Blended Learning 1

Table of Contents Level 1

Introducing yourself and saying where you are from 2 Saying where places are 22

1 7
Introducing others 2 Asking for directions 22

Giving information about ourselves and others 4 Giving directions 24

Leaving a message 4 Reading a map / Describing a route 24

Talking about food and drinks / Offering something to drink 6

Talking about your family 26

2 8
Talking about meals 6
Describing people 26
Telling time 8
Talking about yourself and others 28
Ordering a meal 8

Saying where you work 10 Talking about past activities 1 30

3 9
Describing your office 10 Talking about past work experience 30

Talking about what people do at work 12 Talking about skills 32

Calling a business for information 12 Talking about your company and your job 32

Talking about colors and clothes 14 Inviting someone out 34

4 10
Asking about sizes 14 Making plans to go out 34

Asking about a price 16 Talking about past activities 2 36

Making a purchase / Ordering over the phone 16 Rating a place or event 36

Talking about the calendar 18

Asking about someone’s health 38

5 11
Talking about travel plans 18
Explaining what’s wrong / Showing concern 38
Talking about seasons and weather 20
Asking for and giving advice 40
Making travel plans / Offering suggestions 20
 CHAPTER
1 UNIT A
Learning objectives
UNIT OVERVIEW
Grammar: to be (am, is, are), possesive adjectives
Vocabulary: hello, name, from, introduce, hometown
Expressions: nice to meet you (too), this is, I’d like you to meet
1 Pre-task 1 - Review
1. Tell the student they will practice introductions in this lesson.
2. Set a customized goal for the first objective. For example:
Introducing myself to a new client
3. Ask the following questions:
What’s your first name? What’s your last name?
What city are you from? What nationality are you?
4. After each answer, ask: “How do spell that?” Then, have them
write their answers in the left column.
5. Have them ask you the same questions and write your answers in
the right column.
6. Ask the student to tell you their and your information again.
7. Tell the student the dialogue next to the picture is in the wrong
order. Point to the last line and say: “This is the first line.” Then
ask: “What’s the second line?”
8. Read the dialogue together twice (switching roles). Read it again,
this time using the student’s and your information.
1 BerlitzEnglish Level 1
Nice to meet you!
Introducing yourself and saying where you are from Introducing others
2 Task 1 - Introducing yourself and saying where you are from 4. Practice introducing the characters as your friends, co-workers,
1. Tell the student they will now practice introducing themselves bosses and family members using:
to their contact. Have them read Role Card 1. This is ... / I’d like you to meet ...
2. First enactment: Introduce yourself as the student’s contact . 4 Task 2 - Introducing others
1. Have the student read Role Card 2.
3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as style, 2. First enactment: The student introduces themselves and their
register, intonation and pronunciation. friend to you. Introduce one of your friends to them.
4. Second enactment: If the student made many mistakes, do the 3. Post-task: Give praise, point out any mistakes, encourage
same activity again. Otherwise, introduce yourself as someone self-correction, and give feedback on other areas such as style,
else. register, intonation and pronunciation.
5. Extension: use the profiles on Pre-task 2 and take turns 4. Second enactment: If the student made many mistakes, do the
introducing yourselves as those characters. same activity again. Otherwise, have them practice introducing
1. not one but several people to you.
Confirm achievement of the first goal
Confirm achievement of the second goal
3 Pre-task 2 - Review
2.
Set a customized goal for the second objective. For example:
Introducing my boss
3.
Ask the student questions about the people in Pre-task 2:
What’s her name? Where is he from? What nationality is he?
Ask Yes/No/Or/Key questions to practice the verb to be:
Is he Japanese? Is he from England or Canada?
Is her name Sarah? What country is he from?
 CHAPTER
1 UNIT A Nice to meet you!

1 Pre-task 1 - Review 3 Pre-task 2 - Review

Learning objectives Me My teacher

Introducing yourself First name

and saying where you

are from Last name Kevin Smith Krista Sandell
London, England Stockholm, Sweden

Introducing others
Hometown

Nice to meet you, too, Mr. Peterson.

Luisa Fernandez James Rowland
Where are you from?
Bogota, Colombia New York, USA
I’m from Manchester.

I’m Bob Peterson. Nice to meet you.

I’m from Sydney. And you?

1 Hello, my name is Thomas Oxford.

Kenji Tanaka Kelly Oxford
Tokyo, Japan Edmonton, Canada

2 Task 1 - Introducing yourself and saying where you are from

4 Task 2 - Introducing others
Role Card 1
Role Card 2
Introduce yourself to ________________________________. Say your
You are at a party. Introduce yourself and your
name and where you are from. Ask the other person what his/her name is
_____________________ to other guests.
and where he/she is from.

BerlitzEnglish Level 1 2
 CHAPTER
1 UNIT B
Learning objectives
UNIT OVERVIEW
Grammar: subject pronouns and possesive adjectives
Vocabulary: nationality, business card, address, phone number
Expressions: how do you spell that?, this is (my name)
1 Pre-task 1 - Review
1. Tell the student they will now practice giving personal informa-
tion, such as their nationality.
2. Set a customized goal for the first objective. For example:
Giving information about myself and my friend
3. Refer to Pre-Task 2 in Unit A and ask:
What country is Kenji from? So, what nationality is he?
What nationality is James? How about Kelly?
4. Go back to Pre-Task 1 in Unit B and ask the same questions about
the people on the list.
Notes:
— Have the student tell you each person’s country
and nationality aloud before matching
— Ask the student to spell some of the names,
countries and nationalities.
— Challenge 1: have the student both ask and answer
the questions.
— Challenge 2: cover the list of nationalities.
— Shada is a woman’s name while Kasem is a man’s name.
3 BerlitzEnglish Level 1
Nice to meet you!
Giving information about ourselves and others Leaving a message
2 Task 1 - Giving information about ourselves and others
1. Have the student read Role Card 1 and write the name of the
person they’d like to talk about (as stated in the goal).
2. First enactment: The student gives you their information as
well as their contact’s.
3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as style,
register, intonation and pronunciation.
4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, have them tell you about two
other people.
Confirm achievement of the first goal
3 Pre-task 2 - Review
1. Set a customized goal for the second objective. For example:
Leaving a message for my overseas co-worker
2. Have the student look at the first business card and ask them
the following questions:
Whose business card is this?
What’s her phone number? What’s her e-mail address?
What’s her company’s address?
3. Ask the same questions using the second business card.
4. Read the following text and have the student write down the
key information (not sentences):
My friend’s name is Elizabeth Powell. She is from New
Zealand. Her phone number is 98-3401-3020. Her e-mail
address is liz_powell@nordic.com. Her home address is 34
Second Street, Wellington. Postal code: 6004.
5. Have the student tell you the information (in full sentences).
6. Expansion: dictate another similar text.
4 Task 2 - Leaving a message
1. Have the student read Role Card 2 and write the name of the
person they’d like to leave a message for (as stated in the goal).
2. First enactment: Tell the student they will listen to that person’s
voice mail. Tell them to say hello, their name, phone number,
e-mail address and goodbye. Read the text, make a beep sound
and prompt the student to leave their message.
3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as style,
register, intonation and pronunciation.
4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, have them practice leaving a
different message.
Confirm achievement of the second goal
BerlitzEnglish Level 1 4
 CHAPTER
1 UNIT B Nice to meet you!

1 Pre-task 1 - Review 3 Pre-task 2 - Review

Learning objectives

s
Andreas — Germany Argentinian

Giving information
about ourselves
Luis — Portugal Dutch
Emma Harris
Sales Department
and others Marie — Switzerland Spanish
Square Ltd.
Paula — Argentina Thai 899 Madison Ave.
Leaving a message
phone 98-9610-6489 Charlotte, NC
e-mail e-harris@square.com 10921
Jan — Netherlands French

Carol — Ireland German

100 PIXELS
Nadine — France Moroccan
EMILIO V
A
Kasem — Thailand Irish emiliovarg RGAS
as@100pix
T: +39 9 els.mx
809 4690
A: 29-89
Shada — Morocco Portuguese Avenida D
os Morelia
, Mexico
www.100p
ixels.com
Fernando — Spain Swiss

2 Task 1 - Giving information about ourselves and others 4 Task 2 - Leaving a message

Role Card 1 Role Card 2

Give the following information about yourself and _____________: Call ____________________ and leave a message.

— First and last names (and the spelling) “Hello, this is _______________. Please leave a
— Hometowns and nationalities (and the spelling) message and I’ll call you back. Thank you.”

BerlitzEnglish Level 1 4
 CHAPTER
2 UNIT A I’d like the steak, please.
Learning objectives Talking about food and drinks / Offering something to eat and drink Talking about meals

UNIT OVERVIEW 6. For the rest of the drinks, ask mixed questions: 3 Pre-task 2 - Review
Grammar: indefinite articles; would like, to like, to eat and to drink Which of these drinks would you like to drink now? 1. Set a customized goal for the second objective. For example:
Vocabulary: meal, various food items What kind of soda/juice/beer would you like? Describing my favorite meals
Expressions: yes, please; no, thank you; you’re welcome What would you like to drink tonight? For breakfast
tomorrow? For lunch? 2. Brainstorm typical American food (breakfast, lunch and dinner).
1 Pre-task 1 - Review
1. Tell the student they will practice talking about food in this lesson. 7. Dictate the following food items. Have the student write each 3. Dictate (or write on the board) the following words and have
word under the correct heading and make a sentence with it: the student fill in the blanks.
2. Ask a few warm-up questions to help you customize the goal: “I’d like a/an/some ...” beer breakfast dinner eat hamburger
Do people visit you in your office or house? Who? banana, chicken, salad, apple, orange, cake, cookie, apple juice potatoes like milk soda
Do you offer them something to drink? Something to eat? juice, egg, sandwich, onion, olive, bread, steak, pizza
4. Ask the student to tell you what people eat and drink for each of
3. Set a customized goal for the first objective. For example: 2 Task 1 - Talking about food and drinks / Offering something the three meals in their country.
Offering a client something to drink in my office to eat and drink
1. Tell the student to read Role Card 1 and fill in the blanks. 4 Task 2 - Talking about meals
4. Point to the picture of coffee and practice this skit a few times: 1. Have the student read Role Card 2.
Pretend you are at my house/office. 2. First enactment: You are the student’s guest.
I: Would you like some coffee? 2. First enactment: The student tells you what they (personally)
S: Yes, please. 3. Post-task: Give praise, point out any mistakes, encourage like to eat and drink for each meal.
I: What kind of coffee would you like? self-correction, and give feedback on other areas such as style,
S: I’d like (a cafe latte, cappuccino, regular black). register, intonation and pronunciation. 3. Post-task: Give praise, point out any mistakes, encourage
I: Would you like cream and sugar? self-correction, and give feedback on other areas such as style,
S: No, thank you. / Sugar only, please. 4. Second enactment: If the student made many mistakes, do the register, intonation and pronunciation.
I: Ok, here you go. same activity again. Otherwise, have them offer you different
S: Thank you. drinks and food. 4. Second enactment: If the student made many mistakes, do the
I: You’re welcome. same activity again. Otherwise, have them ask you about your
favorite meals.
Confirm achievement of the first goal
5. Practice a similar skit with tea.
Confirm achievement of the second goal

5 BerlitzEnglish Level 1 BerlitzEnglish Level 1 6

 CHAPTER
2 UNIT A I’d like the steak, please.

1 Pre-task 1 - Review 3 Pre-task 2 - Review

Learning objectives

Talking about food

and drinks /
Offering something
to eat and drink

a an some
Talking about meals
In America, many people ___________ to eat eggs and
bacon for ______________, but some people like cereal
with ____________. They drink coffee or __________.

For lunch, they like to _______________ a sandwich with

soup or a _______________ with French fries and they
drink _______________ or water.

And for _______________, they eat pasta with salad or

meat and _______________. They drink soda or juice, but
some people drink _______________ or wine.

2 Task 1 - Talking about food and drinks / Offering something to eat and drink 4 Task 2 - Talking about meals

Role Card 1 _______________________ is visiting you in your Role Card 2 Talk about what you like to eat

______________________. Offer him/her something and drink for breakfast, lunch

to eat and drink. and dinner.

BerlitzEnglish Level 1 6
 CHAPTER
2 UNIT B I’d like the steak, please.
Learning objectives Telling time Ordering a meal

UNIT OVERVIEW 3. Post-task: Give praise, point out any mistakes, encourage I: Would you like some dessert?
Grammar: what time is it ...? self-correction, and give feedback on other areas such as style, S: Yes, please. I’ll have the (student’s choice).
Vocabulary: numbers (1-99), morning, afternoon, evening, night register, intonation and pronunciation. I: Anything else?
Expressions: I’d like the, anything else S: No, thank you.
4. Second enactment: If the student made many mistakes, do the I: Ok, so that’s one ...
1 Pre-task 1 - Review same activity again. Otherwise, have them tell you not only
1. Tell the student they will now talk about food and time. what time they eat but also what they eat for each meal. 5. Do the skit again but tell the student to choose different items
off the menu.
2. Set a customized goal for the first objective. For example: Confirm achievement of the first goal

Talking about what time I eat my meals
3. Point to the map and ask: “What time is it in Mexico City?”
Encourage the student to say the full sentence: It’s eight o’clock in
the morning in Mexico City.
4. Ask them for the time in the rest of the cities.
Note:
The map does not reflect actual time differences
between the cities. There is no need to explain this to
the student, however.
5. If the student struggled with this activity, have them tell you the
time in each city again. Otherwise, move on to Task 1.
2 Task 1 - Telling time
1. Tell the student to read Role Card 1.
2. First enactment: The student answers the questions.
3 Pre-task 2 - Review
1. Ask the student what their favorite restaurant is.
2. Set a customized goal for the second objective. For example:
Ordering a meal at The Red Lobster
3. Have the student read the menu for Mario’s Restaurant. Assist
with pronunciation as needed.
4. Tell them you are a waiter/waitress at Mario’s and practice the
following skit:
I: Hello, welcome to Mario’s. What would you like to
drink?
S: (student’s choice), please.
I: Would you like an appetizer?
S: Yes, please. I’d like the (student’s choice).
I: Certainly. And what would you like to eat?
S: I’d like the (student’s choice), please.
(or: I’ll have the ...)
6. Extension: If it is relevant to the student, switch roles.
4 Task 2 - Ordering a meal
1. Have the student read Role Card 2 and fill in the blank with the
name of their favorite restaurant.
2. First enactment: The student orders a meal from that
restaurant. If needed, have the student make a sample menu for
that restaurant.
3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as style,
register, intonation and pronunciation.
4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, have them order a different meal
(perhaps breakfast) or have them be the server.
Confirm achievement of the second goal

7 BerlitzEnglish Level 1 BerlitzEnglish Level 1 8

 CHAPTER
2 UNIT B I’d like the steak, please.

1 Pre-task 1 - Review 3 Pre-task 2 - Review

Learning objectives
Dallas London Rome
12:00 am 7:20 pm 12:00 pm
Telling time

Mario’s
Ordering a meal

APPETIZERS
Tokyo Bruschetta ENTREES
11:45 pm Calamari Lasagna
Gnocchi Spaghetti
Mexico City Garden Salad Fettuccine Alfredo
8:30 am
Ceasar Salad Steak Toscano
Chicken Ravioli
New Delhi Seafood Brodetto
Sao Paulo 10:03 pm
2:05 pm PIZZAS
Santiago
9:15 pm Sydney Margherita DESSERT
11:48 am
Romana Tiramisu
Johannesburg
3:00 am Capricciosa Torta di riso
Buenos Aires
6:20 pm Napoletana Affogato

2 Task 1 - Telling time 4 Task 2 - Ordering a meal

Role Card 1 Talk about your meal times. What time do you eat breakfast, Role Card 2 Order a meal at
lunch and dinner? _____________________.

BerlitzEnglish Level 1 8
 CHAPTER
3 UNIT A What do you do?
Learning objectives Saying where you work Describing your office

UNIT OVERVIEW 2 Task 1 - Saying where you work 3. Ask questions about the illustration:
Grammar: simple present; prepositions of location: next to, behind, 1. Tell the student to read Role Card 1. Tell them you will be doing Is there a desk in this office? How many desks are there?
on in; there is/are a role-play. What is on the desk? What’s in the drawer?
Vocabulary: various jobs and types of companies; office supplies
2. First enactment: Have a conversation with the student about 4. Ask questions about the location of each item:
1 Pre-task 1 - Review their job and their company and your job. Be sure to ask them Where is the magazine? Where are the pencils?
1. Tell the student they will talk about their job in this lesson. (and have them ask you) the four questions from Pre-Task 1. Where is this pencil? Where are the sunglasses?
Is the coffee on the cup or in the cup?
2. Set a customized goal for the first objective. For example: 3. Post-task: Give praise, point out any mistakes, encourage What’s under the book? What’s next to the cup?
Talking about my company and my job self-correction, and give feedback on other areas such as style,
register, intonation and pronunciation. 5. Have the student describe the office again.
3. Point to Michael’s profile and ask these four questions:
Where does Michael work? 4. Second enactment: If the student made many mistakes, do the 4 Task 2 - Describing your office
What kind of company is it? same activity again. Otherwise, have them tell you about their 1. Have the student read Role Card 2.
Where is his company (located)? job, your job and someone else’s (e.g. their spouse).
What does he do there? 2. First enactment: Have the student draw a diagram of their
Confirm achievement of the first goal office, including furniture, office supplies and office equipment.
4. Have the student tell you about Michael again, but this time Then, have them describe it to you.
without the questions:
Mike works at/for Boston Medical Center. It’s a hospital in 3 Pre-task 2 - Review 3. Post-task: Give praise, point out any mistakes, encourage
Boston. He is a doctor there. 1. Point to the illustration and tell the student they will practice self-correction, and give feedback on other areas such as style,
describing their office at work. Set a customized goal for the register, intonation and pronunciation.
5. Repeat points 3-4 using the other characters. Alternatively, you second objective. For example:
could switch between asking and answering the questions or just Saying what’s in my office 4. Second enactment: If the student made many mistakes, do the
have the student make both questions and answers. same activity again. Otherwise, have them ask you about your
2. Dictate (or write on the board) the following words: office/the teachers’ room and they have to draw it.
6. Ask Yes/No/Or/Key questions about the characters to practice on in under next to behind
the simple present tense. Confirm achievement of the second goal

9 BerlitzEnglish Level 1 BerlitzEnglish Level 1 10

 CHAPTER
3 UNIT A What do you do?

1 Pre-task 1 - Review 3 Pre-task 2 - Review

Learning objectives
Michael BC Medical Center

Saying where you work hospital — Vancouver

Doctor

Describing your office

Andrea Capital Europe

bank — Madrid
Branch manager

Ikumi Fujisawa Plastics

factory — Yokohama
Chemical engineer

Marc Park Central Plaza

hotel — New York
Bellman
2 Task 1 - Saying where you work 4 Task 2 - Describing your office
Ella Sunshine Hills Secondary
high school — Hong Kong Role Card 1 Role Card 2
Science teacher
Tell your teacher about your Describe your office:

job and ask him/her questions — What’s in your office?

Hans Le Petite Paris
about his/her job. — What’s on your desk?
French cafe — Berlin
— Say where each item is.
Waiter

BerlitzEnglish Level 1 10
 CHAPTER
3 UNIT B What do you do?
Learning objectives Talking about what people do at work Calling a business for information

UNIT OVERVIEW 2. First enactment: The student says how often they do the 3. Practice the following skit a few times:
Grammar: simple present, adverbs of frequency activities in Pre-task 1. I: Hello, thank you for calling Step by Step Daycare. May I
Vocabulary: various verbs related to work, business hours; website help you?
Expressions: May I help you? 3. Post-task: Give praise, point out any mistakes, encourage S: Yes, please. What are your business hours?
self-correction, and give feedback on other areas such as style, I: We are open from Monday to Friday, from five o’clock
1 Pre-task 1 - Review register, intonation and pronunciation. in the morning to seven thirty in the evening.
1. Tell the student that in this lesson they will talk about what they S: Thank you. And what is your address?
do at work. 4. Second enactment: If the student made many mistakes, do the I: We are at 12305 Summer Avenue, Chicago, Illinois.
same activity again. Otherwise, have them tell you about other S: And what‘s your Web site?
2. Set a customized goal for the first objective. For example: things they do at work. I: It’s www.stepbystepkids.com
Talking about what I do at work S: Thank you very much. Goodbye.
Confirm achievement of the first goal
3. Dictate the following adverbs and have the student put them in 4. Now practice calling Ace Golf School.
the correct order in the chart:
sometimes rarely always usually never 3 Pre-task 2 - Review 4 Task 2 - Calling a business for information
1. Tell the student they will now practice calling a business (such 1. Have the student read Role Card 2.
4. Have the student look at the list of people and ask: as a store) to ask for information. Ask:
How often does Jeff send e-mails in English? What kind of company would you like to call? 2. First enactment: The student calls a business of their choice.

5. Now have the student ask and answer the question again. 2. Set a customized goal for the second objective. For example: 3. Post-task: Give praise, point out any mistakes, encourage
Calling Macy’s Department Store for information self-correction, and give feedback on other areas such as style,
6. Tell the student to make the question and answer for each of the register, intonation and pronunciation.
remaining people. 3. Ask questions about the two businesses.
What‘s the name of this business? 4. Second enactment: If the student made many mistakes, do the
7. Have the student ask you three questions using How often...? What are their business hours? same activity again. Otherwise, have them call a different
What’s their address? What’s their website? business.
2 Task 1 - Talking about what people do at work
1. Tell the student to read Role Card 1. Confirm achievement of the second goal

11 BerlitzEnglish Level 1 BerlitzEnglish Level 1 12

 CHAPTER
3 UNIT B What do you do?

1 Pre-task 1 - Review 3 Pre-task 2 - Review

How often ...?
Learning objectives
100% 80% 50% 10% 0% STEP BY STEP
Daycare
Talking about what
people do at work Mon - Fri • 5 am - 7:30 pm

12305 Summer Avenue

Jeff 80% send e-mails in English Chicago, Illinois
Calling a business for
information Lee 50% meet with clients
www.stepbystepkids.com
Mark 0% speak French

Helen and Cora 100% use their laptops

Monday to Saturday
Masaki 80% use his cell phone 10 am - 8 pm ace
GOLF SCHOOL
Susan 50% write reports 223 White Street
Dublin, Ireland
Dave 0% meet with his boss

Shane and Robin 10% work on Saturdays

acegolf.com
Steve 100% read The New York Times

Derek and Valerie 10% print documents

Nigel 80% meet with his co-workers

4 Task 2 - Calling a business for information

2 Task 1 - Talking about what people do at work

Role Card 2

Call ________________ and ask about their

Role Card 1 Talk about what you do in your job. How often do you do the
business hours, address and website.
things above?

BerlitzEnglish Level 1 12
 CHAPTER
4 UNIT A How much is it?
Learning objectives Talking about colors and clothes Asking about sizes

UNIT OVERVIEW 3. Post-task: Give praise, point out any mistakes, encourage I: How about this one?
Grammar: present progressive, demonstrative pronouns self-correction, and give feedback on other areas such as style, S: I like it. Can I try it on?
Vocabulary: various clothing items, sizes: small, medium, large register, intonation and pronunciation. I: Of course. The fitting rooms are right over there.
Expressions: Can I try it on? S: Thank you!
4. Second enactment: If the student made many mistakes, do the
1 Pre-task 1 - Review same activity again. Otherwise, have them ask you the 5. Practice with other clothing items.
1. Tell the student they will practice talking about their clothes and questions, take notes and then report back what they heard.
shopping in this lesson. 4 Task 2 - Asking about sizes
Confirm achievement of the first goal 1. Have the student read Role Card 2 and fill in the blanks with the
2. Set a customized goal for the first objective. For example: store and the item(s) they would like to buy.
Talking about my clothes 3 Pre-task 2 - Review
1. Tell the student they are going shopping for (what they told 2. First enactment: Do a role-play that is similar to the skit in
3. Ask questions about what the two people are wearing. you they would like to buy in Task 1). Ask them what store Pre-task 2.
Is he wearing a shirt? What color is it? they would like to buy that in.
What color pants is he wearing? What is she wearing? 3. Post-task: Give praise, point out any mistakes, encourage
2. Set a customized goal for the second objective. For example: self-correction, and give feedback on other areas such as style,
4. Have the student tell you what they are wearing again (without Shopping for new shoes at Foot Locker register, intonation and pronunciation.
the questions).
3. For each of the people in the picture, ask: 4. Second enactment: If the student made many mistakes, do the
5. Extension: Use the IB or the picture in Pre-task 2 for additional What is he/she wearing? What color is it/are they? same activity again. Otherwise, have them practice shopping for
practice. What size ______ is he/she wearing? another item/other items.

2 Task 1 - Talking about colors and clothes 4. Practice the following skit a few times: Confirm achievement of the second goal
1. Have the student read Role Card 1. I: Hello, welcome to ABC Store. May I help you?
S: Yes, I’m looking for a blouse/shirt?
2. First enactment: The student answers the questions. The I: What color ____ are you looking for?
answer to the last question will help you customize the goal for S: I’m looking for a black one.
the second objective. I: In what size?
S: Medium, please.

13 BerlitzEnglish Level 1 BerlitzEnglish Level 1 14

 CHAPTER
4 UNIT A How much is it?

1 Pre-task 1 - Review 3 Pre-task 2 - Review

Learning objectives

Talking about colors

and clothes
S

Asking about sizes

L
XL

L M

32

12

2 Task 1 - Talking about colors and clothes

4 Task 2 - Asking about sizes

Role Card 1 Talk about your clothes:

Role Card 2
— What are you wearing now?
You are shopping at __________________ looking for
— What do you usually wear to work? At home?
__________________ . Ask for help.
— What clothes would you like to buy?

BerlitzEnglish Level 1 14
 CHAPTER
4 UNIT B How much is it?
Learning objectives Asking about a price Making a purchase / Ordering over the phone

UNIT OVERVIEW 2 Task 1 - Asking about a price — Thank you for calling Freemans. May I take your order?
Grammar: how much 1. Have the student read Role Card 1 and fill in the blank with the — Yes, hello. I’d like item number 7397-3C46 in black.
Vocabulary: dollar, euro, pound, yen; price name of their favorite stores. — The leather jacket. What size?
Expressions: how does it fit?; it’s a good fit; do you accept ...? — Large, please. How much is it, again?
2. First enactment: Before starting the role-play, have the student — It’s $320. We offer free shipping.
1 Pre-task 1 - Review tell you what three items they would like to buy and in what — That’s great, thank you.
1. Tell the student they will practice asking about prices and making currency. — Your name?
a purchase. Ask the student what their favorite store is. — Jacob Norton.
3. Post-task: Give praise, point out any mistakes, encourage — And your address, Mr. Norton?
2. Set a customized goal for the first objective. For example: self-correction, and give feedback on other areas such as style, — It’s 3297 Orange Street, Lakewood, Colorado 80232.
Asking about prices at Banana Republic register, intonation and pronunciation. — OK. And your credit card number?
— 6329-8021-2401-7369. Expiration date 11/18.
3. Ask what each item is and how much they are. 4. Second enactment: If the student made many mistakes, do the — Thank you for your order. Have a nice day.
FYI: $ = dollars and cents; € = euros and cents —although same role-play again. Otherwise, ask them to choose three — Thank you.
euro and cent are also used; £ = pounds and pence; ¥ = yen different items and/or a different currency.
4 Task 2 - Making a purchase / Ordering over the phone
4. Practice the following (or a similar) skit: Confirm achievement of the first goal 1. Have the student read Role Card 2.
You are shopping in a store in the US...
I: Hello, may I help you? 3 Pre-task 2 - Review 2. First enactment: The student orders an item.
S: Yes, how much is this shirt? 1. Tell the student they are going to practice buying clothes over
I: It’s $60. Would you like to try it on? the phone. Ask them what they would like to buy and from 3. Post-task: Give praise, point out any mistakes, encourage
S: Yes, please. what store. self-correction, and give feedback on other areas such as style,
I: Please follow me to the fitting rooms. register, intonation and pronunciation.
A few minutes later ... 2. Set a customized goal for the second objective. For example:
I: So, how does it fit? Ordering a sweater from Hollister 4. Second enactment: If the student made many mistakes, do the
S: It’s a good fit. I’ll take it. Do you accept credit cards? same role-play again. Otherwise, have them practice ordering a
I: Yes, we accept Visa and MasterCard. 3. Tell the student they will listen to a customer calling a store to different item.
order something. Have them look at the dialogue and fill in the
5. Practice shopping for some of the other items. blanks with the words they hear. Read the following dialogue: Confirm achievement of the second goal

15 BerlitzEnglish Level 1 BerlitzEnglish Level 1 16

 CHAPTER
4 UNIT B How much is it?

1 Pre-task 1 - Review 3 Pre-task 2 - Review

Learning objectives — Thank you for calling ____________. May I take your order?

Asking about a price
Making a purchase /
Ordering over the phone
$60 — Yes, hello. I’d like item number ___________ in ____________.
23 — The leather ____________________. What size?
$45
45
— ____________________, please. How much is it, again?
— It’s ____________________. And we offer free shipping.

— That’s great, thank you.

3,000
2.50 — Your name?

— ____________________ Norton.
2,500
145 — And your address, Mr. Norton?

— It’s ____________________ Orange Street, Lakewood,

____________________ 80232.

— OK. And your credit card number?

8 — __________________________. Expiration date ___________.
$480 $1,400 6
— Thank you for your order. Have a nice day.

2 Task 1 - Asking about a price 4 Task 2 - Making a purchase / Ordering over the phone

Role Card 1 You are shopping at _________________ and Role Card 2 Call _____________________ and

you’d like to buy three items. Ask about their prices. order _____________________ .

BerlitzEnglish Level 1 16
 CHAPTER
5 UNIT A Have a nice trip!
Learning objectives Talking about the calendar Talking about travel plans

UNIT OVERVIEW 2 Task 1 - Talking about the calendar 2. Set a customized goal for the second objective. For example:
Grammar: present progressive (future), prepositions of time 1. Tell the student they will now talk about holidays around the Describing my trip to Hawaii next month
Vocabulary: months, days, holidays, birthday, travel world. Ask the following question to introduce the activity:
Expressions: Have a nice trip! When is Labor Day in Argentina? 3. Have the student look at the conversation in point 3 and fill in the
blanks. If needed, write the following words on the board:
1 Pre-task 1 - Review 2. First enactment: on when back with
1. Tell the student they will practice talking about the calendar. a. Have the student tell you about the holidays on the list. are by the to
Write holidays on the board and elicit two or three holidays. b. Ask them to tell you about 2-3 holidays in their country.
c. Ask them what their favorite holiday is and why. 4. Read the dialogue together, switching roles.
2. Set a customized goal for the first objective. For example: d. Ask them when their birthday is. Ask them when their best
Talking about my favorite holiday: Christmas! friend’s or spouse’s birthday is. 4 Task 2 - Talking about travel plans
e. QFS: Have him ask you about your birthday and some 1. Have the student look at the box about Tahiti. Tell them to
3. Ask questions about the days of the week: holidays in your country. pretend this is their trip and ask them questions about it:
How many days are there in a week? Where are you going?
What’s the first day? The second? The last? 3. Post-task: Give praise, point out any mistakes, encourage When are you leaving? Coming back?
What’s your favorite? Why? self-correction, and give feedback on other areas such as style, How are you getting there? Who are you going with?
Tell me the days of the week. register, intonation and pronunciation. Where are you staying? What are you doing there?

4. Have the student write the days of the week in the first table.
5. Ask similar questions about the months and then have them write
the months in the second table.
6. Write today’s date on the board in numbers, for example: 1/31.
Ask: What’s the date today?
7. Have the student tell you the dates in the third table. Note: US
format is used here, so 6/12 = June 12th.
4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, encourage them to give you
more details about their favorite holiday.
Confirm achievement of the first goal
3 Pre-task 2 - Review
1. Ask a few warm-up questions to introduce the topic:
Do you like to travel? Why? How often do you travel?
Do you have any travel plans soon? Where are you going?
Where would you like to visit?
2. First enactment: Have them tell you about their real trip.
3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as style,
register, intonation and pronunciation.
4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, encourage them to give you
more details about their trip.
Confirm achievement of the second goal

17 BerlitzEnglish Level 1 BerlitzEnglish Level 1 18

 CHAPTER
5 UNIT A Have a nice trip!

1 Pre-task 1 - Review 3 Pre-task 2 - Review

Learning objectives Lisa: Hey Mike, _______ you doing anything this

Days
summer?
Talking about
the calendar Mike: Yes, I’m going _______ vacation _______

Mexico _______ my wife.

Months
Talking about Lisa: Great. _______ are you going?
travel plans
Mike: We’re leaving _______ August 2nd and coming

_______ on _______ 13th.

6 / 12 11 / 1 1 / 22 9 / 20 Lisa: Are you getting there _______ plane?
Dates

7/3 2 / 15 3 / 11 12 / 31 Mike: Actually, we _______ driving!

2 Task 1 - Talking about the calendar 4 Task 2 - Talking about travel plans

Labor Day 5/1 Argentina

TAHITI
Independence Day 9 / 18 Chile

Constitution Day 6/5 Denmark January 12 - 25

Christmas Day
airplane
12 / 25 United Kingdom

my wife / husband
Children’s Day 5/5 Japan
Tahiti Paradise Hotel
Halloween 10 / 31 United States
surfing and swimming

My birthday

BerlitzEnglish Level 1 18
 CHAPTER
5 UNIT B Have a nice trip!
Learning objectives Talking about seasons and weather Making travel plans / Offering suggestions

UNIT OVERVIEW 2. First enactment: Have the student tell you about the weather What do you want to do there?
Grammar: would like, want (and average temperature) in each season in their hometown. Do you want to drive there or take public transportation?
Vocabulary: seasons, weather conditions, temperature: degrees, Also, ask them when each season starts and ends. What would you like to buy there?
Celsius, Fahrenheit
3. Post-task: Give praise, point out any mistakes, encourage 4 Task 2 - Making travel plans / Offering suggestions
1 Pre-task 1 - Review self-correction, and give feedback on other areas such as style, 1. Have the student read Role Card 2.
1. Tell the student they will talk about the seasons and the weather register, intonation and pronunciation.
in this chapter. Ask them where they are from. 2. Dictate or write on the board:
4. Second enactment: If the student made many mistakes, do the where?
2. Set a customized goal for the first objective. For example: same activity again. Otherwise, have them ask you about the what season?
Describing the weather in my hometown weather in your hometown, take notes and then report back. when?
why?
3. On the board, write: Confirm achievement of the first goal who with?
hot warm mild cool cold what (do)?
how (travel)?
4. Have the student look at the first box and ask: 3 Pre-task 2 - Review how (weather)?
What’s the weather like in Costa Rica in the summer? 1. Ask the student where they would like to travel in the future.
What’s the (average) temperature? 3. First enactment: Have them tell you about the trip.
So it’s ...? (point to the board) 2. Set a customized goal for the second objective. For example:
Talking about a place I’d like to travel to: Brazil! 4. Post-task: Give praise, point out any mistakes, encourage
5. Do the same with the rest of the countries/cities. Make sure the self-correction, and give feedback on other areas such as style,
student understands the difference between It’s rainy/snowy and 3. Have the student read the three travel advertisements and ask: register, intonation and pronunciation.
It’s raining/snowing. What do you think the weather is like in each place?
Do you know where Galapagos Islands and Whistler are? 5. Second enactment: If the student made many mistakes, do the
6. Ask the student about the weather and temperature now. (Ecuador and Canada, respectively) same activity again. Otherwise, have them ask you about a place
Which of these places would you like to visit? Why? you would like to go to, take notes and then report back.
2 Task 1 - Talking about seasons and weather What season would you like to go there in?
1. Tell the student they will now talk about the weather in their Who would you like to go with?
Confirm achievement of the second goal
hometown. Have them read Role Card 1. How long do you want to stay there?

19 BerlitzEnglish Level 1 BerlitzEnglish Level 1 20

 CHAPTER
5 UNIT B Have a nice trip!

1 Pre-task 1 - Review 3 Pre-task 2 - Review

Learning objectives COSTA RICA VANCOUVER
GALAPAGOS ISLANDS
Talking about summer 30ºC fall 12ºC 3- and 5-day tours
seasons and weather 85ºF 54ºF
Includes flight, hotel & meals!

Only $650!
Making travel plans /
ROME NEW ORLEANS
Offering suggestions
summer
spring 18ºC 27ºC KYOTO, JAPAN
64ºF 81ºF
Explore ancient Japan!
Spring & Summer Tours
SAPPORO BOSTON
* Starting at $800
winter - 5ºC autumn 10ºC
23ºF 50ºF
#1 Mountain Resort in North America
WHISTLER, BC
STOCKHOLM BANGKOK
WHISTLER
Save up to 40% on stay and ski packages this winter!
today - 2ºC right now 26ºC
Kids stay and ski for free. whistler.com
28ºF 79ºF

2 Task 1 - Talking about seasons and weather 4 Task 2 - Making travel plans / Offering suggestions

Role Card 1 Talk about the weather in your hometown. How’s the weather Role Card 2 Talk about a trip you would like
in each season? What’s your favorite season and why? to take in the future.

BerlitzEnglish Level 1 20
 CHAPTER
7 UNIT A How do I get there?
Learning objectives Saying where places are Asking for directions

UNIT OVERVIEW 3. Post-task: Give praise, point out any mistakes, encourage 4. Switch roles and practice asking for directions to other locations.
Grammar: prepositions of location; there is, there are self-correction, and give feedback on other areas such as style, Avoid giving complex directions such as go straight, turn, etc.
Vocabulary: street, avenue; bank, supermarket, etc; left, right register, intonation and pronunciation.
Expressions: do you know where ... is? 4 Task 2 - Asking for directions
4. Second enactment: If the student made many mistakes, do the 1. Have the student read Role Card 2 and fill in the blanks with the
1 Pre-task 1 - Review same activity again. Otherwise, have them ask you about your person they’re calling and the place the are going to.
1. Tell the student they will talk about their neighborhood in this neighborhood, take notes and then report back.
lesson. Ask them where they live. 2. First enactment: Student calls and asks you for directions.
Confirm achievement of the first goal

2. Set a customized goal for the first objective. For example: 3. Post-task: Give praise, point out any mistakes, encourage
Describing what is in my neighborhood self-correction, and give feedback on other areas such as style,
3 Pre-task 2 - Review register, intonation and pronunciation.
3. Ask mixed questions to practice there is/there are: 1. Tell the student they will now practice asking for directions.
How many parks are there in this town? Tell them to imagine they are going to a party (or a new 4. Second enactment: If the student made many mistakes, do the
Are there any restaurants? client’s office) and they need to call the host (or client) to ask same activity again. Otherwise, practice calling someone else
for directions. and/or asking for directions to another place.
4. Ask about the location of different buildings. Be sure to practice
the following prepositions/words: 2. Set a customized goal for the second objective. For example: Confirm achievement of the second goal
on (street) next to behind Calling my friend to ask for directions to her house
across from between at the corner of... and ...
blocks near far 3. Use the map to practice the following skit:
I’m here at the bank and I want to go to the pharmacy.
2 Task 1 - Saying where places are I: Excuse me, is there a pharmacy in this town?
1. Have the student read Role Card 1. S: Yes, there’s one on Second Avenue.
I: Can you tell me how to get there?
2. First enactment: Student describes their neighborhood. Have S: Do you know where the hospital is?
them draw a map if possible. I: Yes, I do.
S: It’s right next to it.
I: Thanks a lot.

21 BerlitzEnglish Level 1 BerlitzEnglish Level 1 22

 CHAPTER
7 UNIT A How do I get there?

1 Pre-task - Review
Learning objectives Third Ave Station
Welcome to
Post Victoria Park
Office
O
Saying where places are Third Avenue F
F Central
I Bank
High School C
Asking for directions Public Library E
Hospital
Art
Museum Pharmacy
Advent
Inc.
Second Avenue

Save-on-Foods

Summer Street
Supermarket

Winter Street

Main Stree

Department
Bookstore Jay’s
Spring Str Steakhouse

t
City Hotel

Store
First Avenue
eet

BUS

Rio Cafe
Gas Station

River Avenue

2 Task 1 - Saying where places are 3 Task 2 - Asking for directions

Role Card 1 Describe your neighborhood. What kinds of stores, restaurants Role Card 2 Call ____________ and ask for
and other businesses are there? Where are they located? directions to their __________.

BerlitzEnglish Level 1 22
 CHAPTER
7 UNIT B How do I get there?
Learning objectives Giving directions Reading a map / Describing a route

UNIT OVERVIEW 2. First enactment: Have the student give you door-to-door 4 Task 2 - Reading a map / Describing a route
Grammar: the imperative; adverbs of time directions; this may include directions by train, bus and/or car. 1. Have the student read Role Card 2.
Vocabulary: subway, traffic light, stop sign, boulevard, one-way
Expressions: make a left/right 4. Post-task: Give praise, point out any mistakes, encourage 2. First enactment: The student describes their route.
self-correction, and give feedback on other areas such as style,
1 Pre-task 1 - Review register, intonation and pronunciation. 3. Post-task: Give praise, point out any mistakes, encourage
1. Tell the student they will now practice giving directions. self-correction, and give feedback on other areas such as style,
5. Second enactment: If the student made many mistakes, do the register, intonation and pronunciation.
2. Set a customized goal for the first objective. For example: same activity again. Otherwise, have them give your directions
Giving directions to my office from their office/house to your LC. 4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, have them tell you an alternate
3. Have the student give you directions to different places in the Confirm achievement of the first goal route to work.
city. Be sure to cover the following vocabulary:
go straight ahead turn left/right Confirm achievement of the second goal
go up/down make a turn 3 Pre-task 2 - Review
traffic light stop sign 1. Tell the student they will now practice describing their route
block(s) boulevard from their house to work.
roundabout one-way street
north/south east/west 2. Set a customized goal for the second objective. For example:
Describing my route to work
4. Now have them give you directions by train/subway. Be sure to
cover the following vocabulary: 3. Using the map, tell the student:
get on get off James lives on Hulk Street, next to Vitto’s Pizza. He works
transfer station at the Chang Space Museum. He drives to work. What is
line exit his route?

2 Task 1 - Giving directions 4. Now have the student tell you James’s route to work by train.
1. Have the student read Role Card 1 and fill in the blanks.

23 BerlitzEnglish Level 1 BerlitzEnglish Level 1 24

 CHAPTER
7 UNIT B How do I get there?

1 Pre-task - Review
Learning objectives

Litt
Hu
IMAX

le R
lk
Vitto’s Movie Theatre Fire Station

St
Pizza Clinton Park General

d
Lege

Bro
Sunville
Giving directions ve Second Ave Sta
Japanese
n d Av
Hospital
dA
Elementary Embassy e

P a cific St
adw
e e n School
Lin
Leg ay Line Legend Sta
on
STOP

rris Broadw

ay
Grand Sta
Mo

Seco
e Broadway Sta
d Av

St
Logan A
Gran

H i lto n S t
nd A

is
Oak Sta St. Paul’s
Reading a map /

Lew
Prince Sta Cathedral
St Picasso
Oak

ve
Art
Bell Park Sta Central Ave

ve

n Rd
Oak St
Describing a route

Ave
Museum
Fish Market
Rose

Queens Ave

Oldma
son
Central
Centra
Post Office Nicolas
Bank STOP Queens Sta Park
Ave

Rob
l Stadium

ve
on
Line

dA
Bell Park

ls
St Women’s National Public

en

Mo
ston Shell
Nicolas Boulevard
Hou
Clinic Library Nicolas Park Sta

Leg
Bell St Gas Station
Houston Sta

Rd Morrison Sta
St. George St er
McDonald’s City Hall R iv

Kent S
Clarke St
STOP
ve
Riverview A
Freedom
Tower Freshness STOP

Supermarket Anders Sta St

t
Central Sta Oak
Anders Ave Riverside Sta
e
l Av

Sim
Riverside Cafe
tra
Cen

Cherry Bridge

on B
En

Rd
River e Park
dS

Riversid

ridg
t
nS Ave
t

ndence
Stanley Park Sta
U pto Indepe

e
r
East Rive
Sta

St

Tho
Independence Sta
ion
nley

Un

mpson Rd
Rd

Stanley Park STOP

King’s Cross St
Cro

Plaza Hotel Simon Ave

wn

Penny’s Harper High School

Ch
Bri

rR d Department Store STOP

Cherry rr y
Ave

e
Rive e dence Rd
dg

Blossom t
Indep
en ss S Beverly
s Cro
Chang
Park

t B3
King’ Space Park

Ch
STOP

Park Blvd Museum

an

E xi
Crown Rd

gS
t
2 Task 1 - Giving directions 3 Task 2 - Reading a map / Describing a route

Role Card 1 Give ____________________ directions Role Card 2 Describe the route you take from your

to ____________________ . house to work.

BerlitzEnglish Level 1 24
 CHAPTER
8 UNIT A My husband’s name is Steve.
Learning objectives Talking about your family Describing people

UNIT OVERVIEW 2 Task 1 - Talking about your family 4 Task 2 - Describing people
Grammar: irregular plurals, have/has 1. Tell the student to read Role Card 1. 1. Have the student read Role Card 2.
Vocabulary: mother, father, son, daughter, brother, sister,
extended family: in-laws, cousins, uncles and aunts 2. First enactment: The student describes their family. 2. First enactment: Have the student describe their extended
family and tell you something else about each member (e.g.
1 Pre-task 1 - Review 3. Post-task: Give praise, point out any mistakes, encourage their age, where they live).
1. Tell the student they will practice describing their family. self-correction, and give feedback on other areas such as style,
register, intonation and pronunciation. 3. Post-task: Give praise, point out any mistakes, encourage
2. Set a customized goal for the first objective. For example: self-correction, and give feedback on other areas such as style,
Describing my family 4. Second enactment: If the student made many mistakes, do the register, intonation and pronunciation.
same activity again. Otherwise, have them ask you about your
3. Relationships: Ask questions about the Benson family. Be sure to family, take notes and then report back. 4. Second enactment: If the student made many mistakes, do the
practice the following vocabulary: same activity again. Otherwise, have them ask you about your
husband wife married Confirm achievement of the first goal family and draw your family tree.
mother father son
daughter brother sister 3 Pre-task 2 - Review Confirm achievement of the second goal
parents children child 1. Tell the student they will now describe their family tree.
grandmother grandfather grandson
granddaughter grandparents grandchildren 2. Set a customized goal for the second objective. For example:
Describing my family tree
4. Ages: Ask the student to tell you how old each member of the
Benson family (they think) is. Also, review the following words: 3. Review some of the vocabulary from the first objective
woman women man (mother, father) by asking questions about the Jackson family.
men boy girl
young middle-aged elderly 4. Ask additional questions the practice the following vocabulary:
adult kid(s) single aunt uncle
niece nephew cousin(s)
5. Have the student tell you all about the Benson family brother-in-law sister-in-law mother-in-law
(relationships and ages). son-in-law daugther-in-law parents-in-law

25 BerlitzEnglish Level 1 BerlitzEnglish Level 1 26

 CHAPTER
8 UNIT A My husband’s name is Steve.

1 Pre-task 1 - Review 3 Pre-task 2 - Review

Learning objectives

Talking about your

family
Linda Joseph
Describing people Charlie
Jack

Juliet
Lucas Paula Greg Irene
Claire

Ben
Kate Elizabeth Andrew Kirsten Jacob

The Benson Family

2 Task 1 - Talking about your family 4 Task 2 - Describing people

Role Card 1 Describe your family. Role Card 2 Draw your family tree and talk about your extended family.

BerlitzEnglish Level 1 26
 CHAPTER
8 UNIT B My husband’s name is Steve.
Learning objective Talking about yourself and others

UNIT OVERVIEW Tom Cruise — 5’7’’ (1.69 m) — average weight 9. Ask the student to tell you about the hair of some of the
Grammar: to be, to have Elton John — 5’8’’ (1.72 m) — slightly heavy celebritites above.
Vocabulary: height, weight/build, hair colors, hair styles, Johnny Depp — 5’9’’ (1.75 m) — thin
hair lengths, other facial features Michael Jackson — 5’10’’ (1.78 m) — thin 10. Use IB pages 19, 27, 44 and/or 56 to practice describing hair.
Bill Gates — 5’10’’ (1.78 m) — average weight
1 Pre-task - Review Nicole Kidman — 5’11’’ (1.79 m) — thin
1. Tell the student they will practice describing what their family George W. Bush — 6’0’’ (1.82 m) — average weight 2 Task - Talking about yourself and others
members look like. Barack Obama — 6’1’’ (1.85 m) — thin 1. Tell the student to read the Role Card.
Venus Williams — 6’1’’ (1.85 m) — average weight
2. Set a customized goal for the this objective. For example: Abraham Lincoln — 6’4’’ (1.93 m) — thin 2. First enactment: The student describes their family.
Describing what my family members look like Michael Jordan — 6’6’’ (1.98 m) — average weight
Shaquille O’Neal — 7’1’’ (2.16 m) — slightly heavy 3. Post-task: Give praise, point out any mistakes, encourage
3. Height and build: Use the illustrations to review the following Yao Ming — 7’6’’ (2.29 m) — thin self-correction, and give feedback on other areas such as style,
vocabulary: register, intonation and pronunciation.
How tall is ...? 6. Use IB pages 19, 27, 44 and/or 56 to practice describing height
tall average (-height) short and build. 4. Second enactment: If the student made many mistakes, do the
meters centimeters feet and inches same activity again. Otherwise, have them ask you about your
thin average (build) fat/heavy 7. Hair: Ask questions about the characters on the right side. family, take notes and then report back.
Practice the following vocabulary:
4. Have the student describe the characters and then write the hair color — red, black, blonde, brown, gray
Confirm achievement of the goal
sentences in the boxes. For example: hair style — straight, wavy, curly
Joshua is a short, heavy man. hair length — long, medium-/shoulder-length, short
facial hair — beard, mustache, goatee
5. Randomly, have the student describe some of the celebrities on other — glasses, long face, round face, Asian, white, black
this list (give them the actual heights, if needed). Also, have them
use very and slightly. 8. Have the student tell you about the characters’ hair and then
Danny DeVito — 5’0’’ (1.52 m) — very heavy write the sentences in the boxes. For example:
Ghandi — 5’4’’ (1.63 m) — very thin Linden has short, straight, black hair.
Napoleon Bonaparte — 5’6’’ (1.69 m) — slightly heavy

27 BerlitzEnglish Level 1 BerlitzEnglish Level 1 28

 CHAPTER
8 UNIT B My husband’s name is Steve.

1 Pre-task - Review
Learning objective 1.90 m / 6’3”

Talking about 1.70 m / 5’7”

yourself and others 1.52 m / 5’0”

Gabby George Rebecca

Peter is ... Danny Vivi Linden

Cassidy is ... Joshua is ...

2 Task - Talking about yourself and others

Role Card Describe yourself and the people in your family.

Libby Jose Nefty

BerlitzEnglish Level 1 28
 CHAPTER
9 UNIT A What can you do?
Learning objectives Talking about past activities 1 Talking about past work experience

UNIT OVERVIEW 2 Task 1 - Talking about past activities 1 4. QFS: Have the student ask you a few questions about Sophia‘s
Grammar: past tense of to be, past tense of regular verbs, 1. Tell the student to read Role Card 1. resume.
prepositions of time (from ... to..., ago, until, for, in)
Vocabulary: schedule, resume, background, experience, graduate 2. First enactment: Have the student tell you where he was all day 4 Task 2 - Talking about past work experience
yesterday, for how long and who he was with in each place. 1. Tell the student to read Role Card 2.
1 Pre-task 1 - Review
1. Tell the student they will talk about what they did yesterday. 3. Post-task: Give praise, point out any mistakes, encourage 2. First enactment: Have the student tell you about their
self-correction, and give feedback on other areas such as style, employment and academic history.
2. Set a customized goal for the first objective. For example: register, intonation and pronunciation.
Talking about my day yesterday 3. Post-task: Give praise, point out any mistakes, encourage
4. Second enactment: If the student made many mistakes, do the self-correction, and give feedback on other areas such as style,
3. Tell the student to look at Robert’s schedule. Ask questions to same activity again. Otherwise, have them ask you about your register, intonation and pronunciation.
practice was/were: day yesterday, take notes and then summarize.
Where was Robert at 8 am? 4. Second enactment: If the student made many mistakes, do the
Who was he with? Confirm achievement of the first goal same activity again. Otherwise, have them ask you about your
How long were they there? own work and academic background.

Notes: 3 Pre-task 2 - Review Confirm achievement of the second goal

— ask questions with: 1. Tell the student they will now talk about their work experience
where and education.
who ~ with
how long 2. Set a customized goal for the second objective. For example:
what time Talking about my work experience (and education)
what time ~ until
— also practice these verbs in the past: start, finish 3. Ask questions about Sophia’ resume. Practice the following
— do not ask questions with any other verbs just yet vocabulary:
verbs: work, study, live, graduate, start, stop
4. QFS: Have the student ask you a few questions about Robert’s prepositions: until, ago, in (year), for, from ... to ..., at
schedule.

29 BerlitzEnglish Level 1 BerlitzEnglish Level 1 30

 CHAPTER
9 UNIT A What can you do?

1 Pre-task 1 - Review 3 Pre-task 2 - Review

Learning objectives
Wed
Talking about past
Sophia Goldman
Central Cafe (with Nick)
723 West Ave, New York, NY
8:00
activities 1 sgoldman@sony.com
9:00

Talking about past 10:00 team meeting experience 2010 - Present Sony America — Sales Director
work experience 11:00 › New York, NY

12:00
2006 - 2009 AT&T — Regional Manager
1:00 Greenhouse Inc. › San Francisco, CA

2:00 (with Ms. O’Neal)

2000 - 2005 General Motors — Salesman
3:00 › Detroit, MI
4:00

5:00 Berlitz (Spanish class)

education 2002 - 2004 Harvard Business School — MBA
6:00 ‘Kobe’ Sushi Bar (w/ client) › Cambridge, MA
7:00
1995 - 1999 Princeton University — Economics
8:00 gym › Princeton, NJ

2 Task 1 - Talking about past activities 1 4 Task 2 - Talking about past work experience

Role Card 1 Talk about where you were at Role Card 2 Talk about your past work experience and

different times yesterday. academic background (education).

BerlitzEnglish Level 1 30
 CHAPTER
9 UNIT B What can you do?
Learning objectives Talking about skills Talking about your company and your job

UNIT OVERVIEW 2 Task 1 - Talking about skills 4 Task 2 - Talking about your company and your job
Grammar: can / can’t 1. Tell the student to read Role Card 1. 1. Tell the student to read Role Card 2.
Vocabulary: well, very well, various departments in a company
Expressions: reports to 2. First enactment: The student tells you about their skills. 2. First enactment: Have the student draw a chart similar to the
one in Pre-task 2. Ask them to include where they fit in in their
1 Pre-task 1 - Review 3. Post-task: Give praise, point out any mistakes, encourage company: their department, their boss, their job.
1. Tell the student they will talk about their skills and work self-correction, and give feedback on other areas such as style,
experience in this lesson. register, intonation and pronunciation. 3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as style,
2. Set a customized goal for the first objective. For example: 4. Second enactment: If the student made many mistakes, do the register, intonation and pronunciation.
Talking about my skills same activity again. Otherwise, have them ask you about your
skills, take notes and then summarize. 4. Second enactment: If the student made many mistakes, do the
3. Table 1: Draw the following legend on the board: same activity again. Otherwise, have them give you more detail
= very well Confirm achievement of the first goal about each department and/or position in their company.
= well
= a little Confirm achievement of the second goal
3 Pre-task 2 - Review
4. Ask questions about the characters’ language skills. For example: 1. Tell the student they will now talk about their company’s
Can Maria speak English? How well can she speak it? organization.
What other languages does she speak?
Who can speak Spanish very well? 2. Set a customized goal for the second objective. For example:
Describing my company’s organization
5. Table 2: Ask:
Can Jerry ride a motorcycle? Can he drive a car? 3. Ask questions about the company’s organization:
Now all together: What does ... do?
Jerry can‘t ride a motorcycle but he can drive a car. What department does ... work in?
Who is the ...?
6. Have the student tell you what the rest of the people can and Who does ... report to? / Who reports to ...?
can’t do. Who works in the ... department?

31 BerlitzEnglish Level 1 BerlitzEnglish Level 1 32

 CHAPTER
9 UNIT B What can you do?

1 Pre-task 1 - Review 3 Pre-task 2 - Review

Learning objectives James Olsen

Talking about skills President & CEO

Maria
Talking about your Kana
company and your job
Stan

Grant
Patrick Howard Brenda Rees Clive Richter Lily Madison
Sales Director Human Resources Chief Technology Chief Financial
Director Officer Officer
can’t can
Jerry ride a motorcycle drive a car

Ian dance sing well

Victor play the piano play the guitar

Ben run very fast swim fast Alana Marin Molly Ferguson Adam Campbell Max Forsman
Corporate Recruitment Networking Internal
Mark speak French understand it Sales Manager Manager Manager Auditor

2 Task 1 - Talking about skills 4 Task 2 - Talking about your company and your job

Role Card 1 What can you do well? What can you Role Card 2 Draw your company’s organizational chart and explain

do very well? What can’t you do? who the key people are.

BerlitzEnglish Level 1 32
 CHAPTER
10 UNIT A Let’s meet at 6:30!
Learning objectives Inviting someone out Making plans to go out

UNIT OVERVIEW 7. Have the student come up with a second conversation: Layla is 4. Have the student put the rest of the conversation in order. Assist
Grammar: would like to / want to; present progressive (future) busy and cannot go out with Ricardo. with vocabulary as needed.
Vocabulary: free, busy, concert, theatre
Expressions: Let’s ...!, Are you doing anything ...?, Sounds good 8. Practice the new dialogue twice, switching roles. ANSWERS 4—9—2—7—8—6—1—3—5

1 Pre-task 1 - Review
1. Tell the student they will practice making plans and invitations in
this lesson. Ask a few warm-up questions:
How often do you go out with friends?
Where do you usually go?
Do you sometimes go out with your co-workers?
Who would you like to invite today?
What would you like to do with that person?
2. Set a customized goal for the first objective. For example:
Inviting my best friend to go out for lunch
3. Have the student match the phrases on the left with the ones one
the right.
4. Check their answers and ask: Which sentences are used to make
invitations?
5. Tell the student they will now create a conversation between
Ricardo and Layla. Have them read the first prompt and ask them
how Ricardo would say that. Do the same with the rest of the
prompts.
6. Practice the dialogue twice, switching roles.
2 Task 1 - Inviting someone out
1. Tell the student to read Role Card 1 and fill in the blanks.
2. First enactment: The student invites you.
3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as style,
register, intonation and pronunciation.
4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, have them invite someone else
or switch roles and invite the student out.
Confirm achievement of the first goal
3 Pre-task 2 - Review
1. Tell the student they will now talk practice making plans.
2. Set a customized goal for the second objective. For example:
Making plans with my sister to ...
3. Tell the student the dialogue in box A is in the wrong order. Show
them the first line and ask: What’s the second line?
5. Practice the conversation a couple of times, switching roles.
6. Have the student put the second conversation in order and
practice it twice, switching roles again.
ANSWERS 7—6—2—1—5—4—3
4 Task 2 - Making plans to go out
1. Tell the student to read Role Card 2 and fill in the blank.
2. First enactment: Make plans with the student.
3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as style,
register, intonation and pronunciation.
4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, have them practice making plans
for something else.
Confirm achievement of the second goal

33 BerlitzEnglish Level 1 BerlitzEnglish Level 1 34

 CHAPTER
10 UNIT A Let’s meet at 6:30!

1 Pre-task 1 - Review 3 Pre-task 2 - Review

Learning objectives A
Would you like but I’m busy then.
That sounds like a great idea!
Inviting someone out I’d love go out for dinner!
That’s perfect. See you on Saturday.
I’m sorry, good.
I don’t have any plans. What are you doing?
See you next time.
Making plans to go out
Maybe on Friday! Let’s leave early so we can enjoy the whole day.

Do you to go with me? Sounds good. How about 7:00?

Let’s to, but I can’t. Sure, I’d love to. What time do you want to leave?
That sounds want to go out tonight? 1 Hey Barbara, are you doing anything this Saturday?
Well, I’d like to take a trip to Weston Beach.
Why don’t you come with me?
Ricardo Layla

Ricardo tells Layla of his plans to Layla says yes and asks what B
go to a concert and invites her. time the concert starts. Great. See you there.
Let’s meet in front of the movie theatre at 6:00.

He tells her it starts at 4:00 and to She agrees and asks if he wants No, I’m free. Why?
meet him at 3:30 at the stadium. to have dinner after the concert. 1 Omar, are you busy this weekend?
Sounds good to me. Where would you like to meet?

He says yes and recommends a She says she is very happy about Sure. How about dinner and a movie?
new Italian restaurant downtown. their plans and says good-bye. Would you like to do something on Saturday evening?

2 Task 1 - Inviting someone out 4 Task 2 - Making plans to go out

Role Card 1 Invite ________________ out to ________________. Role Card 2 Call ______ and make plans to go out.

BerlitzEnglish Level 1 34
 CHAPTER
10 UNIT B Let’s meet at 6:30!
Learning objectives Talking about past activities 2 Rating a place or event

UNIT OVERVIEW 2. First enactment: Give the student a few minutes to try to 4. Dictate the following adjectives randomly and have the student
Grammar: past tense of irregular verbs remember a couple of things they did each day last week and put them in the correct boxes. For an additional challenge, also
Vocabulary: excellent, wonderful, good, nice, ok, not bad, so-so, write them down. dictate the words in brackets:
all right, terrible / horrible excellent / wonderful (terrific / brilliant / amazing)
3. Post-task: Give praise, point out any mistakes, encourage good / nice (satisfactory / pleasing / splendid)
1 Pre-task 1 - Review self-correction, and give feedback on other areas such as style, ok / not bad (average / acceptable / decent)
1. Tell the student they will talk about the past in this lesson. register, intonation and pronunciation. so-so / all right (passable / mediocre / not too bad)
terrible / horrible (lousy / awful / rubbish)
2. Set a customized goal for the first objective. For example: 4. Second enactment: If the student made many mistakes, do the
Describing what I did last week same activity again. Otherwise, have them ask you what you 5. QFT: Ask the student what they think of different movies, music
did last week and take notes or describe a fun weekend they genres, artists, places in town, cities, sports, actors, jobs, food, etc.
3. Have the student take a look at Sally’s last week’s schedule. recently had.
6. QFS: Have the student ask you a few questions.
4. QFT: Practice the following irregular verbs in the past Confirm achievement of the first goal
Mon: wake up, take, leave; have 4 Task 2 - Rating a place or event
Tue: speak 1. Tell the student to read Role Card 2.
Wed: make, begin; come (back), fly 3 Pre-task 2 - Review
Thu: eat; buy, get (tickets) 1. Tell the student you would like them to tell you about the last 2. First enactment: Have the student describe the last time they
Fri: write; meet (with) time they went out with friends or colleagues. went out and rate the places, food and activities.
Sat: go, swim; read; drink
Sun: see 2. Set a customized goal for the second objective. For example: 3. Post-task: Give praise, point out any mistakes, encourage
Talking about the last time I went out with friends self-correction, and give feedback on other areas such as style,
5. If needed, have the student tell you again what Sally did last week. register, intonation and pronunciation.
3. Review/present adjectives to rate a place or event:
6. QFS: Have the student ask you 3-4 questions about Sally’s week. Did you watch (famous movie)? Did you like it? 4. Second enactment: If the student made many mistakes, do the
So it was ... (great / good / ok/ so-so / terrible)! same activity again. Otherwise, have them practice making plans
2 Task 1 - Talking about past activities 2 for something else.
1. Have the student read Role Card 1. Have the student write that word in the corresponding box
(1-5 stars) Confirm achievement of the second goal

35 BerlitzEnglish Level 1 BerlitzEnglish Level 1 36

 CHAPTER
10 UNIT B Let’s meet at 6:30!

1 Pre-task 1 - Review 3 Pre-task 2 - Review

Learning objectives

Talking about MON FRI

past activities 2 6 am — train to Prague write business trip report

7:00 — dinner (Mr. Novak) 4:00 — meet with James

Rating a place or event
TUE

12:30 — speak to Melanie SAT

about the Benson project 10-11:30 — swimming

WED * Read Jeff’s short story *

2:00 — Presentation 8pm — drinks w/ Sam

7:15 — flight back to London SUN

THU 6:00 — “Les Mis”

8:00 — breakfast w/ Mia (Queen’s Theatre)

PM — buy theatre tickets x2

2 Task 1 - Talking about past activities 2 4 Task 2 - Rating a place or event

Role Card 1 Describe what you did last week or last weekend. Role Card 2 Talk about the last time you went out.

BerlitzEnglish Level 1 36
 CHAPTER
11 UNIT A What’s the matter?
Learning objectives Asking about someone’s health Explaining what’s wrong / Showing concern

UNIT OVERVIEW 3. Post-task: Give praise, point out any mistakes, encourage Hugo: Are you feeling OK, Karen?
Grammar: past continuous, should self-correction, and give feedback on other areas such as style, Karen: Not really. I think I have a fever (a sore throat).
Vocabulary: various body parts, various ailments, remedy register, intonation and pronunciation. And I have a terrible headache (a runny nose).
Expressions: I hope you feel better soon; I’m sorry to hear that Hugo: Then you probably caught the flu (a cold). You
4. Second enactment: If the student made many mistakes, do the should go home and get some rest.
1 Pre-task 1 - Review same activity again. Otherwise, practice a different situation. Karen: I can’t. I have to finish these reports (a lot to do).
1. Tell the student they will talk about being sick/ailments in this Hugo: Don’t worry, I will take care of that. When you
lesson. Ask a few warm-up questions: Confirm achievement of the first goal get home, take a warm shower, drink lots of
How often do you get sick? liquids and rest up (drink water or juice, blow
How often do your co-workers/family members get sick? your nose often and stay warm and rested).
Is anyone sick in your office/family? 3 Pre-task 2 - Review Karen: Thanks, Hugo. I really appreciate that.
1. Set a customized goal for the second objective. For example: Hugo: No problem. Get better.
2. Set a customized goal for the first objective. For example: Talking about the last time I was sick
Asking my sick co-worker about his health
2. Have the student read the text under each photograph and tell 4 Task 2 - Explaining what’s wrong / Showing concern
3. Cover the conversation and ask questions about Alison: you what is wrong with each person. 1. Tell the student to read Role Card 2.
Is Alison OK? Is she sick?
What’s the matter? ANSWERS a fever, a sore throat, fatigue, 2. First enactment: Have the student give you details: what was
What was she doing last night? a runny nose, a cold, the flu wrong, how they got sick, whether they went to the doctor, etc.

4. Have the student fill in the blanks with the words in the boxes.
Read the conversation twice, switching roles.
5. Practice similar conversations with the situations in the pictures.
2 Task 1 - Asking about someone’s health
1. Have the student read Role Card 1 and fill in the blank.
2. First enactment: You are the student’s sick friend/relative.
3. Practice the following skit a few times. Then, substitute the
words in brackets and practice the new conversation a few times.
NOTE
With skits, what you want to do is feed the student their
lines, one by one, and then go back and practice the
conversation as a whole. The student does not need to (and
should not) write anything. The purpose is for them to
practice very specific vocabulary and expressions, which
they can then customize during the task.
3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as style,
register, intonation and pronunciation.
4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, have them ask you about the
last time you were sick, take notes and then report back.
Confirm achievement of the second goal

37 BerlitzEnglish Level 1 BerlitzEnglish Level 1 38

 CHAPTER
11 UNIT A What’s the matter?

1 Pre-task 1 - Review 3 Pre-task 2 - Review

Learning objectives Tina: Are you _______________ Alison?

Alison: No, I feel _______________.

Asking about
Tina: Oh, no. What’s the _______________ ?
someone’s health
Alison: I have a _______________.

Tina: I’m sorry to ____________ that. How did you get it? My body temperature is My throat hurts a lot
Explaining what’s wrong / very high. when I speak.
Showing concern Alison: I was _______________ all night last night.

Tina: Well, I hope you feel _______________ soon.

Alison: _______________. I hope so, too.

studying terrible better OK

I feel very tired and I have to blow my nose
headache thanks hear matter weak. every five minutes.

eating sitting listening to speaking I have a runny nose, a sore I have a headache, a
ice cream all day loud music too much thoat and I’m sneezing. fever and fatigue.

2 Task 1 - Asking about someone’s health 4 Task 2 - Explaining what’s wrong / Showing concern

Role Card 1 Ask _______________ about his/her health. Role Card 2 Explain what was wrong the last time you were sick.

BerlitzEnglish Level 1 38
 CHAPTER
11 UNIT B What’s the matter?
Learning objective` Asking for and giving advice

UNIT OVERVIEW please go as soon as you can, Lucy. 2 Task - Asking for and giving advice
Grammar: should / shouldn’t Lucy: Thanks mom. I will call and make an appointment 1. Have the student read the Role Card.
Vocabulary: advice, medicine, pharmacy, prescription right now.
Mom: Get well soon, dear. 2. First enactment: You are the student’s sick friend/relative.
Post-task: Give praise, point out any mistakes, encourage
1 Pre-task - Review 5. Read it together and ask follow-up questions: self-correction, and give feedback on other areas such as style,
1. Tell the student they will practice giving advice in this lesson. What’s wrong with Lucy? Why? register, intonation and pronunciation.
What did her mother recommend?
2. Set a customized goal for the first objective. For example: Why will she call the clinic? 3. Second enactment: If the student made many mistakes, do the
Giving my sick friend advice same activity again. Otherwise, practice a different situation.
6. Tell the student the four people on the right have problems and
3. Go back to Unit A and have the student tell you what each person they should give them advice using should and shouldn’t. Confirm achievement of the goal
in the pictures should do to feel better.
7. Practice asking for and giving advice in different situations. Have
4. Coming back to Unit B, have the student fill in the blanks of the the student think of some problems they have (real or not) and
conversation with the phrases at the bottom of the page. ask you for advice. Then, ask them for advice on some of your
problems.
Mom: Hello? Examples:
Lucy: Hi mom, this is Lucy. How are you? — I’m not good at sports.
Mom: Pretty good, thank you. And you? — I’m always late.
Lucy: Not so good. I have a terrible backache. — I drink too much soda.
Mom: Really? What happened? — I don’t have many friends.
Lucy: I was working on my garden all the yesterday so — I can’t sleep at night.
now my back and shoulders hurt a lot. — I’m always hungry.
Mom: You should go to the doctor, Lucy. — My life is too boring.
Lucy: Yes, I’m planning to go today after work. Should I
go to the hospital?
Mom: No, you shouldn’t go there. You should go to Dr.
Cooper’s clinic. He is a back pain specialist. And

39 BerlitzEnglish Level 1 BerlitzEnglish Level 1 40

 CHAPTER
11 UNIT B What’s the matter?

1 Pre-task - Review
Learning objective Mom: Hello? AMY
Lucy: Hi mom, this is Lucy. ______? I work from 6 am to 10 pm every day so
Asking for and
Mom: Pretty good, thank you. And you? I’m always very tired. What should I do to
giving advice boost my energy?
Lucy: ______. I have a terrible backache.

Mom: Really? ______?

Lucy: ______ on my garden all the yesterday so now my back ______. RICK
I love skiing, but every year I catch a cold
Mom: ______ to the doctor, Lucy.
or the flu. What should I do stay healthy
Lucy: Yes, ______ today after work. ______ to the hospital? in the winter season?
Mom: No, ______. You should go to Dr. Cooper’s clinic. He is a back pain

specialist. And ______ as soon as you can, Lucy.

ALICIA
Lucy: Thanks mom. I will call and ______ right now. I’m getting a little overweight. What kind
Mom: ______, dear. of food should I eat to lose weight? What
foods shouldn’t I eat?

a I was working g what happened

b you shouldn’t go there
c how are you
MIKE
I have a terrible headache. I took some
h make an appointment
aspirin in the morning, but my head still
hurts. What should I do?
i not so good

d I’m planning to go j hurts a lot

2 Task - Asking for and giving advice
e you should go k please go

f should I go l get well soon Role Card Your friend is sick. Give him advice so he gets better.

BerlitzEnglish Level 1 40