Blended Learning 6

Table of Contents Level 6

Inviting a client out 2

Talking about products and their features 14
Extending invitations 2
1 Socializing with colleagues and clients 4
4 Explaining the purpose of a device 16

Getting technical assistance 16

Entertaining 4

Talking about entertainment 6 Talking about the stages of life 18

Expressing enthusiasm 6 Describing important events 18

2 Talking about activities and events 8
5 Sharing exciting news 20

Choosing a movie 8 Responding to announcements 20

Describing a travel experience 10

Talking about travel experiences 10

3 Voicing a complaint 12

Talking about helpful/unhelpful staff 12

 CHAPTER
1 UNIT A We’d like you to join us.
Learning objectives
UNIT OVERVIEW
Vocabulary: would you care to…?, commitment, perhaps,
sounds great, take a rain check, make it,
how about …?, why don’t you ...?
1 Pre-task 1 - Review
1. Tell the student they will practice making, accepting and declining
invitations in this lesson.
2. Ask a few warm-up questions:
— How often do you go out for dinner with co-workers?
with clients? with your boss?
— When was the last time you invited someone out?
— When was the last time you were invited out?
— What’s a good place to go out for dinner near here?
3. Set a customized goal for the first objective. For example:
Inviting an important client out for dinner
4. Have the student fill in the blanks with the phrases in the gray box.
5. Read the conversation together twice, switching roles. Then, have
the student cover the conversation and give you a summary.
6. Discuss the topic of going out with clients:
— Do you invite clients out for dinner in a similar way?
— How many people usually attend these dinners?
— Do you talk about business or other things?
— Who pays/should pay for the meal?
1 BerlitzEnglish Level 6
Inviting a client out Extending invitations
2 Task 1 - Inviting a client out
1. Have the student read Role Card 1 and fill in the blanks.
2. First enactment: Role-play inviting a client (a co-worker, a
friend, the boss) out for dinner (lunch, coffee).
3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as
register, intonation and pronunciation.
4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, have them invite someone else.
Confirm achievement of the first goal
3 Pre-task 2 - Review
1. Tell the student they will now practice extending formal and
informal invitations and how to accept and decline them.
2. Set a customized goal for the second objective. For example:
Inviting my boss out for a round of golf this weekend
3. Have the student go through the list of expressions and mark
their use (M for making an invitation, A for accepting, or D for
declining) and register (F for formal or I for informal).
4. Have the student add two more expressions for each use, one
formal and the other informal.
5. Have the student make mini role-plays by extending an invitation
and replying twice, one accepting it and the other declining it. Be
sure to practice both registers until the student can do it well
without looking at their book.
4 Task 2 - Extending invitations
1. Have the student read Role Card 2 and fill in the blank.
2. First enactment: Role-play extending an invitation to a friend (a
co-worker, a relative, etc). Then, switch roles to practice
accepting and declining invitations.
3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as
register, intonation and pronunciation.
4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, add a complication to the role
play (eg: the person is busy, doesn’t like the activity they are
invited to).
Confirm achievement of the second goal
 CHAPTER
1 UNIT A We’d like you to join us.

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

Learning objectives Hank: ____________________ this evening after the seminar? USE REGISTER

____________________ to join us for dinner. Do you want to get some lunch?

Inviting a client out
Marie: Thank you. ____________________. Thank you. I’d love to.

Hank: ____________________ Japanese cuisine? Would you like to have lunch?

Extending invitations
Marie: Oh yes, very much. I’d love to, but I have another commitment.

Hank: Good. ____________________ at Ichiban. It’s one of our favorite Sorry, I can’t. I have to work that day.

____________________. Why don’t you come over for dinner?

Marie: ___________________ if I ask my boss ___________________? Sounds great. What time?

She’s been ____________________ to meeting everyone. Thank you. I’d like that very much.

Hank: ____________________. In fact, we can send someone to That’d be great. Thanks.

____________________ at her office. Tonight’s not good for me. Thanks anyway.
Unfortunately, we won’t be able to join you.
Marie: That’d be great. I’ll give her a call to ____________________ .
Would you care to join us for dinner?
M F
do you mind are you doing anything pick her up M I

let her know do you like places in the area A F

A I
looking forward we have a reservation I’d love to
D F
not at all we’d like you to join us
D I

2 Task 1 - Inviting a client out 4 Task 2 - Extending invitations

Role Card 1 Call _________ to invite him/her out for _________. Role Card 2 Extend an invitation to _________________.

BerlitzEnglish Level 6 2
 CHAPTER
1 UNIT B
Learning objectives
UNIT OVERVIEW
Grammar: so and such; polite requests with would and could
Vocabulary: happen to, to make up for something, hectic,
agony, to feel at ease, entertaining, lame
1 Pre-task 1 - Review
1. Tell the student they will practice socializing with colleagues and
clients and talk about entertaining (hosting) in this lesson.
2. Ask a few warm-up questions:
— Do you socialize with your colleagues outside of work?
Where? How often? What about with clients?
— Do you think socializing with colleagues is important?
Why/why not?
3. Set a customized goal for the first objective. For example:
Starting a conversation with a colleague at a staff party
4. Have the student make a list of four or five safe and taboo topics
when making small talk. Then, have them come up with a sample
question or remark for each topic.
5. Have the student turn the first group of sentences into polite
requests using the following expressions:
Would you ...? / Could you ...? / Would you mind ...?
Would you happen to ...? / Do you think you could ...?
6. Have the student read the compliments and then make them
more emphatic by adding either so or such.
3 BerlitzEnglish Level 6
We’d like you to join us.
Socializing with colleagues and clients Entertaining
2 Task 1 - Socializing with colleagues and clients
1. Have the student read Role Card 1 and fill in the blanks.
2. First enactment: Role-play starting a conversation with
someone they know and making small talk.
3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as
register, intonation and pronunciation.
4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, practice dealing with someone
who wants to talk about a taboo topic.
Confirm achievement of the first goal
3 Pre-task 2 - Review
1. Tell the student they will now review what hosts and guests say at
parties and talk about their experience as a host.
2. Set a customized goal for the second objective. For example:
Describing my best (or worst) experience as a host
3. After reading each sentence, ask the student:
— Who would say this, the host or the guest?
— Would he/she say this before or during the party?
— What should the host/guest reply?
4. Optional: Have the student come up with their own examples of
things the host and guests would say before and during a party.
4 Task 2 - Entertaining
1. Have the student read Role Card 2.
2. First enactment: Have the student
talk about an experience as a host
that was either great or terrible. statement detail expansion
Encourage them to give details
using the BOOST technique
(Build On Original STatement).
3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as
register, intonation and pronunciation.
4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, practice the different interac-
tions that could take place at a party: welcoming the guests,
offering something to drink, saying farewell, etc.
Confirm achievement of the second goal
 CHAPTER
1 UNIT B We’d like you to join us.

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

Learning objectives Safe topics Taboo topics
1. Did you make this guacamole? It’s incredible!
Socializing with 2. Do you mind if I bring a friend?
colleagues and clients
3. Don’t worry; you don’t need to bring anything.

4. Here, these flowers are for you.

Entertaining
5. I’ll bring my baked olives; you’re gonna love them!

6. I’ll send you directions to my place by e-mail.

7. I’m so glad you could make it tonight.

Making polite requests Complimenting the host 8. It looks like I won’t be able to make it after all.

9. It starts at 6:00, but dinner will be served at 7:00.

1. Let’s talk later. 1. You have a beautiful home.
10. Make yourself at home.
2. What time is it? 2. That was nice of you.
11. Shall I bring you another glass of wine?
3. Wait for me! 3. You’re a good cook.
12. Thank you so much for having us!
4. Call me in an hour. 4. I had a great time.
13. That spinach dip you brought was amazing.
5. Repeat your question. 5. The desserts were delicious. 14. That’s too bad. I hope you can join us next time.
6. What’s your name? 6. You and your wife are nice hosts. 15. Who else did you say was coming to your party?

7. Don’t touch that! 7. It was wonderful to meet you. 16. Wow! You have such a beautiful garden!

4 Task 2 - Entertaining
2 Task 1 - Socializing with colleagues and clients
Role Card 2 Talk about a great or terrible
Role Card 1 Start a conversation with _____________ at _____________.
experience you have had as a host.

BerlitzEnglish Level 6 4
 CHAPTER
2 UNIT A
Learning objectives
UNIT OVERVIEW
Grammar: Modal verbs; so/too/neither/either
Vocabulary: comedy, drama, horror, genre, lousy,
terrific, documentary, production, movie buff
1 Pre-task 1 - Review
1. Tell the student they will talk about entertainment in this lesson.
2. Brainstorm kinds of (cultural) entertainment: movies, plays,
concerts, festivals, sporting events.
3. Set a customized goal for the first objective. For example:
Talking about what movies I’d like to watch and why
4. Have the student tell you what each picture represents.
ANSWERS pop/rock concert, classical concert,
comedy movie, drama movie,
horror movie/thriller, animated movie,
play, musical
5. Discuss the last time the student went to these events. For each
event, have the student explain what they saw, when and where
they saw it, who they went with and what they thought of it.
6. Now have the student talk about the best concert they have gone
to, their favorite movies, and their favorite plays and musicals.
7. Write the following modal verbs on the board:
5 BerlitzEnglish Level 6
What do you do for fun?
Talking about entertainment Expressing enthusiasm
have to may can
should could must
ought to be able to need
8. Have the student rephrase these sentences using modal verbs:
You are not allowed to use your phone in a movie theater.
I recommend buying your concert tickets early.
You can’t watch the show without a ticket.
Does the theater let me bring a drink from outside?
It’s not a good idea that children watch that movie.
Peter had the chance to get front-row tickets for us.
We were not able to see much from our seats.
The woman said I wasn’t allowed to take photos.
2 Task 1 - Talking about entertainment
1. Have the student read Role Card 1.
2. First enactment: Have the student talk about which movies,
concerts and plays they’d like to see next.
3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as
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
shows you’d like to see next.
Confirm achievement of the first goal
3 Pre-task 2 - Review
1. Tell the student they will now practice expressing enthusiasm.
2. Set a customized goal for the second objective. For example:
Talking about my favorite movie and music genres
3. Have the student fill in the blanks with the expressions in the
boxes. Then, make sentences with these expressions and have the
student reply with so, too, neither, or either. For example:
I: I’m crazy about horror movies.
S: So am I!
4 Task 2 - Expressing enthusiasm
1. Have the student read Role Card 2.
2. First enactment: Brainstorm movie, music and book genres and
then have the student talk about their favorites.
3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as
register, intonation and pronunciation.
4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, talk about other forms of
entertainment (sports, video games, etc).
Confirm achievement of the second goal
 CHAPTER
2 UNIT A What do you do for fun?

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

Learning objectives — What kind of music ___________________?

— I like all kinds of music, but ___________________

Talking about
classic rock.
entertainment

Expressing enthusiasm — Sarah tells me you watch a lot of movies. She says

you’re a real ___________________.

— It’s true. I’m fascinated by science fiction movies and

___________________ of them.

— Do you like Dan Brown’s books?

— He’s a good writer, but I’m not ________________.

can’t get enough really like

I’m crazy about are you into

movie buff a big fan

4 Task 2 - Expressing enthusiasm

2 Task 1 - Talking about entertainment
Role Card 2 Talk about your favorite genres
Role Card 1 Talk about the next movies, concerts and plays you’d like to go to.
of movies, books and music.

BerlitzEnglish Level 6 6
 CHAPTER
2 UNIT B What do you do for fun?
Learning objectives Talking about activities and events Choosing a movie

UNIT OVERVIEW 3. Post-task: Give praise, point out any mistakes, encourage Great: excellent, terrific, amazing, brilliant, remarkable
Vocabulary: incredible, listings, rock band, jazz club, self-correction, and give feedback on other areas such as Average: so-so, all right, nothing special, not too bad, OK
be into something, be crazy about, can't get enough of, register, intonation and pronunciation. Terrible: awful, horrible, lousy, rubbish, dreadful
matinee, film critic, thriller, rubbish, amazing, so-so
4. Second enactment: If the student made many mistakes, do the 4 Task 2 - Choosing a movie
1 Pre-task 1 - Review same activity again. Otherwise, have them ask you about what 1. Have the student read Role Card 2.
1. Tell the student they will talk about their favorite activities and you like to do with your friends.
practice choosing a movie. 2. First enactment: Role-play choosing a movie with a friend
Confirm achievement of the first goal (co-worker, family member). Let the student suggest the first
2. Set a customized goal for the first objective. For example: movie and then recommend a completely different genre. Have
Talking about the activities I enjoy doing most the student try to convince you why their movie is better.
3 Pre-task 2 - Review
3. Have the student cover the phrases (A-L) and guess what the 1. Tell the student they will now practice choosing a movie. 3. Post-task: Give praise, point out any mistakes, encourage
blanks should read. Then, have them use the phrases and compare self-correction, and give feedback on other areas such as
their answers. 2. Set a customized goal for the second objective. For example: register, intonation and pronunciation.
Choosing a movie with my best friend
ANSWERS I. F-B-J-H 4. Second enactment: If the student made many mistakes, do the
II. A-L-D-C 3. Have the student read the factors for choosing a movie and add an same activity again. Otherwise, practice choosing a different
III. G-K-E-I additional one. Then, have them rank the factors and explain their activity (a sporting event, a concert, etc).
choices. Finally, have them write the information (director, stars)
4. Discuss whether the student enjoys singing or playing music, about their favorite movie.
Confirm achievement of the second goal
watching or listening to musicals and/or watching foreign films.
4. Have the student think of other ways of saying great, average and
2 Task 1 - Talking about activities and events terrible and write them on the boxes. Then, practice by asking
1. Have the student read Role Card 1. What do you think of ...?. For example:
I: What do you think of the new Brad Pitt movie?
2. First enactment: Have the student talk about what activities S: I think it’s terrific!
they enjoying doing most with their friends. Push for details.
Possible answers:

7 BerlitzEnglish Level 6
 CHAPTER
2 UNIT B What do you do for fun?

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

Learning objectives I. I’m really into music. I like to sing and ______ a local band.
A can’t get enough What is important when choosing a movie?
We practice on Mondays, Wednesdays and Fridays, and on
Talking about activities the director:
B on my own
Sundays I practice ______. We sometimes have ______ at
and events
the stars:
bars and restaurants. They’re a lot of fun and people C must have seen

Choosing a movie ______ our music. the reviews:

D fell in love
friends’ opinions:
II. I just ______ of musicals! I first ______ because my sister E discovered
the story:
would listen to The Phantom of the Opera every day. I
F I’m in
______ with the music so she and I started going to

musicals together. We ______ about 25 musicals already! G I’m kind of

Great
H seem to enjoy
III. ______ a movie buff. It all started a few years ago when a

friend and I went to Toronto during the film festival. I I had no idea
Average
______ how many great movies I saw from other
J gigs
countries. Since then, I’ve ______ a small university
K couldn’t believe
theater in town that shows foreign, independent and
Terrible
classic films. I ______ what I was missing! L got interested

2 Task 1 - Talking about activities and events 4 Task 2 - Choosing a movie

Role Card 1 Explain what activities you and your friends enjoy doing most together. Role Card 2 Choosing a movie with ________.

BerlitzEnglish Level 6 8
 CHAPTER
3 UNIT A The trip was perfect!
Learning objectives Describing a travel experience Talking about travel experiences

UNIT OVERVIEW 2 Task 1 - Describing a travel experience 4 Task 2 - Talking about travel experiences
Vocabulary: comfortable, first class, spacious, perfect, upgrade, 1. Have the student read Role Card 1 and fill in the blank. 1. Have the student read Role Card 2.
overbook, bumpy, special, lucky, run-down,
immaculate, cramped, rude 2. First enactment: Have the student describe their last trip 2. First enactment: Have the student tell you two stories: their
(domestic or overseas) in detail. best travel experience and their worst.
1 Pre-task 1 - Review
1. Tell the student they will talk about their last, best and worst 3. Post-task: Give praise, point out any mistakes, encourage 3. Post-task: Give praise, point out any mistakes, encourage
travel experiences in this lesson. self-correction, and give feedback on other areas such as self-correction, and give feedback on other areas such as
register, intonation and pronunciation. register, intonation and pronunciation.
2. Set a customized goal for the first objective. For example:
Describing my last travel experience to Germany 4. Second enactment: If the student made many mistakes, do the 4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, have them ask you about your same activity again. Otherwise, have them ask you about one of
3. Ask a few warm-up questions: last travel experience. your really good or really bad trips.
How often do you travel domestically?
What’s your favorite place to visit in your country? Confirm achievement of the first goal Confirm achievement of the second goal
How often do you travel abroad?
What’s your favorite country to visit?
Do you enjoy traveling alone or with others? 3 Pre-task 2 - Review
Do you like flying? Why/why not? 1. Tell the student they will now talk about their best and worst
travel experiences.
4. Have the student fill in the blanks with the phrases in the box
(A-P). Then, read the conversation twice, switching roles. 2. Set a customized goal for the second objective. For example:
Describing my best and worst travel experiences
ANSWERS C-A-I-H-L-B-G-P-
N-K-J-O-F-M-D 3. Have the student look at the list of adjectives and mark whether
they are positive or negative, what they describe (F for flight, R
5. With the book closed, have the student summarize Claire’s for hotel room, or S for service) as well as the opposite of each.
experience in Canada.

9 BerlitzEnglish Level 6
 CHAPTER
3 UNIT A The trip was perfect!

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

Learning objectives Tim: _______ to Vancouver, Claire?
+/- describes opposite
Claire: It was perfect — the city, the people, the hotel — _______.
Describing a travel attentive
Tim: Really? What was _______ about the flight?
experience Claire: _______, it was overbooked, so we were _______ first class. You know _______ bumpy
to be in first class _______ .
comfortable
Talking about travel Tim: Yeah, _______ .
delayed
experiences Claire: And the flight _______. I slept almost _______.
Tim: And how was the hotel? helpful
Claire: That was great, too. _______ in Canada, you know. The hotel employees _______
immaculate
to be helpful to us and _______. And the view from our window _______.
inefficient
Tim: _______ a nice place.
long
A even the flight I so special
quiet
B how comfortable it is J that was our first time
rude
C how was your trip K the entire trip
D it sounds like L upgraded to run-down

E just couldn’t believe M was incredible smelly

F make us comfortable N was really smooth
spacious
G on a long trip O went out of their way
sunny
H on the way there P you were lucky

4 Task 2 - Talking about travel experiences

2 Task 1 - Describing a travel experience
Role Card 2 Talk about your best and worst
Role Card 1 Describe your last travel experience to ___________________.
travel experiences.

BerlitzEnglish Level 6 10
 CHAPTER
3 UNIT B The trip was perfect!
Learning objectives Voicing a complaint Talking about helpful/unhelpful staff

UNIT OVERVIEW
Grammar: Passive voice
Vocabulary: complaint, disappointed, thoughtful, bend over
backwards, go out of your way, go the extra mile
1 Pre-task 1 - Review
1. Tell the student they will practice making a complaint and
describing helpful and unhelpful staff in this lesson.
2. Set a customized goal for the first objective. For example:
Making a complaint at Prince Hotel about ...
3. Ask a few warm-up questions:
— Do you usually complain if you receive bad service?
— Are complaints handled efficiently in your country?
— When was the last time you complained? What did you
complain about? Was the problem solved?
— What do your company’s customers complain about?
2 Task 1 - Voicing a complaint
1. Have the student read Role Card 1 and fill in the blank.
2. First enactment: Role-play complaining at a store
(restaurant/school/government office) about a problem.
3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as
register, intonation and pronunciation.
4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, switch roles.
Confirm achievement of the first goal
3 Pre-task 2 - Review
1. Tell the student they will now describe a positive customer service
experience they have had.
4. Have the student transform the sentences in the box to the
passive voice.
4 Task 2 - Talking about helpful/unhelpful staff
1. Have the student read Role Card 2.
2. First enactment: Have the student describe a very positive
customer service experience.
3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as
register, intonation and pronunciation.
4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, have them tell you about a bad
experience.
Confirm achievement of the second goal

4. Have the student fill in the blanks with the phrases in the box
(A-P). Then, read the conversation twice, switching roles.
ANSWERS J-A-M-O-C-F-L-B-
I-P-E-K-N-D-H-G
5. With the book closed, have the student summarize the dialogue.
6. Have the student tell you whether they have had a bad experience
in a hotel and, if so, how it was handled by the hotel staff.
2. Set a customized goal for the second objective. For example:
Describing a positive customer service experience at ...
3. Have the student match the phrases on the left with the ones on
the right. Then, ask which expressions represent helpful staff and
which represent unhelpful staff. Finally, have the student make
similar sentences by replacing the text in gray.

11 BerlitzEnglish Level 6
 CHAPTER
3 UNIT B The trip was perfect!

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

Learning objectives — Hello, this is Mr. Shields in Room 302. _____ with the people in the next room. They went the • • try to help me carry my bags.
— Yes, sir. _____ the problem? • extra mile to find my ticket.
Voicing a complaint They didn’t even •
— They’re _____ and making _____. It’s really late. I have an important meeting • be bothered to check if there
They went out • was another room.
_____, and I need to _____. Can you _____ this?
Talking about • lifted a finger to assist us.
— Yes, _____, Mr. Shields. _____ about this. Do you know what room the party They couldn’t •
helpful/unhelpful staff • backwards to make sure I was
_____ in?
They barely •
comfortable.
— It’s _____ — Room 304, I think.
They bent over • • of their way to help us.
— All right. I’ll call the room _____ and tell them a complaint _____ by one of our
other guests. If it’s not quieter _____, please let me know.
— _____. Thanks _____. 1. They served our dinner 45 minutes late.
2. The airline has cancelled our flight.
3. Security is inspecting all our luggage.
A what seems to be I I’m very sorry
4. The hostess was seating a couple when we arrived.
B I’m sure I can J there’s a problem
5. That hotel handles most complaints immediately.
C in the morning K immediately
6. We are calling a taxi for you right now.
D in about ten minutes L do something about
7. Someone has made a complaint about our waiters.
E right next door M having a party
8. The airline has located my lost piece of luggage.
F get some sleep N has been made
9. I can’t believe the maid hasn’t made our beds yet.
G for your help O a lot of noise
10. A bellman is bringing your bags down now.
H I’ll do that P is being held

4 Task 2 - Talking about helpful/unhelpful staff

2 Task 1 - Voicing a complaint
Role Card 2 Talk about a very positive customer
Role Card 1 Voice a complaint at _____________________.
service experience.

BerlitzEnglish Level 6 12
 CHAPTER
4 UNIT A How do you like it?
Learning objective Talking about products and their features

UNIT OVERVIEW

Vocabulary: feature, zoom, product, processor, screen, ANSWERS Printer: E-P-W-X

lightweight, hi-res, voice-activated, hard drive, Smartphone: G-H-M-N
state of the art, obsolete HDTV: B-Q-U-V
Laptop: D-I-L-S
1 Pre-task - Review Camera: C-F-K-R
1. Tell the student they will describe the products they own and their Home theater: A-J-O-T
features in this lesson.

2. Set a customized goal for the objective. For example: 2 Task - Talking about products and their features
Describing my gadgets and their features 1. Have the student read the Role Card.

3. Have the student match the six products with their features 2. First enactment: Have the student describe four or five
(four each). Depending on the student’s knowledge and electronic devices they own and the features of each. Also ask
interest in electronics, have them explain the benefit of all or how long they have had these products, why they decided to
some of the features. buy them, what they like and dislike about them and what
features they would like their products to have.
Abbreviations:
1000W = 1000 watts 3. Post-task: Give praise, point out any mistakes, encourage
1080p = high-definition video mode (p=progressive) self-correction, and give feedback on other areas such as
USB = universal serial bus register, intonation and pronunciation.
dpi = dots per inch
LCD = liquid crystal display 4. Second enactment: If the student made many mistakes, do the
GB = gygabite same activity again. Otherwise, have them describe other
RAM = random-access memory products such as furniture, appliances, clothing, software, etc.
MP = megapixels
HDMI = high-definition multimedia interface
Confirm achievement of the goal
ppm = pages per minute
SLR = single-lens reflex

13 BerlitzEnglish Level 6
 CHAPTER
4 UNIT A How do you like it?
1 Pre-task - Review
Learning objective
Color Laser Printer
Talking about products
and their features
A 1000W system power
B 1080p display
C 18.0 megapixels
D 2 USB 3.0 ports
E 2400 x 600 dpi resolution
F 3’’ LCD screen
G 4.8” color touch screen
H 4G speed
I 4GB system memory (RAM)
J 5.1 shielded speakers
K 6x optical zoom
L 750GB hard drive
Smartphone 60” Smart HDTV 14’’ Ultrabook Laptop Digital SLR Camera
M 8.0 MP rear-facing camera Home Theater System
N Bluetooth compatibility
O Built-in surround sound decoders
P Dual paper trays
Q Four HDMI inputs
R Full HD video recording
S Intel Core i3 processor
T iPod connectivity
U Two 10W speakers
2 Task - Talking about products and their features
V Ultraslim design (3’’ deep)
W Up to 30 ppm in color Role Card Talk about some of the products
X you own and their features.
Wireless printing from smartphone
BerlitzEnglish Level 6 14
 CHAPTER
4 UNIT B How do you like it?
Learning objectives Explaining the purpose of a device Getting technical advice

UNIT OVERVIEW 2 Task 1 - Explaining the purpose of a device 4. Have the student fill in the blanks with the phrases in the box
Grammar: Relative clauses (who, that, which, where) 1. Have the student read Role Card 1 and fill in the blanks. (A-J). Then, read the dialogue together, switching roles.
Vocabulary: gadget, appliance, purpose, technical assistance,
helpful, knowledgeable, talk through 2. First enactment: Role-play explaining how to use a gadget, 5. Have the student cover the conversation and tell you what the
preferably one they have with them (eg, their cell phone, problem was and the solution suggested.
1 Pre-task 1 - Review laptop, camera, voice recorder).
1. Tell the student they will practice explaining the purpose of a 4 Task 2 - Getting technical advice
device and getting technical advice in this lesson. 3. Post-task: Give praise, point out any mistakes, encourage 1. Have the student read Role Card 2.
self-correction, and give feedback on other areas such as
2. Set a customized goal for the first objective. For example: register, intonation and pronunciation. 2. First enactment: Practice getting technical support from a shop,
Explaining to my mother how to use her new phone a friend or relative.
4. Second enactment: If the student made many mistakes, do the
3. Have the student tell you what the three devices are called and same activity again. Otherwise, have them explain how to use a 3. Post-task: Give praise, point out any mistakes, encourage
their purpose. For example: different device. self-correction, and give feedback on other areas such as
This is a scale. A scale is a device that measures weight. register, intonation and pronunciation.
Confirm achievement of the first goal
4. Relative clauses: Have the student describe the following objects, 4. Second enactment: If the student made many mistakes, do the
places and people using who, that, or where. same activity again. Otherwise, practice getting technical advice
a microwave oven a refrigerator 3 Pre-task 2 - Review on a different device.
a GPS device a bakery 1. Tell the student they will now practice getting technical advice.
a personal trainer a foreigner
a stock market a watch 2. Set a customized goal for the second objective. For example: Confirm achievement of the second goal

a pianist a library Calling Best Buy to get technical support for my camera
Michael Jordan a backpack
3. Ask a few warm-up questions:
5. Have the student join the pairs of sentences into one using who, Have you ever had a problem with one of your devices?
which, or where. Did you call the maker or go to the store?
How long did it take for them to fix the problem?
Are you good at fixing things / troubleshooting software?

15 BerlitzEnglish Level 6
 CHAPTER
4 UNIT B How do you like it?

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

Learning objectives — Apple Customer Support, Cindy speaking.
— Hello. My name is Jacob Adkins. _____ an iPad from one of your
Explaining the purpose stores, but I’m _____ with one of the apps.
of a device — _____ the problem?
— Well, I was trying to update my note-taking app but it’s _____; I

Getting technical advice can’t even use the app anymore.

— The download has probably been paused. Have you tried
tapping on the app to _____?
— Several times, but it ____. I really need to get this fixed quickly.
— I think I know what the problem is. There was probably an error
Who, which, or where?
when the app was _____ to our servers. _____ is turn off your
1. Mary is very friendly. She lives next door. iPad and _____. That should fix the problem.
2. I visited the Memorial Tower. My sister had recommended it. — Ok, let me try ... Hey, _____! It’s downloading the update now.

3. I went to see the dentist. He told me to floss more often. Thank you very much for your help.

4. Sao Paulo is the largest city in Brazil. My sister lives there.

a all you need to do f not doing anything
5. The Times is one of the oldest newspapers. It’s published in the UK.
b having trouble g restart it
6. AsiaPAC Insurance has gone bankrupt. I used to work there.

7. The new stadium will be opened in June. It can hold 80,000 people.
c I recently bought h trying to connect

8. My cousin said he could help me. He has been a lawyer for 10 years. d it worked i turn it back on

9. The Wizard of Oz was released in 1939. It’s one of my favorite movies. e just won’t work j what seems to be

4 Task 2 - Getting technical advice

2 Task 1 - Explaining the purpose of a device

Role Card 2 Call ____________ to help you with a

Role Card 1 Explain to ____________ how to use ____________. problem with your ______________.

BerlitzEnglish Level 6 16
 CHAPTER
5 UNIT A Time flies!
Learning objectives Talking about the stages of life Describing important events

UNIT OVERVIEW 2 Task 1 - Talking about the stages of life 4 Task 2 - Describing important events
Grammar: Time clauses (before, when, while, until, since ...) 1. Have the student read Role Card 1 and fill in the blank. 1. Have the student read Role Card 2.
Vocabulary: birth, education, retirement, career, generation,
senior, life expectancy, crawl, nourishment, retiree 2. First enactment: Have the student talk about their favorite 2. First enactment: Have the student describe the three most
stage of their life so far. Review the stages of life, if necessary. important events in their life so far.
1 Pre-task 1 - Review
1. Tell the student they will talk about the stages of life and the most 3. Post-task: Give praise, point out any mistakes, encourage 3. Post-task: Give praise, point out any mistakes, encourage
important events in their life in this lesson. self-correction, and give feedback on other areas such as self-correction, and give feedback on other areas such as
register, intonation and pronunciation. register, intonation and pronunciation.
2. Set a customized goal for the first objective. For example:
Explaining why college was the favorite stage of my life 4. Second enactment: If the student made many mistakes, do the 4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, ask the student what they same activity again. Otherwise, have them tell you what future
3. Write the following time expressions on the board: would do differently if they had a chance to live their life again. life events they are looking forward to the most.
while since after
as soon as by the time before Confirm achievement of the first goal Confirm achievement of the second goal
when until

4. Have the student match the sentences and fill in the blanks with 3 Pre-task 2 - Review
the words on the board. 1. Tell the student they will now describe the most important events
in their life.
ANSWERS 1. E (before) 6. D (until)
2. G (after) 7. H (since) 2. Set a customized goal for the second objective. For example:
3. A (when) 8. F (before) Describing the three most important events in my life
4. C (while) 9. J (by the time)
5. B (as soon as) 10. I (since) 3. Have the student complete the conversation by changing the
verbs to the correct tense.
5. Optional: Have the student make sentences about their life using
the time expression on the board. 4. Discuss Ben’s situation.

17 BerlitzEnglish Level 6
 CHAPTER
5 UNIT A Time flies!

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

Learning objectives — (you always be) so serious, Ben?
1. ______________ I graduated from A. ... he had already worked there for
— Not really, Janet. I (be, not) like this when I (be)
Talking about the university, ... 40 years.
younger.
stages of life 2. Jack and Veronica got divorced right ... B. ... ____________ they got married. — What (change)?
3. ______________ Ross retired from C. ... I decided to pursue a graduate — I think the turning point was soon after Jennifer
Describing important his company, ... degree. and I (get) married. We (have) our first child,
events 4. ______________ my sister entered D. ... ______________ he turns four and I (realized) that I (be) responsible for a
the work force after graduation, ... years old. family. I (be, not) just a carefree kid anymore.
5. In the old days, couples used to have E. ... I had already gotten the job at — That (happen) to a lot of people. My husband

children ... Samsung Germany. and I (go through) the same thing. Then we

6. Karen wants to stay home with her son F. ... ______________ he was (have) our second child.

at least ... accepted at NYU. — Don’t tell me you (stop) being responsible ...
— No, of course not, but I guess we (get) used to
7. ______________ Helen retired last G. ... ______________ he was
our responsibilities by then. We (be through) it
year, ... promoted to Vice President.
all before, so we (know) we could handle it.
8. Mario had applied at several H ... she has been traveling all around
— You mean, having a child didn’t seem like such a
universities ... Europe.
big deal anymore?
9. Most babies begin to crawl ... I. ... ______________ their baby was
— Well, it (be) still a big deal, sure. It’s just that we
10. Vivi and Marco haven’t been sleeping born last month.
(feel) a lot more relaxed about it.
very much ... J. ... ______________ they turn one.

4 Task 2 - Describing important events

2 Task 1 - Talking about the stages of life
Role Card 2 Describe the three most
important events in your
Role Card 1 Explain why ___________ has been your favorite stage of your life so far.
life so far.

BerlitzEnglish Level 6 18
 CHAPTER
5 UNIT B
Learning objectives
UNIT OVERVIEW
Vocabulary: congratulations, anniversary, birthday
Expressions: I'm so happy for you! I'm so sorry to hear that.
That's great/terrible/wonderful news!
1 Pre-task 1 - Review
1. Tell the student they will practice sharing exciting news and
responding to announcements in this lesson.
2. Ask a few warm-up questions:
— When was the last time you got exciting news?
— When was the last time you shared good news?
— If you had some exciting news right now, who would you
share them with first? Why him/her/them?
— Would you tell them in person or by phone?
3. Set a customized goal for the first objective. For example:
Sharing the news of my engagement with my parents
4. Tell the student they need to make three separate conversations
using the sentences in the box (A-R). All three are about sharing
exciting news and are made up of six lines.
ANSWERS 1: B - M - D - A - P - N
2: E - G - O - L - K - H
3: F - J - C - Q - I - R
5. Ask the student if they have heard similar news recently.
19 BerlitzEnglish Level 6
Time flies!
Sharing exciting news Responding to announcements
2 Task 1 - Sharing exciting news 4 Task 2 - Responding to announcements
1. Have the student read Role Card 1 and fill in the blank. 1. Have the student read Role Card 2.
2. First enactment: Have the student call you to share exciting 2. First enactment: Call the student and share both really good
news. Be sure to ask several questions and congratulate them! news and terrible news.
3. Post-task: Give praise, point out any mistakes, encourage 3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as self-correction, and give feedback on other areas such as
register, intonation and pronunciation. register, intonation and pronunciation.
4. Second enactment: If the student made many mistakes, do the 4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, practice sharing bad news. same activity again. Otherwise, practice responding to different
announcements.
Confirm achievement of the first goal
Confirm achievement of the second goal
3 Pre-task 2 - Review
1. Tell the student they will now practice responding to good and
bad news.
2. Set a customized goal for the second objective. For example:
Responding to some unexpected news
3. Have the student match the situations (1-12) with the responses
(some of the responses can be used in more than one situation).
4. Have the student close their book. Read the situations again and
have the student come up with an appropriate response.
 CHAPTER
5 UNIT B Time flies!

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

Learning objectives 1. Chris and I got married five years ago today!
A Are you serious? Congratulations, I’m K I haven’t talked to her, but Luke said
2. Did you hear about Nigel’s accident?
Sharing exciting news so happy for you! she and the baby were fine.
3. Honey, I’m pregnant!
B Did mom tell you the good news? L No way! That’s so good to hear.
4. I finally got my driver’s license.
Responding to C Fred got the job. He will be in charge How’s she doing?
5. I just found out my grandfather passed away.
announcements of sales in Indonesia. M No, what happened?
6. I won $25 million in the lottery!
D Harold proposed! I’m getting married! N Of course! Oh my, I can’t believe my
7. I’m turning 35 today.
E Have you heard about Rachel? little sister is getting married!
8. John just got out of the hospital.
F Have you heard the news, Jessica? O She had her baby last night.
9. Mom, dad, I was accepted into Harvard!
G Heard what? P Thanks Mel. And I’d like you to be my
10. My sister is coming to visit!
H How exciting! We should go visit her maid of honor.
11. The doctor said Morgan is doing much better.
tonight after work. Q That’s wonderful! I can’t think of
12. We won the game!
I I agree, he’s worked very hard to get anyone better for the job.
to where he is now. R Well, I think we’d better start planning That’s terrible! That’s wonderful!
J What news? a party for him. Happy anniversary. We’re so proud of you!
I’m so happy for you. Happy birthday.
I’m so sorry to hear that. What a relief!
Conversation 1
You’re joking, right? Wow! Really?
Conversation 2 That’s great news! Congratulations!
Conversation 3
4 Task 2 - Responding to announcements
2 Task 1 - Sharing exciting news
Role Card 2 Your phone is ringing.
Someone is calling to share
Role Card 1 Call _________________ to share your exciting news!
some important news.

BerlitzEnglish Level 6 20