilities • Unit 9 ©2020 Berlitz Languages, Inc.
What did you put in your bag this morning? → I put … in my bag.
Naming: When did you get your job? → You got your job (three years) ago.
Elimination: Did you buy your (phone) a year ago? [N] six months ago? [N]
→ How long ago did you buy your phone?
→ I bought my phone … ago.
How long ago …

… did we meet? [We met …]
… did you go to (Paris)? [I went …]
… did you leave home? [I left …]
-23
Present and practice, as needed: Past tense of irregular verbs: flew,

sat, ate (rev.), drove, read (rev.), saw
Use IB to present. Write past tense forms on the board as they are
presented.
Did Mrs. Rossi fly to Rome or to Barcelona last month? → She flew to
Barcelona.
Did she sit next to the window? [Y] → She sat next to the window.
Did she eat a big meal or a small meal on the plane? → She ate a (small)
meal on the plane.
Did the Bennetts fly or drive to Toronto last week? → They drove to Toronto.
Did Mrs. Bennett read a book or a magazine in the car? → She read a
magazine.
Did the Bennetts see friends or relatives in Toronto? → They saw (friends) in
Toronto.
Did Mrs. Rossi fly home on Monday or Tuesday? Did Karen Bennett sit next
to her friend or her brother on the bus? Did Karen read a book or a
newspaper? Did Mr. Simpson eat dinner in Washington or New York? Did he
see a customer or a friend in Washington? Did Mr. Bennett or Mrs. Bennett
drive the car? etc.
What did you do?
Present and practice, as needed: Past tense of irregular verbs: sold, wrote,
sent, began, spoke (rev.), came (back)
Point out the chart in the SG. Ask students to respond to the presentation
prompts using the verbs in the chart.
Contrast: The sales rep sells products. Last week, did he sell products or
services?
→ Last week he sold products. He didn’t sell services.
He writes reports every week. Last week, did he write reports or a book?
→ Last week, he wrote reports. / He didn’t write a book.
©2020 Berlitz Languages, Inc. Talk about your job and your responsibilities • Unit 9 | 51
He sends emails every day. Yesterday, did he send emails or pictures?
→ Yesterday, he sent emails. / He didn’t send pictures.
His meetings always begin at 9:00. Did his meeting on Monday begin at
9:00 or 10:00?
→ His meeting on Monday began at 9:00. / It didn’t begin at 10:00.
He always speaks to the sales manager on Fridays. Last Friday, did he
speak to the sales or the production manager?
→ Last Friday, he spoke to the sales manager. / He didn’t speak to the
production manager.
He was on a business trip last week. Did he come back on Thursday or on
Friday?
→ He came back on (Thursday). / He didn’t come back on (Friday).
Did you sell your (car) last year? How many emails did you write yesterday?
Who did you send them to? Did you go to a meeting last week? When did it
start? Did you speak to your boss last night? Who did you speak to? etc.
-14 What did you do?
Present and practice, as needed: Past tense of irregular verbs: paid, cost,
told, knew, taught
Encourage students to answer using the past tense forms in the table in
the SG.
What did this man buy at the airport? [He bought a newspaper.]
Did he pay cash or with a credit card? → He paid cash. / He didn’t pay with
a credit card.
How much did the newspaper cost? → It cost $1.25.
What’s Mr. Bennett’s first name? [It’s Michael.]
I’m sorry. What did you tell me? → You told me that his first name is
Michael.
Did you know that this is his son, David? → Yes, I knew that. / No, I didn’t
know that.
Does Mrs. Bennett teach English? [Y] Did she teach last week? [Y] → She
taught last week.
How much did your (laptop) cost? Did your phone cost …, too? Did you pay
cash or with a credit card? Did I tell you my nationality? Did you know me
two years ago? a month ago? Did I teach yesterday? on Sunday? etc.
03 PRACTICE
What did Mike Larson do at work?
Text completion. Have students look at the gapped text in the SG.
Students complete the text using the verbs in the word box. Ask questions
to check answers.
[ANSWERS: 1. got; 2. gave; 3. spoke; 4. drove; 5. saw; 6. met with; 7. went; 8.
ate; 9. paid]
What did you do?
Transformation
Have students look at the table in the SG. One student makes up a
sentence in the simple present; another student puts the sentence into the
past tense. Model what students are to do, if necessary.
For example:
I / S1: Thomas flies to (China) twice a year.
S2: Last month he flew to (China).
QFS. Pairs. Refer to the list of verbs students brainstormed during the
warm-up. Students ask each other questions about their everyday and
past tasks using those verbs.
For example: Do you write reports? Did you write a report last week? What
kind of report did you write?
04 READING
My first job
Pre-reading. Ask students to look at the photo in the SG. Ask: What do you
think Diane’s job was in this picture?
Reading 1. Dictate the questions below. Students skim the conversation
for the answers.
1. What kind of work did Diane do when she was young?

2. How long did she do that?
Encourage students to deduce the meaning of unfamiliar vocabulary, e.g.,
couple (of years), give lessons, make money, babies, college, university.
[ANSWERS: 1. She was a swimming instructor. 2. She did that for a couple
of years.]
Reading 2. Ask comprehension questions one at a time; students read the

text again for details.
1. How old was Diane when she got her first job?
2. Who did she teach?
3. Did she give lessons every day?
4. Did she make a lot of money?
[ANSWERS: 1. She was seventeen. 2. She taught babies, children, and
some older people. 3. No, she didn’t. She gave lessons almost every day.
4. She made enough money to pay for her first year at the university.]
Post-reading. Using the dialog in the SG as a model, students interview
each other about their first jobs and take notes. Then ask students to
present their partner’s information to the class.
Our goal is to tell a (colleague / friend) about your job and your
responsibilities.
Performance
Pre-task 1. Go over the task in the SG. Adapt according to students’ needs
Pre-task 2. Brainstorm and review key phrases students can use.
For example: I’m responsible for … / I’m in charge of … / I report to … / Every

day, I … / Last week, I …
Task. Pairs. Set task: You are at a company party and you meet (an
employee from another department).
Ask each other questions about your job and your responsibilities. Say
what you usually do and what you did last week. Set a time limit. Avoid
corrections.
Second enactment

increasing speed, fluency, and confidence. For a strong performance, tell
students: It is now the year (2021). You left your job (three) years ago. Tell
us what you did at your last job.

06 CONSOLIDATE & APPLY Extension 1. Who was I?
Each student chooses the name of a famous, well-known person who is no

longer alive. Other students ask up to (ten) questions to guess who the
student is thinking of.
Extension 2. Chain story
Write several irregular verbs on the board. Begin the chain with Last week,
George went on a business trip … Each student then adds a sentence using
another verb. Check off each verb as it is used.
UNIT 10
01 OBJECTIVES LADDER The Objectives Ladder is designed to show students just how much they
have learned in the previous nine units and provides an opportunity to
review the objectives in these units. Have students go over the speaking
goals in the objectives ladder to identify areas for further vocabulary /
grammar and performance review.
OPTIONS
Review. Give a question or sentence; students identify to which speaking
goal it relates.
Pairs. Students brainstorm as many questions and expressions as they can

for a particular speaking goal. Pairs then create and act out a conversation
using a specified number of questions.
Dictation. Choose representative sentences from the content units for

dictation. Alternatively, each student chooses five sentences from a
specific unit (or one from each unit) and presents the dictation to
classmates. Then ask students to put them in order.
Self-assessment. Students check off speaking goals, or rate themselves on

their ability to achieve each goal (e.g., with a scale or thumbs-up / down).
Review any speaking goals that are not checked off, or which receive a low
rating.
Selection. Students select one or more of the speaking goals they would
like to practice, focusing on the vocabulary and expressions (and grammar
if any) supporting each goal.
Mind map. Students select one or more goals to review and practice. They
prepare and present a mind map with the vocabulary items (and grammar
if any) they need to achieve the goal.
56 | Review • Unit 10 ©2020 Berlitz Languages, Inc.

02 GRAMMAR / VOCABULARY Track: 19
PRACTICE The Practice activities in this section are designed to trigger the students'
memory of the target grammar points and / or vocabulary with short
games in rapid succession, including informal scoring for on-the-spot
assessment.
It may be necessary to go over two, or even three short games or

activities to cover as many review points as possible, but the goal would
not be to cover everything, as this is only intended for review.
Please note that these activities can be done at home ahead of the live
review lesson, in which case you would just go over them quickly for
correction, praise, and feedback; then, you could use optional expansion
activities to practice speaking.
Step 1. Students read the instructions individually or as a group.
Step 2. Confirm understanding and assign a challenging time limit.
Step 3. Students complete the activity individually, in pairs, or as a group.
Step 4. Give correction, feedback, and praise.
Optional expansion activities (after completing a practice activity):

True or False. Have one student at a time read a sentence from the activity,
choosing to either read it correctly or to replace the correct target word
with a wrong one. Other students have to say whether the sentence is
correct or incorrect (and correct it).
Dictation. Have only one student at a time read from the SG, saying one of
the target items found in the activity out loud to the other students, who
have to spell it correctly (orally or in writing). Add a competitive element by
saying that the fastest student to spell it correctly is the winner.
Recycling. Ask students to create a new sentence using the target item
they just reviewed. Modulate difficulty to differentiate between students'
abilities, e.g., by requiring affirmative, negative, or interrogative forms.
Instructor note: Czechia (pronounced CHEH-khiyah or CHEK-iyah) is the

optional and informal short name, approved in May 2016, for the Czech
Republic, and is used in the practice activity for Goal 06.
©2020 Berlitz Languages, Inc. Review • Unit 10 | 57

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

collaboratively) an email matching a certain situation. You may want to
ask students to select the Module / Task they’d like to work on, and then
do another if time permits.
Step 1. Students skim the role cards or task cards. Ask students what the
topics might be. Referring to the Speaking Goals, students tell you which
goals may be involved.
Step 2. Brainstorm / Review the kind of language that might come up in the
Action Module / Task. Ask students for phrases that match the speaking
goal(s). For example: You want to request payment from a client. What do
you say?
Step 3 (Action Modules only). Assign roles. (Remind students not to look at
the other person’s role card.) Be sure that all the key vocabulary (and
grammar if any) is reviewed before assigning roles.
Step 4. Students read their role card or task card to make sure they
understand the task. Assist with vocabulary as needed. Make sure the
complication involves thinking skills—persuade, negotiate, list, summarize,
order, match, etc.
Step 5. Set a time limit for partners to work on each Module / Task. Take
notes for later correction and feedback.
Step 6 (Action Modules only). Students give a summary of what happened

during the role play.
Step 7. Give feedback. Be sure to give examples of students’ good use of

language, and then correct significant or frequent errors.
Step 8. Time permitting, students reenact the Module, switching roles, or

redo the Task.
Optional (Action Modules only): With the students’ approval and in

accordance with local rules, record the Action Modules and play them back
later so that students can discuss / assess their performance.

UNIT 11
Ask for and give information

Of course. to explain Simple future with will

Sure! a sec (= a second)
to have a question Can I bother you?
Go ahead! What’s up?
to come in (+ color, size) to discuss
beige to let someone know
What department do you work in? Do you only work with people in your
department?
What other departments do you work with? Which departments do you
work with often? etc.
Set a customized speaking goal. For example: Our goal is to ask a

colleague in (the sales department) about (a new product). Write the goal
on the board.
Warm-up
Warm-up. Students identify departments that often work together.
Point out the question under the department names. Students say which
departments often work together.
Ask students to brainstorm a list of the departments they work with or get
information from.
©2020 Berlitz Languages, Inc. Ask for and give information • Unit 11 | 59
02 PRESENTATION Present and practice, as needed: Of course. / Sure! / to have a question /
Go ahead! / to come in (+ color, size) / beige
Substitution: Can I use your (pen)? [Y] → Of course!

Can I look at your (homework)? [Of course.] → Sure!
I’d like to ask you a question. → I have a question.
Can I ask my question? [Y] → Go ahead! Ask your question. [R]
Build-up: Are all laptops black? [N] Are there many colors? [Y] → Laptops
come in many colors.
-44
Is this (coat) gray? [N] brown? [N] between brown and gray? → beige
Can I pay for tickets with a credit card? Do you have a question about …?
Can I ask you a question? Do phone cases come in blue? Do you have any
beige clothing? What office machines are beige? etc.
Do you have a minute?
Ask two students to read the dialog aloud.
Ask: What is (Sam) asking Ron about? (the new product’s colors)
Present and practice, if needed: to explain
Did (Sam) tell Ron why he was there? → He explained why he was there.
Can you explain the ticket machine / photo copier to me? Who do you
explain computer problems to? etc.
Tip!
Go over the information in the Tip! box.
Tell students that one good way to ask a question is to:

1. Explain your situation or problem
2. Ask your question
3. Confirm you understand the answer
Have students identify the three points in the dialogue.
1. Explain: I have a question about the new product.

2. Question: What colors does it come in.
3. Confirm: So, it comes in black, silver, and (beige).
60 | Ask for and give information • Unit 11 ©2020 Berlitz Languages, Inc.
Useful expressions -40
Ask students to identify the expressions they are familiar with. Present
and practice, as needed: a sec (= a second) / Let me check. (rev.) / Can I
bother you? / What’s up?
Substitution: Is the receptionist saying to the client, Just a moment? [Y] →

Just a sec.
Is Mr. Bennett working? [I don’t know.] → Let me check.
I know Mr. Bennett’s busy, but can I speak to him? → Can I bother him?
Why is the client here? What does he want? Is there a problem? → What’s
up?
03 PRACTICE
This is Jun from the sales department …
Skits.
Pairs. Students act out Situation 1 using the dialog in the previous activity
as a model.
Point out Situation 2. Students fill in the name of a department they called
recently with a question, the topic, and their question. Pairs share what they
wrote and act out the calls.
04 PRESENTATION
-18
Present and practice, as needed: Simple future with will
Use appointment book in IB to present.

It’s nine o’clock. Is Mr. Thompson meeting with John Webster now? [N]
Substitution: Is he meeting with Mr. Webster at 10:00? → He will meet with
him at 10:00.
Will he meet with Ms. Edwards at 2:00? [Y] → Yes, he will.
Will he leave for Philadelphia at 6:30? [N] → No, he won’t.
Will he have dinner at 7:00 or at 8:00? [He will have dinner at 8:00.] →
He’ll have dinner…
If needed, use I am – You are technique to demonstrate that will does not
conjugate. Start with I and you then add other persons.
for example:
I: I will go to a meeting on Thursday. – S: I will go to a meeting on Friday.
I: I won’t take a taxi to work tomorrow. – S: I won’t walk to work tomorrow.
You will … You won’t …
We will … We won’t ….
The Bennetts will … They won’t … etc.
Will Mr. Thompson have lunch with Susan? Will they eat at the Garden
Restaurant? Where will they go for lunch? Will Mr. Bennett fly to
Philadelphia? How will he get there? Will he come back in the evening or
tomorrow morning? Will we meet next week? On what days will we
meet? etc.
05 PRACTICE Transformation. Contracted form of will
Read the sentences below aloud; students give the contracted form.
Example: Will they send the information today? → Yes, they will.
They’ll send the information today.
1. Will the new product be more expensive?
2. Will Tim and Carla write the report?
3. Will Martina and I meet with the director tomorrow?
4. Will you and I be here next week?
[ANSWERS: (1.) Yes, it will. It’ll be more expensive. (2.) Yes, they will.
They’ll write the report. (3.) Yes, you will. You’ll meet with the director
tomorrow. (4.) Yes, we will. We’ll be here next week.]
Mixed questions
Will you go on a (business) trip this year? Where will you go? When will you
leave? How long will you stay? Will you fly or take the train? What will you
take with you? etc.
QFS
Students ask each other questions using will.
06 LISTENING Track: 20 • 21
Present and practice, as needed: to discuss / to let someone know
Substitution: Do you talk about plans at meetings? → discuss plans

You can’t come to our next lesson. Will you tell me? → You will let me know.
Pre-listening. Brainstorming
Say: We will hear Nella in marketing asking Ron about a new product.
Brainstorm. What do you think Nella will ask about?
I need some information
Listening 1. Students listen for the information the caller wanted. Point
out the list in the SG. Set task: Listen! What did Nella ask about?
Play track 1 without pausing. Check answers.

[ANSWERS: She asked about the product’s colors and price, and the next
meeting date.]
Listening 2. Point out the first column of the table. Set task: Listen to
Nella again! What questions did she ask? Students write down the
questions.
Play track 1 again, pausing if students need time to write.

[ANSWERS: 1. Will it come in different colors? 2. Will the price stay the
same? 3. We’re meeting on the 22nd, is that right?]
Listening 3. Point out the second column of the table. Set task: Ron is
calling Nella back. What are the answers to Nella’s questions? Students
listen for the answers to the questions.
Play track 2. Pause if needed. Elicit answers by asking questions.

[ANSWERS: 1. The product will come in black, dark blue, red, and beige. 2.
Ron will let Nella know about the price on Friday. 3. Yes, they are meeting
on the 22nd.]
FYI
Post-listening. Connecting from one question to another
You would like information about a product. Think of three questions you
can ask!
Write students questions on the board.
Point out the FYI box. Say: Nella used some of these expressions to
connect her questions. Can you do the same thing with your questions?
Students ask one question and use the expressions in the box to connect
to the next one.
07 PERFORMANCE Remind student what the lesson goal was and point it out on the
board: Our goal is to ask a colleague in (the sales department) about (a
new product).
Performance
needs and the lesson goal. Give students time to brainstorm three
questions. Assist, as needed.
Task. Role play
Pairs. Students act out the situations. Set a time limit. Avoid interruptions
performance, add a complication, e.g., the other person doesn’t know the
answer to one of the questions. Provide feedback, praise, and corrections.
with students.
08 CONSOLIDATE & APPLY Extension 1. How many questions with will?
Tell students to think about their day tomorrow (or their weekend).
Ask: How many questions can you ask (about tomorrow) with will?
Say: You will have three minutes to write your questions. Ready? Go!
When time is up, ask students how many questions they came up with.
Call on students to share one or two of their questions. Correct, as needed.
Pairs / small groups. Students ask each other their questions.

Call on students to report (time permitting).
Extension 2. Ask me!
Review: What are some ways to connect from one question to another?
Say: Would you like to know more about me? Think of three questions you
can ask.
Give students a couple of minutes to write their questions.
Say: Ask your first question—but, I will only answer your second and third
question if you use connections.
Assist as needed.
UNIT 12
Ask for and give assistance

to assist to get back to by + time expression

assistance as soon as I know
Can you do me a favor (favour the end of the (day)
UK)? deadline
possible to give someone a hand
as soon as possible slide (n.)
ASAP
Set customized Speaking Goal. Present, as

needed: to assist / assistance / Can you do me a favor (favour UK)?
Substitution: Who helps customers in a shop? → Store clerks assist

customers.
Do you sometimes ask colleagues to assist you? [Y] → ask for assistance
How do you ask for assistance? [e.g., Can you help me?] → Can you do me
a favor
(favour UK)?
Who do you ask for assistance? When? What favors do your colleagues do
for you? What favors do you do for them? etc.
Set a customized speaking goal. For example: Our goal is to ask a

colleague for assistance (with a report). Write the goal on the board.
Warm-up
Warm-up. Students read the dialog in the SG.
Did Ken ask Mike for assistance?

What favor did he ask? etc.
©2020 Berlitz Languages, Inc. Ask for and give assistance • Unit 12 | 65
02 PRESENTATION Present or review and practice, as needed: to check (rev.) / possible / as
soon as possible / ASAP / to get back to / as soon as I know
Substitution: Can I use my phone to look at (→ check) my mail? [Y]

→ possible
Build-up: We’re having a lesson now. Is it possible for me to check my mail?
[N] → not possible right now
There’s an email from the director. When will I answer the email? When our
lesson ends? Is it possible then? → I will answer her mail as soon as
possible.
Substitution: OR → ASAP
Dictionary: You asked a question and I don’t know the answer. Will I look for
the answer? [Y] Will I tell you later? → I’ll get back to you (with the answer).
Contrast: Will I get back to you before I know the answer? [N] → as soon as I
know (the answer)
Is it possible to buy train tickets online? Will you be here next week? When
will you get back to me? Is there something you need to do ASAP? What?
etc.
Useful expressions
Go over the information in the Useful expressions box.
Tell students that one way to ask ask for assistance is to:
1. Tell the other person you would like assistance
2. Say what your problem (situation) is
3. Ask for what you need
Warm-up
Have students identify the three points in the Warm-up dialog.
1. Could you do me a favor?

2. I don’t have next month’s production schedule.
3. Could you send it to me?
03 PRACTICE
Can you do me a favor?
Skits. Go over the situations in the SG. For each situation, students come
up with sentences to ask for assistance. Assist, as needed.
Do a short skit for each situation. For example (Situation 1):

– John, could you do me a favor?
66 | Ask for and give assistance • Unit 12 ©2020 Berlitz Languages, Inc.
– Sure. What’s up?
– I’m writing an email to Doug, in Toronto. Could you check it for me?
04 PRESENTATION Present and practice, as needed: by + time expressions / the end of the
(day) / deadline
Build-up: What time will you get home today? [e.g., six o’clock] Is it possible
you will get home before (6:00)? But you won’t get home after (6:00),
right? → You’ll be home by (six o’clock).
What do you need to do at work before you go home today? → by the end
of the day
What do you need to do by the end of the week? the end of the month? →
your deadline (for …) is the end of the (week)
What do you need to do by the end of the day? Are you working on a
project / presentation / report right now? What’s your deadline? Do you
usually send (reports) at the end of the month? What do you usually do at
the end of the day? etc.
05 PRACTICE
When will it be ready?
Skits. Revisited: deadlines and time limits
Remind students of the skits they performed earlier.

Go over the instructions in the SG.
Say: This time we will ask about time and / or give deadlines.
Students reenact the situations, giving or asking about a deadline.

Model, and present, if needed: ready
– John, did you look at my email? Can I send it?
– I am working on it, but it isn’t ready.
– I need to send that email today. When will it be ready?
– It’ll be ready by two o’clock. Is that OK?
– Perfect!
06 READING Present and practice, as needed: to give someone a hand / slide (n.)
Substitution: What do you help your colleagues with? → give them a hand
with…
Do you give presentations? Do you use pictures? photos? → slides
Pre-reading. Brainstorming. Say: We will read a conversation between
Maggie and Simon. Maggie would like Simon to give her a hand with a
presentation.
Will Maggie ask Simon to do her a favor?
What will she ask?
Can you give me a hand?
Reading. Correct the information

Say: I will read some sentences. Write them down.
Dictate the statements below. Students skim for the correct information.
1. Maggie is working on a sales presentation.

2. She will give her presentation on Friday.
3. She wants Simon to give her a hand with the report.
4. She’d like them to be ready by the end of the day.
Say: These sentences are not right. Read the conversation to find the
right information.
[ANSWERS: 1. She is working on a marketing presentation. 2. She will give

her presentation on Monday. 3. She wants Simon to give her a hand with
the slides. She’d like them to be ready by the end of the week.]
Post-reading. What are you working on at work right now? Who is giving
you a hand with it? Who gives you a hand when you are very busy? etc.
board: Our goal is to ask a colleague for assistance (with a report).
Performance

needs and the lesson goal.Have students say who they call, why they call,
what the question is, what the deadline is. Assist, as needed.
Task. Role play
performance, add a complication, e.g., the other person doesn’t have the
information you need; you can’t help your colleague. Provide feedback,
praise, and corrections.
with students.
68 | Ask for and give assistance • Unit 12 ©2020 Berlitz Languages, Inc.
08 CONSOLIDATE & APPLY Extension 1. By when?
Say: Make a list of things you need to do this week or month.

Then, write your deadlines for these things BUT don’t write the
deadlines next to the right thing. Check students are writing deadlines
randomly.
Pairs / small groups. Students ask each other about the items on their lists
and their deadlines. For example:
Do you need to buy your ticket by Monday?

When do you need to send your update?
(Time permitting) Call on students to report what they learned about their
partner’s deadlines.
Extension 2. Do me a favor
Say: You are very, very busy this week. You don’t have time to do everything
at home. What would you like other people to do? Talk to these people and
ask them to do you a favor. Give an example, if needed.
– Jake, could you do me a favor?

– Sure. What can I do for you?
– I don’t have time to go out for lunch. Can you bring me a sandwich from
the café?
UNIT 13
Give an update (at work)

conference center later Review: Simple past, present progressive, future

to attend still with will
to invite to make arrangements
to arrange materials
to finish to prepare
earlier
Do you give your boss updates? What do you give updates about?
When? etc.
Set a customized speaking goal. For example: Our goal is to give (your
boss) an update. Write the goal on the board.
Warm-up
Warm-up. Students say what the people in the photos are doing.
Encourage students to give as much detail as they can.

Prompt, if needed. For example:
What are these people doing? Are they working? What are they working on?
talking about? What did they do before this? What will they do after
this? What are you doing now? etc.
02 PRESENTATION Present and practice, as needed: conference center / to attend / to invite /

to arrange
Naming: Is (name of conference center) a shopping mall? → conference

center
Substitution: Do you go to meetings? → attend
70 | Give an update (at work) • Unit 13 ©2020 Berlitz Languages, Inc.

Do you ask other people to attend meetings? → invite
Build-up: Do you choose the date and time for meetings? choose the place?
invite people to meetings? → arrange meetings
03 PRACTICE QA
Who arranges your team / department meetings? How many meetings did
you attend last month? Did you invite (me) to your meeting? etc.
04 READING Pre-reading. Set task: Noriko is telling a colleague about a project she’s
working on. Write these questions. Together, we’ll read and look for the
answers.
What are you working on?
Reading. Call on two students to read the dialog aloud. Check answers to
questions.
1. What project is Noriko working on?

2. What is she arranging?
3. When will the meeting be?
4. How many people did they invite?
5. What is she doing right now?
[ANSWERS: 1. She’s working on the SARA project. 2. She is arranging the

hotel rooms and conference center. 3. It will be in six weeks. 4. They
invited 200 people. 5. She’s making an appointment to visit a conference
center.]
Post-reading. Skit
Pairs. Students re-enact the dialog in the SG substituting their own

information, changing details, as they wish.
05 PRESENTATION Present and practice, as needed: to finish / earlier / later / still
Have students look at the top of the SG page.

What unit are we working on now? [Unit 13]
Substitution: Did we do Unit 10? [Y] → We finished Unit 10.
Did we finish Unit 10 before now? → finished it earlier
Contrast: Are we working on Unit 20 now? [N] Will work on Unit 20? [Y]
→ later
Now did we finish Unit 13? [N] → We are still working on it.
©2020 Berlitz Languages, Inc. Give an update (at work) • Unit 13 | 71

What time did you finish work yesterday? Did you eat (breakfast) earlier?
Will you go to the office later today? Are you still working at …? etc.
Review, as needed: Simple past, present progressive, future with will
Say: When we give updates, we usually say what we did earlier, what we are
still working on or doing now, and what we will do later.
Refer back to the dialog in the previous activity.

Is the SARA project finished or are they still working on it?
Are they still inviting people or did they invite people earlier?
Did Noriko visit a conference center earlier or will she do that later? etc.
06 PRACTICE
When will you finish?
QA. Students answer the questions in the SG.
[ANSWERS: 1. He is attending a meeting. 2. He talked to S. Schott, Sheila

and he had a conference call with the European office. 3. He’s going to
Chicago tomorrow. 4. He will speak to Joshua and Mike.]
QFS / Skit
Students use the image in the SG to ask questions with simple past,
present progressive (present and future meanings), simple future with will.
You are Gary’s supervisor. You would like an update from Gary. Ask
Gary about his schedule for this week.
Pre-listening. Present and practice, as needed: to make arrangements /
excellent (rev.) / materials / to prepare
Ask students to remind you of Noriko’s big project.

Are Noriko and her team arranging a big meeting? → making arrangements
Will they look for a very, very good hotel? → excellent hotel
Will they send schedules, slides, other information to their visitors? → send
materials
Do they need to make / write these materials first? [Y] → need to prepare
the materials
Can you give me an update?

Listening 1. Point out the chart in the first Listening activity. Set
task: Noriko is giving her boss an update on the project. Listen. Who is
arranging what?
Play track straight through, without pausing. Replay, if needed. Ask

questions to check answers.
[ANSWERS: conference center: Noriko; hotel: Sam; restaurants: Steve and

Sue; meeting materials: Andrew and Kim]
Listening 2. Complete the sentences
Point out the gapped sentences in the second Listening activity.

Set task. Listen again and write the missing information.
Play the track again, pausing if needed to give students time to write.
[ANSWERS: 1. still discussing the price 2. enough rooms; excellent 3. later
today 4. by the end of next week]
Post-listening. QA
What are you working on right now? When will you finish? What did you do
earlier? What do you still need to do? What will you do later? etc.
board: Our goal is to give (your boss) an update. .
Performance
Pre-task. Go over the situation in the SG. Adapt according to students’

the boss could ask. Remind students talk about what they did earlier,
what they are (still) working on, and what they will do later.
Task. Role play
Pairs. Students act out the situation. Set a time limit. Avoid interruptions
performance, add a complication, e.g., work is going too slow, there’s a
new project to start. Provide feedback, praise, and corrections.
with students.
©2020 Berlitz Languages, Inc. Give an update (at work) • Unit 13 | 73

09 CONSOLIDATE & APPLY Extension 1. Earlier or later this year?
Ask students to make a list of of two things they did earlier this year
(month, week) and two things they will do later. Activities should be listed
randomly!
Pairs / small groups. Students share their lists and ask each other
questions to figure out when the activities took place or will take place. Call
on students to report what they found out.
Extension 2. What arrangements do we need to make?
Ask students to brainstorm things they need to arrange. For example: trips,
visits, meetings, parties. As a class, choose one of the items.
Students make a to-do list of things to arrange and discuss who will do it.
Have the class give you an update on their arrangements.

UNIT 14
Choose a new team member

(team) member How many years of Comparative with nouns

to choose experience …? Comparative with adverbs of manner
education quick / quickly
experience careful / carefully
important well / badly
to start (job) candidate
(three years) of experience recruiter
résumé (extension activity)
needs and experiences. Present and practice, as needed: (team)
member / to choose / education / experience / important
Substitution: What department do you work in? → You are a member of the
… department.
Are you in a team? → team member
Dictionary: Do you sometimes need a new team member? Three people
would like to be in your team, but you only need one new member. What do
you need to do? → need to choose one
How do you choose?
Substitution: Do you look at where they went to school? → look at their
education
Do you look at the jobs they had earlier? → look at their experience
Build-up: Can you do your job without education? [N] without experience?
[N] → Education and experience are important for your job.
Set a customized speaking goal. For example: Our goal is to discuss and
choose new team members. Write the goal on the board.
Warm-up
Warm-up. Ask: You need to choose a new team member. What is more
important for work your team does, education or experience?
Students explain their choice using BOOST.
©2020 Berlitz Languages, Inc. Choose a new team member • Unit 14 | 75

02 PRESENTATION Present and practice, as needed: to start / (three years) of experience /
How many years of experience …?
What time did you get your first job? → You started working in … [R]
How many years ago was that? [e.g., five years] → You have five years of
work experience. [R]
When did you start learning English? When did you start working for
(company)? How many years of (sales) experience do you have? How many
years of teaching experience do I have? Ask me! etc.
Who has more experience?
Present and practice, as needed: Comparative with nouns
Use SG to present.
Build-up: How many languages does Joanna speak? [3] How many
languages does David speak? [2] → Joanna speaks more languages than
David.
OR → David speaks fewer languages than Joanna.
How many years of experience does Joanna have? and David? →

Joanna has more experience than David.
OR → David has less experience than Joanna.
Does Joanna have more or less education than David?
I work … hours a week. And you? → I work more / fewer hours than you do.
Do you have more or fewer responsibilities than your boss? → You have
fewer responsibilities than (he) does.
03 PRACTICE
less or fewer?
Sentence completion
Students ask each other for information needed to complete the
sentences in the SG.
[ANSWERS: 1. less 2. fewer 3. less 4. fewer 5. less 6. fewer]
76 | Choose a new team member • Unit 14 ©2020 Berlitz Languages, Inc.

04 PRESENTATION Present or review and practice: slowly (rev.) / fast (rev.) / quick / quickly /
careful / carefully / well / badly
Instructor note: Keep the presentation of new adverbs to a minimum at this

time. The primary goal of this grammar point is using comparative forms
with adverbs.
Substitution: Oscar is a slow driver. → He drives slowly.
He’s a fast runner. → He runs fast.
Is he a fast worker? [Y] → quick worker → works quickly
Build-up: Does he check his reports? [Y] Does he look at them again before
he emails them? [Y] Are his reports always perfect? [Y] → careful worker →
checks his work carefully
Substitution: Does Oscar speak English? [Y] Is he a good English speaker?
→ He speaks English well.
Contrast: Oscar started learning Chinese last week. Does he speak Chinese
well? [N] → badly
-7a -5
Present or review and practice: Comparative with adverbs of manner
Does Mrs. Rossi speak English well? [Y] Does Mr. Rossi speak English well
or very well? [very well] → Mr. Rossi speaks English better than Mrs. Rossi
(does).
Does Mrs. Fuentes speak fast? [Y] Does Mrs. Bittner? [N] → Mrs. Fuentes
speaks faster than Mrs. Bittner.
OR: Mrs. Fuentes speaks more quickly than Mrs. Bittner.
Mrs. Bittner speaks more slowly than Mrs. Fuentes.
Use IB 5.
Do Mr. and Mrs. Takao dress more formally than the Bittners? [Y] Elicit long
answer.
So, The Bittners dress less formally than the Takaos. [R]
Do you dress more or less formally than your CEO? Do you work more or
less carefully than …? Do you speak (native language) faster / better than I
do? etc.
05 PRACTICE QA. Adverbs
Do you write well or badly? What languages do you speak well? Do you
sometimes eat quickly? When? Do you talk fast or slowly? Do you drive
carefully? etc.
Your turn!

Cue–Response. Comparative with adverbs
Students complete the activity in the SG. Model the first one, if needed.
[ANSWERS: 1a. faster than 1b. more slowly than 2. better than 3a. more
carefully than 3b. less quickly than 4. more casually than 4b. less formally
than]
Summary. Students use the adverbs to compare themselves to a family

member, friend, or colleague.
06 READING Pre-reading. Present and practice, as needed: (job) candidate / recruiter
Substitution: Are there jobs available at your company? Do you talk to

people who would like to get these jobs? → (don’t) talk to job candidates
Is looking for job candidates a lot of work? [Y] Are there businesses that can
assist you with this? → recruiter
Ask: What information does a recruiter need to help you find job
candidates?
What kind of person are they looking for?
Reading. Dictate the questions below. Students skim the dialog for the
answers.
1. How many languages do candidates need to speak?

2. How much experience do they need?
3. Are they looking for slow learners?
4. What’s more important: working quickly or working carefully?
5. What kind of education do candidates need? etc.
Encourage students to give details rather than simple Yes / No or short

answers.
[ANSWERS: 1. two: English very well, another language well. 2. no experience;
the company will train. 3. no; fast learners 4. working carefully 5. a good
education]
Post-reading. Discussion
Ask: What are you looking for in a new team member?

Discuss candidates and choose a new team member.
Performance
Pre-task. Go over the role cards in the SG. Adapt according to students’
needs and the lesson goal.
Say: You and your partner(s) will discuss these candidates. Say which
candidate is better, and why.
For example: I think Gregor is better because he has more experience
than Maya and he works quickly. We need a team member who can work
quickly.
Task. Role play
Pairs. Students discuss their candidates. Set a time limit. Avoid
corrections.
performance, challenge students to make the conversation longer or have
compare Maya and Gregor to David and Joanna. Provide feedback, praise,
and corrections.
with students.

08 CONSOLIDATE & APPLY Extension 1. Class survey: How quickly do you …?
Pre-task. Write on the board:

How quickly do you …?
How well can you …?
How fast do you …?
Ask students to brainstorm questions they can ask using these phrases.
For example: How fast do you read / type / walk?
How well can you cook / type / speak German?
Task. Say: Choose three or four questions to ask your classmates. When
you answer a question, you need to give an example or details. For
example:
– How fast do you read?
– I read very fast. I read two books a week.
Whole group. Students choose three or four questions to ask their
classmates.
Post-task. Call on students to compare their classmates, based on the

answers they got. For example:
– Julia reads faster than I do. She reads two books a week, and I can’t
finish one!
Looking for the right person
Extension 2. Create a simple job listing
Present and practice: résumé

Do you have a paper that lists your education and work experience? →
résumé
Do you have a résumé? Do job candidates need a résumé?
Go over the blank job listing in the SG. Students fill in a job title at the top.
Ask: What can you write under that? Give one or two examples, if needed:
Do you …?
speak German well
have a university education etc.
Call on students to share their mini job listings.

UNIT 15
Open a presentation
job title point Self-introductions

location to divide (into) Outlining a topic
topic part
outline
Do you give presentations? What do you give presentations about? Who to?
What do you say when you start your presentation? etc.
Set a customized speaking goal. For example: Our goal is to prepare an

opening for a presentation (about your company). Write the goal on the
board.
Warm-up
Warm-up. Students say what the people in the photos are doing.
(Starting / opening a presentation)
Ask: How do they open their presentations? What information do they
give?
Elicit, e.g., name, company name, job title, what they will talk about
01 PRESENTATION Present and practice, as needed: job title / location / topic
Naming: Is Mr. Bennett the CEO of Fermont? → CEO is his job title.
Where is Fermont? Is it in Springfield? [Y] → Springfield
is Fermont’s location.
When we give a presentation, do we say what the presentation will be
about? [Y] → give the topic of the presentation
©2020 Berlitz Languages, Inc. Open a presentation • Unit 15 | 81

What is Janet Miller’s job title? [secretary / PA] What’s your job title? Does
Fermont have offices in other locations? What about your company? Which
location do you work at? What was the topic of the last presentation you
went to? the last presentation you gave? etc.
02 PRACTICE
Opening greetings and self-introductions
Pre-task 1. Students brainstorm greetings. Ask: How do people usually

start a presentation?
Elicit: They greet people, say who they are, say what the topic is
Ask: Which is more formal: a presentation for your CEO or a presentation

for your team? What greetings do people use for a formal presentation? a
less formal one?
Students brainstorm greetings. Some examples:

Good morning, ladies and gentlemen.
Hello. My name is … and I’m pleased to be here today.
Thank you for inviting me. My name is …
Hello, everyone!
Hi! I’m …
Pre-task 2. What to include in self-introductions

Go over the list in the SG. Students select the information they would
include in a self-introduction. Note: Items may vary, depending on who the
presentation is for.
Who you are: name, job title or department

Who you work for (or represent): company name, location
Topic of the presentation
Ask: How can you give this information?

Students brainstorm phrases. Refer students back to the openings in the
Warm-up activity, if needed.
My name is (Nicholas Greene) I am (an IT manager) at (Abe Corp) in

(Singapore).
Hello! I’m (Lisa Reynolds) from the sales department.
I am here today to talk about …
Today I’m going to tell you about … etc.
Task. Practice
Whole group. Students choose phrases and link them together to create
self-introductions. Have them say their greetings and self-introductions.
82 | Open a presentation • Unit 15 ©2020 Berlitz Languages, Inc.

Encourage students to experiment with different variations (e.g., formal
vs. less formal) and to personalize their introductions. Assist, as needed.
Post-task. Students present their self-introductions to the group.
Give feedback, corrections, and praise. Time permitting, do a second

practice round.
03 PRESENTATION
What will you talk about?
Present and practice, as needed: outline / point / to divide (into) / part
Use SG outlines to present.

Naming: This is a presentation outline.
What is the topic of the (first) presentation outline? [Abe Corporation]
What three things will the speaker talk about? [Abe’s people, products,
customers]
→ Those are the points the speaker will talk about.
Build-up / Gesture: Will the speaker talk about all of them at the same time?
[N] Will he speak about the first point, then the second point, then the third
point? [Y] He will divide the presentation into three parts.
Useful expressions
Present and practice, as needed: Outlining a topic
Go over the phrases in the Useful Expressions box.

Model how they are used. For example:
I am here today to talk about why Abe Corporation is a great company to
work with. There are three points I will discuss: first, Abe’s people; second,
our products; and third, our customers.
04 PRACTICE
What will you talk about? Useful expressions
Pre-task. Refer students back to the outlines in the SG.

Pairs / small groups. Students practice stating and outlining the topic for
one of the examples.
Give feedback and corrections.
Task. Create an outline

Point out the blank outline in the SG. Say: Think about a presentation you
gave or saw earlier. What was the topic? What were the points or
parts? Students create their outline.

If needed, demonstrate and help build a presentation outline by asking
questions and writing the main points on the board. For example:
I: Is there a place in Japan you would recommend for a holiday?

S: I’d recommend Hokkaido.
I: Why would you recommend Hokkaido?
S: It is beautiful.
I: OK. Can you give me some examples of why?
S: There are mountains, fields, and lakes.
I: Very good. What else?
S: The food is delicious.
I: Very good. What food is Hokkaido famous for?
S: Hokkaido beef, seafood.
I: OK, what can we do in Hokkaido?
S: Skiing, and snowboarding, fishing, hiking.
I: All right, here is your presentation outline!
HOKKAIDO
1. Scenery
2. Food
3. Activities
Post-task. Students present the outlines they created.
Provide feedback, correction, and praise.
board: Our goal is to prepare an opening for a presentation (about your
company).
Performance
Pre-task. Go over the situation in the SG. Use the technique in the
previous activity to help the student come up with a presentation outline
if needed. Choose an easy topic to start with. Give the students a few
minutes to prepare a brief presentation.
Task. Presentation
Have students stand up. Students greet the audience, give their self-
introductions, state the topic, and outline their talk. Provide feedback,
NOTE: In this first attempt, the result will likely be very basic and
imperfect, even after the second enactment.
Second enactment. Focus on increasing speed, fluency, and
confidence. Provide feedback, praise, and corrections.
with students.
84 | Open a presentation • Unit 15 ©2020 Berlitz Languages, Inc.

06 CONSOLIDATE & APPLY Extension 1. Same presentation, different audience
Ask students to imagine they are giving the same presentation to

1. the top management of their company
2. their team
3. a new client
Ask: Will your opening be different? How?

For example: greeting style will be more / less formal, the information in
their self-introductions will change.
Students practice adapting the openings they created earlier for different
audiences.
Extension 2. Discussion
Ask: Did you see a really good presentation? What was the topic? What
points did the speaker talk about? What did you like about the
presentation? Why was it interesting for you? etc.

UNIT 16
Close a presentation
to practice (to practise Let’s look (now) at … Moving from one point to the next
UK) (Now) I’d like to turn to … Interrogative clauses after You asked me / I told you +
consumer to show question word
recommendation to describe Summarizing and closing a presentation
feedback audience
corporate to summarize (to
competitor summarise UK)
That takes me to my next
point.
Set customized Speaking Goal. Present and practice, as needed: to

practice (to practise UK)
I don’t play tennis well, but I’d like to play better.

Substitution: To be a good tennis player, do I need to play tennis every day?
[Y] → practice every day
Do you practice speaking English every day? What did you need to
practice…? etc.
Do you practice your presentations before you give them? Do you practice
with a colleague? Where do you practice? etc.
Set a customized speaking goal. For example: Our goal is to practice

giving a presentation (about your company). Write the goal on the board.
Instructor note: Students should continue working with the presentation

outlines they started in the previous unit.
Warm-up
Ask: What is this man doing? [practicing a presentation]

What is in his hand? [his outline]
86 | Close a presentation • Unit 16 ©2020 Berlitz Languages, Inc.

Do you use an outline during your presentation? What’s on it? Just the
topic and your (main) points, or do you add details? etc.
02 PRESENTATION Present and practice, as needed:

consumer/ recommendation / feedback / corporate / competitor
Substitution: Do you buy products? use services? → You are a consumer.

Do you recommend products to friends? → give recommendations
Do you tell companies what you like or don’t about their products? → give
feedback
Are some services only for (big) companies? [Y] → corporate services
Ask students to name two companies that sell the same product or service
(e.g., cola or fast food)
Contrast: Do (company A) and (company B) work together? [N] → They are
competitors.
Who gives you feedback about your work? What companies are your
competitors? Are consumer prices and corporate prices the same or
different? I’d like to take … to lunch, but I don’t know where to go. Can you
give me a recommendation? etc.
03 PRACTICE
Developing the outline
Pre-task. This is Ron’s outline for his presentation.

1. What is the topic of his presentation?
2. How many points or parts did he divide his presentation into?
3. Did he add details for each point?
4. Will he talk about competitors in the first or second part of his
presentation? etc.
[ANSWERS: 1. Making our services better 2. three 3. Yes 4. second]
Task. Developing the outline with BOOST

Point out the blank outline. Tell students to use the outlines they started
in the previous unit to fill in the topic and main point lines.
Say: Choose one of your points. Think of three things you will talk about
connected to that point. Write those under the point.
Elicit information, prompt as needed.

For example:
My company: a. what the company does b. products c. customers
My job: a. what department b. responsibilities c. projects
©2020 Berlitz Languages, Inc. Close a presentation • Unit 16 | 87

Say: Choose one of the details you wrote down. Use BOOST to develop
that point. For each statement, give examples or details. Then, expand on
the topic a little.
Give an example, if needed:

(My job sub-point a.) I work in the customer service department. Our
department takes calls from consumers and corporate clients and we are
available 24 hours a day, 7 days a week.
Post-task. Practice
Pairs / small groups. Students practice expanding and presenting the
other parts of the point they chose in the Task phase.
Give feedback, corrections, and praise. Time permitting, have students

work on another point.
04 PRESENTATION
Developing the outline Useful expressions
Present and practice, as needed: That takes me to my next point. / Let’s

look (now) at … / (Now) I’d like to turn to …
Say: Ron will use these sentences during his presentation.

Elicit from students what points Ron is moving between.
[Sentence 1: from the introduction to the first point; Sentence 2: from the
end of the first point to the first part of the second point; Sentence 3: from
the end of the second point to the start of the the third point]
Elicit expressions used.

Substitution: How does Ron say, “I finished my point and now I will start the
next one”? → That takes me to my next point.
How does he say, “Now I will talk about this”? → Let’s look (now) at …
How does he say, “I finished that point”? → (So) that’s …
How does he say, “I’m going to start a new point now”? → (Now) I’d like to
turn to …
05 PRACTICE
Developing the outline Useful expressions
Pre-task. Refer students back to their own outlines in the SG. Ask: Can
you use these sentences in your presentations? How?
Elicit an example from students. If needed, model how students can use
the Useful Expressions by substituting their own information for Ron’s.

Task. Students practice transitioning between points
Pairs / small groups. Students practice using the Useful Expressions to
move between both main points and sub-points in their outlines.
Encourage students to try out different variations.
Post-task. Students demonstrate transitioning between two points. Ask
students to stand up when they are presenting.
Provide feedback, correction, and praise.
06 PRESENTATION
I told you who we are
Present and practice, as needed: Interrogative clauses with You asked

me / I told you + question word
Instructor note: This can be an extremely difficult grammar point for

students. The goal here is for students to be able to make a closing
summary statement at the end of their presentations, for example: I
explained why Abe Corp. is a great company to work for. Please keep that
goal in mind while presenting and practicing.
Write examples on board as presented.

What time is it? [10 o’clock]
What did I ask you? [What time is it?] → I asked you what time it is.
Did you tell me what time it is? [Y] → Yes, you told me what time it is. [R: I
told you …]
Focus on You told me / us from here forward.
What does Berlitz do? [e.g., teaches languages] → You told me what Berlitz
does.
Where are you going after the lesson? [e.g., home] → You told
me where you are going.
How much will the product cost? [e.g., It will cost $100] → You told me how
much the product will cost.
Go over the examples in the SG.

Ask students to read the short dialog in the blue box. Ask:
1. Did Ron tell us what the sales team is doing?
2. Did he tell us how we can make the competitors’ services better?
3. Did he tell you what we can ask?
[ANSWERS: 1. No, he told us what our competitors are doing. 2. No, he

told us how we can make our services better. 3. No, he told me who we
can ask.]

07 PRACTICE QA
Elicit long answers. For example:

Did you tell me what your boss’s name is?
Yes, I told you what my boss’s name is.
OR: No, I didn’t tell you what my boss’s name is.
Did the director tell you when the next class starts?
Did I tell you what time we are taking a coffee break?
Did you tell me when you are going on vacation? etc.
What did they tell us?
Transformation
Students complete the statements in the SG.

[ANSWERS: 1. how much the new office will cost 2. why Fermont is a
great place to work 3. when we are updating the price list 4. who the
project manager is]
08 READING Pre-reading. Present and practice, as needed: to show / to

describe / audience / to summarize (to summarise UK)
Naming: Look, I have a new (bag)! → I’m showing you my new (bag).
Tell me about your (bag) → You are describing your (bag).
Substitution: When you give a presentation, do people watch you? →
audience
At the end of a presentation, do you quickly tell the audience what you
talked about? → summarize
Do you show slides during presentations? What else can you show? Did
you describe your company to us earlier? Do you usually speak to big
audiences or small ones? Do you summarize at the end of a presentation?
What else do you do at the end of a presentation? etc.
Summarizing and closing …
Reading. Say: This is the end of Janet Miller’s presentation about

Springfield. Students read the closing in the SG. Ask:
1. What was the topic of Janet’s presentation?
2. What were her three main points?
3. How did she close her presentation?

[ANSWERS: 1. Why Springfield is a great place to live and work 2.
Springfield is near everything; what you can do in Springfield; how
Springfield is good for business 3. We look forward to seeing you in
Springfield. Thank you.]
Post-reading. Students practice summarizing and closing.
Students briefly summarize their own presentations, based on the outlines

they have been working with.
Students brainstorm sentences they can use to end the presentation. For
example:
It was a pleasure speaking to you today. Thank you for inviting me.
board: Our goal is to practice giving a presentation (about your company).
Performance
Pre-task. Go over the checklist in the SG. Give the student a few minutes
to prepare to present (one point of) their presentation.
Task. Presentation
Pairs / small groups. Have students stand up when presenting.
• Students greet the audience, say who they are and what the topic of
their presentation is. (If time is short, skip this phase of the presentation).
• Students outline their talk, and transition to the first point. (If time is
short, have students then transition to the point they have expanded and
practiced earlier, if relevant).
• Students present (at least) one point, giving details and / or examples.
Go through at least one point on their outline. Students transition to the
close.
• Students close the presentation and thank the audience.

Second enactment. Students present the same or another point. Focus
on increasing speed, fluency, and confidence. Provide feedback, praise,
and corrections.
with students.

10 CONSOLIDATE & APPLY Extension 1. Skits. You asked me what?
Ask students to write down two or three Wh- questions.

Model the skit. Pairs take turns with S1 / S2 roles when acting out the skit.
S1: (asks Wh- question)
S2: I’m sorry. What did you ask me?
S1: I asked you (question rephrased as interrogative clause)
S2: Oh! (gives answer)
Call on students to tell what answers they got to their questions using the
formula:
(S2) told me + interrogative clause.
Extension 2. Summarize your last presentation
Ask students to think about the last presentation they gave.

Ask: What was your last presentation about? Did you describe / explain /
show / discuss something? Can you summarize your presentation for me?

UNIT 17
Plan a business trip

to fly (out of / from) … to visit Future with to be going to

to fly (into / to) … to pick (me) up
to fly with + airline to forget (to)
What airline (do you) fly with? forgot
What airport (do you) fly (out reminder
of / into)? to remember (to)
to take (a bag) with (= bring) remembered (to)
to pack passport
to bring to remind (you) to …
01 GOAL-SETTING Greet students and review previous lesson and homework.
Where are you going on your business trip? What will you do there? etc.
Set a customized speaking goal. For example: Our goal today is to

describe your business trip plans (to a colleague). Write the goal on the
board and get agreement from students.
Warm-up. Review and practice as needed: to fly (rev.)
Review: Take the plane → fly

Did you fly to …? → flew
Do you usually fly when you go on business trips? Where do you fly to
often? Where did you fly to on your last trip? etc.
02 PRESENTATION
-28
Present and practice, as needed: to fly (out of / from) / to fly (into / to) / to
fly (with) + airline / What airline (do you) fly with / What airport (do you) fly
out of? / What airport (do you) fly into?
©2020 Berlitz Languages, Inc. Plan a business trip • Unit 17 | 93

Substitution: Oscar flies often. Does he usually leave from Springfield
Airport? [Y] → He usually flies out of Springfield Airport.
Does he often go to Chicago? [Y] He often flies into O’Hare.
He often flies from Springfield Airport to O’Hare.
Substitution: Does he take United Airlines? [Y] → He flies (with) United
Airlines.
Elimination: Does he fly with American? British Airways?
→ What airline does he fly with?
→ What airport does he fly out of?
→ What airport does he fly into?
What airport do you fly out of when you go to (city)? What airport do you fly
into when you go to (city)? What airline do you fly with when you go to
(city)? etc.
03 PRACTICE AQ
Give students negative statements stressing the preposition, and have
students ask questions. Model what they have to do as needed:
1. Oscar isn’t going to New York City. [Where is he going?]

2. He isn’t flying out of O’Hare Airport. [What airport is he flying out of?]
3. He isn’t flying into JFK. [Which airport is he flying into?]
4. He isn’t flying with American. [What airline is he flying with?]
5. The plane isn’t coming from Los Angeles. [What city is the plane coming
from?] etc.
QFS
Pairs. Students interview each other about their travel habits, for example,
How often do you travel on business? Where do you go? What airline do
you usually fly with? What airport do you leave from? etc.
Pairs report their findings to the class.
04 PRESENTATION Present and practice: Future with going to + root verb (all persons) / to
take (a bag) with (= bring) / to pack / to bring / to visit / to pick (me) up
Note: The going to form is used for plans that have gone past the initial
stage of speculation, for example, I think I’m going to visit Florida this year.
(Later) I made up my mind. We are going to book the trip tomorrow. Or
predictions: The sky is very dark. It’s going to rain. (vs. I think it will rain
tomorrow.)
-47
94 | Plan a business trip • Unit 17 ©2020 Berlitz Languages, Inc.

Substitution: Is Oscar going to Chicago next week? [Y] Is he taking a plane?
[Y]
→ He’s going to fly to Chicago next week.
He’s going to leave on Tuesday.
He’s going to take a taxi to the airport.
He’s going to fly into O’Hare Airport.
He’s going to stay two days.
He’s going to meet some clients.
He’s going to go home on Thursday. etc.
Substitution: Is Oscar going to have one bag for his trip?
→ He’s going to take one bag with him.
Is he going to put a tie in his bag? → going to pack a tie
Is he going to take his laptop with him? → He is going to bring his laptop.
Is he going to see some clients? → He is going to visit some clients.

Are my parents going to come to the airport? → Are they going to pick me
up at the airport?
→ They’re going to pick me up at the airport.
Then, we’re going to drive to their home.
We’re going to go out to eat.
Then I’m going to meet some friends. etc.
QA
Is Oscar going to take a taxi to the airport? [Yes, he is going to take a taxi.]
Is he going to return home on Wednesday? [No, he isn’t going to return
home on Wednesday.]
What day is he going to return home? [He is going to return home on
Thursday.] etc.
05 PRACTICE Pre-task. Ask: Are you going on a trip next month? Where are you going?
Write a model sentence on the board, e.g.,

I’m going to a meeting in Bangkok next month.
Have students write a sentence about their trip.
Ask: What are you going to take with you? What are you going to do
there?
Start a list on the board, e.g.,

take my laptop
meet with colleagues
eat at a Thai restaurant
Have students create a list of three or four things to take and do.
Task. Students ask each other or the instructor about their

next (business) trip and take notes.

Prompt, if needed: Am I going to take my PC with me? What am I going to
take? Ask me!
Post-task. Students report their findings to the class as a summary.
Example summary:
(Hannah) is going to fly to Florida in summer.
She is going to visit the company headquarters.
She is going to take her tablet, but she’s not going to take her laptop. etc.
Tell me about our business trip
Pre-listening. Ask students what people typically do when they’re going on

a business trip.
Note keywords on the board. Have students look at the text in the SG and
guess what could be in the gaps.
Listening. Play the recording. Replay as necessary. Students fill in the

blanks. Check answers.
[ANSWERS: 1. pick 2. leave 3. going to 4. talk; see; speak 5. going to be;

go back]
Post-listening. QA / Discussion
Students pretend to be the people going on this business trip. Students say
what they are going to do in the evenings, in their free time, at the hotel, etc.
07 PRESENTATION Present and practice, as needed: to forget (to) / forgot / reminder / to

remember (to) / remembered (to) / passport / to remind (you) to …
Build-up: Do you sometimes leave your cell phone at home? [Y]

→ forget it at home / forget to take it with you
Did you leave your wallet at home? [Y] → forgot it at home
Dictionary: Do you write important dates on your calendar? Do you write
them so you won’t forget? [Y] → It’s a reminder.
Contrast: Did you forget my name? [N] → You remember my name.
Did you remember to do your homework last week? [Y] → remembered to
do your homework

Substitution: Do you usually need ID when you travel to another country? [Y]
→ need a passport
“Don’t forget your passport!” → I’m reminding you to bring your passport.
“Don’t forget to call me!” → I’m reminding you to call me.
Did you forget your keys in the car this morning? Do you usually remember
to (check your email)? What do you sometimes forget? Do you use
reminders at work / in your email program? Who reminds you to (buy
something at the store)? etc.
08 PRACTICE
Don’t forget your tickets!
Pronunciation
Call on students to read the exchanges in the SG for pronunciation and

intonation.
Did you remember?
Students substitute their own ideas for each reminder in the SG, for
example, Did you remember to pack some socks? Don’t forget to take your
keys. etc.
09 PERFORMANCE Pre-task. Elicit what the lesson goal was from students, or remind them
of it and point it out on the board: Our goal today is to describe your
business trip plans (to a colleague).
Performance
Task. Role play. Set or adapt roles / purpose / scenario according to the
customized student goal.
For example, each student plans a three-day trip to a destination of his /

her choice; they decide where they’re going to go, how they’re going to get
there, what they’re going to do, etc. Ask students questions to find out the
details of their plans.
Set a time limit. Avoid interruptions during the first enactment.

Second enactment

increasing speed, fluency, and confidence. For a strong performance, add a
complication / extra details / questions, e.g., remind the students of things
they should do before or on their trip, and they must respond appropriately.

10 CONSOLIDATE & APPLY Extension 1. Role play: Remind me
Switch roles and have students ask you many questions about your next
trip and then provide helpful reminders to you before you go.
Extension 2. Discussion: I forgot
Students talk about things they forgot to take on a trip or forgot

somewhere during a trip.

UNIT 18
Give travel advice

advice sky Give advice with should and in case

driver’s license (driving in the low to mid (20s) Express probability with may
licence UK) in the mid to high (30s)
That sounds like fun. maybe
plug percent
to plug (something) in a (50%) chance of (rain)
adapter up to
to charge Just in case.
charger
Where are you going on your next trip? What do you take with you when
you go on a business trip? Do your colleagues ask about what to take on a
business trip? Do you go on trips with colleagues? etc.
Present and practice, as needed: advice
I’m going to (Scotland), but I don’t know what to do there. You were in
(Scotland), right? Can you tell me what to do? what not to do? → Can you
give me some advice?
I’m asking you for advice.
Set a customized speaking goal. For example: Our goal is to give (your
colleague) advice on what to take on a business trip to (Scotland). Write
the goal on the board and get agreement from students.
Warm-up
Present and practice, as needed: driver’s license (driving licence UK) /

passport (rev.)
Naming: this is a driver’s license (driving licence UK).
©2020 Berlitz Languages, Inc. Give travel advice • Unit 18 | 99

Can you go to another country with just your driver’s license? [No, not
usually.] → You need a passport when you go to another country.
What do you put in your pocket / purse / coat before you leave the house?
Did you put your suitcase in the car before you drove to the airport? What
did you do with your passport? etc.
Skit. Present and practice, as needed: That sounds like fun.
Brainstorm: What do people do in their free time when they are on a

business trip?
Write ideas on the board.
– Would you like to (go to a jazz concert) after our meeting?

– Sure. That sounds like fun.
Students practice the skit with other activities they brainstormed.
03 PRESENTATION Present and practice, as needed: should / Yes, (you) should. / No, (you)
shouldn’t.
What should I take with me?
Build-up: I think it’s going to rain. Do I need to take an umbrella? → I don’t

need to take an umbrella, but I should take an umbrella.
It’s cold. Should I / you wear a scarf? → Yes, (I / you) should.
Should I / you leave my / your coat at home? → No, (I / you) shouldn’t.
What should we do when it’s hot? → We should have a cold drink.

Is it good to wear a T-shirt in winter? [N] → You shouldn’t wear a T-shirt in
winter.
04 PRACTICE QA
What should we take with us when we’re going on a trip?

Should we or shouldn’t we take …? What should we leave at home? What
should people do when …? etc.
What should I do?

Pairs. Assign a vacation or business trip destination to each student and
the number of people traveling with him / her. Students ask each other
what they should and shouldn’t do, should and shouldn’t take, put in their
bags, etc.
100 | Give travel advice • Unit 18 ©2020 Berlitz Languages, Inc.

For example:
Should we take a camera? Should we visit Big Ben? etc.
Then each student presents his or her recommendations to the class, for
example, Lisa and Richard should fly with (airline). They should stay at the
… Hotel. They shouldn’t visit the city by bus. etc.
05 PRESENTATION
FYI
Present and practice, as needed: plug / to plug (something) in / adapter /

to charge / charger
Use SG image to present

Naming: plug
Are plugs in this country the same as plugs in (the US)? [N]
You’d like to use your laptop in (the US), but the plug is different.
Naming / Gesture: Can you plug it in? [N]
Can you buy plugs for different countries? [Y] → adapters
Every evening, I need to plug my phone in. Why? → need to charge it

Do you have a phone charger?
Do you have any adapters? For what countries? Do you sometimes forget
to charge your phone?
06 PRACTICE
FYI
Discussion. Students read the information in the FYI box and discuss.
Prompt as needed.
Do people need an adapter (or converter) when they visit your country?
When you go on a business trip, what do you need an adapter for? Do many
things still need converters? etc.
-46
Present and practice, as needed: forecast (rev.) / sky / in the low to mid
(20s) / in the mid to high (30s) / maybe / percent / a (50%) chance of
(rain) / Express probability with may / up to
Review vocabulary and expressions pertaining to the weather.

Substitution: What did the weather report say about tomorrow’s weather?
→ What is the weather forecast?
Naming: Is it cloudy? The sky is cloudy.
Substitution: What will the temperature be? 20 to 25º?
→ temperature will be in the low to mid 20s.
25 to 29º? → in the mid to high 20s
Do you think it’s going to rain tomorrow? Gesture: → I don’t know. Maybe.
Naming (write on the board) → 50% (percent)
Maybe it will rain or maybe not? → There’s a 50% chance of rain.
Substitution: Maybe it’s going to rain tomorrow. → It may rain tomorrow.
We may have 1 inch (25 mm) of rain or less. → We may have up to 1 in. / 25
mm of rain.
Is there a 0% chance of rain tomorrow? Do you think it may snow this

winter? What’s the temperature forecast for today? Is the sky cloudy or
clear? etc.
What’s the forecast for tomorrow?
Pre-listening. Ask students to look at the activity in their SGs.
Set scene: You will hear two forecasts. Set task: Listen and fill in the
answers.
Listening. Play the recordings. Repeat as needed. Students complete the

activity in the SG. Have students ask questions to elicit answers.
[ANSWERS: Forecast 1: a. cloudy b. 60% c. cool; Forecast 2: a. snow b. up

to c. mid to high]
Post-listening. Pairs. Student(s) prepare and present a short weather

forecast for tomorrow’s weather in their city.
08 PRESENTATION Present and practice: because (rev.) / in case / Just in case.
Why do some people take an umbrella? → People take an umbrella because

it may rain.
Substitution: You should take an umbrella because it may rain. → You
should take an umbrella in case it rains.
Do I always have an umbrella in my bag? [Y] Why? → Just in case.
Should I wear a coat in case it rains? Do you always have cash in your
wallet? Why? etc.

09 PRACTICE
Just in case
Cue–Response
Students complete the activity in the SG.

Elicit sentences using both because … may and in case.
[ANSWERS: 1. You should take a suit and tie because we may go out to
dinner with the client. / You should take a suit and tie in case we go out to
dinner with the client. 2. You should pack a light coat because they may
have cool weather. / You should pack a light coat in case they have cool
weather. 3. You should bring comfortable shoes because we may go
sightseeing. / You should bring comfortable shoes in case we go
sightseeing. 4. You should exchange some money because you may want
to buy something at the airport. / You should exchange some money in
case you want to buy something at the airport.]
Skit
– Is it going to rain today?

– I think so. We should bring an umbrella, just in case.
10 PRACTICE
Travel and packing Dos & Don’ts
What to pack?
Students name one thing they should and shouldn’t pack for a business
trip.
List their answers on the board and present Dos and Don’ts.
Students write down four to five additional items for the Do /
Don’t columns in the SG.
Students read the items on their lists to the class and justify their
choices.
of it and point it out on the board: Our goal is to give (your colleague)
advice on what to take on a business trip to (Scotland).
Performance

For example, students are going on a trip next week with each other or the
instructor to a location chosen by the students. Students give advice on
what the other students / instructor should pack for the trip. Set a time
limit. Avoid interruptions during the first enactment.

Second enactment

complication / extra details / questions, e.g., have the students ask
questions about the weather forecast before deciding what advice to give.
Use may to make sure students use “in case” in the performance.

12 CONSOLIDATE & APPLY Extension 1. Why did you pack that?
Give students a few minutes to create a packing list of eight to ten items
for a five-day business trip. Call on students to present the lists and to
justify their selections, e.g.,
I’m packing my sneakers in case I want to go running.
We’re taking an umbrella because there's a swimming pool at the hotel. etc.
Extension 2. Top five places a visitor should see
Students make lists of the top five places a visitor should see or visit in
their city / country. Students compare lists and try to agree on the top five
choices.

UNIT 19
Make recommendations
to make a recommendation downtown to recommend + -ing

to stay at (a hotel) to leave something (at home)
to stay with (friends) tip (n., v.)
light (meal) in my experience
sleepy (airport) shuttle bus
to fall asleep high (= expensive)
Why don’t (you) …? SIM card
Set customized Speaking Goal. Present or review, as needed: to make a

recommendation
Instructor note: Be sure to emphasize that recommendations are based
on personal experience.
Dictionary: Do visitors sometimes ask about good places to eat? Do you

know a good place to eat? Did you eat there? Did you like it? Do you think
your visitor will like it? → make a recommendation
When was the last time you made a recommendation? What for? Who
asked for your recommendations? etc.
Set a customized speaking goal. For example: Our goal is to give a

colleague (from another country) recommendations about (things to do
in your city). Write the goal on the board.
Warm-up
Warm-up. Students list things they make recommendations about

Say: These are some things we often make recommendations about.
Brainstorm: Can you think of other things people ask you to recommend?
Have students create a list in the Warm-up activity. (This will be used later)
©2020 Berlitz Languages, Inc. Make recommendations • Unit 19 | 105

02 PRESENTATION Present and practice, as needed: to stay at / to stay with
Instructor note: Many languages use the verb to live in this context.
When you go on a business trip, do you sleep at a hotel? → stay at a hotel
Do you have friends in other countries? When you go there, do you stay
with them?
Where did you stay when you went to …?

Who did (you) stay with when (you) went to …?
Present and practice, as needed: to recommend + -ing
Substitution: A colleague is coming to visit and she needs a place to stay.

Can you recommend a good hotel? → You recommend staying at … Hotel.
Contrast: She will come from the airport to our office. Should she take a
bus? [N]
→ You don’t recommend taking a bus.
What do you recommend doing?
Go over the examples in the SG grammar frame. Point out the reasons
given with the recommendations.
Does the first person have experience with the Park Plaza Hotel? How do
we know? [says it’s excellent]
How does Paul know that it’s faster to go to the airport by taxi? [That’s
Paul’s experience. He took a taxi and something else to the airport before.]
How does the third person know that the Garden Restaurant is busy at
lunchtime? [She was there at lunchtime.]
Say: We recommend things that we have experience with. When we make a

recommendation, we say why we recommend—or don’t recommend—it.
Call on students to read out the exchanges in the blue box.

Do you recommend leaving for the airport three hours before a flight?
How many hours? Why?
Are there places (in town) you don’t recommend going? Why? etc.
03 PRACTICE Transformation. should → to recommend + -ing
Examples: You should take the subway. It’s a lot faster.

→ I recommend taking the subway. It’s a lot faster.
You shouldn’t take a bus. It’s too slow.
→ I don’t recommend taking the bus. It’s too slow.
106 | Make recommendations • Unit 19 ©2020 Berlitz Languages, Inc.

1. You should go to Della’s Diner. Their food is great!
2. You should talk to Greg. He can give you that information.
3. You shouldn’t buy things here. Their products aren’t very good.
4. You shouldn’t wear a suit to the meeting. They dress very casually there.
etc.
[ANSWERS: 1. I recommend going to Della’s Diner. Their food is great! 2. I

recommend talking to Greg. He can give you that information. 3. I don’t
recommend buying things here. Their products aren’t very good. 4. I don’t
recommend wearing a suit to the meeting. They dress very casually there.]
Warm-up Your recommendations
Summary
Refer students back to the list they created in the Warm-up activity
Go over the first item in the chart together. Adapt questions as needed.
Ask: Where do you recommend going (for lunch)? Why? What did you
like?
Where don’t you recommend going? Why? What didn’t you like?
Have students say what their recommendations are, including reasons.

Students add their own recommendations to the chart, and then share.
QFS
Brainstorm questions with to recommend + -ing

Do you recommend …?
Where do you recommend …?
Who do you recommend …?
What do you recommend …? etc.
Students ask each other.
04 PRESENTATION Present and practice, as needed: light (meal) / sleepy / to fall asleep /
Why don’t (you) …? / downtown / to leave something (at home) / tip (n.,
v.) / in my experience
Contrast: On airplanes, do you usually get a big meal? [N] → a light meal
Substitution: After a big meal, do you sometimes want to go to sleep? →
are sleepy
Do you sometimes sleep in front of the TV? → fall asleep
Naming: Did you fall asleep in front of the TV last night? → fell asleep
Build-up: It’s midnight and I’m falling asleep. What should I do? [You should
go to bed.] → Why don’t you go to bed? [R]

Did you have a light lunch today? Were you sleepy this morning? I’m sleepy.
(Why don’t you have some coffee?) What time did you fall asleep last night?
etc.
Substitution: Is your office in the center of the city? → downtown

In the morning, do you sometimes forget to bring your phone with you?
→ You sometimes leave your phone at home.
Naming: Did you leave something at home when you went on vacation?
What? → left your … at home
Substitution: Do you give taxi drivers a little extra money when you pay the
fare? → give them a tip
Do you tip waiters and waitresses, too?
Build-up: Do you have experience tipping taxi drivers? How much is a good
tip? → In your experience, … is a good tip. [R: In my experience …]
Are there any good restaurants downtown? any shopping malls? Did you
leave anything at home this week? Who do you give tips to when you travel
on business? etc.
Useful Expressions: Making recommendations
Go over the examples in the Useful Expressions box.

Say: Here are some more ways we can make recommendations.
Have students read the exchanges aloud.
Ask: Do you have any other recommendations for these people?
Students repeat the exchanges, substituting their own recommendations.
05 PRACTICE
Useful Expressions: Try it out!
Cue–Response
Point out the Try it out! situations in the Useful Expressions box.
Ask students to brainstorm some possible recommendations. List them
on the board.
Students practice giving recommendations using the phrases in the
Useful Expressions box. Encourage students to try out different
variations.
If needed, remind students to add reasons or examples to their

recommendations.

06 READING Present and practice, as needed: (airport) shuttle bus / high (=
expensive) / SIM card
Is there a bus that goes from the airport to hotels? → airport shuttle bus
Is it very expensive? → price is (not) high
Do you need to get a new phone number when you buy a new cell phone?
[N] Is there a card in your phone? [Y] It has your phone number and other
information on it, right? [Y] → You just put your SIM card in the new phone
Pre-reading. Say: Gina is planning a trip to Rita’s company. She wrote to

Rita earlier with some questions. We are going to read an email from Rita,
answering those questions. Before we start, write these questions:
1. Where does Rita recommend staying?
2. Why doesn’t Rita recommend taking a taxi from the airport?
3. How much does Rita recommend tipping?
4. What does Rita recommend buying at the airport?
Ask students to guess what Rita’s recommendations might be.
Recommendations for your trip
Reading 1. Students skim the email in the SG for the answers to the
questions.
Check answers and ask students what else they remember about Rita’s
recommendations.
[ANSWERS: 1. at the Mayfield 2. taxi fares are very, very high 3. 10 – 15%
4. a SIM card]
Reading 2 (optional)
Call on students to read the email aloud, focusing on pronunciation and

intonation.
Post-reading. Discussion / QA
Students compare the recommendations Rita made with
recommendations they would make to a visitor coming to their country.
Prompt with questions, if needed.
Do your company’s visitors stay at a hotel near the office? Where do they
stay?
Do you recommend taking a shuttle bus from the airport? Are taxi fares
from the airport high?
How much do people here tip at a restaurant? Do you leave the tip on the
table?

Can you buy a SIM card at the airport? Do you recommend doing that? etc.
board: Our goal is to give a colleague (from another country)
recommendations about (things to do in your city).
Performance
Pre-task. Go over the situation in the SG. Adapt according to students’

needs and the lesson goal. Give students time to brainstorm what visitors
ask for recommendations about. Assist, as needed.
Task. Role play
performance, ask students to give recommendations for a country they
have visited. Provide feedback, praise, and corrections.
with students.

08 CONSOLIDATE & APPLY Extension 1. Why don’t you … ? / In my experience, …
Tell students to brainstorm things they need or want or would like. List
them on the board.
Write on the board:
I need to … / I want to… / I’d like to …
Why don’t you…? In my experience, …
Model what students are to do.

1. Ask a questions using an item from the students’ list.
For example: I need to buy a plane ticket. Do you have any
recommendations?
2. Ask students to give recommendations using Why don’t you…? and / or
In my experience,…
Whole group. Students ask for and give recommendations using their
brainstormed list.
Extension 2. Interviews
Pairs. Students ask each other about a place / product / service they
recommend or don’t recommend. Interviewers should ask about their
partners’ experience.
Ask interviewers to report what they found out.

UNIT 20
OPTIONS
goal it relates.



rating.

02 GRAMMAR / VOCABULARY The Practice activities in this section are designed to trigger the students'
PRACTICE memory of the target grammar points and / or vocabulary with short
assessment.



summary at the end.

you say?
order, match, etc.



redo the Task.


UNIT 21
Ask for information about a hotel and make a

reservation
to make a reservation amenities to like … more than …

single room close to to prefer + noun
double room both to prefer … to …
bed convenient would prefer + noun
bathroom to be located
balcony complimentary
guest per (night)
king-size bed rate (vs. price)
minibar What are your rates?
all (= every) suite
internet access Does that include breakfast?
WiFi to reserve (a room)
swimming pool for one person
fitness center for (two) people
business center for (three) nights
Set customized Speaking Goal. Present and practice, as needed: to make

a reservation
Dictionary: Before you go to a hotel, do you call them or go to their website?

Do you tell them you will go there? Do you say what day you will arrive? →
You make a reservation.
How do you get information about a hotel? Do you use the internet? When
you make a reservation, what information does the hotel ask for? etc.
Before you go on a business trip, do you ask colleagues about hotels? What
kind of hotel do you look for? Who makes your hotel reservations for
business trips? etc.
©2020 Berlitz Languages, Inc. Ask for information about a hotel and make a reservation • Unit 21 | 115
Set a customized speaking goal. For example: Our goal is to ask for
information about a hotel and make a reservation for your next business
trip. Write the goal on the board and get agreement from students.
Warm-up
Present and practice, as needed: single room / double room / bed /

bathroom / balcony
Ask: Are these rooms in a house? [N] Where are they? [in a hotel]
Ask students to identify the items they are familiar with.
Use the illustration in the SG to present:

Substitution: a room for one person → single room
When Mr. and Mrs. Bennett travel, do they ask for a single room? [No] →
Two people stay in a double room.
Naming: Does this room have a bed? a bathroom? a balcony?
On your last (business) trip, did you stay in a single room or a double room?
Did your room have a balcony? Did the room have one bed or two? Was the
bathroom big or small? etc.
02 PRESENTATION
-49a
Present and practice, as needed: guest / king-size bed / minibar / all (=

every) / internet access / WiFi / free (rev.)
Note: For WiFi, focus on the English pronunciation: “why fy” (long I) vs.
most of Europe “wee fee” (long E)
-49a
Contrast: Are the Bennetts staying at the hotel? [Y] Are they hotel
employees? [N] → they are hotel guests.
Naming: Does their room have a very big bed? → It has a king-size bed.
Naming / Substitution: Is this a refrigerator? → It’s a minibar.
Does every room have a minibar? [Y/N] → (Not) all rooms have minibars.
Substitution: Can the Bennetts use the internet in their room? → All rooms
have internet access.
Are they using their internet service or the hotel’s? [hotel’s] → room
has WiFi access
Contrast: Do they have to pay to use the internet? [N] → The room has free
WiFi.
Did your last room have a king-size bed? Did it have a minibar? Did you use
it? Do all hotels have WiFi access? Is it always free? etc.
116 | Ask for information about a hotel and make a reservation • Unit 21 ©2020 Berlitz Languages, Inc.
-50
Present and practice, as needed: swimming pool / fitness center /

business center / amenities
Substitution: Does the hotel have a place to swim? [Y] → It has a swimming
pool.
Does it have a room with running machines, cycling machines? → fitness
center
Do some hotels have a place where business travels can work?
Have students deduce the meaning of fitness center and business
center. Present vocabulary as relevant and needed.
Substitution: swimming pool, fitness center, business center, etc. →
hotel amenities
03 PRACTICE
-49a
QA
What kind of room do the Bennetts have?

Do they have a balcony? Where’s the bathroom?
What’s Mrs. Bennett taking out of the minibar?
How many rooms have a TV? etc.
What amenities are important to you?
QFS
Students check off the features and amenities that are important to them.
Students ask each other questions about the items they checked.
Survey (optional)
Whole group. Students conduct a survey to see how many people checked
each item, then rank the items by popularity.
04 READING Present and practice: close to / both / convenient / to be

located / complimentary
Substitution: Is the hotel near the airport? [Y] → The hotel is close to the
airport.
Is the hotel close to the airport and the subway? [Y] → The hotel is close
to both the airport and the subway.
Dictionary: Is the hotel close to shops, the subway, downtown, etc.? [Y] Do
guests like that? [Y] → It’s a convenient location.
What street is the hotel / Berlitz on? →It’s located on … (Street).
Substitution: The room has free WiFi, soap, etc. → It has complimentary
WiFi, soap, etc.
Have students deduce the meaning of standard (guest) room, coffee

maker, hair dryer, and other things found in hotel rooms. Present
vocabulary as relevant and needed.
Pre-reading. What complimentary things would you like / want in your
room? [tea, coffee, shampoo] Do you like to stay in a hotel that is close to
downtown or to the airport? etc.
Welcome to the Madison!
Reading. Read out the questions one at a time or dictate them

beforehand. Students skim the text for the answers.
1. How many rooms does the hotel have?

2. How many rooms have internet access?
3. What is the hotel close to?
4. Does the hotel have a shuttle bus?
5. Does the hotel have a fitness center or a business center?
6. What services are complimentary?
[ANSWERS: 1. 200 rooms 2. all of them 3. subway, airport, downtown;

business and shopping 4. yes 5. both 6. shuttle bus, WiFi]
Post-reading. QA
Ask about local hotels or hotels students have stayed at.

Where is (hotel) located?
Is that a convenient location? Why? What is it close to?
What amenities do they have? etc.
05 PRESENTATION
What are your rates?
Present and practice, as needed: per (night) / rate (vs. price) / What are
your rates? / suite / to include (rev.)
Substitution: Does a room cost $179 for one night? → It costs $179 per
night.
→ The room rate is $179 per night.
→ What are your rates?
Dictionary: Does a suite have just one room? [N] How many rooms does the
deluxe suite have? [It has two rooms.] → A suite has more than one room.
Do you pay for breakfast? [Y/N] → The rate includes / does not include
breakfast.
06 PRACTICE QA
What was the rate at the last hotel you stayed in? What was the room like?
Did the price include (parking and breakfast)? What did the price include?
etc.
Skit. Present and practice, as needed: Does that include breakfast?
– Excuse me, what is the rate for a deluxe suite?

– It’s $365 per night.
– Does that include breakfast?
– Yes, it does.
Students practice skit with other rooms, rates, and complimentary
amenities.
07 PRESENTATION Present and practice: to like … more than … / to prefer + noun / to prefer …
to …
Build up: Do you like big hotels or small hotels? Which is better?
→ You like (big hotels) more than (small hotels).
OR: → You prefer big hotels.
Ask students to name some hotels where they have stayed.
Substitution: Which did you prefer, the … or the …? → You preferred (the
Marriott) to (the Hilton).
On your next trip, which would you like more, a hotel downtown or a hotel
near the airport? → You would prefer (a hotel downtown).
Do you prefer single rooms or a double rooms? Do you prefer rooms with
balconies? Would you prefer a room with a mini bar or without one? etc.
08 PRACTICE Transformation
Mr. Bennett likes coffee more than tea. → He prefers coffee (to tea).
1. Janet likes iced tea more than cola.

2. I like king-size beds more than smaller beds.
3. I would like a king-size bed.
4. We would like a room with a balcony.
5. They liked the Madison more than the Plaza.
6. Jeremy liked the Plaza’s breakfast more. etc.
[ANSWERS: 1. Janet prefers iced tea (to cola). 2. I prefer king-size beds (to
smaller beds). 3. I would prefer a king-size bed. 4. We would prefer a room
with a balcony. 5. They preferred the Madison to the Plaza. 6.
Jeremy preferred the Plaza’s breakfast.]
QA / QFS
Use the statements above to ask students what they prefer. For example:
What do you prefer, iced tea or cola?
Do you prefer smaller beds to king-size beds?
On your next trip, would you prefer a room with a balcony? etc.
Students ask each other about (hotel) preferences.
I’d like to make a reservation
Pre-listening. Present and practice, as needed: to reserve (a room) / for

one person / for (two) people / for (one) night(s)
Substitution: Before you go to a hotel, do you tell them you want a room?
[Y] → I would like to reserve a room.
The last time you stayed at a hotel, did you reserve a room just for you? [Y]
→ reserved a room for one person
Did you make a reservation for you and another person? [Y] → made a
reservation for two people
Did you stay (three nights)? → reserved a room for (three) nights
Do you always reserve a room before you go on a trip? On your last trip, you
reserved a room for how many nights? for how many people? etc.
Ask students what they say when they want to make a hotel reservation
over the phone. Note some keywords on the board.
I’d like to make a reservation
Set task. Have students look at the activity in the SG and tell them to
listen for this information.
Listening. Play the recording. Students fill in the caller’s information in the
SG.
[ANSWERS: 1. Guest’s name: Diana Clark; 2. Arrival date: Jan. 7;
3. Departure date: Jan. 11; 4. Number of guests: one; 5. Type of room:
single; 6. Room rate: $175 / night]
Post-listening. Question practice
Have students look at their filled-out forms.

Say: You work at the hotel. You answer the phone and take reservations.
What questions can you ask to get the information you need?
of it and point it out on the board: Our goal today is to ask for information
about a hotel and make a reservation for your next business trip.
Performance
For example, students decide where they are going for their next business
trip. They call a hotel for information and to make a reservation. Set a time
limit. Avoid interruptions during the first enactment. Provide feedback,

performance, add a complication / extra details / questions, e.g., students
call two hotels for information and then compare the two before choosing
one.
11 CONSOLIDATE & APPLY Extension 1. Interview and report
Students ask each other about good and bad experiences staying at hotels
and then share their findings in summaries presented to the class.
Extension 2. Where’s your office located?
Students use key language from the unit (close to, close to both the … and
the …, a convenient location, etc.) to ask about each other’s office.
UNIT 22
Check into a hotel and speak to hotel staff

staff to carry Polite offers with shall

front desk (reception UK) I can manage. Using object pronouns with direct objects
front desk clerk (receptionist Excuse me, can you show me
UK) where (the business center)
bellman (porter UK) is?
to check in(to) Can you tell me where (the ice
to check out (of) machines) are?
I have a reservation. This way, please.
check-out time room service
Enjoy your stay! concierge
entrance maid (chambermaid UK)
ground floor to clean
(first / second) floor housekeeping
on the (third) floor wake-up call
(a piece of) luggage
When did you last stay in a hotel? Where were you? Did you need help from
any hotel employees? When will you stay in a hotel again? Who do you
speak to at a hotel? etc.
Set a customized speaking goal. For example: Our goal is to check into a
hotel in (Dublin) and speak to the hotel staff. Write the goal on the board
and get agreement from students.
Warm-up -50
Warm-up. Present and practice, as needed: lobby (rev.) / staff
Naming: Where are these people? → They’re in a (hotel) lobby.

Contrast: Point to bellman and people behind the desk:
Are these people hotel guests? [N] → They’re hotel staff.
122 | Check into a hotel and speak to hotel staff • Unit 22 ©2020 Berlitz Languages, Inc.
Using SG illustration or IB 50, encourage students to say what they can
about hotels—what happens in a lobby, what staff do, and what guests
need. Elicit what students have learned so far about hotels, and then ask
what people do when they have a room reservation and arrive at their hotel.
Note some key words on the board.
02 PRESENTATION
Warm-up -50
Present and practice, as needed: front desk (reception UK) / front desk
clerk (receptionist UK) / bellman (porter UK) / to check in(to) / to check
out (of) / I have a reservation. / check-out time / Enjoy your stay!
Note: hyphenated check-in is the noun or adjective. Use two words for the
compound verb: Go to the lobby to check in.
Present vocabulary as needed.

Naming: front desk, front desk clerk, bellman
Build-up: What happens when you arrive at the hotel? Can you just go to a
room? [N] Do you tell the hotel you are there? [Y] → You check in. → You
check into the hotel.
Contrast: At the end of your stay, do you check in? [N] → You check out at
the end of your stay. → You check out of the hotel.
Substitution: What do you say when you arrive at the hotel?
→ I’d like to check in. → I have a reservation. The name is …
Substitution: When do hotel guests usually need to check out? →The hotel’s
check-out time is at (noon).
Contrast: After you check in, does the front desk clerk say, “Good-bye”?
“Have a nice day”? [N] → Enjoy your stay!
What does the bellman do? Who is this? What is he / she doing? What are
they doing? Who is checking into the hotel? Who is checking out of the
hotel? Are they checking in or checking out? etc.
03 PRACTICE
I’d like to check in
Fill in the blanks. Have students cover the dialog in the SG and look at the
terms in the box. Call on volunteers to give you a sentence with each of
them.
Then students complete the dialog using the terms in the box.
[ANSWERS: 1. check in 2. reservation 3. single 4. check-out 5. key 6.
room 7. bellman 8. stay]
Skit
©2020 Berlitz Languages, Inc. Check into a hotel and speak to hotel staff • Unit 22 | 123
Give students one minute to memorize the dialog in the SG. Then have
them cover the dialog and recreate the skit as closely as they can.
Encourage them to substitute the information they would use to make their
own reservation.
04 PRESENTATION
Your room is on the third floor
Present and practice, as needed: entrance / ground floor / (first / second)

floor / on the (third) floor / elevator (lift UK) (rev.)
Use the SG to present relevant US and UK terms.

Substitution: Is this the door of the hotel? [Y]→ It is the entrance.
Dictionary: Is the street outside the entrance? [Y] → So, this is the ground
floor / first (US; not UK) floor.
→ The hotel entrance is on the (ground) floor.
Gesture: The next floor is the first (UK) / second (US) floor. etc.
Naming: → This is an elevator (lift UK).
Is the elevator close to the front desk? Is there an elevator on every floor?
Where is the elevator at your office? Berlitz? What floor do you live on? etc.
05 PRACTICE Tease answers
Instructor gives students negative statements stressing the incorrect

information, and students ask questions. Model what they have to do as
needed.
1. The pool isn’t in the hotel. (Where is it?)

2. The restaurant isn’t on the ground floor. (What floor is it on?)
3. The gift shop isn’t on the third floor. (What’s on …?)
4. Our rooms aren’t on the fourth floor. (What floor are …?) etc.
06 PRESENTATION
-47 -50
Present or review and practice: (a piece of) luggage / many bags (rev.) /
suitcases (rev.) / pieces of luggage vs. much luggage (rev.) / to carry
Using IB 47: Substitution: Does Oscar have many suitcases? [N] → He

doesn’t have a lot of luggage.
Does he have one suitcase? [Y] → He has a piece of luggage.
Using IB 50, pointing to the bellhop: And the bellman? → He has three
pieces of luggage.
Review as needed: many bags / suitcases / pieces of luggage vs. much
luggage.
Naming / Gesture: The bellman carries the luggage to the room.
Who carries your luggage? Will the Bennetts or the bellman carry their
luggage to their room? etc.
07 PRACTICE Skit. Present and practice: Polite offers with shall / I can manage.
Substitution: Would you like me to open the window? → Shall I open the
window?
– Shall I carry your bags?
– Yes, please. / No, thanks. I can manage.
Students practice the skit with various examples.
open the door for you?

call a taxi for you?
make a dinner reservation for you?
reserve a ticket for you?
put your luggage in the car? etc.
08 PRESENTATION
-50
Present and practice: Using object pronouns with direct objects / to

show (rev.) / to bring (rev.) / … bring (me) / … show (me) / … tell (me)
Substitution: The clerk is giving the key to Mrs. Bennett.

→ He is giving the key to her.
OR: → The clerk is giving her the key.
Substitution: “Look at this picture!” → I’m showing you this picture.
Who shows you where (the elevator / your room) is? etc.
Point to the café:
Build-up: The couple ordered coffee. What is the server doing?
→ She is bringing coffee to the couple.
→ She’s bringing them coffee.
Is she bringing me / him / her / us / you coffee? etc.
Substitution: Where is the swimming pool? → Can you tell me where the
swimming pool is?
What is the front desk clerk doing? What am I giving you? Am I showing
you or (Juan) a picture? Who am I giving …? Can you tell me where the
elevator is? etc.
Call on students to give the object pronoun form of the questions, followed
by a full-sentence response in past tense. For example:
I: Could you bring a menu to us?
→ S1: Could you bring us a menu?
→ S2: They brought us some menus.
1. Could you pass my phone to me?

2. Did you send your report to them yesterday?
3. Should I write a letter to her?
4. Shall I give a tip to him?
5. Will he show the slides to us? etc.
Rejoinder. Present and practice, as needed: Excuse me, can you show
(me) where (the conference room) (is / are)? / Can you tell me where (the
office) (is / are)? / This way, please.
– Excuse me. Can you tell / show me where the … is?

– Of course. This way, please.
Students practice different locations in the room, learning center, or

building, as appropriate.
10 LISTENING Track: 27 • 28 • 29 • 30
Hotel services
Pre-listening. Present and practice, as needed: room service / concierge /

maid (chambermaid UK) / to clean / housekeeping / wake-up call
Have students look at the photos in the SG.

Who brings food to your room when you’re in a hotel?
→ A hotel’s room service brings food to guests’ rooms.
At a hotel, who can you ask for information about the city?
→ A concierge gives information about the city.
What does the maid (chambermaid UK) do? → The maid cleans the room.
Substitution: maid → housekeeping
Substitution: Can you ask the hotel to wake you up with a phone call? [Y] →
The hotel gives you a wake-up call.
You would like a wake-up call. Who do you ask? What recommendations do
you like to ask the concierge for? What do you like to order from room
service? etc.
Have students look at the pictures in the SG. Ask them if they can guess
what the guests are talking about with the hotel employees.
Set task: Tell them to listen for who’s speaking to each of the hotel guests.
Listening 1. Play the recordings. Students write the conversation letter

that corresponds to each hotel employee and present their answers.
[ANSWERS: maid = B; bellman = A; room service = C; concierge = D]
Listening 2. Have students look at the incomplete statements in the SG

and tell them to listen for the answers.
Play the recordings again. Students write in the correct answers.

[ANSWERS: (A.) 1. b 2. a. (B.) 3. a (C.) 4. b 5. a (D.) 6. b]
Post-listening. Skits
Students act out calls for one or two of the following situations. Encourage
students to use the object pronoun + direct object structure where
appropriate.
1. You’d like someone to clean your room.
2. You would like a wake-up call at 5:00 a.m.
3. You need help with your luggage.
4. You’d like to go to a nice restaurant with a client tonight.
5. You want breakfast in your room tomorrow.
6. You would like someone to call a taxi for you. etc.
For example:
– Front desk.
– Yes, could you give me a wake-up call at five o’clock tomorrow morning?
– Certainly. Your room number?
– 514.
of it and point it out on the board: Our goal today is to check in at a hotel
in (Dublin) and speak to the hotel staff.
Performance
Task. Role play. Set or adapt purpose / scenarios according to the

Go over the scenarios. In addition to the first scenario, pairs choose one
more scenario to act out. Set a time limit. Avoid interruptions during the
first enactment. Provide feedback, praise, and corrections.

try to check in but the hotel has the wrong reservation information, no
reservation, or it’s too late to order a meal from room service.
Alternatively, have students suggest a fourth scenario to act out.
12 CONSOLIDATE & APPLY Extension 1. Role play: No rooms available
Switch roles and have students act as the front desk clerk. The hotel
doesn’t have any rooms available for tonight because some guests didn’t
check out because of bad weather.
Which hotel do you think visitors should stay at in your city and why?
UNIT 23
Describe your stay and check out

happy with (your room) the biggest Superlative forms: adj. + -est; the most / the
problem the smallest least + adj.
bill the most expensive
to enjoy the least convenient
Did you enjoy your stay? the best
view the worst
to have a view of farther
motel the farthest
bed and breakfast (B&B) I highly recommend it!
the cheapest
What do you do when something is not OK (→ you have a problem) in a

hotel? Who do you talk to? etc.
Set a customized speaking goal. For example: Our goal is to tell (the front
desk clerk) about (a problem) when you check out. Write the goal on the
board and get agreement from students.
Warm-up. Present and practice, as needed: happy with / problem
Substitution: Do you like hotel beds? hotel rooms? [Y] → You are happy with
hotel rooms.
Not happy with your room? → I have a problem with my room.
Start a mind map for things that people are happy with or not happy with
when they stay at a hotel. Elicit student ideas, prompt and present
vocabulary as needed.
©2020 Berlitz Languages, Inc. Describe your stay and check out • Unit 23 | 129
02 PRESENTATION
-49b
Present and practice, as needed: bill / to enjoy / Did you enjoy your stay?
Naming: Are the Bennetts checking out? [Y] → This is their bill.
Substitution: Do you like staying in hotels? [Y / N] → You (don’t) enjoy
staying in hotels.
When you check out, does the hotel ask, “Were you happy with your room /
the service?” → Did you enjoy your stay?
Does the bill say how long the Bennetts stayed? What was the room rate?
Do you think they enjoyed their stay? etc.
03 PRACTICE
Did you enjoy your stay?
QFS
Students ask questions using the bill in the SG.
04 PRESENTATION Present and practice, as needed: comfortable (rev.) / view / to have a view
of
Do you prefer your bed at home or the beds at hotels? [I prefer my bed.]
→ My bed is more comfortable than beds at hotels.
Point to a window (in the room or IB): What do you see? → You have a view
of (the street).
05 PRACTICE How did you enjoy your stay? Brainstorm responses
Brainstorm what students can say when asked: How did you enjoy your
stay?
Make two lists with Good and Bad headers.
How was your stay?
Pre-listening. Set scene: Tell students they will listen to two conversations
of hotel guests checking out. Set task: Have students look at the cards in
130 | Describe your stay and check out • Unit 23 ©2020 Berlitz Languages, Inc.
the SG and ask them what information they will need. Tell them to listen
for this information.
Listening. Play the recordings. Students complete the comment cards.
Replay the audio if needed. Check their cards.

[ANSWERS: (A) name: Ms. Shelby; room number: 1130; happy with room:
No; comment: “the bed wasn’t very comfortable”; (B) name: Mr. Parker;
room number: 322; happy with room: Yes; comment: “the view of the lake
was wonderful”]
Post-listening. Role play
Students reenact the check-out scenarios as Ms. Shelby or Mr. Parker.

Students then try the role play again, substituting their own reasons for
enjoying / not enjoying their stay or their room.
07 PRESENTATION
Which is the best?
Present and practice, as needed: motel / bed and breakfast (B&B)
Dictionary: a small hotel near a highway with parking in front → It is

a motel (= motor + hotel).
Contrast: Is the Country Garden a hotel? a motel? → It is a bed and
breakfast.
Substitution: bed and breakfast → B&B (pronunciation: B ’n’ B)
Are motels usually cheaper or more expensive than hotels? Are there many
B&Bs in (this city)? etc.
Present other relevant terms if needed, e.g., resort (hotel), boutique hotel,
motor inn.
Present and practice: superlatives with adjectives: the + -est (the
cheapest, the biggest, the smallest, etc.) / the most (expensive) / the least
(comfortable) / the best / the worst / farther / farthest
Build-up: Is the SleepRite Motel cheaper than the Country Garden B&B? [Y]
Is it cheaper than the Goldcrest Hotel, too? [Y]
→SleepRite is the cheapest.
→ Goldcrest Hotel is the biggest.
→ Country Garden is the smallest, etc.
Which hotel is less expensive than the Country Garden B&B and the
Goldcrest Hotel? → SleepRite is the least expensive.
Contrast: Is the Country Garden the least expensive? [N] → Country Garden
is the most expensive.
Which is better, the motel or the hotel? [hotel] the hotel or the B&B? [B&B] →
The B&B is the best.
Which is in a worse location (for a business traveler) than the motel? the
hotel?
→ X is in the worst location
Build-up: Is the B&B far from the airport? Is the Goldcrest closer to the
airport? → The B&B is farther from the airport than the Goldcrest.
Is the B&B farther from the airport than the SleepRite Motel, too? → the
farthest
Which place is in the most / the least convenient location?
08 PRACTICE QA
Practice using any familiar (regular) adjectives.
What’s the best / most expensive hotel in this city?

Which is the biggest? the smallest? the newest? the oldest?
Which is most convenient for business travelers? the closest?
What’s the least expensive motel in …? least convenient? etc.
09 READING Pre-reading. Present and practice, as needed: I highly recommend it!
What is the best hotel you ever stayed at? Do you recommend it to
everyone? → I highly recommend it! [R]
Set the scene. Tell the students that they will read a business traveler’s
online comment about a hotel stay.
I highly recommend it!
Reading. QA Dictate the questions. Students skim for the answers.
1. Did Mr. Sato enjoy his stay?

2. Is the hotel far from the subway?
3. Where did Mr. Sato meet with clients?
4. How good is the hotel’s business center?
5. Is their restaurant the worst in town?
6. Does Mr. Sato stay at the hotel often?
[ANSWERS: 1. Yes, he did. 2. No, it isn’t. It’s a short walk to the subway. 3.
At their offices (downtown) and at the hotel. 4. It’s very good. It has
everything you need. 5. No, it’s the best. 6. He always stays there when he
goes to Springfield.]
Post-reading. QFS
132 | Describe your stay and check out • Unit 23 ©2020 Berlitz Languages, Inc.
Students ask questions about Mr. Sato’s stay using the information in the
SG.
of it and point it out on the board: Our goal today is to tell (the front desk
clerk) about your stay when you check out.
Performance
For example, students go to the front desk to check out and describe a
problem that they had during their stay. Set a time limit. Avoid interruptions
Second enactment

complication / extra details / questions, e.g., information on their bill is
incorrect.

11 CONSOLIDATE & APPLY Extension 1. Did you enjoy your stay?
Students take turns describing a hotel stay that they enjoyed while the
other students ask questions about the hotel.
Extension 2. I highly recommend it
Students make a list of things they highly recommend, e.g., restaurants,

hotels, shops, services providers, apps.
Pairs/small groups. Students ask each other questions about the items on
their lists to find out why their partner(s) recommend them. Call on
students to summarize what they learned.
UNIT 24
Give travel updates

scheduled (time) delayed Negative tag questions

on time to land
late (to take a) direct flight
early to board
airline connecting flight
cancellation to miss a connection
delay (n., v.)
When you travel, is a friend or colleague waiting for you at the airport? Do
flights usually leave at the time on the arrivals / departures board? What do
you do when your flight doesn’t leave at the right time? Do you call your
friend or colleague? What do you say? etc.
Set a customized speaking goal. For example: Our goal is to tell your
colleague that your flight is arriving late. Write the goal on the board and
get agreement from students.
-26 -27
Warm-up. Present or review and practice, as needed: to depart (rev.) / to

arrive (on) (rev.) / to wait (for) (rev.) / scheduled (time) / on time / late /
early
Is the train on track 2 arriving or departing? [departing]

Which train is arriving on track 5? [the Boston train]
Point to the people in the bottom right of the illustration (on track 5):
What are these people doing? [waiting for the train; waiting on the platform
for the train]
-27
What time is the Toronto flight arriving? [at 4:45]
134 | Give travel updates • Unit 24 ©2020 Berlitz Languages, Inc.

Substitution: Is that the time on the schedule? [Y] → scheduled arrival time
Do flights usually arrive at the scheduled time? [Y] →They arrive on time.
Do they sometimes arrive after the scheduled time? [Y] → They sometimes
arrive late.
Do flights arrive before the scheduled time? → They sometimes arrive early.
Do trains here usually run on time? Is your bus usually early or late? etc.
Warm-up
Have students look at the photo.

What is this woman waiting for? Is (the flight) on time? Is it early or late?
02 PRACTICE
Arriving or departing?
Sentence completion. Students complete the activity in the SG.
[ANSWERS: 1. departing 2. leaving 3. arriving on 4. waiting on]
03 PRESENTATION Present or review and practice, as needed: airline / to cancel (rev.) /

canceled (cancelled UK) (rev.) / cancellation / delay (n., v.) / delayed / to
land / update (n., rev.)
Naming: British Airways, Lufthansa, JAL → airlines

When there is a lot of snow, do flights depart? [N] → Airlines cancel flights.
→ Flights are canceled.
Are many flights canceled when it snows? [Y] → There are many (flight)
cancellations.
Substitution: When the weather is bad, do flights arrive late? → Bad weather
delays flights.
→ Flights are delayed when the weather is bad.
My last flight arrived twenty minutes late. → There was a twenty-minute
delay.
The plane arrived at the airport twenty minutes late. → It landed twenty
minutes late.
Build-up: When my flight arrived late, did I call my friend? [Y] Did I tell her my
new travel schedule? [Y]
→ I gave my friend an update (on my travel schedule).
Which airlines do you like? Was your last flight canceled or not? Were there
a lot of cancellations last winter? Were you delayed this morning? What
delayed you? Did your flight to (Washington) land on time or was there a
delay? Did you give a colleague a travel update? etc.
©2020 Berlitz Languages, Inc. Give travel updates • Unit 24 | 135

04 PRACTICE
Is our flight on time?
QA
Point out the flight arrivals / departures board in the SG.
1. Is the Cleveland flight departing on time or is it delayed?

2. How long is the delay?
3. Was the Davenport flight’s departure delayed or canceled?
4. Is the Des Moines flight arriving twenty-five minutes late?
5. How many flight cancellations are there?
[ANSWERS: 1. It is delayed. 2. The delay is twenty minutes. 3. It was canceled.
4. No, it’s not. It’s arriving thirty-five minutes late. 5. There are two flight
cancellations.]
Skits
Call on students to read aloud the exchanges in the SG. Then have
students use information from the arrivals / departure board in the SG to
create their own exchanges.
05 PRESENTATION Present and practice: Tag questions with negative tags: aren’t you, isn’t it,
don’t I, doesn’t she, can’t he, didn’t they, wasn’t she, weren’t we, won’t you,
wouldn’t I
Substitution: I think you’re coming to class next week, but I’m not sure.
→ You are coming to class next week, aren’t you?
→ Yes, I am. / No, I’m not.
Is … teaching you next week? [N]
I’m teaching you next week, aren’t I? etc.
Substitution: Michael can drive, right?

→ Michael can drive, can’t he? etc.
Repeat with other persons / tag questions.
06 PRACTICE
We will leave on time, won’t we?
Cue–response
Go over the examples in the SG, as needed.

Students complete the sentences with the appropriate question tag.
1. You’re traveling to (London),

2. I’m on time,
3. Our taxi is waiting for us,
4. You have my phone number,
5. Bert has a car,
6. They missed their train,
7. Our flight was delayed,
8. We can stay an extra night,
9. They will give us a hotel room,
10. You would like to leave now,
11. Sandy should be there soon,
[ANSWERS: 1. aren’t you? 2. aren’t I? 3. isn’t it? 4. don’t you? 5. doesn’t he?
6. didn’t they? 7. wasn’t it? 8. can’t we? 9. won’t they? 10. wouldn’t you? 11.
shouldn’t she?]
-27
Memory
Give students 1–2 minutes to study IB 27, and then close the book.
Students ask questions, e.g.,
1. The Bennetts have a lot of bags, don’t they?
2. The bus stops in front of the airport, doesn’t it?
3. Flight 520 arrived on time, didn’t it?
4. The business man was late, wasn’t he? etc.
07 READING Pre-reading. Present and practice, as needed: (to take a) direct flight / to
board / connecting flight / to miss a connection
-27
Substitution: Can we travel from New York to London on one flight? [Y] →
We can take a direct flight.
Build-up: Will the Bennetts take a direct flight from Springfield to Paris? [N]
Will the Bennetts’ plane stop in New York? [Y] Will they get on another plane
in New York? [Y]
→ They will board another plane.
Contrast: Is this flight a direct flight? [N] → It’s a connecting flight.
The Bennetts’ plane arrives in New York five hours late. Will they get to their
connecting flight on time? [N] → They will miss their connection.
Do you usually take direct flights? Are connecting flights cheaper than
direct flights? When you miss a connection, do you wait for the next flight?
When will you get home?

Reading 1. Call on students to read the dialog out loud.
Reading 2. Correct the teacher
Read out the statements below. Students skim the dialog and give the
correct answers.
1. Tim is in Montreal.
2. His flight was canceled.
3. He is waiting for his connecting flight.
4. He will call Ann back after he boards on the plane.
[ANSWERS: (1.) He’s in Toronto. (2.) His flight was delayed. (3.) He missed his
connection. (4.) He will call her back before he boards the plane.]
Post-reading. What do you think?
Will Tim get on another flight today?

Will it be a direct flight or a connecting flight?
When will he get home? etc.
is to tell your colleague that your flight is arriving late.
Performance
Task. Pairs. Say: Your flight has a two-hour delay.
A colleague is meeting you at the airport. Call and tell your friend about the
delay. Set a time limit. Avoid interruptions during the first enactment.

Second enactment

complication, e.g., the colleague has an important appointment after the
scheduled arrival time and can’t go to the airport to meet the traveler.


09 CONSOLIDATE & APPLY Extension 1. What was the delay?
Start a story about a travel delay that you experience. Students ask
questions to elicit details. Try to respond using was / were or verbs that
have regular past tenses. for example: My flight from London to New York
was canceled …
possible questions: Did bad weather delay the flight? Was it a connecting
flight? Did you stay in London? Did you stay at a hotel? When did you leave
London? arrive in New York?
Extension 2. Confirming information
Ask: What do you know about your classmates? about me?

Say: Write down three or four things you think you know about us.
Students use tag questions to confirm the information they’ve written
down.

UNIT 25
Talk about a (past) business trip

on business made Simple past review (irregular verbs for business travel)
gate gave
(Flight 308) is now took
boarding. left
(to make) an bought
announcement suitcase
went to put (in / on)
met
Do you go on business trips? When you come back, do you tell people
about your trip? Who do you tell? What do you tell them? Where was your
last trip to? etc.
Set a customized speaking goal. For example: Our goal is to tell a

colleague about your last business trip. Write the goal on the board and
Warm-up. Present and practice, as needed: on business
-27
Substitution: Do you travel to other places for your job? → You go there on
business.
Do you go to other countries on business? Where do you go on business?

What do you do when you are there? etc.
140 | Talk about a (past) business trip • Unit 25 ©2020 Berlitz Languages, Inc.
02 PRESENTATION Present and practice, as needed: gate / (Flight 308) is now boarding. / (to
make) an announcement
-27
Contrast: Do planes leave from a track? [N] → Planes leave from a gate.
Substitution: Are passengers boarding the plane now? [Y] → The plane is
now boarding.
Naming: At an airport, do you hear things like, “British Airways Flight 308 for
Paris is now boarding at Gate 6”? [Y] → You hear an announcement.
Do you hear announcements only at airports? Where else do they make
announcements? [train, bus, subway stations, hospitals, etc.]
Use IB. What gate is the flight to London leaving from? [16] Why is this man
running? Was there an announcement about this man’s flight? Is his plane
boarding now or later? etc.
03 PRACTICE
-27
QA
1. Where will passengers on Flight 424 board their plane?

2. Which flight will arrive at Gate 30?
3. Will the Mexico City flight or the Paris flight depart from Gate 13?
[ANSWERS: 1. They will board at Gate 24. 2. The (Toronto flight / Flight
590) will arrive at Gate 30. 3. The Paris flight will depart from Gate 13.]
Pre-listening. Brainstorm: What kinds of announcements do you hear at
train stations and airports?
Assist with vocabulary, as needed.

For example: The Northeastern Express is now arriving on Track 12. Please
stand back from the edge of the platform. / ICE 223 to Vienna is now
boarding from Platform 6. / Flight 631 for Newport is now boarding at Gate
12. Passengers on Flight 631 please proceed to Gate 54 immediately. /
Would passenger on Flight 884 Frank Murphy please report to the BA
customer-service desk.
Attention all passengers
Listening 1. Set task: Point out the photos in the SG. Say: You will hear
two announcements. Which announcement goes with which picture?
©2020 Berlitz Languages, Inc. Talk about a (past) business trip • Unit 25 | 141
Play recordings straight through without pausing.
[ANSWERS: The first announcement is at a train station. The second
announcement is at an airport.]
Listening 2. Set task: Point out the listening activity in the SG.
Say: Listen to the announcements again and fill in the missing information.
Play recordings one at a time, pausing as needed to give students time to
note their answers. Replay, if needed. Ask questions to elicit answers.
[ANSWERS: Train announcement: 1. Washington; 2. Track 4; 3. Philadelphia
and New York; Flight announcement: 1. Flight 958; 2. London; 3. Gate 28B]
Post-listening. Skit
– Excuse me. Was that announcement about (Flight 958 / the train from
Washington)?
– Yes, it was.
– What gate is the flight boarding from? / What track is the train arriving
at?
– From Gate 28B. / At Track 4.
05 PRESENTATION Present or review, and practice, as needed: Simple past (irregular verbs):
went / met / made / gave / took / left / bought
-40
Did Mr. Bennett go to work yesterday? [Yes, he did.] → He went to went to

work yesterday.
Did he meet with a client? [Y] → He met with a client.
Did the client make an appointment? [Y] → He made an appointment.
Did the sales manager give a presentation? [Y] → She gave a presentation.
Elicit long answers. Did you go to work last week? Where did you go after
work? Did you meet with your friends on the weekend? Who did you meet
with? Did you make any phone calls yesterday? Who did you call? Did you
give a presentation last year? etc.
Did the mail clerk take the papers to the receptionist? [N] Did he take them
home? [N]
Where did he take them? → He took them to (the office manager).
What time did Janet leave the office yesterday? → She left (at 5:00).
Did Mr. Bennett buy the newspaper? [N] Did Mr. Simpson buy it? [N] → Who
bought the newspaper?
→ (The receptionist) bought the newspaper.
Did you take your laptop to work yesterday? What did you take to work? Did
you leave home at four o’clock in the morning? What time did you leave
home? Where did you buy your phone? Who bought a car last year? etc.
06 PRACTICE
Talk about your trip
Dialog completion. Students complete the dialog in the SG. Ask questions
to elicit answers.
[ANSWERS: 1. went; 2. took; 3. made; 4. bought; 5. met; 6. gave; 7. left]
QA
Where did you go last month? What did you buy? Who did you meet with
last week? Did you take the train this morning? What time did you leave
work? Who made dinner last night, you or …? etc.
AQ. Provide question prompts in parentheses, if needed.
1. I didn’t go to Spain last year. (Where?)

2. I didn’t take the bus to work yesterday. (Did you …?)
3. I didn’t leave home at seven this morning. (What time?)
4. I didn’t make a hundred phone calls last week. (How many?)
5. I didn’t give a presentation on Monday. (When?)
6. I didn’t meet with you after work. (Who did you …?)
7. I didn’t buy this bag. (Who?)
[ANSWERS: 1. Where did you go? 2. Did you take (the subway)? 3. What
time did you leave home? 4. How many phone calls did you make? 5.
When did you give a presentation? 6. Who did you meet with? 7. Who
bought that bag?]
07 PRESENTATION Present and practice, as needed: suitcase / to put (in / on) / to pack (rev.)
-48
Is Betty going on a trip? [Y]

Substitution: Will she take a bag with her? → She will take a suitcase.
What is in the suitcase? [clothes] → Betty is putting clothes in her suitcase.
Is she putting my clothes in her suitcase? [N] → She’s packing her clothes.
Contrast: Did Betty put her suitcase in the bed? [N] → She put (past tense!)
her suitcase on the bed.
Did she pack a big bag? [N] → She packed a small bag.
Do you always pack before a trip? What do you pack? Did you take a big
suitcase with you on your last trip? What did you pack? Did you put your
name on your suitcase? etc.
08 PRACTICE
-66
QA. Simple present vs. simple past
Mr. Murphy goes on a lot of business trips. What did he do last

Wednesday? → He went on a business trip.
1. He always packs a suitcase. And last Wednesday? → He packed a
suitcase.
2. He always takes a taxi to the station. And on Wednesday? → He took a
taxi to the station.
Students continue to describe all of the pictures in the series using both the
simple present and simple past.
Prompt, if needed.
3. buy a ticket
4. give him a ticket
5. buy a newspaper
6. wait on the platform / read the newspaper
7. take the train / the train leaves the station on time
8. arrive on time / gets to Boston at 3:00
9. take a taxi to hotel
Series summary or QFS. Students use the pictures to say or ask about
what Mr. Murphy does every time he goes on a business trip.
For example: Every time he goes on a trip, Mr. Murphy packs his suitcase.
Then, he takes a taxi to the station …
Students then use the same pictures to explain what Mr. Murphy did on his
business trip last month. For example: Last month, Mr. Murphy packed his
suitcase. Then, he took a taxi to the station …
09 PERFORMANCE Remind students what the goal was and point it out on the board: Our
goal is to tell a colleague about your last business trip.
Performance
Task. Pairs. Set task: You have just returned from a business trip.
Tell your (friend / colleague) about it. Set a time limit. Avoid interruptions
during the first enactment.

Second enactment

increasing speed, fluency, and confidence. For a strong performance,
students should add details using the simple present, e.g., Last month I
went on a business trip to Asia. I usually go to Asia once a year.

10 CONSOLIDATE & APPLY Extension 1. Discussion: Business and pleasure?
When you go on a business trip, do you only meet with clients or

colleagues? Do you like to see the city? Do you go out to eat? buy
postcards? visit museums? What else do you do when you are out of town
on business? etc.
Extension 2. Question challenge
Write on the board the past tenses practiced in the unit. Challenge students
to create at least one question for each of the verbs in three minutes or
less. Give students one point for each correctly worded question. The
person with the most points wins. Then have students ask each other their
questions.
UNIT 26
Welcome visitors to your company

(to give a) compliment Make yourself comfortable. What a + adjective + noun!

pretty Would you care for (some
lovely coffee)?
beautiful upstairs
great downstairs
fantastic to relax
wonderful terrace
terrific lounge
What a beautiful office you the top floor
have! to occupy
I’m glad you could join us. to show (them) around
(Please) Have a seat.
Set customized Speaking Goal. Ask questions to find out about student’s’
When visitors come to your office, what do you say to them? Do you offer
them coffee / tea? Do you tell them you are happy to see them? etc.
Set a customized speaking goal. For example: Our goal is to welcome

(a business partner) to your (office). Write the goal on the board and get
Warm-up. Do you often have visitors at your company? Do you
sometimes visit other companies? When? etc.
02 PRESENTATION
What a beautiful painting!
Present and practice, as needed: (to give a) compliment / pretty / lovely /

beautiful / great / fantastic / wonderful / terrific
When you visit a friend, do you usually say something nice about their
home? [Y] → give a compliment
146 | Welcome visitors to your company • Unit 26 ©2020 Berlitz Languages, Inc.
Elicit a couple of examples from students. Listen for the adjectives they
use.
Present terms, as needed. Use SG images.
Substitution: Is this a nice picture? → a pretty picture OR: → a lovely picture
Is it a very pretty picture? → beautiful
Is this a very good lamp? → a great lamp
Brainstorm other words that mean very good or great. Present, as needed:
Substitution: great → fantastic, wonderful, terrific
Present and practice, as needed: What a beautiful office you have! / What
a + adjective + noun
You friend has a beautiful new office. What will you say when you see it?
Substitution: You have a beautiful office. → What a beautiful office you
have!
Brainstorm: What else can you give compliments about?

→ What a great staff / lovely flowers / nice receptionist / fantastic view! etc.
03 PRACTICE
What a beautiful painting!
Rejoinders
Go over the exchanges in the SG.

Pairs. Students take turns giving and responding to compliments.
– That’s a lovely …!
– Thank you. I got it (from … / for …).
– What a fantastic …! Is it new?

– Yes, it is. We bought it a few days ago.
– Where did you get it?
– We got it at …
04 READING
Make yourself comfortable
Pre-reading. Have students look at the two conversations in the SG and

identify the setting for each.
two friends speaking at a home (informal)

two business partners speaking at an office (formal)
Reading. Tell students to skim the formal conversation and find words or
sentences that have a similar meaning to the following words and
phrases:
©2020 Berlitz Languages, Inc. Welcome visitors to your company • Unit 26 | 147
Hello! [→ Welcome to …]
I’m happy you came. [→ I’m glad you could join us.]
Sit down. [→ (Please) Have a seat. / Make yourself comfortable.]
Would you like some coffee? [→ Would you care for some coffee? / Can I
get you some coffee?]
Note: The answer to the last question is Yes, please. / No, thank you.
Never: Yes, I’d care for some coffee. / No, I wouldn’t care for some coffee.
Post-reading. Skit. Review and practice, as needed: I’m glad you could join
us. / Have a seat. / Make yourself comfortable. / Would you care for
(some coffee)?
Pairs. Students use the formal conversation as a template to practice the

phrases.
05 PRACTICE
What a fantastic view you have!
Shuffled dialog
Give students a couple of minutes to put the shuffled dialog conversation
in the SG in order before saying their answers out loud.
[SUGGESTED ORDER (may vary): 1 = a, 2 = d, 3 = f, 4 = e, 5 = i, 6 = g, 7 =

h, 8 = b, 9 = c]
Students read through the conversation to practice pronunciation and

speed.
-60
Present and practice, as needed: upstairs / downstairs / to relax /

terrace / lounge / the top floor / to occupy / to show (them) around
Naming: The Simpsons are in the kitchen. Are the bedrooms on the same
floor? [N] → upstairs
Contrast: We’re on the first floor. Is the kitchen upstairs? [N] → downstairs
Is Ellen Simpson working now? → relaxing
Is there a place where the Simpsons can sit outside and relax? [Y] Is it a
balcony? [N]
→ terrace
Dictionary: Do offices / hotels / airports have large rooms where people can
sit and relax? → lounge
Naming: How many floors does this / your office building have? → the
(12th) floor is the top floor
Is Fermont located on the top floor? [Y] Is it the only company on that
floor? [Y] → occupies the top floor
Build-up: A visitor is at your office for the first time. Will you show them
where things are? [Y] → You will show them around.
Who showed you around your company when you started? Does your
building have a terrace? Is there a lounge? Where do you relax? Does your
company occupy a floor? more than one floor? What’s on the top floor? etc.
Pre-listening. Ask: What do you show visitors who come to your

company? What do you tell them about your company?
Let me show you around the office
Listening 1. Set scene / task: We are going to listen to Steve, the office
manager of Celetex, talking to some visitors. He’s telling them about the
company and the building they are in. Listen for the right information.
Play track. Replay, if necessary.

[ANSWERS: 1. three 2. 9th 3. upstairs 4. IT 5. lounge 6. ground 7. the top
floor 8. relax]
Listening 2. Ask students to look at the second listening activity in the

SG. Set task: Listen again. What else is on the ground floor? What else is
on the 8th, 9th, and 10th floors?
Play the track again, pausing to give students time to write, if needed.
[ANSWERS: ground floor: fitness center, post office; 8th floor: accounting,
sales and marketing; 9th floor: reception, HR, customer service; 10th floor:
meeting rooms]
Post-listening. Compare and contrast
Students compare their workplace to the one in the recording. For example:
Celetex has two kitchens on each floor, we have three. They have a
restaurant on the ground floor, but we don’t. etc.
of it and point it out on the board: Our goal is to welcome (a business
partner) to your (office).
Performance
©2020 Berlitz Languages, Inc. Welcome visitors to your company • Unit 26 | 149
For example, a new business partner is visiting their office; they need to
welcome their partner, take their coat, and offer something to drink. Set a
time limit. Avoid interruptions during the first enactment. Provide feedback,

performance add a complication / extra details / questions, for example,
have the students give a tour of their office after offering coffee.
08 CONSOLIDATE & APPLY Extension 1. Game: Guess which room
Students secretly choose a room in their office. Then, they take turns
asking each other questions to guess what room it is.
Extension 2. Role play: What would make your workplace better?
Do you have a terrace? a lounge?

Would you like to have one? Why?
What (else) would you like to have in your office building or in your
workplace?
UNIT 27
Reserve a table for a business lunch or dinner

fast food seafood to feel like + -ing

takeout (takeaway UK) meat
to serve vegetarian
pasta place (= restaurant)
fish to book (= reserve)
crab a table for (four)
shrimp
What’s your favorite restaurant? Why? What can you order there? Do you
want to go there with your colleagues? with clients? Before you go, do you
need to call to reserve a table? etc.
Set a customized speaking goal. For example: Our goal is to reserve a

table at (Maggiano’s) for (you and a client) tomorrow. Write the goal on
the board and get agreement from students.
Warm-up. Present and practice, as needed: fast food / takeout (takeaway
UK)
Note: takeout is also carryout in US and Scottish English.

Dictionary: What kind of restaurant is (McDonald’s)? →It’s a fast food
restaurant.
You want to buy something and take it back to your office.What kind of
restaurant do you go to?
→ You go to a takeout restaurant.
Use a mind map to brainstorm some of the foods served at a restaurant.
(Include items from different menu sections, e.g., beverages, desserts, side
dishes)
©2020 Berlitz Languages, Inc. Reserve a table for a business lunch or dinner • Unit 27 | 151
02 PRESENTATION Present and practice, as needed: to serve / pasta / fish / crab / shrimp /
seafood / meat / vegetarian / place (= restaurant)
What do they serve?
Substitution: What can you order at an Italian restaurant? → They serve

(spaghetti).
Do they serve spaghetti, lasagna, and ravioli? → The serve pasta.
Naming (SG illustrations, but if you need an illustration of fish, use IB 35):
Do you like fish? What about crab, shrimp? → So, you (don’t) like seafood!
Do you eat steak, chicken, and ham? → So, you (don’t) like meat!
Contrast: Did Gandhi eat meat? [N] → He was a vegetarian.
Substitution: What’s a good restaurant for seafood?
→ (…) is a good place for seafood.
03 PRACTICE QA & QFS
What’s a good place to go for …? Are there any vegetarian restaurants

around here? Where do they serve good pasta? etc.
04 PRESENTATION Present and practice, as needed: to feel like + -ing
Instructor note: feel like is followed by the stem of a verb + -ing rather than
a to-infinitive.
Substitution: I’d like (to have) some (seafood) for lunch. → I feel like having
seafood for lunch.
I’d like to go to Rico’s for dinner. → I feel like going to Rico’s for dinner.
I’d like to eat pasta. → I feel like eating pasta. etc.
What do you feel like having for lunch? for dinner? etc.
05 PRACTICE
What do they serve?
Skits
Have students act out the conversations in the SG, substituting their own
ideas for restaurants and kinds of food.
152 | Reserve a table for a business lunch or dinner • Unit 27 ©2020 Berlitz Languages, Inc.
What do you feel like having?
Pre-listening. Set scene: Tell students that they are going to listen to two
conversations of people making plans to eat together. Have students
scan the sentences in the SG.
Listening. Play the recordings. Students enter the correct answers and
then read the sentences with their answers out loud.
[ANSWERS: A. 1. a 2. b 3. a 4. a B. 5. a 6. b 7. b 8. a]
Students act out a short skit asking each other to lunch or dinner, this time
without the aid of the SG.
07 PRESENTATION Present and practice, as needed: to book (= reserve) / a table for (four)
-33
Substitution: Did these people make a reservation before they went to the
restaurant? [Y]
→ They booked a table.
They reserved a table for how many guests? [four] → They booked a table
for four.
Did you book a table for three the last time you went to a restaurant? What
else can you book? [flights, hotel rooms, etc.]
08 PRACTICE
I’d like to reserve a table for four
Fill in the blanks

Give students a minute or two to go through the dialog in the SG and fill in
the missing words.
[ANSWERS: 1. book 2. how many people 3. what time 4. check 5. a table

for four 6. name]
Skits
Students re-enact the conversation, substituting their own ideas for

restaurants and times.
I’d like to book a table
Pre-listening. Have students look at the activity in their SGs. Ask: When
you call a restaurant to book a table, what information do you give? What
questions do they ask you?
Elicit ideas and note some keywords on the board.

Set task: Tell students to listen to the conversation to complete the dialog.
Listening. Play the recording. Replay it if needed.
Students listen and complete the dialog. Call on volunteers to compare

their answers to the actual conversation.
[ANSWERS: 1. two for 2. what time 3. check 4. don’t have any 5. 8:00 6.
seven 7. nine o’clock 8. my wife 9. name 10. We’ll see you]
Post-listening. Discussion
Where do you go out to eat with colleagues / clients? Do you need to make
a reservation? What do you do when you can’t reserve a table for the time
you want? Do you choose a different time? go to another restaurant? etc.
of it and point it out on the board: Our goal is to reserve a table at
(Maggiano’s) for (you and a client) tomorrow.
Performance
For example, students call a restaurant to make a reservation for a

business dinner. Set a time limit. Avoid interruptions during the first

performance, add a complication / extra details / questions, e.g., the
restaurant is very popular and it is hard to find a time when there is a
table available.
154 | Reserve a table for a business lunch or dinner • Unit 27 ©2020 Berlitz Languages, Inc.
11 CONSOLIDATE & APPLY
Word Power
Extension 1. like vs. would like
Write on the board: What do you like? What would you like?
Ask students to explain the difference between the two questions
(usually vs. now / later). Then ask a few questions:
Do you like cake? Would you like some now?
What do you like to drink in the morning?
Would you care for some tea or coffee? What would you like? etc.
Go over the examples in the Word Power box.

Students complete the sentences in the SG.
[ANSWERS: 1. doesn’t like 2. would you like 3. don’t like 4. would like]
Interview and report. Pairs / small groups. Students interview each other
about the foods, restaurants, etc. that they like / don’t like. Then they ask
what they would like to have for lunch / dinner, where they would like to eat,
etc.
Students report what they found out about their partner(s).
Extension 2. Discussion: Top three restaurants for a business lunch
Students make a list of their three favorite restaurants for a business lunch
or dinner. Students ask each other about the restaurants, what they serve,
etc.
UNIT 28
Compare restaurants
friendly cozy Make comparisons using as … as: (not) as (good) as,

unfriendly family-style (not) as many (customers) as, (not) as much (food) as.
crowded the same (menu) as
noisy terrible
quiet awful
cuisine all right
rating so-so (adj.)
atmosphere
What kind of restaurant is more / less expensive? What kinds of

restaurants do you like? Which has better food? Which is bigger? nicer? etc.
Set a customized speaking goal. For example: Our goal is to compare

restaurants in (your city) with (a colleague). Write the goal on the board
Warm-up. Present and practice, as needed: friendly / unfriendly
-33
Substitution: Do servers greet you and welcome you? [Y] → Servers are
friendly.
Not friendly? → They are unfriendly.
Which restaurants near here have friendly servers? Do you sometimes get
an unfriendly server? etc.
156 | Compare restaurants • Unit 28 ©2020 Berlitz Languages, Inc.

02 PRESENTATION Present and practice, as needed: crowded / slow (rev.) / fast (rev.) /
noisy / quiet
Substitution: Are there many people at (McDonald’s) at lunchtime? [Y] → It’s

crowded at lunchtime.
Contrast/Gesture: Is the service slow at (McDonald’s)? [N] → The service at
(McDonald’s) is fast.
Substitution: Are there a lot of people at (McDonald’s) at lunchtime? [Y] Is
there a lot of noise? [Y] → It’s noisy.
Contrast: Are there a lot of people at (McDonald’s) at 3:00 in the afternoon?
[N] Is there a lot of noise? [N] → It’s quiet.
Is your office noisy or quiet? Is the service at … fast or slow? etc.
Present and practice, as needed: comparisons using (not) as (good) as
Substitution: Which restaurant is faster (McDonald’s or KFC)? Are both

restaurants fast? → (KFC) is as fast as (McDonald’s).
Is (local restaurant) as fast as (McDonald’s)? [N] → (…) is not as fast as
(McDonald’s).
→ (McDonald’s) is (not) as quiet as (…).
→ At (…), the food is as good as at (…) etc.
Is Antonio’s as good as the Wharf?
Have students look at the descriptions of Antonio’s and the Wharf in their
SGs.
Encourage students to deduce the meaning of and present as
needed: cuisine / rating / atmosphere / cozy / family-style
Substitution: Do you like (Indian) food? → You (don’t) like (Indian) cuisine.
Dictionary: Are you sometimes asked to say how much you like a
restaurant? Do you use 1-2-3-4-5? → You give the restaurant a rating.
Do you sometimes want to go to a restaurant that is quiet / fun / crowded?
→ You want a restaurant that has a quiet / fun / crowded atmosphere.
Do couples sometimes want an atmosphere that is quiet, friendly,
comfortable, and warm? → cozy
Are some restaurants better for families with young children? Do some
have a children’s menu? Do some serve food in large bowls and plates so
customers can serve themselves? → family-style
Ask two or three questions, for example,

What kind of food does (Antonio’s) have?
Which restaurant is more expensive? more convenient?
What kind of place is (the Wharf)?
©2020 Berlitz Languages, Inc. Compare restaurants • Unit 28 | 157

03 PRACTICE
Is Antonio’s as good as the Wharf?
QA
Students give long answers with as … as and the comparative. Then have
students ask and answer questions.
I: Is Antonio’s as expensive as the Wharf?
S1: No, it isn’t. Antonio’s isn’t as expensive as the Wharf. It’s cheaper than
the Wharf.
1. Is the Wharf as big as Antonio’s?
2. Is the service at Antonio’s as slow as at the Wharf?
3. Is this place as noisy as that one?
4. Is the food as good here as at Antonio’s?
5. Are the waiters at the Wharf as fast as those at Antonio’s?
6. Are they as friendly here as there? etc.
Discussion. Which place is better for a business lunch?
Ask: Would you like to take a client to a “family friendly” restaurant? Why /
Why not?
Would a client prefer a “cozy” restaurant? Why / Why not?
Which restaurant is better for a business lunch, Antonio’s or the Wharf?
Why? etc.
Encourage students to use as … as where appropriate.
04 PRESENTATION
as much … as / as many … as
Present and practice: (fewer / more / less) than (rev.) / comparisons

using as … as: (not) as many (tables) as, (not) as much (water) as / the
same (rating) as
Instructor Note: make sure students are not using “so” instead of the first
“as” in as … as statements.
Have students look at the chart in the SG and deduce any unknown
vocabulary. Present as needed.
Build-up: How many tables does Sonny’s have? [10] And Spice? [20]
→ Sonny’s has fewer tables than Spice does.
→ Spice has more tables than Sonny’s does.
→ Sonny’s doesn’t have as many tables as Spice does.
How much water does Sonny’s serve? [50 bottles / day] And Spice? [80
bottles / day]
→ Sonny’s serves less water than Spice does.
→ Spice serves more water than Sonny’s does.
→ Sonny’s doesn’t serve as much water as Spice does.
What’s the rating for Antonio’s? And the Wharf?

→ Both restaurants have the same rating.
→ The rating for Antonio’s is the same as for the Wharf.
Tell students sentences comparing Sonny’s and Spice that don’t use as …
as.
Students use as … as to restate the sentences. Model as needed.
I: Sonny’s has fewer employees than Spice.
S: Sonny’s doesn’t have as many employees as Spice.
1. Sonny’s is open for fewer hours than Spice.

2. Spice has fewer customers per day than Sonny’s.
3. Sonny’s customers spend less than Spice’s customers do.
4. Sonny’s sells less water than Spice. etc.
The restaurant isn’t as busy for lunch as it is for dinner
Fill in the blanks. Give students a couple of minutes to fill in answers in

the SG. Then have them compare their answers. After going over the
answers, students make two or three original sentences using their own
information.
[ANSWERS: 1. isn’t as good as 2. isn’t as slow as 3. doesn’t have as many

tables as 4. doesn’t have as many servers as 5. isn’t as noisy as]
06 PRESENTATION Present and practice, as needed: excellent (rev.) / terrific (rev.) / terrible /
awful / all right / so-so (adj.)
Substitution: Is the food at (…) very good? [Yes, very good.] → The food
there is excellent / terrific.
Contrast: The food and service at (…) are bad. Is the restaurant excellent?
[No, it’s bad.]
→ The restaurant is terrible / awful.
Is the coffee here excellent? [N] terrible? [N]
Gesture / Naming: OK? [Y] → It’s all right.
Substitution: It’s not terrible, but it’s not good? [Y] → It’s so-so.

07 PRACTICE How good was the food?
Elicit the name of a restaurant a student has recently been to and write it
on the board. Add two columns for food and service. Ask the following:
How good was the food? How was the service?
Assign stars as appropriate and ask follow-up questions:

Why was the food (good) but not (excellent)?
Why was the service (excellent)?
of it and point it out on the board: Our goal is to compare restaurants in
(your city) with (a colleague).
Performance
For example, students list what they like / don’t like about two restaurants
near their workplace. In pairs, students compare and rate the places and
justify their opinions. Ask students to present their findings. Set a time limit.
Avoid interruptions during the first enactment. Provide feedback, praise,
and corrections.

performance, add a complication / extra details / questions, e.g., one
student wants to take a client to a restaurant, but the other tries to talk
him / her out of it and suggests a different restaurant instead.

09 CONSOLIDATE & APPLY Extension 1. Role play
Students are colleagues. They make plans to go out to lunch together. They
must compare restaurants using this unit’s grammar before making a
decision.
Compare two restaurants they visited in the past and make a

recommendation.

UNIT 29
Say how you’re feeling

arm ear Using to have to express obligation

hand stomach
leg to feel
foot felt
feet … don’t / doesn’t feel well
neck What’s wrong (with him)?
finger to have a (headache)
shoulder stomachache
My … hurt(s). (= in pain) toothache
to hurt (= injure) earache
to cut backache
to hit I’m glad to hear that.
to fall I’m sorry to hear that.
back (= body part) I hope you feel better soon.
head
What do you do when you have a problem with your leg / head? Who do
you see? etc.
Set a customized speaking goal. For example: Our goal is to tell (your
boss) how you are feeling. Write the goal on the board and get agreement
from students.
Warm-up. Point to your arm / leg / hand, etc. Students identify the parts
of the body they know.
Act out / Describe different aches; students say what hurts.
162 | Say how you’re feeling • Unit 29 ©2020 Berlitz Languages, Inc.
02 PRESENTATION Present and practice, as needed: arm / hand / leg / foot / feet / eyes
(rev.) / neck / finger / shoulder
Naming for body parts (as needed). Drill.
Present and practice, as needed: My (foot) hurts. (= in pain) / to hurt (=

injure) / to cut / to hit / to fall
Note: For some cultures, there isn’t a linguistic difference between leg and
foot.
Gesture / Naming: Ouch! → My foot hurts. My eyes hurt, etc.
My finger hurts. Ask me why. [Why does your finger hurt?]
Gesture / Naming: → I cut it with a knife.
Note: I cut my finger with a moving object such as a knife or hammer. But, I
cut my finger on a stationary object (e.g., a piece of glass).
My eye hurts. Ask me why. [Why does your eye hurt?]
Gesture / Naming: → A tennis ball hit me in the eye.
My leg hurts. Ask me why. [Why does your leg hurt?]
Gesture / Naming: → I fell on it.
What things can hit people? What do people fall on? When was the last
time you cut your finger? What did you do? Where were you? What were
you doing? etc.
03 PRACTICE It hurts
Act out different aches; students say what hurts and why.
Skit
Students practice dialog, substituting body parts and how they were hurt.
Present and practice, as needed: What’s the matter? / to hurt (= injure)
– Ouch!
– What’s the matter?
– I hurt my finger.
– How did you hurt it?
– I cut it with a knife.
©2020 Berlitz Languages, Inc. Say how you’re feeling • Unit 29 | 163
04 PRESENTATION Present and practice, as needed: back (= body part) / head / ear /
stomach / tooth (rev.) / teeth (rev.) / to feel / felt / … (don’t / doesn’t) feel
well / What’s wrong (with him)? / to have a (headache) / stomachache /
toothache / earache / backache
-53
Naming for body parts (as needed). Drill.

Substitution: How are you today? [Fine.] → You feel fine today.
Naming: And yesterday? → I felt fine yesterday.
Substitution: Does Oscar feel fine? [N] → He doesn’t feel well.
What’s the matter with him? → What’s wrong with him?
[head / stomach hurts] → He has a headache / stomachache. etc.
Jack’s head hurts. → He has a headache.

Isabel’s tooth hurts. → She has a toothache.
My ear hurts. → I have an earache.
Your back hurts. → You have a backache.
Maya’s stomach hurts. → She has a stomachache.
I don’t feel well
Skits. Students substitute different options for each skit.

Present and practice, as needed: I’m glad to hear that. / I’m sorry to hear
that. / I hope you feel better soon.
– Are you OK?

– No. I don’t feel well.
– What’s the matter?
– I have (an earache).
– I’m sorry to hear that. I hope you feel better soon.
– How are you today?

– Great! / Fine.
– I’m glad to hear that!
06 PRESENTATION Present and practice: Using to have to express obligation: has to / have
to / had to
Note: don’t / doesn’t have to are presented in a later unit and contrasted
with shouldn’t.
-53
Substitution: Does Oscar need to see the doctor? [Y]

→ He has to see the doctor.
Did he have to stay home or go to work?
→ He had to stay home.
Do you have to go to work every day?
What time do you have to be there? → I have to be there at …
07 PRACTICE QA
What do you have to do today? Do you have to … today, or can you do it

tomorrow? Do you have to go shopping today or on the weekend? Do you
have to stay home or go to work when you (have a toothache)? Do you
have to see a doctor or dentist this month? What did you have to do last
week / last month? Where (do you / did you) have to go? etc.
Pre-listening. Set scene: Tell students they are going to listen to three
people describe problems to others.
How are you feeling?
Listening. Play the recordings. Students select the correct answers.
[ANSWERS: (A.) 1. b 2. a (B.) 3. b 4. b (C.) 5. a 6. b]
Students act out a short skit using basic information from one of the audio
recordings.
of it and point it out on the board: Our goal is to tell (your boss) how you
are feeling.
Performance
©2020 Berlitz Languages, Inc. Say how you’re feeling • Unit 29 | 165
For example, have students pick numbers between one and eight. Assign
students aches / pains information based on their numbers. Students tell
their partners what hurts and why, for example,
S1: What’s wrong?
S2: I hurt my finger.
S1: How did you hurt it?
S2: I closed the door on it.
S1: Sorry to hear that. I hope you feel better soon.
Situation examples: 1. hurt finger / closed the door on it 2. have an

earache / got water in it 3. have a stomachache / ate too much fruit 4.
hurt nose / a baseball hit it 5. have a headache / hit head on the car door
6. have a toothache / ate some ice 7. hurt foot / cut it on something in the
street 8. hurt hand / burned it with hot water.

have two problems they must describe.
10 CONSOLIDATE & APPLY Extension 1. Charades
Students act out a scene where they get injured or sick. Others must
identify the situation and problem correctly.
Extension 2. Email: Why I need to stay home
Students write a short email to their boss or school explaining why they
can’t go today.
UNIT 30
OPTIONS
goal it relates.



rating.

assessment.



summary at the end.

you say?
order, match, etc.



redo the Task.


UNIT 31
Describe to a colleague what happened

to tell / ask someone sick Past progressive: was / were + -ing

what happened (to have an) accident
(to feel) fine
Set customized Speaking Goal. Present and practice, as needed: to tell /

to ask someone what happened
Dictionary: Do your friends sometimes tell you that they hurt something?
Do you ask them how they hurt it? → You ask them what happened.
Do you tell your friends / doctor how you hurt your (leg)? → You tell them
what happened. etc.
How can you hurt your head / back / leg at work? Did you ever slip or fall at
work? Were you OK? Did you tell someone what happened? Who? etc.
Set a customized speaking goal. For example: Our goal is to tell (your
colleague) what happened. Write the goal on the board and get
Warm-up
Warm up. Have students look at the photo in the Warm-up. Present or
review and practice, as needed: to feel (rev.)
Substitution: Is this man OK? [N] → He doesn’t feel well.
Ask: What do you think? How does this man look? How does he feel?
170 | Describe to a colleague what happened • Unit 31 ©2020 Berlitz Languages, Inc.
02 PRESENTATION Present and practice, or review, as needed: to describe (rev.)
Substitution: Are you telling me what’s happening to (Oscar)? [Y] →

You’re describing what’s happening.
03 PRACTICE
-53
QA
How does Oscar look? How does he feel? etc.
Pre-listening. Present and practice: fine / sick
Substitution: Do you feel OK today? [Y] → I feel fine.

How are you feeling right now? → I’m feeling (OK / a bit tired).
-53
Does Oscar feel well? [N] → He feels sick.

What is Oscar doing? [He is seeing his doctor.]
Note: Use an adjective (not adverb) with feel to describe feeling and
emotion: I feel bad. (Not: I feel badly.) The progressive form can be used
when talking about immediate or short-lived feelings: I’m feeling nervous.
Set scene: You will hear some people talking to their bosses. Set task:
Listen for answers to the following questions:
Conversation 1: What’s the matter?

Conversation 2: Will he stay home or go to work?
Conversation 3: Stay at work or go home?
What’s the matter?
Listening 1. Play the recordings. Replay as necessary. Check answers.
[ANSWER: 1. Barbara has a toothache 2. stay home 3. go home]
Listening 2. Students listen again and complete the activity in the SG.
Call on students to give the answers.
©2020 Berlitz Languages, Inc. Describe to a colleague what happened • Unit 31 | 171
[ANSWERS: (A): 1. b 2. a 3. a (B): 4. a 5. a 6. b (C): 7. a 8. b]
Post-listening 1. Follow-up questions
Who has to go to the dentist?

Who has to stay home?
Does Linda have to go home or should she go home?
Post-listening 2. Skit
You don’t feel well. Call your boss and tell him / her you’re not coming to
work today.
Give students a moment or two to think of what ailment they have, and
then have pairs make the calls.
05 PRESENTATION
-53
Present and practice: Past progressive: (was / were) + -ing
Yesterday, Oscar had a doctor’s appointment at 10:00 a.m. Is he speaking

to his doctor now? [N]
→ He was speaking to his doctor yesterday at 10:00. He wasn’t feeling well.
→ The doctor was asking questions. Oscar was answering them.
Gesture/Naming: → He was saying hello.
Oscar’s head was hurting. The doctor was asking Oscar questions. etc.
Was (Oscar) …? [Y/N] Yes, he was. / No, he wasn’t.
What am I doing now? [You are teaching.]
What was I doing at (ten o’clock)? → I was teaching.
Was I teaching at …? [Y/N] Yes, you were. / No, you weren’t.
What were you doing this morning? at midnight? etc.

Note: The past progressive is used to talk about
(1) activities in progress at a specific time in the past (“We were playing
cards last night at midnight.”)
(2) a past activity that happens simultaneously with another (“I was
sleeping when he got home.” / “My children were sleeping while I was
watching TV.”)—these structures will be presented in Level 3—and
(3) a repetition of some ongoing action in the past (“I was sneezing all
morning.”).
Who worked yesterday? Were you working at …? What were you doing?
Were you eating lunch at noon? What … doing at …? How were you feeling?
etc.
06 PRACTICE
Interview
Pairs. Partners interview each other about what they did yesterday, e.g.,
What were you doing at 9:00 yesterday? Where were you at noon? Were
you (eating) at …? etc.
Students summarize their interviews using the past progressive.
07 PRACTICE Brainstorm. I was (read)ing all (day) and now my (head) hurts.
Make a chart on the board with three columns:
I was verb + -ing all part of day and now my problem … hurts / I have
a … ache.
I was dancing all night and now my feet hurt.
I was carrying boxes all day and now my back hurts.
I was studying all week and now I have a headache.
Provide a couple of examples and have students brainstorm what can go in

the columns, using verbs they know.
What happened?
Fill in the blanks. Have students read the example in the SG, and then give
them a couple of minutes to write the correct answers in the blanks.
Students read their answers out loud.
[ANSWERS: 1. was looking, hurt; 2. were standing, hurt; 3. were carrying,

hurt; 4. was hurting, took; 5. was walking, fell; 6. was making, cut]
of it and point it out on the board: Our goal is to tell (your colleague) what
happened.
Performance
Present, as needed: (to have an) accident
Use SG image.
Did the biker fall off his bike? [Y] Did he want to fall off his bike? [N] → It was
an accident. → The biker had an accident.
Have students read the dialog in the SG. Brainstorm questions colleagues
would ask.
Ask: What happened to Larry? What was he doing when he had his
accident?
Say: Larry is telling his colleague what happened to him. Think about a time
you didn’t feel well at work, or you had an accident at work. What questions
did your colleagues ask you?
customized student goal. Give students time to make notes about the
illness or accident they want to tell their colleague about. Set a time limit.
and corrections.
performance, add a complication / extra details / questions, e.g., student
has to call his / her boss and wants to stay home, but the boss says he /
she has to come to work or get a doctor’s note.
09 CONSOLIDATE & APPLY Extension 1. Game: Two truths and a lie
Students give three sentences about what they were doing at various times
during the last week. Two sentences are true but one is false. Others must
correctly identify the false sentence.
Extension 2. Charades
Model a situation, for example: reading / all day / eyes hurt

Act out reading a book, rubbing eyes.
Students ask questions and try to guess what happened.
Elicit full sentence answers, e.g., You were reading all day, and now your
eyes hurt.
The person who guesses the situation correctly is the next “actor.”
Have students select a situation or whisper a situation to him / her.
Set a one-minute limit for each situation.
P1: The student and the instructor take turns acting out and guessing the
situations.
1. talking / all morning / can’t speak

2. dancing / all night / body hurts
3. typing / all day / fingers hurt
4. biking / all day / legs hurt
5. wearing new shoes / all week / feet hurt
6. working on the computer / all day yesterday / neck hurts
7. watching TV / all night / eyes hurt
8. working in the garden / all afternoon / backache
9. reading / all morning / headache
10. sleeping in chair / all night / neck hurts
UNIT 32
Describe your symptoms and ask about medicines

Get well soon. fever don’t have to

to get some rest tired shouldn’t vs. don’t have to
nose the flu to get + adjective: to get sick / well, to get better /
runny nose (to take) medicine worse, to get cold / hot, to get cooler / warmer, etc.
to sneeze Bless you! good for
throat to call in sick
sore throat pill
cough (n., v.) (cough) syrup
a cold to take (pills) for (a cold)
symptom (usu. pl.) prescription (adj., n.)
Do you always go to a doctor when you are sick? Who else can you talk to?
etc.
Set a customized speaking goal. For example: Our goal is to tell (a

pharmacist) how you’re feeling and ask what you can take or do to feel
better. Write the goal on the board and get agreement from students.
Warm-up. Present and practice, as needed: Get well soon. / to get some
rest
Build-up: I am sick. Do my friends want me to be sick? [N] Do they want me

to get better (soon)? [Y] → They want me to get well (soon).
Contrast: When you are sick, should you go to work? go running /
swimming? [N]
→ You should stay in bed and get some rest.
Note: Do not offer medical opinions or advice—none of the content of this
unit is to be taken as constituting medical advice. In the event of illness,
students should consult a medical practitioner.
176 | Describe your symptoms and ask about medicines • Unit 32 ©2020 Berlitz Languages, Inc.
02 PRESENTATION Present and practice, as needed: nose / runny nose / to sneeze / throat /
sore throat / cough (n., v.) / a cold / symptom (usu. pl.) / fever / tired / the
flu / (to take) medicine
Act out the words sneezing, coughing, sore throat with “sound effects.”
Elicit symptoms students know by acting them out and having students
guess the name of the symptom. For example:
(in a hoarse voice) I can’t talk. → [You have a sore throat.]
(sniffling) My nose feels terrible. → [You have a runny nose.]
Present and practice items students could not guess.
Naming: nose / runny nose, to sneeze, cough (n., v.), throat
A cold or the flu?
Substitution: Does her throat hurt? → She has a sore throat.

Dictionary: Donna has a cough, runny nose, sore throat, and she is
sneezing. → She has a cold.
Naming: These are cold symptoms.
Substitution: Does Adam have a high temperature? [Y] → He has a fever.
Does he want to sleep a lot? [Y] → He is tired.
Dictionary: Adam’s neck and back hurt, he has a fever, and he’s very tired.
He doesn’t have a cold. → He has the flu. (= influenza)
These are flu symptoms.
Does Donna feel better? Why? → She took some medicine.
03 PRACTICE Discussion / Summary
When was the last time you were sick?

How did you feel? Did you have a fever? What (other) symptoms did you
have?
Did you take any medicine? What did you take?
Did you go to work or stay home? etc.
Rejoinder. Present and practice, as needed: Bless you!
– Achoo!
– Bless you!
– Thank you.
04 PRESENTATION Present and practice: to need to (rev.) / don’t have to / shouldn’t (rev.) / to
call in sick
You shouldn’t go out in the rain
©2020 Berlitz Languages, Inc. Describe your symptoms and ask about medicines • Unit 32 | 177
Substitution: When Donna has a cold, does she need to see the doctor? [N]
→ She doesn’t have to see the doctor.
Does she need to stay home from work tomorrow? [N] → She doesn’t have
to stay home tomorrow.
Contrast: What about Adam? Does he have to stay home? Can he go to
work? [N]
→ He shouldn’t go to work.
Substitution: → He has to call in sick.
05 PRACTICE
You shouldn’t go out in the rain
You don’t have to. Students complete the sentences in the SG using
shouldn’t or don’t have to. Ask the questions below to check answers and
confirm comprehension.
Should I take aspirin? → You don’t have to take aspirin, you can take cold
medicine.
Should children go to school when they’re sick? [No, they shouldn’t.]
Should we meet today? [No, we don’t have to.]
Should you walk on that leg? [No, I shouldn’t.]
Cue–Response
Model what students have to do as needed.

drink orange juice → You don’t have to drink orange juice; you can drink
water.
walk in the snow without a coat → You shouldn’t walk in the snow without a
coat.
take aspirin with water → You don’t have to take aspirin with water; you can
take it with juice.
brush your teeth with (Colgate) toothpaste → You don’t have to brush your
teeth with (Colgate) toothpaste; you can brush with (Crest) toothpaste.
use a hairdryer near water → You shouldn’t use a hairdryer near water. etc.
06 PRESENTATION Present and practice: to get + adjective (sick / well / better / worse /
cold / hot / cooler / warmer / etc.)
Substitution: Are people sick after eating too much? → People get sick after
eating too much.
Are they better in two or three hours? → They get better.
Does a person with the flu feel hot? → S(he) gets hot. etc.
-53
Was Oscar sick on Monday? [N] And on Tuesday? [Y]
→ Oscar got sick on Tuesday.
Did he get some medicine? [Y]
Is he feeling better? [Y] Is he 100% well? [N]
→ But he’s getting better.
How often do you / your children get sick? How long does it take to get
better when you have a cold? the flu? Is your English getting better or
worse? Is the weather getting warmer or colder? etc.
Contrast too and not … enough with all new health-related adjectives
introduced so far: too tired, too sick, too weak, too hot vs. not well enough,
not tired enough to sleep, not sick enough to stay home, etc.
07 PRACTICE QA
What do you do when you’re too sick / not strong enough to go to work?
When do you feel too tired to go to work? etc.
08 PRESENTATION Present and practice, as needed: pill / (cough) syrup
What do you take for the flu?
Use photos in SG to present.

Naming: pill(s), (cough) syrup
Add additional relevant vocabulary as needed, e.g., lozenges, ointment,

(nasal) spray, shot.
Refer to any products mentioned in the Warm-up activity. Have students

sort them according to type of product.
Present and practice: to take (aspirin) for (a headache) / (tea is) good for
(a sore throat)
Substitution: Do you take aspirin when you have a headache? [Y] → You
take aspirin for a headache.
What is cough syrup for? What are pills for?
Build-up: Do some people drink tea with lemon and honey when they have a
sore throat? Why? Does it work? → They think tea with lemon and honey is
good for a sore throat.
09 PRACTICE QA
What’s good for (headaches)? Do you use (Motrin) when you have a
headache or backache? Is (Tylenol) good for (headaches) or (earaches)?
What do you take for (stomachaches)? What do you do for (a cold)? etc.
I need something for a cold
Present and practice, as needed: pharmacy (chemist’s UK) (rev.) /

pharmacist (chemist UK) (rev.) / prescription (adj., n.)
-53
What do you buy at a pharmacy? [medicine] Who works at a pharmacy?

[pharmacist]
Dictionary: Is there some medicine that Oscar can buy from only a
pharmacist? Does he ask the doctor for it? [Y] Does the doctor give him the
medicine? [N] → The doctor writes a prescription.
Oscar needs a doctor’s prescription for prescription medicine.
Pre-listening. Set scene: You are going to hear a man talking to a

pharmacist. What does he want? What does the pharmacist give him?
Tell students to look at the sentences in the SG. Call on students to say
what they think the missing information might be.
Listening. Set task: Listen and complete the sentences in the SG.
Play the recording. Replay as necessary. Elicit answers through questions:

Does the man have a cold or the flu? [He has a cold.]
What are the pills for? [They are for the cough and runny nose.]
How often should he take the pills? [He should take them twice a day.]
What did the pharmacist give him for his sore throat? [She gave him tea.]
How should he drink the tea? [He should drink it hot with lemon.]
What do people go to a pharmacist for? What kinds of questions do they

ask?
Review or present as relevant and appropriate: take with food, after food,
on an empty stomach, twice a day, etc.
of it and point it out on the board: Our goal today is to tell (a pharmacist)
how you’re feeling and ask what you can take or do to feel better.
Performance
Task. Role play at the pharmacy. Pairs. Assign role cards.
Customer: You aren’t feeling well. You are at the pharmacy. Tell the
pharmacist your symptoms. Ask him / her what you should take and what
you have to do to get better.
Pharmacist: You are with a customer. Ask what his / her symptoms are;
answer any questions. Tell your customer what he / she should / shouldn’t
take and what he / she should / has to / doesn’t have to do to get better.

Second enactment

complication / extra details / questions, e.g., have the students summarize
the information given to them by the pharmacist.

12 CONSOLIDATE & APPLY Extension 1. What’s in your medicine cabinet?
Make a list of the medicines you take (or have in your medicine cabinet)
and say what you take them for or what they are good for. Do you prefer
syrups, pills, or shots?
Extension 2. Role play: At the doctor’s office
The pharmacist told the customer to visit his / her doctor’s office. The
students talk with their doctor, and then call their friends and explain why
they can’t meet them.
UNIT 33
Talk to a colleague about your hobbies

game beautifully Using to start / stop + -ing form

to draw seriously Using still / not anymore
hobby serious More -ly adverbs of manner
popular to take (something)
to collect seriously
collection model (train)
collector to build
antique (n.)
Do you play sports often? Which sports? What do you like to do in your free
time? → What hobbies do you have? Do you have enough time to enjoy
(them)? etc.
Set a customized speaking goal. For example: Our goal is to talk to (a

colleague) about your hobbies. Write the goal on the board and get
Warm-up. Present and practice as needed: game / to draw / hobby /
popular
Warm-up -46
Ask students to identify what people are doing in each of the photos in the
SG and illustrations in IB 46.
Contrast: Is (name of game, e.g., Monopoly, checkers, chess) a sport? [N] →
It’s a game.
Naming: Are these people playing a game? [Y] → They’re playing a video
game.
Contrast: Is this woman painting a picture? [N] → She’s drawing a picture.
Dictionary: Do people do these things at work or in their free time? [free
time] → They are hobbies.
182 | Talk to a colleague about your hobbies • Unit 33 ©2020 Berlitz Languages, Inc.
Substitution: Do many people play video / computer games? [Y] → (Video
games) are popular with many people.
What are some popular hobbies? What is a popular (video) game? Do you
like to draw? etc.
02 PRESENTATION Present and practice: to collect / collection / collector / antique
Naming: Do some people have lots of old stamps? → They collect stamps.
They have a stamp collection.
Do you collect stamps? → You are (not) a stamp collector.
Substitution: Do some people like to collect very old things? [Y] → They
collect antiques.
What are some other things people collect? [e.g., coins, dolls, cars,
matchbooks, antique maps]
Present and practice: Using to start + -ing form: start playing, start
collecting, start doing, etc.
Build up: Do you have any hobbies / collections? Did you start your hobby /
collection yesterday?
→ When did you start (playing the piano / baseball) / (collecting coins)?
Present and practice: still (rev.) / (not) anymore / Using to stop + -

ing form: stop playing, stop collecting , stop doing, etc.
Did you have any hobbies when you were a child? [Y] Do you … now?
[Yes] → I still (play the piano).
[No] → I do not (collect stamps) anymore.
→ When did you stop doing that?
Instructor note: Give students enough examples to discover that stop +

infinitive ≠ stop + -ing form:
I stopped to buy coffee. (= I bought some.)
I stopped buying coffee. (= I gave it up.)
What kinds of hobbies do you prefer? What hobbies do you have now?
When did you start …? How often do you …? What hobbies did you have as a
child? etc.
Do you still play the piano?
©2020 Berlitz Languages, Inc. Talk to a colleague about your hobbies • Unit 33 | 183
Transformation
Have students read the examples in the SG and then give them a couple of
minutes to write out their answers. Students present their answers to the
class.
[ANSWERS 1. No, not anymore. He stopped a few years ago. 2. Yes, I do. I
started last year. 3. No, not anymore. She stopped when she started
working at the bank.]
04 PRESENTATION Present or review and practice: More -ly adverbs of manner: quickly (rev.),
slowly (rev.), badly (rev.), beautifully, seriously, etc. / beautiful (rev.) /
serious / to take (something) seriously / Irregular adverb: well (rev.)
Instructor note: though slow is also used as an adverb instead of slowly—

depending somewhat on which sounds better in a given context—only
provide examples using slowly in this unit.
Review known adjectives (and adverbs):
slow, good, bad, quick, fast, nice, boring, interesting, noisy, quiet, happy,
comfortable, different
Are you a slow driver? Do you live on a quiet street? etc.
Introduce the regular adverbs for known adjectives first:
Substitution: Oscar is a quiet worker. → He works quietly. etc.
Build-up: Can you draw pictures? [Y] Are your pictures very nice? [Y]
→ You draw beautiful pictures. → You draw beautifully.
Contrast: Is music just a hobby for (well-known / popular musician)? [N]
→ (…) is a serious musician → (…) takes music seriously.
Substitution: Are you good at (soccer)? [Y] → You play (soccer) well.
Do you take your hobby / your work seriously? Are you good at games?
sports? Which? Who sings / draws / writes beautifully? etc.
05 PRACTICE QA
Do you write well or badly? Who writes well? Do you sometimes eat
quickly? When? Do you ever need to talk quietly? etc.
Correct the sentences
Pre-listening. Set scene: You are going to hear some people talking about
their hobbies.
Tell students to read the sentences in the SG.
Set task: Each of these sentences has incorrect information in it. Listen to
the conversations carefully, and as you listen, correct the sentences.
Listening. Play the recordings. Replay as necessary. Check student

answers orally.
[ANSWERS: A. 1. Jake makes furniture in his free time. 2. This weekend

he’s going to make a coffee table. 3. Paula collects antiques. B. 1. Phil is
going to start taking a watercolor painting class. 2. He draws people well.
3. He never took art class seriously when he was in school.]
Ask students if they or someone they know have any of the same hobbies.
07 READING Pre-reading. Present and practice, as needed: model (train) / to build
Substitution: Do you know someone who makes small trains, cars, or

planes? → make model trains, etc.
Do some people make small towns for their trains? [Y] → build towns
Did you make or collect model cars when you were a child? Did you build
things? What? etc.
Do you have any hobbies?
Reading 1. True or false?

Set scene / task. Noriko is asking her colleague, James, about his
hobbies. Are these sentences true or false?
Dictate the sentences. Students skim the conversation to check whether
they are correct or not.
1. James collects model trains.

2. Most of his models are British.
3. He builds train tracks.
4. He started collecting when he was ten years old.
Ask students to give their answers. Have them give the correct information
for the false statements.
[ANSWERS: 1. T 2. F: American 3. T 4. F: eight years old]
Reading 2. QA
What questions did Noriko ask James?
What extra information did James give?
What will happen next in the conversation?
Post-reading. Skits A++

Pairs. Using the dialog in the SG as a model, students ask each other
about their hobbies.
Instructor note: A++ is a technique for expanding and continuing

conversations. Encourage students to answer questions, add details, then
ask their partners a question.
of it and point it out on the board: Our goal today is to talk to (a colleague)
about your hobbies.
Performance
Task. Interview
Students brainstorm a list of hobbies. Help group them into different

categories such as games (video games, chess, etc.), sports (tennis, golf,
etc.), collections (models, comic books, stamps, coins, etc.), and creative
hobbies (drawing, painting, photography, etc.). Students interview each
other about activities they did when they were younger / a child, and what
they still do or don’t do anymore. Students present the information to the
class. Set a time limit. Avoid interruptions during the first

performance, add a complication / extra details / questions, e.g., have the
students also ask questions about which new hobbies the other students
would like to try.
09 CONSOLIDATE & APPLY Extension 1. Role play: Hobbies.
Pairs. Students say why they like a hobby and invite their partner to try it
next weekend. They agree on a time and place and then switch roles
Extension 2. Top five most popular hobbies.
Students make a list of what they think are the top five most popular
hobbies in their country and compare their lists.
UNIT 34
Describe exercise habits and try something new

exercise (n., v.) occasionally Frequency adverbs: regularly, occasionally, etc.

gym hardly ever Habitual conditional with if
to lift weights hungry
to do aerobics thirsty
outdoors usual
indoors unusual
often fun
regularly creative (hobby)
What do you like to do on the weekend? Do you like to run? swim? play
sports? (→ Do you like to exercise?) What kind of exercise don’t you like?
What kind of exercise do you do often / every week? (→ exercise habit)
Would you like to try something new? What? etc.
Set a customized speaking goal. For example: Our goal is to talk with a
colleague about exercise habits and to recommend trying something
new. Write the goal on the board and get agreement from students.
Warm-up
Warm-up. Present and practice as needed: exercise (n., v.)
Use SG images to elicit terms students know.

What are they doing?
Naming: Are they doing sports? [Y] → They’re exercising. → They’re getting
some exercise.
Do you (run) every day? [Y] → You (don’t) exercise every day.
Ask students about their experience with the forms of exercise shown in
the Warm-up activity.
188 | Describe exercise habits and try something new • Unit 34 ©2020 Berlitz Languages, Inc.
Notes: jogging is a slow run; the martial art in the photo is taekwondo
Do you do any of these kinds of exercise? Did you ever try (spinning)?
Which would you like to try? Do you know any other martial arts? etc.
02 PRESENTATION
What kind of exercise do you do?
Present and practice, as needed: fitness center (rev.) / gym / to run (rev.) /
to lift weights / to do aerobics / to swim (rev.) / outdoors / indoors
Use SG images to present.

Naming: Where are these people? → They are at a fitness center / gym.
Brainstorm other things people can do at a gym / fitness center.
Naming: What is Diego doing? → He is running. He is lifting weights.
And Tara? → She is doing aerobics. She is swimming.
Note: aerobics is a noun; aerobic is an adjective.
Contrast: Is Tara swimming in a gym? [N] → She is swimming outdoors.
Is Diego lifting weights outdoors? [N] → He’s lifting weights indoors.
Do you like going to the gym? What can you do at the gym? Do you prefer
exercising indoors or outdoors? etc.
03 PRACTICE QA
What is your favorite kind of exercise?

What kind don’t you like? etc.
04 PRESENTATION Present and practice: never (rev.) / rarely (rev.) / often / sometimes (rev.) /
regularly / occasionally / hardly ever / Do you ever … (rev.)
How often do you speak (native language) in my class? [→ never]

How often do you speak English with your family? [→ rarely]
Substitution: What language do you usually speak at home / work? → You
often speak … at home / work.
Do you also speak (other language) at home / work? [Y] → You sometimes
speak … at home / work.
What kind of exercise do you do?
Substitution: Does Diego go running every day? [Y]

→ He runs regularly.
→ Tara does aerobics regularly. She exercises regularly.
Substitution: Does Diego sometimes lift weights? [Y] → He occasionally lifts
weights.
©2020 Berlitz Languages, Inc. Describe exercise habits and try something new • Unit 34 | 189
Does Diego rarely go swimming? [Y] → He hardly ever goes swimming.
Elimination: Do you walk to work every day? [N] on Mondays? [N] Do you
ever walk to work? → [occasionally / rarely / hardly ever / never]
Note: Here ever means sometimes and it’s in the present tense.
Do you occasionally (lift weights)? How often do you (lift weights)? swim?
dance? Do you ever go skiing? etc.
Do you exercise regularly, occasionally, or hardly ever?

Would you rather exercise in a gym or at home?
How often do you (exercise)? etc.
06 PRESENTATION Present and practice: hungry / thirsty
Naming / gesture: I didn’t drink anything all day. → thirsty

Contrast: I drank some water, but I didn’t eat breakfast or lunch. Am I
thirsty? [N]
→ hungry
Present and practice: usually (rev.) / Habitual conditional: if + simple

present, simple present clause / If not, …
Substitution: When Paul is hungry, he usually eats something.

→ Paul eats something if he’s hungry.
→ If Paul is hungry, he eats something.
Note: Here if = when, whenever, every time.
Paul eats if he is hungry. And if he’s not hungry? [Elicit: If he’s not hungry, he
doesn’t eat.]
→ Paul eats if he’s hungry. If not, he doesn’t eat.
Does exercise make you hungry? thirsty? What do you do if you are thirsty?
What do you do if it rains? And if not? Do you feel better or worse if you
exercise regularly? If you’re on vacation, do you exercise? etc.
Tell students you are going to give them two phrases (they may want to
write the phrases down): A and B. Students have to use if to combine the
two phrases into a sentence.
For example:
A. hungry / B. eat an apple → If I’m hungry, I eat an apple.
1.) A. rain / B. umbrella
2.) A. thirsty / B. drink something
3.) A. cold / B. put on something
etc.
Skit. If not
– What kind of exercise do you do?

– If the weather’s good, I like to go on a bike ride. If not, I go to the gym.
Students practice with other times (before / after work, Friday nights, etc.),
other verbs (run, lift weights, swim, etc.),
or other weather conditions (it’s raining, cold, too hot, etc.).
08 LISTENING Track: 49 • 50 • 51 • 52
Do they exercise regularly?
Pre-listening. Set scene: You are going to hear four people talk about
exercise. Have students look at the activity in the SG. Brainstorm possible
answers to the following questions:
1. Who exercises regularly? Who doesn’t?
2. What kinds of exercise does each speaker do?
Listening 1. Set task: Students listen and check the box that answers the
following question: Does (Alan / Tina / Jim / Laura) exercise regularly?
Play the recordings. Repeat as necessary.
[ANSWERS: Alan: no Tina: yes Jim: yes Laura: no]
Listening 2. Play the recordings again. Students listen for what kind of
exercise each speaker does and write the appropriate letters below each
picture in the SG.
[ANSWERS: Alan: d Tina: a & h Jim: b, c, e, & f Laura: g]
Students discuss the following questions:

Which person’s habits are like your habits?
Should people exercise more? Why (not)?
Which is better, indoor or outdoor exercise? Why?
09 READING Pre-reading. Present or review and practice, as needed: usual / unusual /
That sounds like fun! (rev.) / fun / creative (hobby)
Substitution: What’s the weather usually like in (May)? → That’s the usual
weather.
Is (snow) in (May) usual? [N] → unusual
(Rafting) sounds like fun, doesn’t it? → It’s a fun sport.
Do you like to create new things? → You are a creative person.
Build-up: Is drawing a hobby? [Y] Is it creative? [Y] → a creative hobby
Students brainstorm fun, unusual, creative activities.
Write on the board: fun, creative, unusual.

Ask: What kinds of exercise are fun? unusual?
What hobbies are creative? fun? unusual?
What unusual things do some people collect?
Assist with vocabulary, as needed.
I’d like to try something new
Reading. Say: We are going to read about the sports and hobbies of four
people. They all would like to try something new. I will ask some
questions. Read the information quickly to find the answers. Ready?
Read the questions one at a time and tell students to call out their answers.
1. Who likes to make things?
2. Who plays a lot of sports?
3. Who collects things?
4. Who wants to exercise more?
5. What sports does Kyle do?
6. What hobbies does Tiffany have now?
7. What kinds of collections does Alex have at home?
8. What kinds of exercise doesn’t Martina like?
[ANSWERS: 1. Tiffany 2. Kyle 3. Alex 4. Martina 5. running, soccer,

baseball 6. drawing and painting 7. stamps and coins 8. jogging,
weightlifting, aerobics]
Post-reading. Students recommend new activities.
Point out the lines in the SG for recommendations and reasons.

Say: You are going to make a recommendation for one of these people.
Choose the person.
Ask: What sport or hobby or kind of exercise or collection can you
recommend?
Point out the BOOST balloon. Can you say why you recommend it? Do you
know where or when or how someone can do this? What other information
or details can you give?
Ask students to share their recommendations.
board: Our goal is to talk with a colleague about exercise habits and to
recommend trying something new.
Performance

they could use in these situations.
Task. Pairs. Students choose one situation to act out. Set a time limit.
and corrections.
performance, add a complication e.g., the student doesn’t like any of the
recommendations that his / her partner makes.
Post-task. Have students summarize what they have learned, and how
they could use this in their work. Confirm lesson goal achievement with
students.
11 CONSOLIDATE & APPLY Extension 1. Top five exercises
Students make a list of their top five exercises. They then compare and
discuss their lists.
Extension 2. Role play
Students set a time and place to meet and exercise together.
UNIT 35
Describe favorite vacation activities

to sunbathe to go on a hike Expressing likes / dislikes with like / enjoy /

suntan soap love / hate + -ing
sunscreen (sun cream UK) toothbrush Expressing amounts with too much, too many,
sunburn toothpaste enough, not enough
sunburned (sunburnt UK) shaving cream
swimsuit (swimming razor
costume UK) brush (n.)
umbrella comb (n.)
hike (v., n.) stuff
to go hiking
Are you going on vacation this year? Where are you going? When? What do
you like to do there? Are you going to do that this year? Do you talk to your
colleagues about vacations and vacation plans? etc.
Set a customized speaking goal. For example: Our goal is to tell (a

colleague) what you like to do on vacation. Write the goal on the board
Warm-up. Mind map: Seasons and activities
Review and practice, as needed: the four seasons

Use mind maps for each season to elicit known vocabulary for activities
and clothing.
Save these mind maps for future reference / use.
What’s the best season for a vacation? When do you usually go on
vacation? Do you go away or do you stay home then? What do you like to
do when you are on vacation? etc.
194 | Describe favorite vacation activities • Unit 35 ©2020 Berlitz Languages, Inc.
02 PRESENTATION
We’re going to the beach! -46
Present or review and practice, as needed: summer vocabulary (sun, hot,

picnic, ocean, etc.) (rev.) / to sunbathe / suntan / sunscreen (sun cream
UK) / sunburn / sunburned (sunburnt UK) / swimsuit (swimming costume
UK) / (beach) umbrella
Review summer vocabulary: sun, hot, picnic, ocean, swimming, sailing,

sunglasses, shorts, T-shirt, etc.
Substitution: Do some people like to sit in the sun? → They like to sunbathe.
→ They want to get a suntan / tan.
Dictionary: What do people put on their face, etc., before they sunbathe? →
sunscreen (sun cream UK)
Dictionary: Why do they use sunscreen? → They don’t want to get
sunburned (sunburnt UK) / a sunburn.
Naming: clothes used while swimming → She is wearing a swimsuit
(swimming costume UK).
Dictionary: What do people need when it rains? → umbrella
Do people take a big umbrella to the beach? In case it rains? [N] → beach
umbrella
Present other beach activities, if relevant: surfing, building sand castles,

snorkeling, windsurfing, water-skiing, etc.
Ask students to match the names of the activities to the activities shown in
the SG image.
Use Naming to present any unfamiliar items.
Do you go to the beach in summer? What do you do there? Do you always

use sunscreen? What do you do when you get sunburned? Do you like to
(build sand castles)? Which of these things do you do when you go to the
beach? etc.
What do you like to do at the beach? in the water? Where do people

sunbathe? Do you usually get a suntan or sunburn? When are you going to
go to the beach? What are you going to do there? etc.
©2020 Berlitz Languages, Inc. Describe favorite vacation activities • Unit 35 | 195
04 PRESENTATION
Do you enjoy skiing? -46
Present or review and practice, as needed: winter weather and activities

(snow, cold, etc.) (rev.) / hike (v., n.) / to go hiking / to go on a hike
Use illustration in SG or IB 46.

Review winter weather and activities: snow, cold, skiing, ice-skating etc.
Substitution: Oscar likes to take long walks in the countryside and
mountains. → He likes to hike. → He’s likes to go hiking.
Oscar is going hiking. → He’s going on a hike.
What do you like to do in the winter? What do you do if there is no snow?

Do you ever going hiking? etc.
If relevant, present other winter activities, for example, sled, sledding,

snowball, snowball fight, etc.
Present or review and practice, as needed: Express likes, dislikes: to like,
enjoy, love, hate + -ing
Substitution: Do you like to (ski)? → (don’t) like skiing

Do you like walking on the beach? → enjoy walking on the beach
What do you like doing very, very much? → love …-ing
I really, really don’t like hiking. → I hate hiking.
Do you like swimming? Do you love running or hate running? Do you enjoy
going out to eat when you’re on vacation? etc.
05 PRACTICE Interview & Report
Refer back to the mind map students created at the beginning of the
lesson.
Pairs. Students interview each other about what kinds of activities they like
doing when they are on vacation. Then, call on students to share their
reports in front of the class.
06 PRESENTATION
What do you take with you?
Present and practice, as needed: soap / toothbrush / toothpaste / shaving

cream / razor / brush (n.) / comb (n.)
Ask students to match the items in the SG illustration with their names.
-51 -52
Use IG to present unfamiliar vocabulary, as needed.
Naming/gesture: What is in Mrs. Bennett’s hand? → It’s soap.

Contrast: Is this soap? [N] → toothpaste
Is Mrs. Bennett still holding soap? [N] → toothbrush.
Does Mr. Bennett have soap on his face? [N] → shaving cream
Is this a toothbrush? [N] → razor
Is Mrs. Bennett using a toothbrush on her hair? [N] → (hair)brush
Use IB 51
Contrast: Is this a brush? [N] → comb
Expand with other relevant vocabulary, for example, shampoo, makeup,

etc., as needed and appropriate.
07 PRACTICE QA
Do you take these things with you when you go on vacation?

What will pack for your next vacation?
Did you ever forget to bring your toothbrush?
What do you do if you forget something? etc.
08 PRESENTATION
-48
Present and practice: stuff / Express amounts: too many, too much,
enough, not enough
Substitution: Are there a lot of things in Betty’s suitcase? → There is a lot of

stuff in her suitcase.
Build-up: Is Betty’s suitcase full? [Y] Are there are a lot of clothes in her
suitcase? [Y] Does she need them all? [No, she doesn’t.] → There are too
many clothes in her suitcase.
→ She packed too many socks / shoes / sweaters.
Does she need it all? [No, she doesn’t.] → There is too much stuff in her
suitcase.
→ She packed too much soap / sunscreen / toothpaste.
Contrast: Is Betty going to Thailand for a week? [Y] Did she pack too many
pairs of socks? [N] too few pairs of socks? [Y] → She didn’t pack enough
socks.
Did she pack enough shoes? [Y] → She packed enough pairs of shoes. etc.
©2020 Berlitz Languages, Inc. Describe favorite vacation activities • Unit 35 | 197
09 PRACTICE
Do you need all this stuff?
Pairs. Students look at the items listed in the table in the SG and decide
whether there are too many or not enough items.
For example, for:

(1) a one-week trip to Hawaii in summer;
(2) a one-month trip to Japan in the fall;
(3) a three-month trip to Russia in winter;
(4) an overnight trip this weekend to (a local destination).
of it and point it out on the board: Our goal today is to tell (a colleague)
what you like to do on vacation.
Performance
customized student goal. Set a time limit. Avoid interruptions during the
first enactment. Provide feedback, praise, and corrections.
must give examples of the last time they did their favorite activities.
Post-task. Have students summarize what they have learned and say
how they can use it at work. Confirm lesson goal achievement with
students.
11 CONSOLIDATE & APPLY Extension 1. Role play: Oh no!
Students have arrived at their travel destination in order to enjoy their

favorite activity, but oh no, they have not packed enough of an important
item. What are they going to do?
Extension 2. Discussion: A million dollars
The students have a million dollars to use toward their favorite activities.
Where are they going to go? What are they going to buy?
UNIT 36
Say what you use something for

refrigerator (inf. fridge) key (= keyboard key) Express purpose with to use + (a device) +
microwave (oven) knob infinitive
dishes dial Express purpose with to use + (a device) + for
dishwasher icon + -ing
appliance touchscreen
to heat What’s it for?
to keep … cold to press
What do you use (it) for? to click
device to double-click
a piece of equipment to tap
remote control to drag
tablet (PC) each other
on to stay in touch (with …)
off to share
to turn on blog (entry)
to turn off to post
button social networking site
Set customized Speaking Goal. Present or review and practice as needed:

to explain (rev.)
Substitution: Do you sometimes tell a colleague how to do something and

why? [Y] → explain something
Do you use a phone / smartphone / computer / iPad? How often? What can
you do with a (smartphone)? Do you ever have to explain how something
works? what? who to? etc.
Set a customized speaking goal. For example: Our goal is to explain (to a
new colleague) what you use (the high-speed printer) for. Write the goal
on the board and get agreement from students.
©2020 Berlitz Languages, Inc. Say what you use something for • Unit 36 | 199
02 PRESENTATION Present and practice, as needed: refrigerator (inf. fridge) / microwave
(oven) / dishes / dishwasher / to use (rev.) / appliance
-60
Naming: refrigerator (fridge), microwave (oven)

Substitution: plates, cups, glasses, etc. → They are dishes.
Contrast: Do you wash your dishes yourself? [N] → You wash dishes with a
dishwasher.
→ You use a dishwasher.
Substitution: refrigerator, microwave, dishwasher, etc. → They are
appliances.
Is this a dishwasher or a fridge? Do you have a microwave at work? etc.
03 PRACTICE QA
Do you have a refrigerator (at work)? How often do you use it? When do you
use a microwave? etc.
04 PRESENTATION
-60
Present and practice: to use + infinitive: to wash, to cook, to heat, to keep

(food) cold
Substitution: Do you use a dishwasher?

→ You use a dishwasher to wash your dishes.
Use IB 60. Substitution: Is Mrs. Simpson making dinner? → She’s cooking
dinner.
Can you use a microwave to cook food? [Y]
Can you use it to make cooked food hot? [Y] → to heat food very quickly
Contrast: Do you use a fridge to heat food? [N] → use a fridge to keep food
cold
05 PRACTICE QA
What appliances do you use every day? What appliance do you use to heat
your food? Do you use a dishwasher to wash dishes at home? at work?
What do people keep in the office refrigerator? etc.
200 | Say what you use something for • Unit 36 ©2020 Berlitz Languages, Inc.
06 PRESENTATION Present and practice: What do you use (it) for? / to use (a phone) for + -
ing / device / a piece of (office) equipment
Elimination: Do you use a phone to make phone calls? to send text

messages?
→ What do you use it for?
Substitution: I use my phone to email people. → I use it for emailing.
Dictionary: Is your cell phone a small machine? [Y]
→ It’s a device.
→ It’s a device for calling people / taking pictures, etc.
Is a photocopier an office machine? → a piece of office equipment

Do we use it for printing or for copying? [for copying]
Do you use your cell phone for texting / emailing / surfing the net / chatting
with friends? etc.
What do you use it for?
Present and practice, as needed: remote control / tablet (PC)
Use SG images to present.

Naming: What’s a remote control? Is it a device for changing channels on
TV? What else can you use it for?
And what kind of device is a tablet? What can you use it for?
07 PRACTICE
What is it?
Classify it!
Point out the activity in the SG. Have students fill in the first blanks for
each sentence with the name of an appliance, device, or piece of
equipment they use regularly.
Assist with unfamiliar vocabulary, as needed.
Ask students to share the names of the items they have listed. Other
students say whether it is an appliance, a device, or a piece of equipment.
Define it!
Have students create their own definitions for the items they listed. Call
on students to give their definitions, but without saying what the item is.
Other students guess what it is.
For example:
S1: It’s an appliance for heating water. Or: It’s an appliance. You use it
to heat water.
S2: Is it an electric kettle?
08 PRESENTATION Present and practice, as needed: on / off / to turn on / to turn off
Note: You could bring in real examples, i.e., devices with buttons, keys,
knobs, icons, etc., or a catalog of electronic gadgets.
Demonstration: The lights are on / off.
Naming / Gesture: I (don’t) want to watch TV. What do I do? → I turn it on /
off.
Is your cell phone on or off right now? Do you turn off the computer after
work? the TV before you go to sleep? When do you turn on your cell phone?
etc.
What does this button do?
Present and practice, as needed: button / key (= keyboard key) / knob /

dial / icon / touchscreen / What’s it for? / to press / to click / to double-
click / to tap / to drag
Use realia or images in SG to present.

Naming: button, knob, dial, key, icon, touchscreen
Do I use this button to turn on the TV? etc.
Substitution: What do you use this button for? → What’s it for?
What’s this key / knob / icon / button for? etc.
Gesture: I want to watch TV / delete something on the computer. What do I
do?
→ You need to press the button / the DEL key.
open a computer program / an app?
→ You need to (double-)click / tap the icon.
move an icon / file? → You need to drag it.
find a radio station? → You need to turn the knob / dial.
How do I turn on this phone? What’s this key for? Do I have to click or
double-click this icon to …? Which key do I press to …? etc.
09 PRACTICE Explain it
Pairs. Students inquire about their partner’s cell phones or other (digital)
devices.
For example:
What do you use this (app) for?
Which (button) do you press to …?
What does this (key) do?
Students then report their findings to the class.
Pre-listening. Present and practice, as needed: each other (to write each
other, to call each other, to see each other, etc.) / to stay in touch (with
…) / to share / blog / blog entry / to post / social networking site
Substitution: Steve writes his mom notes, and she writes him notes.
→ Steve and his mom write each other.
Steve calls his friends and they call him.
→ Steve and his friends call each other.
Build-up: How often do you and … phone / email / see each other?
Regularly? [Y]
→ You stay in touch with each other.
Do you send each other news, photos? [Y] →You share (news / photos) with
each other.
Naming: Steve writes about his life on the internet every week. → He writes
a blog.
He writes a new blog article every week.
→ He writes a new entry every week.
→ He posts a new entry every week.
Substitution: Do you use (Facebook, LinkedIn, etc.)? → social networking
site
How often do we see each other? Who do you keep in touch with on the
internet? What do you share with each other? Are social networking sites a
good way to keep in touch with friends? with customers? etc.
Set scene: You will hear three people talk about how they use the internet.
Set task: Tell students to listen and complete the sentences in the SG.
What do you use the internet for?
Listening. Play the recordings. Repeat as necessary. Students complete

the statements in the SG.
[ANSWERS: (A.) 1. blog 2. posts 3. entry 4. enjoys 5. hobbies (B.) 1. news

2. look for 3. networking 4. stay (C.) 1. best 2. each other]
Post-listening. Write the categories on the board. Give examples, if

needed. Ask students what they use the internet for and have them
brainstorm two to three examples or websites for each category.
For example:
Information: read news; learn about something
Communication: emails (Gmail); phone calls (Skype)
Entertainment: play games; listen to music (YouTube)
Social networking: chat with friends; share photos (Facebook/Twitter)
of it and point it out on the board: Our goal is to explain (to a new
colleague) what you use (a piece of equipment) for.
Performance
customized student goal. For example, students define / explain a device
they use at work every day. Students report on their partner’s devices. Set
a time limit. Avoid interruptions during the first enactment. Provide
performance, add a complication / extra details / questions, for example,
the “new employee” has to describe to his colleague what the device is
used for / how it works. The colleague corrects the new employee, as
needed.
Post-task. Have students summarize what they have learned and say
how they can use this language in their work. Confirm lesson goal
achievement with students.
12 CONSOLIDATE & APPLY Extension 1. Design a new appliance or device
Small groups. Students imagine and design a new appliance or device.

Students then share the new appliance with the class and say what it can
be used for. Encourage questions.
Extension 2. Presentations: Devices I use at work
Describe the devices you have at the office and explain how one works.
UNIT 37
Describe what people used to do

in the present useless Past habits with used to + verb

in the past useful
typewriter old-fashioned
floppy disk scanner
file (n.) document
to save (a file) to store
thumb drive camera
in the old days calculator
nowadays obsolete
Did you have a smartphone 10 years ago? Did you have a cell phone? Did a
lot of people use email 20 years ago? and now? Is your job the same now
as it was 5 or 10 years ago? etc.
Set a customized speaking goal. For example: Our goal is to describe how
your job now is different from (your first job). Write the goal on the board
Warm-up
Warm-up. Students look at the photos in the SG. Present or review and
practice, as needed: landline phone (rev.) / smartphone (rev.) / in the
present / in the past
Did you (or someone you know) ever use any of these phones?
Substitution: Are any of the old phones still used today? → They are used in
the present.
Contrast: Is this (old cell phone) used today? [N] → It was used in the past.
What’s one thing you used in the past, but don’t use anymore? Do you still
use …? etc.
©2020 Berlitz Languages, Inc. Describe what people used to do • Unit 37 | 205
02 PRESENTATION Review and practice, as needed: still (rev.) / not anymore (rev.)
Did you (watch cartoons / play with toys) when you were 10? [Yes]
And now? [Y] → I still do. / [N] → I don’t anymore.
Present and practice: used to + verb / didn’t use to / Did (you) use to …?
Build-up: Did people have email 50 years ago? [N]

Did they send each other letters? [Y] Do most people still send letters? [N]
(not anymore) → People used to send each other letters.
What do they send each other now? [email]
Did they send each other email (twenty) years ago? [N]
(now, not before) → They didn’t use to send each other email.
Did people use to ride horses or drive cars 200 years ago?
→ They used to (ride horses) 200 years ago.
Model what students have to do as needed.

1. People didn’t use to use social networking sites to stay in touch. →
People used to write letters to stay in touch.
2. People didn’t use to watch music videos on YouTube. → People used to
watch music videos on TV / MTV.
3. I didn’t use to use Skype to call home. → I used to call home by phone.
4. You didn’t use to live in (country / city). → You used to live in (…).
etc.
QA & QFS
What kind of mail did you get twenty years ago? Did people send letters or
email thirty years ago? How did people use to get from one country to
another? [They used to go by ship / by train.] What did people use to use
before laptops? microwaves? DVDs? What did people use to watch before
TV? etc.
04 READING
What did they use to do?
Pre-reading. Present and practice, as needed: typewriter / floppy

disk / file (n.) / to save (a file) / thumb drive / in the old days / nowadays
Use SG images to present. Naming: typewriter, floppy disk
206 | Describe what people used to do • Unit 37 ©2020 Berlitz Languages, Inc.
Build-up: Do you create reports, letters, presentations etc. on your laptop?
Do you give them a name? [Y] → You give your files a name.
Substitution: Do you want to keep your files? [N] → want to save them
Build-up: Do you save your files on a floppy disk? [N] Do you have a small,
finger-size device to save them on? → thumb drive
Substitution: In the past, did most people travel from Europe to America by
ship? [Y]
→ In the old days most people used to travel from …
And today? Do most people still travel from Europe to America by ship? [N]
→ Nowadays, most people fly. (= these days …)
Reading. Students read the three short narratives in the SG for answers to
the following questions:
1. What did people do in the old days?
2. What do we do nowadays?
[ANSWERS (may vary): 1. a. used to send letters and faxes b. used to use
typewriters c. used to save files on floppy disks; 2. a. send emails and text
messages b. use laptops / computers c. save files on thumb drives / use
cloud storage]
Post-reading. How many questions?

Pairs or individual students. Assign each pair / student photos or texts
from the SG. Ask them to make up as many questions with use(d) to as
they can. Call on pairs / students to ask their questions; other students
(or the instructor) answer(s).
Sample questions:
Did people use to (have / use / etc.) …?
What did … use to …?
Who used to …?
How did … use to …?
etc.
05 PRESENTATION Present and practice, as needed: useless / useful / old-fashioned /

scanner / document / to store
Substitution: My pen doesn’t work. I can’t use it. → It’s useless.

I use my smartphone all the time. → It’s very useful.
Naming: Did many people use a pocket watch in the old days? [Y] Do many
people use a pocket watch nowadays? [N] → They are old-fashioned.
Build-up: Do some printers make copies? copy your document into a file on
your computer? [Y] → They have a scanner.
Do you have papers and letters with important information on them? →
important documents
Where do you keep your important documents? → You store them …
Do you have a scanner? What kind? What appliances or devices are old-
fashioned nowadays? What equipment do you find useful / useless? Do you
store documents in a filing cabinet? etc.
06 PRACTICE
We used to use…
Sentence completion
Students look at the chart in the SG and complete the sentences. Go over
the example:
Before there were DVDs, people used to use videocassettes to watch
movies.
Assist with vocabulary as needed. Following your example, students match
up the remaining items. Call on students to read their sentences aloud.
[ANSWERS: 1. DVDs – videocassettes – watch movies 2. PCs and laptops
– folders and filing cabinets – store documents 3. scanners –
photocopiers – make copies of documents 4. tweets, email, and text
messages – telexes, letters, and faxes – send short messages]
Give students two minutes to brainstorm more things to add to the list.
For example, before there were cars, people used to use horses to ride from
one place to another; microwaves → fire → to cook; TVs → radios → to hear
the news; etc.
07 PRESENTATION
Will the smartphone make these things obsolete?
Present and practice, as needed: camera / calculator / obsolete
Use SG images to present. Naming: camera, calculator

Build-up: Did people use to use typewriters? [Y] Do they use them
nowadays? [N] Why not? [can’t buy them] → They are obsolete.
Do you have a camera? a calculator? Do you use it? Are landline phones
obsolete? Can you name one or two things people used 100 years ago that
are obsolete now? etc.
08 PRACTICE
Will the smartphone make these things obsolete?
Pre-task. Students brainstorm several things they can do with their

smartphones.
Task. Point out the list in the SG. Ask: Do you use a smartphone instead
of these things? Will people stop buying calendars, calculators, watches
etc. because they use a smartphone instead? Can you add three or four
things to this list?
Students check off the items they think will become obsolete and add their
own ideas.
Post-task. Discussion
What other machines or devices made something else obsolete? In the

past, did you use any devices or equipment that is now obsolete? etc.
of it and point it out on the board: Our goal is to describe how your job
now is different from (your first job). Set or adapt scenario according to
the customized student goal. Students make notes about how their (jobs)
have changed or how their current job is different from their first job.
Performance
Task. Interview. Pairs or small groups. Students each other about their
earlier jobs or positions to find out how their partner(s) jobs have
changed. Set a time limit. Avoid interruptions during the first enactment.
Call on students to report what they found out from their
partner(s). Provide feedback, praise, and corrections.
performance, add a complication / extra details / questions, for
example: students give a short presentation about how their job has
changed.
Post-task. Have students summarize what they have learned and say this
can be used in their work. Confirm lesson goal achievement with
students.
10 CONSOLIDATE & APPLY Extension 1. Role play: What I used to use
Students pretend that while cleaning they found something that they used
to use when they were young. The students describe what they used it for
and answer questions about it.
Extension 2. Game
Students make a list of three things that they used to have or used to do
when they were younger, two being true and one being untrue. Other
students must guess the incorrect thing.
UNIT 38
Talk about past events

event to launch Time expressions: the (90s), in (the 90s)

past event to introduce (a product) to remember + -ing
memories widely available
to happen browser
What happened in (1982)? search engine
What happened on (June disaster
12)? to bring back memories
teenager trophy
to grow up guy
to found (a company) fad (extension)
to invent
Set customized Speaking Goal. Present and practice, as needed: event /

past event / memories
Build-up: Are (18th birthdays, weddings) important? Do people have big

parties on their (18th birthday, weddings)? → important events
Did Neil Armstrong walk on the moon? [Y] Was that an event? [Y] Was it in
the past? [Y] → past event
Substitution: Do you remember past events? → You have memories of past
events.
When did you get your first job? Was that an important event for you? What
do you remember about your workplace? Do you have memories of your
colleagues from that time? etc.
Set a customized speaking goal. For example: Our goal is to talk about
your memories of (your first workplace). Write the goal on the board and
Warm-up
Warm-up. Students describe what they think is happening in the photos.
©2020 Berlitz Languages, Inc. Talk about past events • Unit 38 | 211
02 PRESENTATION Present or review and practice, as needed: to happen / What happened in
(1982)? / What happened on (June 12)?
Substitution: When did Neil Armstrong walk on the moon? [in 1969].
→ That happened in 1969.
Do you know what day that happened? → It happened on July 20th.
What happened in (1989)? [e.g., Berlin Wall came down]
What happened on (November 9, 1989)?
What happened in …? What other events do you remember? When did that
happen? What happened yesterday? etc.
Present and practice, as needed: teenager / Time expressions: the

(1990s), in (the 90s) / to grow up
-1a
Elimination: Are Ellen and Karen children? [N] Are they adults? [N]→
teenagers.
Substitution: Was Michael Bennett a teenage in 1990? [Y] in 1995? [Y] →
He was a teenager in the (19)90s.
Did he enjoy those years? [Y] → He liked the 90s.
Note: 2000s = the two-thousands; 2010s = the twenty-tens
Did Michael Bennett live in Springfield when he was a child? [Y] a teenager?
[Y]
→ He grew up in Springfield.
Did I grow up in Springfield? [N] → Where did I grow up?
Where did you grow up? Were you a child in the 90s? the two-thousands?
What happened when you were a teenager? Where did you live / work in the
(80s)? etc.
03 READING Pre-reading 1. Present and practice, as needed: to found (a company) / to

invent / to launch / to introduce (a product)
Substitution: Who started (e.g. Microsoft, Apple, Berlitz)? → … founded the

company
Who made the first telephone? → Alexander Graham Bell invented the
telephone.
Did NASA send the Hubble telescope into space in the 90s? [Y] →
They launched it in the 90s.
Did your company start selling a new product last year? → (didn’t) launch a
product…
When did (McDonald’s) launch (the Big Mac)? → They introduced (Big
Macs) in (1967).
212 | Talk about past events • Unit 38 ©2020 Berlitz Languages, Inc.
When was your company founded? When did you launch your first
product? When did…introduce …? Who invented the light bulb? etc.
Present and practice, as needed: widely available / browser/ search

engine / disaster
Substitution: Were the first flat-screen TVs very expensive? [Y] Could a lot
of people buy them? [N] → They weren’t widely available.
Use names of popular products.
Naming: e.g., Edge, Chrome, Opera, Firefox → browser
e.g., Bing, Google, Yahoo → search engine
Give known examples. Do (tsunamis, earthquakes) hurt thousands of
people?
→ disasters
What browser / search engine do you prefer? Is … widely available in this /

your country? Do you remember (the tsunami) disaster in 2006? etc.
Pre-reading 2. Brainstorming events
Write on the board: the 70s, the 80s, the 90s, the 2000s
Ask: Do you remember or know about any important events from these
years?
What happened in the 80s?
Reading. Split reading. Assign students two decades, the 70s and 80s /
the 90s and the 2000s. Set task: Look at the events for your years.
What companies were founded?
What products were launched or introduced?
What disasters were there?
Make a list.
Instructor note: Don’t worry if students aren’t familiar with some of the
events. If students are curious, encourage them to look them up online
after the lesson.
Note: Y2K = Year 2000
Call on students to share the lists they made.
Post-reading. Discussion
Did you know (cell phones) were so old? Did you (or your parents) have any
of these products when they were introduced? Which events do you
remember? Which did you hear about? Which were very important events?
What other events do you remember (or know about) from the 70s, 80s,
90s, and 2000s? etc.
04 PRESENTATION Present and practice: to remember + -ing
Substitution: When I was fifteen, I went to my first concert. I remember

that.
→ I remember going to my first concert (when I was fifteen).
My dad says I ate dog biscuits when I was a child. I don’t remember that!
→ I don’t remember eating dog biscuits when I was a child.
1. We opened our first store 10 years ago. I remember that.

2. Stella drove to Italy just for a cup of coffee. She remembers that.
3. Dan lived in Korea when he was three years old. He doesn’t remember
that.
4. We watched the news about the disaster on TV. Do you remember that?
[ANSWERS: 1. I remember opening our first store (10 years ago). 2. Stella
remembers driving to Italy just for a cup of coffee. 3. Dan doesn’t
remember living in Korea (when he was three years old). 4. Do you
remember watching the news about the disaster on TV?]
QA
What do you remember doing as a teenager?

What do you remember about getting your first job?
What do your parents remember you doing that you don’t remember?
What don’t you remember doing? etc.
06 PRESENTATION Present and practice, as needed: to bring back memories / to remind

(rev.) / trophy / guy
Substitution: Do some foods, music, TV programs help you remember

earlier times or earlier events? → They bring back memories.
What brings back memories of your vacation? [photos, postcards, some
foods]
→ (…) remind you of your vacation.
Use SG photo
Naming: trophy / guy
07 PRACTICE
That brings back memories
Shuffled dialog
Give students a couple of minutes to put the shuffled dialog in the SG in

order. Check answers.
[ANSWERS: 1 = a; 2 = h; 3 = c; 4 = d; 5 = f; 6 = e; 7 = g; 8 =b]
QA
1. Where did Greg’s wife find the photo?

2. Where was Greg working when they took the picture?
3. Was he a senior sales rep then?
4. Does Greg’s wife remember him having a beard?
5. Why did Greg get a trophy?
6. What does Greg remember about Nick?
[ANSWERS: 1. in a book 2. at Sterling 3. No, he was a junior sales rep. 4.

No, she doesn’t remember Greg having a beard. 5. He was the #1 junior
sales rep that year. 6. He remembers Nick was terrific / learning a lot from
him]
Pairs. Students read through the conversation and focus on speed and
pronunciation.
of it and point it out on the board: Our goal is to talk about your memories
of (your first workplace).
Performance
Task. Set or adapt roles / purpose / scenario according to the customized

student goal. With students, brainstorm types of questions they could
ask. For example:
Do you remember your colleagues? What were they like? Did you have a
favorite colleague? What did you do then? What’s your best memory of that
time?
Interviews. Pairs or small groups. Students interview each other about

their memories.Set a time limit. Avoid interruptions during the first
enactment.
Ask students to summarize what they learned from their
partner(s). Provide feedback, praise, and corrections.
performance, add a complication / extra details / questions, for example,
have the students add more detail and examples, especially about their
favorite events.
09 CONSOLIDATE & APPLY Extension 1. Discussion: Fads and memories
Present, as needed: fad

Point out the photos in the SG.
Ask: Do you remember having or playing with any of these things? When do
you think they were invented or introduced? What other fads do you
remember from the past?
Extension 2. Role play: A visitor from the past
A time machine brought a person from the (70s) to your office today.
Person from the past: Ask if people still use the things you remember using.
Person from the present: Say what you still use and what you don’t use
anymore.
UNIT 39
Compare modern and past times

modern more difficult Modal (ability, permission): could

when … (was / life (= way of living) a little vs. little
were) younger complicated Qualifying comparatives: a little, somewhat, much, a lot
easy life (= the time period + (-er, more, less)
difficult during which a person
easier lives)
Set customized Speaking Goal. Present, as needed: modern
Are smartphones old fashioned? [N] → modern
Is your office / company the same as it was 5 - 10 - 20 years ago? What’s

different? Is your office old fashioned or modern? etc.
Set a customized speaking goal. For example: Our goal is to compare

what your workplace is like now with what it was like (10) years ago. Write
the goal on the board and get agreement from students.
Warm-up
Warm-up. Students compare the photos in the SG.
Ask: Which photos show past workplaces? Which show modern workers?
What is different? What’s the same? etc.
©2020 Berlitz Languages, Inc. Compare modern and past times • Unit 39 | 217
02 PRESENTATION Present and practice, as needed: when (I) was (younger, in school) / when
(we) were (younger, in school)
Build-up: Were you a student (10) years ago? Where did you live then?
→ Where did you live when you were a student? [I lived in …]
→ You lived in … when you were a student. [R: I lived in … when I was a
student.]
Substitution: When were you a student? → You were in school from … to …
Did you learn English when you were in school?
Did you … when you were younger? etc.
Did you study (management) when you were at university? Did you have a
cell phone when you were in school? When did you learn to drive? etc.
Present and practice: Modal (ability, permission): could (= past

of can) / Could you (drive a car)? / Yes, I could. / No I couldn’t.
(ability)
Build-up: Can you (drive a car) now? [Y ] And (10) years ago?
→ Could you (drive a car) (10) years ago?
→ Yes, I could. / No, I couldn’t.
Could you ride a bike when you were six? Could you speak English then?
Could you stay up all night when you were younger? and now? etc.
(permission)
You’re an adult. Can you have dessert before your meal if you want to? [Y]
→ Could you have dessert before your meal when you were ten?
Where could you go when you were fifteen? Could you have a computer in
your room? etc.
03 PRACTICE
What could you do?
Compare: Now and then. Students brainstorm activities and complete the
chart in the SG.
Point out the chart in the SG and ask:

1. What can we do now that people couldn’t do … years ago?
2. What could people do earlier that we can’t do now?
3. What can you do now that you couldn’t do when you were younger?
4. What can’t you do now that you could do before?
Students brainstorm activities for each section of the chart. Assist

students with vocabulary as needed. Some possibilities:
218 | Compare modern and past times • Unit 39 ©2020 Berlitz Languages, Inc.
1. drive, use cell phones, have online meetings, etc.
2. ride horses in the street, go for a walk at night, etc.
3. drive, work from home, speak English, etc.
4. climb a tree, work for 12 hours, etc.
Students complete the sentences in the chart.

Call on students to read out their answers. Make sure they contrast past
and present situations using both could and can.
For example:
When I was younger I couldn’t drive, but now I can.
When I was in school, I could study all night, but I can’t do that anymore.
QA & QFS
Could women work 100 years ago? [Yes, they could.]

Could people watch movies online?
Could people smoke in the office 50 years ago?
Could you use a computer when you were ten? etc.
04 PRESENTATION Present and practice, as needed: easy / difficult / easier / more difficult /
life (= way of living) / complicated
Write on the board: 1 + 1 = ?

Can you tell me the answer? You don’t need a calculator? [N] → This (math)
problem is easy.
Contrast: Are all problems easy? [N] → some are difficult
Are some jobs easier than other jobs?
Is your current job easier or more difficult than your first job?
Build-up: Do we live the same way now (as we did twenty years ago)? [N] →
Life is different now.
Is life easier today? [N] Are some things more difficult? [Y] less clear than
(20) years ago? [Y] → Some things are complicated now.
Is traveling easier or more complicated than (20) years ago? Is it easier to

open a bank account / pay bills? Is it easier or more difficult to find a job?
etc.
Present and practice: Qualifying comparatives: (a little (rev.) / somewhat /

a lot (rev.) / much) + (-er / more / less)
Gesture: Is life a little easier? (e.g., 10%) a lot easier? (e.g., 80%)
→ How much easier is / was it?
Substitution: Is the weather this week a little better than last week? [Y] → It
is somewhat better / worse (e.g., 30%).
Is (gasoline) a lot more expensive now than a few years ago?
→ It is much more / less expensive.
If students need additional clarification, draw a bar chart or line graph
representing a little, somewhat, and a lot / much.
Word Power
Point out the Word Power box in the SG to show difference between a
little and little.
When was the last time you had a little time to yourself? What do you do
when you have little time? etc.
05 PRACTICE Cue–Response
Students create mirror sentences using a different quantifier. Elicit long
responses.
1. Food isn’t a little less expensive than it used to be.

2. Mr. Simpson’s current job isn’t much more difficult than his last one.
3. It isn’t somewhat easier to pay bills nowadays.
4. Flying isn’t a lot more complicated than it used to be.
5. Life isn’t a little faster than it was 50 years ago.
[ANSWERS (may vary): 1. It’s a lot more expensive … 2. It’s a little more
difficult … 3. It’s much easier … 4. It’s somewhat more complicated … 5.
It’s much faster …]
Agree or disagree?
Discussion. Students discuss the statements in the SG.
Ask students whether they agree or disagree.

If students disagree, have them change the statements by using a different
modifier or by changing the adjective, e.g., Life was a lot more difficult in
the old days.
Encourage students to give example or reasons for their opinions.
Students add one additional sentence. Call on students to share their
sentences and give an example or a reason.
Encourage students to discuss by asking them whether they agree or
disagree, and why.
06 PRACTICE
Dan’s life then and now
Pre-task 1. Have students look over the chart of Dan’s life. Present or
review and practice, as needed: life (pl. lives) / used to (rev.)
Build-up: Is Dan’s life now different from his life in the 90s? [Y] Is my life
now different from my life in the 90s? [Y] Is your life the same? [N]
→ Our lives are different.
Does Dan live in Springfield? [N] → He used to live in Springfield.
Did Dan use to wear a suit and tie? [N] → He used to wear an old army
jacket.
Pre-task 2. Students ask questions about Dan’s life.
For example,
Where did Dan use to live?
What kind of music did he use to like?
What’s his hobby now? What did he use to do?
Task. Interview. Partners interview each other and complete the chart in
the SG with their partner’s information.
Post-task. Students report their findings to the class. Encourage others to
ask questions.
For example:
Which TV show did she / he use to like?
of it and point it out on the board: Our goal is to compare what your
workplace is like now with what it was like (10) years ago.
Performance
Task. Summary. Set or adapt roles / purpose / scenario according to the

For example, give students a few minutes to prepare a summary about

how life used to be in their countries vs. how it is nowadays. Students
compare modern and past times by saying what people could / couldn’t do
in the past and what they can / can’t do nowadays.

Second enactment
complication / extra details / questions, for example, ask students to also
predict what the next generation will say about our current lifestyles; ask
them to summarize their comparisons for the class.

08 CONSOLIDATE & APPLY Extension 1. Role play: What life used to be like
Students choose a famous person from their country’s history (or their
parents). Students become their person and describe how they think life
was using could and qualifying comparisons.
Extension 2. Discussion: What life will be like
Students talk about what life will be like fifteen years in the future. They
should use qualifying comparatives but this time focus on the future, for
example, “It will be a lot easier to travel around the world in 15 years.”
UNIT 40
OPTIONS
goal it relates.



rating.

assessment.



summary at the end.

you say?
order, match, etc.



redo the Task.

INDEX
Unit Unit
A beautiful 26
beautifully 33
about (= approximately) 5 bed 21
(to have an) accident 31 bed and breakfast (B&B) 23
accounting 7 began 9
adapter 18 beige 11
advice 18 bellman (porter UK) 22
ago 9 bill 23
airline 24 Bless you! 32
all (= every) 21 blog (entry) 36
all over the (world) 6 to board 24
all right 28 to book (= reserve) 27
amenities 21 to boost 1
(to make) an announcement 25 both 21
antique (n.) 33 bought 25
appliance 36 branch (office) 6
arm 29 to bring 17
around + time 5 to bring back memories 38
to arrange 13 browser 38
to arrive 4 brush (n.) 35
to arrive from (city) 4 to build 33
to arrive in (city) 4 business center 21
to arrive on (Track 5) 4 business class 5
as soon as I know 12 business contact 2
as soon as possible 12 button 36
ASAP 12 by + time expression 12
to assist 12 By the way … 1
assistance 12
atmosphere 28 C
to attend 13
calculator 37
audience 16
to call in sick 32
awful 28
came (back) 9
camera 37
B
Can I bother you? 11
back (= body part) 29 Can you do me a favor (favour UK)? 12
backache 29 Can you tell me where (the ice 22
balcony 21 machines) are?
bathroom 21 cancellation 24
to be in charge of 8 (job) candidate 14
to be located 21 careful / carefully 14
to be responsible for (something / doing 8 to carry 22
something) (business card) case (extension activity) 1
©2020 Berlitz Languages, Inc. Index | V-1

Unit Unit
a (50%) chance of (rain) 18 customer service 7

to charge 18 to cut 29
charger 18
to check 8 D
to check in(to) 22 deadline 12
to check out (of) 22 delay (n., v.) 24
check-out time 22 delayed 24
to choose 14 to depart (for) 4
class 5 department 7
to clean 22 to describe 16
to click 36 to develop 7
close to 21 device 36
clothing (company) 6 dial 36
coach (also second class UK) 5 Did you enjoy your stay? 23
a cold 32 difficult 39
to collect 33 (to take a) direct flight 24
collection 33 disaster 38
collector 33 to discuss 11
comb (n.) 35 dishes 36
to come in (+ color, size) 11 dishwasher 36
a company with over … 6 to divide (into) 15
Comparative with adverbs of manner 14 to do aerobics 34
Comparative with nouns 14 document 37
competitor 16 Does that include breakfast? 21
complicated 39 … don’t / doesn’t feel well 29
(to give a) compliment 26 don’t have to 32
complimentary 21 double room 21
computer network 8 to double-click 36
concierge 22 downstairs 26
conference center 13 downtown 19
connecting flight 24 to drag 36
consumer 16 to draw 33
convenient 21 driver’s license (driving licence UK) 18
corporate 16 drove 9
cost 9 duration 5
cough (n., v.) 32
Could you speak more slowly? 2 E
cozy 28
each other 36
crab 27
ear 29
to create 8
earache 29
creative (hobby) 34
earlier 13
crowded 28
early 24
cuisine 28
easier 39
V-2 | Index ©2020 Berlitz Languages, Inc.

Unit Unit
easy 39 felt 29
economy (class) 5 fever 32
education 14 file (n.) 37
employee 6 (to feel) fine 31
to enjoy 23 finger 29
Enjoy your stay! 22 to finish 13
entrance 22 first class 5
event 38 fish 27
to exchange (business cards / 1 fitness center 21
information) flew 9
Excuse me, can you show me where (the 22 flight 3
business center) is? (first / second) floor 22
exercise (n., v.) 34 floppy disk 37
to expand 1 to fly (out of / from) … 17
experience 14 to fly (into / to) … 17
to explain 11 to fly with + airline 17
to export (to) 6 foot 29
exporter 6 for (three) nights 21
express (train) 5 for one person 21
Express probability with may 18 for (two) people 21
Express purpose with to use + (a device) 36 to forget (to) 17
+ for + -ing
forgot 17
Express purpose with to use + (a device) 36
to found (a company) 38
+ infinitive
Frequency adverbs: regularly, 34
Express responsibility using to be 8
occasionally, etc.
responsible for and to be in charge of
Frequency with ordinal and cardinal 4
Expressing amounts with too much, too 35
numbers: three times (a day), once,
many, enough, not enough twice, every (ten minutes).
Expressing likes / dislikes with like / 35
friendly 28
enjoy / love / hate + -ing
front desk (reception UK) 22
front desk clerk (receptionist UK) 22
F
fun 34
fad (extension) 38 Future with to be going to 17
to fall 29
to fall asleep 19 G
family-style 28
game 33
fantastic 26
gate 25
fare 5
gave 25
farther 23
to get + adjective: to get sick / well, to 32
fast food 27
get better / worse, to get cold / hot, to
feedback 16 get cooler / warmer, etc.
to feel 29 to get a job 8
to feel like + -ing 27 to get back to 12
feet 29 to get some rest 32

Unit Unit
to get to know someone 2 to hurt (= injure) 29

Get well soon. 32
Give advice with should and in case 18 I
to give someone a hand 12 I can manage. 22
Go ahead! 11 I didn’t catch that. 2
to go hiking 35 I don’t understand. 2
to go on a hike 35 I have a reservation. 22
good for 32 I highly recommend it! 23
got the job 8 I hope you feel better soon. 29
great 26 I’d like to introduce myself. 1
ground floor 22 (Now) I’d like to turn to … 16
to grow up 38 I’m glad to hear that. 29
guest 21 I’m glad you could join us. 26
guy 38 I’m happy to hear that! 2
gym 34 I’m not familiar with (that). 2
I’m sorry to hear that. 29
H
icon 36
Habitual conditional with if 34 Idioms: to touch base, to give someone 2
hand 29 a buzz, to shoot someone an email
to happen 38 to import (from) 6
happy with (your room) 23 important 14
hardly ever 34 importer 6
to have a (headache) 29 to improve 1
to have a question 11 in my experience 19
(Please) Have a seat. 26 in the low to mid (20s) 18
to have a view of 23 in the mid to high (30s) 18
head 29 in the old days 37
headquarters 6 in the past 37
to heat 36 in the present 37
Here’s my card. 1 Inclusive with 6
high (= expensive) 19 indoors 34
hike (v., n.) 35 information 1
to hire 7 internet access 21
to hit 29 Interrogative clauses after You asked 16
hobby 33 me / I told you + question word
housekeeping 22 to introduce (a product) 38
How long ago …? 9 to introduce yourself 1
How long does it take …? 5 to invent 38
How many times …? 4 to invite 13
How many years of experience …? 14 (Flight 308) is now boarding. 25
How often …? 4 IT 7
human resources (HR) 7 It takes … 5
hungry 34

Unit Unit
J to make a connection 2
to make a recommendation 19
job title 15 to make a reservation 21
Just in case. 18 to make arrangements 13
Make comparisons using as … as: (not) 28
K
as (good) as, (not) as many (customers)
to keep (extension activity) 1 as, (not) as much (food) as.
to keep … cold 36 to make conversation 1
key (= keyboard key) 36 to make sure 8
king-size bed 21 Make yourself comfortable. 26
knew 9 to manage 7
knob 36 to manufacture 6
manufacturer 6
L marketing 7
materials 13
to land 24
maybe 18
late 24
meat 27
later 13
(to take) medicine 32
to launch 38
medium-sized 6
to leave for (city) 4
(team) member 14
to leave from (Track 2) 4
memories 38
to leave something (at home) 19
met 25
left 25
met with (past tense of to meet with) 8
leg 29
microwave (oven) 36
legal 7
minibar 21
to let someone know 11
to miss a connection 24
Let’s look (now) at … 16
Modal (ability, permission): could 39
life (= way of living) 39
model (train) 33
life (= the time period during which a 39
person lives) modern 39
to lift weights 34 More -ly adverbs of manner 33
light (meal) 19 more difficult 39
to like … more than … 21 motel 23
a little vs. little 39 Moving from one point to the next 16

multinational 6
location 15
lounge 26 My … hurt(s). (= in pain) 29
to love (= to like very much) 2

N
lovely 26
(a piece of) luggage 22 neck 29
to need (= to require) 7
M Negative tag questions 24
made 25 noisy 28
maid (chambermaid UK) 22 nose 32

nowadays 37
to make (= to manufacture) 6

Unit Unit
O to plug (something) in 18
pocket (extension activity) 1
obsolete 37
point 15
occasionally 34
Polite offers with shall 22
to occupy 26
popular 33
Of course. 11
possible 12
(three years) of experience 14
to post 36
off 36
to practice (to practise UK) 16
often 34
to prefer … to … 21
old-fashioned 37
to prefer + noun 21
on 36
to prepare 13
on business 25
prescription (adj., n.) 32
on the (third) floor 22
Present progressive vs. present 3
on time 24
progressive with future meaning
one-way (single UK) 5
president (managing director UK) 7
Order of adjectives 6
to press 36
organization (organisation UK) 7
pretty 26
organization chart 7 problem 23
outdoors 34 product 6
outline 15 production 7
Outlining a topic 15 to provide services 6
over (= more than) 6 to put (in / on) 25
P Q
to pack 17 Qualifying comparatives: a little, 39
paid 9 somewhat, much, a lot + (-er, more, less)
part 15 quick / quickly 14
passenger 4 quiet 28
passport 17
past event 38 R
Past habits with used to + verb 37
rate (vs. price) 21
Past progressive: was / were + -ing 31
rating 28
Past tense, irregular verbs: went / took / 1
razor 35
read / got / had / ate / bought /
to recommend + -ing 19
made / spoke / left
recommendation 16
pasta 27
recruiter 14
per (night) 21
refrigerator (inf. fridge) 36
percent 18
regularly 34
to pick (me) up 17
Relative clauses (subject form) with who 7
a piece of equipment 36
and that
pill 32
to relax 26
place (= restaurant) 27
to remember (to) 17
platform 4
to remember + -ing 38
plug 18

Unit Unit
remembered (to) 17 Simple future with will 11

to remind (you) to … 17 Simple past review (irregular verbs for 25
reminder 17 business travel)
remote control 36 Simple past: more irregular verbs 9
to report to 7 Simple present vs. present progressive 3
research and development (R&D) 7 Simple present with schedules 4
to reserve (a room) 21 single room 21
responsibility 8 sky 18
résumé (extension activity) 14 sleepy 19
Review: Simple past, present 13 slide (n.) 12
progressive, future with will to sneeze 32
room service 22 so-so (adj.) 28
round-trip (return UK) 5 soap 35
to run (every ten minutes) 4 social networking site 36
runny nose 32 sold 9
sore throat 32
S staff 22
sat 9 to start 14
to save (a file) 37 to stay at (a hotel) 19
saw 9 to stay in touch (with …) 36
scanner 37 to stay with (friends) 19
scheduled (time) 24 still 13
seafood 27 stomach 29
search engine 38 stomachache 29
seat 5 to store 37
a sec (= a second) 11 stuff 35
Self-introductions 15 suitcase 25
sent 9 suite 21
serious 33 to summarize (to summarise UK) 16
seriously 33 Summarizing and closing a presentation 16

to serve 27 to sunbathe 35
service provider 6 sunburn 35
to set up 8 sunburned (sunburnt UK) 35
to share 36 sunscreen (sun cream UK) 35
shaving cream 35 suntan 35
shoulder 29 Superlative forms: adj. + -est; the most / 23
shouldn’t vs. don’t have to 32 the least + adj.
to show 16 to supervise 7
to show (them) around 26 supervisor 7
shrimp 27 Sure! 11
(airport) shuttle bus 19 swimming pool 21
sick 31 swimsuit (swimming costume UK) 35
SIM card 19 symptom (usu. pl.) 32

(cough) syrup 32

Unit Unit
T toothbrush 35
toothpaste 35
a table for (four) 27 topic 15
tablet (PC) 36 touchscreen 36
to take (pills) for (a cold) 32 track 4
to take (something) seriously 33 to train 7
to take (a bag) with (= bring) 17 training 7
takeout (takeaway UK) 27 to travel 3
to tap 36 trophy 38
taught 9 to turn off 36
teenager 38 to turn on 36
to tell / ask someone what happened 31 typewriter 37
terrace 26
terrible 28 U
terrific 26
umbrella 35
That sounds like fun. 18
unfriendly 28
That takes me to my next point. 16
unusual 34
That’s impressive! 8
up to 18
the best 23
to update 8
the biggest 23
update (n.) 8
the cheapest 23
upstairs 26
the end of the (day) 12
useful 37
the farthest 23
useless 37
the flu 32
Using object pronouns with direct 22
the least convenient 23
objects
the most expensive 23
Using still / not anymore 33
the same (menu) as 28
Using to have to express obligation 29
the smallest 23
Using to start / stop + -ing form 33
the top floor 26
usual 34
the worst 23
thirsty 34 V
This way, please. 22
vegetarian 27
throat 32
vice president (VP) 7
thumb drive 37
view 23
ticket 5
to visit 17
Time expressions (review): half past …, 4
quarter after …, quarter past …, quarter to
…, five after …, five past …, ten to …
W
Time expressions: the (90s), in (the 90s) 38 wake-up call 22
tip (n., v.) 19 Welcome (to our office)! 1
tired 32 well / badly 14
told 9 went 25
took 25 What a + adjective + noun! 26
toothache 29 What a beautiful office you have! 26

Unit Unit
What airline (do you) fly with? 17 Why don’t (you) …? 19

What airport (do you) fly (out of / into)? 17 widely available 38
What are you responsible for? 8 WiFi 21
What are your rates? 21 wonderful 26
What do you use (it) for? 36 world 6
What does … mean? 2 would prefer + noun 21
What happened in (1982)? 38 Would you care for (some coffee)? 26
What happened on (June 12)? 38 wrote 9
What’s it for? 36
What’s up? 11 Y
What’s wrong (with him)? 29 You are speaking too fast. 2
when … (was / were) younger 39

AUDIO SCRIPT
Unit 2. Make new business contacts

1
Thanks for your email. I’m out of town and can’t give you an answer right now. I
need to touch base with my team first when I get back.
2
Sure. When I get back, I need to touch base with my team, then I can give you an
answer.
3
Touch base? It means I need to talk to the team, to speak to them. Then I can
give you a buzz on Thursday or Friday next week.
4
Give you a buzz? It means: call you on the telephone.
5
Or, I can shoot you an email.
6
Shoot you an email—send you an email.
Unit 3. Describe travel plans

7
– Taxi!
– Where to?
– The airport, please.
– All right.
8
– Melissa! Are you still at the office?
– Yes, sorry. I have a lot of work to do.
– And when are you coming home?
– In about an hour.
– Well, don’t stay too late, OK?
– OK.
9
– Hey, George. I see you’re not working next week. Are you taking a vacation?
– Yes, my wife and I are going skiing in Austria.
– That’s exciting. When are you leaving?
– On Saturday.
– Have a great time!
– Thanks.
10
– This is the Yellow Line train to Huntington. The doors are closing.
– Hi, Karen. Are you going to the office?
– Oh, hi Beth. Yes, I am. And you?
– I am, too. But you don’t usually take the metro to work, do you?
– No. There’s something wrong with my car …
©2020 Berlitz Languages, Inc. Audio Script | A-1

Unit 5. Ask about fares and buy tickets
11
— I’d like a one-way ticket to Baltimore, please.
— When would you like to leave?
— Around noon.
— There are two trains departing at that time. The Northeast Express leaves at
12 o’clock and arrives in Baltimore at 12:28. The Northeast Regional leaves at
12:02 and arrives at 12:43.
— I see. So the express takes 28 minutes and the regional train takes 41
minutes?
— That’s right.
— And what’s the fare?
— The Northeast Express is $55 for business class and $70 for first class. The
Northeast Regional is $27 for coach or $39 for business class.
— I’d like a business class ticket for the Northeast Regional, please.
Unit 6. Introduce your company and describe its products and services
12
My name is Pamela Rice, and I’m a sales manager for Artesa. Artesa imports and
sells office equipment to companies here in the United States. I travel a lot for
my job.
13
My name is James Richards. I work for BioPlus. BioPlus makes pharmaceutical
products and exports them all over the world. Our headquarters are in Chicago,
but I work in our laboratory in Dallas.
14
TelTec sells satellite telephone and TV services to homes across Canada. We
don’t provide internet services yet, but beginning next year, we will.
Unit 8. Describe your colleagues’ responsibilities

15
My company makes airplane seats. I’m a factory supervisor. I supervise twenty
people in our factory in Kentucky.
16
I’m the director of human resources at a large telecommunications company. It’s
my job to help all our employees do their jobs. It’s not easy, but I enjoy it. I like
working with people.
17
I’m a computer programmer. I work for a company that makes computer games.
It’s a great job! I write software.
18
I work in the accounting department of a large clothing store. I check employees’
hours and pay them every two weeks. I like working with numbers.
Unit 10. Review

19
– Airport Transit.
– Hello. Do your shuttle buses stop at the Carlton Hotel?
A-2 | Audio Script ©2020 Berlitz Languages, Inc.
– Yes, they do. They stop at all the major hotels.
– How often do they run on Sundays?
– Every half hour.
– How long does it take to get from the airport to the hotel?
– Around forty-five minutes.
– And how much does it cost?
– The one-way fare is fifteen dollars.
Unit 11. Ask for and give information

20
Hi Ron! This is Nella in marketing. I got your email about the new product for
next season, but I have a few questions. First of all, will it come in different
colors? Our customers would like something that’s not black. And another thing
… your email didn’t have any information about price. Will the price stay the
same? There was something else I wanted to ask … Oh, yes! It’s about our next
meeting. We’re meeting on the 22nd, is that right? I think that’s all I wanted to
ask. Call me when you get this message. Thank you!
21
Hi, Nella. This is Ron. I got your message. Sorry I missed you. To answer your
questions … the new product will come in four colors: black, dark blue, red, and
beige. I can’t tell you the price; we are still discussing it. But we’ll let you know on
Friday. And yes, our meeting will be on the 22nd, in the conference room on the
8th floor.
Unit 13. Give an update (at work)

22
My team is making the arrangements for the SARA project meeting. I visited the
Northside Conference Center earlier this week. It looks perfect, but we are still
discussing the price. Sam met with a representative from the Park Hotel
yesterday; they have enough rooms for all our visitors, and their price is
excellent. Steve and Sue are checking restaurants and they will update me later
today. Kim and Andrew are preparing the materials for the meeting. They will
finish that by the end of next week.
Unit 17. Plan a business trip

23
On Tuesday at nine o’clock, our colleagues are going to pick us up at the hotel,
and we’re going to go to their office first. Then, at 11:30, we’re going to leave for
a restaurant downtown. After lunch, we are going to go back to the office.
There’s going to be a meeting with the vice president at 3:30 p.m.
On Wednesday morning, we’re going to meet a group of sales reps and talk about
the new product. We’re also going to see the new production area. At around one
o’clock, we’re going to have lunch at a Japanese restaurant. After lunch, we’re
going to visit one of the branch offices on the other side of town. I think we’re
also going to speak to some of the new employees there.

On Thursday, we’re going to be in meetings with colleagues from different
departments all morning, and around two o’clock in the afternoon we’re going to
go back to the airport.
Unit 18. Give travel advice

24
And now for the weekend forecast. The clouds are going to be with us all
weekend, and there’s a 60% chance of rain. Temperatures will be a cool 65 to 68
degrees. For those of you planning to go out this weekend, don’t forget your
umbrellas!
25
And now for the weather. There is snow in the forecast for today and tomorrow,
with up to 10 inches of fresh snow by tomorrow evening. Skies will be cloudy,
and temperatures are going to stay in the mid to high 20s.
Unit 21. Ask for information about a hotel and make a reservation
26
– Parkview Hotel. Reservations. This is Valerie. May I help you?
– Yes, I’d like to reserve a room.
– For which nights?
– January 7th to the 11th.
– For how many people?
– Just one.
– Could I have your name, please?
– Yes, it’s Diana Clark.
– All right, Ms. Clark. That’s a single room for four nights, from January 7th to
the 11th. Is that correct?
– That’s correct. Could you tell me the rate, please?
– It’s $175 per night.
– OK. That’s fine.
– Which credit card will you be using to hold the room?
Unit 22. Check into a hotel and speak to hotel staff

27
– Bellman.
– Yes, hello. Come in.
– How many bags, sir?
– These two suitcases and that bag over there.
– Shall I take them to the lobby, sir?
– No, to the front door, please. A taxi is waiting.
28
– Housekeeping.
– Can you come back later? I’m leaving in about 20 minutes.
– Yes, sir.
29
– I’d like to order some lunch. Can you bring it to the pool?
– Yes, of course. What would you like to order?
– Let’s see. Could you bring me a salad, a turkey sandwich, and some sparkling
water?
– Certainly. Your room number, ma’am?
– 512. I’m sitting just inside the entrance to the pool.
30
– Hello. I’d like to get some information about restaurants.
– There are several excellent restaurants near the hotel. What kind of food do
you like?
– I like Mexican and Thai food.
– There’s a wonderful Thai restaurant just two blocks from here. Shall I call them
to make a reservation for you?
– Thank you. That would be great. And can you tell me how to get to the
Keystone Mall?
– Of course. Let me show you on a map.
Unit 23. Describe your stay and check out

31
– I’d like to check out.
– May I have your key card and your room number, please?
– Yes, room 1130.
– Thank you, Ms. Shelby. Were you happy with your room?
– It was OK. The bed was not very comfortable.
– I’m sorry to hear that. I’ve made a notation on your record. The next time you
stay with us…
32
– Good morning.
– Morning. I’d like to check out, please.
– Your room number?
– 322.
– Did you enjoy your stay, Mr. Parker?
– Yes, very much. The view of the lake was wonderful.
– I’m so glad you enjoyed it. Here is your receipt. You’ll find taxis waiting out
front.
Unit 25. Talk about a (past) business trip

33
Your attention please. The delayed 4:15 train from Washington with service to
Philadelphia and New York is now arriving on Track number 4. We apologize for
the delay. Once again, the delayed 4:15 train to Philadelphia and New York is
now boarding on Track 4.
34
Attention all passengers on Omega Airlines flight 958 to Heathrow Airport in
London. This flight is now ready for boarding at Gate 28B. Please proceed to the
gate for immediate departure.
Unit 26. Welcome visitors to your company

35
Welcome, everyone! My name is Steve White and I’m the HR manager here at
Celetex USA. Today, I will show you around our office. Celetex USA has about
700 employees and we occupy three floors of this building: the 8th, 9th, and 10th
floors.
Here on the 9th floor are reception, human resources, and customer service. As
you can see, we have an open office with many workspaces—there are no
individual offices.
Downstairs are accounting, IT, and sales and marketing. Upstairs there are
meeting, conference, and training rooms. There are two kitchens and a lounge on
each floor.
The building has other amenities available to employees and visitors. There is a
fitness center, a café, a post office, and a restaurant on the ground floor. On the
top floor, there is a beautiful garden terrace with tables and chairs. When the
weather’s nice, it’s a terrific place for lunch or just to relax.
Unit 27. Reserve a table for a business lunch or dinner

36
– Where do you want to go for lunch, Ken?
– How about the seafood restaurant on Second Street?
– I don’t feel like having seafood today. Would you like to try the new Italian
place? It’s only a few blocks from here.
– Sure. That sounds good. Shall we walk?
– Good idea. It’s a beautiful day.
37
– Julie Martin speaking.
– Hi, Julie. It’s Carlos.
– Hi, Carlos. How are you?
– I’m fine, thanks. And you?
– I’m fine.
– Julie, would you like to have dinner with me tomorrow night after work?
– Sure. That would be nice.
– Great. Do you like Mexican food?
– Yes, very much.
– OK. Let’s go to El Sol. It’s a nice little place in Old Town not far from your
office.
– OK. Shall we meet in the lobby where I work and drive together?
– That sounds good. Is six o’clock OK?
– Six o’clock is great. See you then!
38
– Fairfax Inn. Good afternoon.
– Hi, I’d like to book a table for two for this evening.
– For what time?
– Around eight o’clock.
– Could you hold, please, while I check?
– Yes, of course.
– Thank you for holding. I’m afraid we don’t have any tables available at eight.
Could you come at seven or nine o’clock instead?
– Just a moment. Let me check with my wife. OK. Seven o’clock would work.
– Very good. And the name?
– Hoffman.
– Thank you, Mr. Hoffman. We’ll see you at seven o’clock.

Unit 29. Say how you’re feeling
39
– Are you OK, Lucy?
– No. Everything hurts.
– Did you go to work yesterday?
– No, I was at home all day.
40
– What’s the matter, Bill?
– I have a bad stomachache.
– What did you have for lunch?
– I had some crab salad and a soda.
– Did the crab taste OK?
41
– Good morning. Abbott Productions. This is Amy speaking.
– Hi, Amy. This is Catherine.
– How are you feeling today, Catherine?
– Better, thanks. I don’t have the headaches I had yesterday, but now I have a
stomachache.
– I’m sorry to hear that. Are you coming into the office?
– No, not today. Maybe tomorrow.
– I hope you feel better soon.
Unit 30. Review

42
– Excuse me, sir. … Good afternoon, Stanton Hotel. How may I help you?
– Yes, hi. I’d like some information about your hotel.
– What would you like to know?
– Is breakfast included in your room rates?
– Yes, sir. We serve a complimentary breakfast in our restaurant from 6:30 to
9:30 a.m.
– Do all the rooms have internet access?
– Yes. Free WiFi is available to all our guests.
– Does the hotel have a swimming pool?
– Usually, yes, but it’s closed now for the winter.
– Hmm, I see. Well, do you have a fitness center?
– No, I’m sorry, we don’t. But there is a fitness center located across the street
from the hotel.
– OK, well, thank you very much.
– … I’m sorry. Thank you for waiting…
Unit 31. Describe to a colleague what happened

43
– Hi, Jack. This is Barbara. I’m going to be late today.
– Why? What’s wrong?
– I have a toothache. I’m going to the dentist now. I’ll call you after my
appointment.
– OK. Talk to you later.
44

– This is the voicemail for Janet Miller. Please leave a message.
– Janet, this is Tony. I won’t be in the office today. My daughter has a very bad
earache. The doctor says she has to stay home. I’ll call you later. Bye.
45
– What’s the matter, Linda?
– I don’t feel well. My head hurts and I have a stomachache.
– You should go home.
– Yes, OK. I think I will.
Unit 32. Describe your symptoms and ask about medicines

46
– Hello. I need something for a cold.
– Do you have a fever?
– No, but I have a sore throat, I’m coughing a lot, and I have a runny nose.
– Are you taking any medicine?
– Just some aspirin.
– OK. Let’s see. For the cough and the runny nose, take this cold medicine twice
a day. And for the sore throat, this tea is very good. Drink it hot with lemon. You
should feel better in a day or two.
Unit 33. Talk to a colleague about your hobbies

47
– What do you do in your free time, Jake? Do you have any hobbies?
– Yes, I make furniture.
– Oh, really? What kind of furniture?
– Tables, bookcases, things like that. This weekend I’m going to make a coffee
table. How about you, Paula? Do you have any hobbies?
– Yes, I collect antiques.
– That’s expensive, isn’t it?
– It can be, but I enjoy it.
48
– What are you doing this weekend, Phil?
– I’m going to start a watercolor painting class.
– Really? I enjoyed drawing and painting when I was in school.
– Me, too. I liked to draw when I was younger. I could draw people well, but I
never took art class very seriously.
– So where are you taking the class?
– At the university.
– Well, I hope you enjoy it.
– Thanks. I’m sure I will.
Unit 34. Describe exercise habits and try something new

49
I don’t like to exercise, but if the weather’s nice, I like to work in my garden. Does
that count as exercise?
50
I love to exercise. I go to an aerobics class three times a week. And on the days I
don’t do aerobics, I go to the gym to lift weights. I always feel better after a good
workout. If I miss a day of exercise, I feel awful the next day.
51
I like outdoor sports. There’s a park near my house. If the weather’s nice, I go
running and cycling there. If the weather’s bad, I go swimming instead. My
friends and I also play football on Saturday afternoons.
52
I’m not really big on exercise. OK, if it’s warm and sunny, I like to go for a walk.
But if it’s cold, or rainy, forget it. I’d rather stay home and read or watch TV.
Unit 36. Say what you use something for

53
I have a blog and I post a new entry every week. I write about things I enjoy: my
work, my hobbies, and my family.
54
I spend a lot of time online. I use the internet to read the news and look for
information. I use a social networking site to stay in touch with my friends. I chat
with them almost every day, and I share photos with them.
55
My best friend is working in London for a year. We use the internet to email, chat,
and call each other almost every day.
Unit 40. Review

56
– So, Ms. McIntyre, what seems to be the problem?
– I don’t feel very well. I think I have the flu.
– What are your symptoms?
– I have a fever and everything hurts: my head, my stomach, my back, and my
neck.
– Let me check your temperature. Hmm … 101°. Yes, it’s the flu. Are you taking
any medicine now?
– No.
– All right. I’ll write a prescription for you. There’s a pharmacy on the ground
floor.
– How long will it take to get better?
– You should feel better in three or four days.
– Can I go back to work this week?
– No, you should stay home and get some rest. You can go back to work on
Monday if you feel all right.

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Business English

ISBN 978-1-64210-309-0 Berlitz Languages, Inc.

Copyright© 2020 Berlitz Languages, Inc.

Berlitz Trademark Reg. U.S. Patent Office and other countries

First Digital Edition — January 2020

For use exclusively in connection with Berlitz language instruction.

Berlitz Languages, Inc.

The Berlitz Research & Development Team

©2020 Berlitz Languages, Inc. iii

Instructor Guide Features

Sub-sections between dotted lines indicate more detailed instructions to support

iv ©2020 Berlitz Languages, Inc.

©2020 Berlitz Languages, Inc. v

SPEAKING GOAL PAGE TOPICS GRAMMAR

1 Exchange 1 Questions; Answers Past tense, irregular verbs: went / took /

2 Make new business 8 Contacts Idioms: to touch base, to give someone

6 Introduce your 31 Types of companies Order of adjectives

7 Describe your 38 Company organization Relative clauses (subject form) with

8 Describe your 45 Jobs; Job Express responsibility using to be

vi ©2020 Berlitz Languages, Inc.

12 Ask for and give 65 Assistance; Support by + time expression

13 Give an update (at 70 Updates Review: Simple past, present

14 Choose a new team 75 Jobs; Interviews Comparative with nouns

15 Open a presentation 81 Openings; Introductions Self-introductions

16 Close a presentation 86 Endings Moving from one point to the next

17 Plan a business trip 93 Travels; Flights Future with to be going to

19 Make 105 Recommendations to recommend + -ing

21 Ask for information 115 to like … more than …

©2020 Berlitz Languages, Inc. vii

would prefer + noun

22 Check into a hotel 122 Polite offers with shall

26 Welcome visitors to 146 Visitors; Compliments What a + adjective + noun!

27 Reserve a table for a 151 Types of restaurants; to feel like + -ing

28 Compare restaurants 156 Restaurants; Make comparisons using as … as: (not)

viii ©2020 Berlitz Languages, Inc.

32 Describe your 176 Ailments and don’t have to

34 Describe exercise 188 Exercise; Fitness Frequency adverbs: regularly,

©2020 Berlitz Languages, Inc. ix

Complete Audio A-1

x ©2020 Berlitz Languages, Inc.

In this lesson you will ...

01 GOAL-SETTING Introductions or review of last lesson and homework.

Greet students, introduce yourself, and have students introduce

Do you go to meetings or conferences in other cities? Where do you go? Do

Set a customized speaking goal. For example: Our goal is to introduce

Warm-up. Present and practice, as needed: to exchange (business

©2020 Berlitz Languages, Inc. Exchange information • Unit 1 | 1

02 PRESENTATION Present and practice, as needed: to introduce yourself / Here’s my card.

Reading 2. Test the teacher

Pairs. Students re-enact the dialog in the SG substituting their own

2 | Exchange information • Unit 1 ©2020 Berlitz Languages, Inc.

Substitution: Do you like to talk to people? → (don’t) like to make

Go over the BOOST example in the SG.

QA. Students answer the questions in the SG using BOOST.

Prompt students, as needed.

Ask additional questions.

©2020 Berlitz Languages, Inc. Exchange information • Unit 1 | 3

Present and practice, as needed: Simple past, irregular verbs: went /

Present and practice, as needed: Simple past, irregular

Students complete the sentences in the SG.

4 | Exchange information • Unit 1 ©2020 Berlitz Languages, Inc.

©2020 Berlitz Languages, Inc. Exchange information • Unit 1 | 5

Go over the example in the Tip! box, if needed.

Pre-task. Go over the situations in the SG. Adapt according to students’