Lesson+Plan+-+3

**On this page you will find a brief outline of what we did in each lesson, the handouts (for downloading), and homework. This means that even if you miss a lesson, you can soon find out and catch up** :-).

**Special Dates**: Saturday, **12 February** - Friday, **11 March** (2-5 pm) - Saturday, **23 April** (Easter Saturday) - Saturday, **21 May** - Saturday, **4 June**

~ both pairs ||  ||   || ~ taken from BEC exam practice book, #3 || all listening material on the practice test page ~ what we did today (test #3) ~ what I gave you if you want to practise at home ++ a Cambridge sample exam (complete) ++ parts 1 and 4 (test #5) || **Listening practice** ~ parts 1 and 4 ~ a complete exam (all 4 parts) || ~ both pairs ||  ||   ||
 * Saturday, 4 June 2011 **
 * =Session Review= || =Handouts= || =Homework= ||
 * **Speaking practice** - complete exam run through
 * **Listening practice** - complete exam practice
 * **Speaking practice** - complete exam run through

~ taken from U12 of old BEC book ||  ||   || ~ both pairs ||  ||   ||
 * 31 May 2011 **
 * =Session Review= || =Handouts= || =Homework= ||
 * **Listening practice** - complete exam practice
 * **Speaking Practice** - complete exam run through

** 24 May 2011 ** ~ complete ||  || as you wish ||
 * =Session Review= || =Handouts= || =Homework= ||
 * **Practice Reading/Writing exam**

**21 May 2011 ** ~ review of: ++ //provided/providing// ++ //unless// ++ //if//
 * =Session Review= || =Handouts= || =Homework= ||
 * **Speaking exam** - complete run through of all parts ||  ||   ||
 * **Homework**

and how to use them gramatically ||  ||   || ~ we reviewed the format, number of questions, how much one has to write, what one has to read before starting, what to do afterwards ~ we completed exercise #1 which focuses on deleting irrelevant information ~ we completed exercise #2 (letters 1-3) which focuses on reformulating an irrelevant statement so that it became relevant ~ we completed exercise 4 which focuses on tips and facts to know about the exam and how to do it || see writing page for the handout || ~ letter #4 in exercise #2
 * **Writing exam part 2**

~ Sample task, page 10 of handout

Use the **exam answer sheet** to practise writing your answers on this form. || ~ we did a complete listening exam || all the material, including the recordings, is on the listening practice tests page ||  || ~ grammar ~ reading ~ writing
 * **Listening exam**
 * ||  || Any other handouts or tasks that you want to do

Remember to use the exam answer sheets where appropriate. ||

~ we reviewed what type of task this will be (length, number of speakers, monologue/dialogue, type of questions, number of questions) ~ we reviewed how to listen, e.g. the wording of the recording may contain **synonyms** for the wording in the questions but italso may be **the same** as in the questions ||  || Just found a great link if you want to practise listening - lots of short documentaries in English on a wide range of topics: ~ http://www.freedocumentaries.org/ || ~ we reviewed what type of task this is, how much we must write ~ we looked at real examples of students' writing and assessed them ourselves - what was good/what was poor (task #2 ~ we reviewed how to write in a relevant way: what would be appropriate for each bullet point in a task ~ we completed task #7, p 9: advice on this part of the exam || see writing paper for the worksheet and the solutions || In your own words: ~ write the e-mail yourself for exercise #1, p 6 of handout ~ write the note in exercise #4, p 8 of handout ~ write the e-mail in exercise #6, p 9 of handout
 * 17 May 2011 **
 * =Session Review= || =Handouts= || =Homework= ||
 * **Speaking exam, phase 1 of part 1** ||  ||   ||
 * **Listening exam, part 4**
 * **Writing paper #1**

~ I distributed these to you. ~ Sergio: you need to do these tasks at home ~ Brigitte, Karin, Werner: we will do these tasks tomorrow (Saturday). Just bring the handouts with you. || see writing paper for the handouts.
 * Please use the official Cambridge exam answer sheets for all tasks that you practise.**
 * You can find these on each exam page.** ||
 * **Writing paper #2**

~ solutions have been uploaded - for Sergio only at this stage! ||  ||

~ we reviewed and practised spelling, saying numbers correctly ~ we completed a typical task (#2) ~ we reviewed information and advice about the exam (#3, first part) || See exam page for the handouts, including solutions ||  || ~ we reviewed collocations and anticipating what words will come in a sentence (useful for doing this type of task) ~ we practised doing this task ++ listening for wrong information and correcting it (#2) ++ #3 || See exam page for the handouts, including solutions ||  || ~ different parts of the exam ~ typical vocabulary that comes up in the reading part but is also useful for other papers e.g. //although, unless, by / until, ...// || Choose the exercises that will help you the most. ||
 * 10 May 2011 **
 * =Session Review= || =Handouts= || =Homework= ||
 * **Exam speaking practice, part 1** ||  ||   ||
 * Collection of homework ||  ||   ||
 * **Listening paper #2**
 * **Listening paper #3**
 * || a wide range of handouts offering practice in:

~ I collected the tasks that you did ||  || Those who have NOT completed this, should do so please and send to me || ~ we carefully worked through tasks 1-4, paying special attention to the "little words" suhc as prepositions ~ a number of the words in task 3 were new or had been forgotten. They caused lots of trouble ~ we completed task 6: gives useful information about the format of the paper, how to "tackle" it and how much time you should spend on it || worksheets and answers for completed tasks are on the exam reading page || ~ write your own sentences using the words which start the sentences halves A-E from task 3 (if, unless, ...)
 * 3 May 2011 **
 * =Session Review= || =Handouts= || =Homework= ||
 * **Exam Speaking practice, part 1** ||  ||   ||
 * **Homework, reading exam part 5**
 * **Reading Paper #6**

~ complete task 5 ~ complete the sample task || ~ we completed tasks 1 and 2 ||  || ~ complete task 3 ~ complete task 4 ~ complete the sample task ||
 * **Reading Paper #7**

~ we practised the exam exactly as it would be (including keeping to the timing) (3 mintues altogether for all three of us ~ short feedback ||  ||   || ~ everyone forgot to do tasks from paper #2! ~ we checked the answers to tasks 3 and 5 from paper #2 ||   || please do these Paper 2 tasks for next lesson (3 May) ++ Exercise #3 ++ Sample Task || ~ we worked through **exercise #4** very carefully: a good task because it shows the thought processes you have to go through when doing this task: ++ working out which columns could be right/which ones you can ignore immediately ++ making your final decision from the "possible columns" ~ we worked through **exericse #7** after carefully reading the instructions above the graph and also marking on the graph which columns are actually relevant (A-H): ++ it is important to mark this because it helps you focus your attention ++ note: the first and last columns have no letter so they cannot be an answer but can be used as points of reference, e.g. for columns A or H ~ we worked through exercise #8 ++ this has some important facts about this paper ||  || We did not do exercise #6: writing your own sentences about a graph.
 * Saturday, 23 April 2011 ** (9-12)
 * =Session Review= || =Handouts= || =Homework= ||
 * **Exam practice, speaking: part 1**
 * **Homework**
 * **Reading paper #3 continued (graph)**

This could be a useful task: actually thinking about ways to describe a graph. || ~ we completed exercise #1: this focuses on whether a statement about the text could be right or there is nothing in the text about these facts ~ we completed exercise #2: this focuses on whether a statement about the text could be wrong or there is nothing in the text about these facts ~ we completed exercise #3: this practises all three possiblities ~ we completed exercise #4: this focuses on useful facts about this paper || Worksheet and answers are on reading page || Worksheet #2
 * **Reading paper #4 (wrong - right - doesn't say), worksheet #1**

This task gives **you** practice in writing your own statements about a text. || ~ we completed exercise #1 || Worksheet and answers are on reading page ||  || ~ for this reason, I would suggest you DO NOT DO practice test #3: we will use this. || Practice Text #2
 * **Reading paper #5 (which statement is correct)**
 * We discussed doing a **practice exam during a lesson.**

Sergio : Karin or Brigitte have this - please collect it from them. || I suggest you complete reading papers 1-4. ~ make a note of the amount of **time** you need for each task. ~ use the answer sheet I gave you to practise completing this: there is **no extra time** for transferring the information to the answer sheet

Please scan your answer sheet and send it to me before our next lesson: ~ we can then discuss the solutions in class ||

~ we listened to a recording of this part and when the recording stopped, we gave our own answers ~ we looked at ways to improve our answers and what things we could say or should not say || ** Note **: the handouts we are currently working with are all on the **reading exam** page
 * 19 April 2011 **
 * =Session Review= || =Handouts= || =Homework= ||
 * **Exam practice, speaking: part 1**

Because Sergio cannot participate on Saturday, I have also uploaded solutions. Please do not look at them until we have finished a task. ||  || ~ the homework caused some problems: we looked at the services that the company Puckeridge offers (task #2) and tried to explain these in our own words ~ we now fully understood the vocabulary so had no trouble completing task #2 :-) || ** For Sergio only !!! ** ~ [|bec_p_Read_part_2_prep_solutions.pdf] || Complete for Saturday: ~ #3 ~ sample task || ~ we discussed what is generally meant by "//**graph**//" and "//**chart**//" ~ we completed task #1 and discussed the best use for each type of diagram ~ step by step we went through task #2 ++ we analysed in detail the instructions above the graph and looked at all the vocabulary in the graph ++ we closely analysed the instructions below the graph to find out what we would have to do (right/wrong statements) and become aware of the pitfalls (Stolpersteine) of the task ++ we read the statements about the graph (1-8) ++ we completed task #2 and discussed the answers in details (which little words made all the difference!!!)
 * **Focussed Exam Preparation - reading paper 2**
 * **Focussed Exam Preparation - reading paper 3**

~ we looked at the instructions for tasks #3 and #4 ++ we underlined the key words and made ourselves aware of the traps || ~ [|bec_p_Read_part_3_prep.pdf]

~ [|bec_p_Read_part_3_prep_solutions.pdf] || For Saturday ~ complete tasks #3 and #5 ||
 * For Sergio only !!! **

~ what techniques to use ++ initiate = starting a conversation (taking the lead) ++ respond = anwering questions (from examiner) and reacting to what the other candidate says ++ link = this means you do not just react to what the other candidate says but try to connect to what s/he says - mention (erwähnen) it, add to it, comment on it, or disagree with it ++ expand = even try to make the topic you are talking about go further: add new ideas which may not be in the cue information [Stichwort Tipps/Zusatzinformation] which you get and which you have to talk about and work with
 * 12 April 2011 **
 * =Session Review= || =Handouts= || =Homework= ||
 * **Exam practice, speaking - some tips**

++ **//yeah//** ++ //**Exactly!**// ++ //**I mean ...**// ++ //**Actually,**// ||  ||   || ~ we worked through the exercises for this paper ++ techniques (how far away from the original text can we go when we interpret its meaning) ++ find similes or words to paraphrase (umschreiben) some of the vocabulary || ~ [|bec_p_Read_part_1_prep.pdf] ~ [|bec_p_Read_part_1_prep_solutions.pdf] ||  || ~ we closely examined one sentence from the main task: "Jack Simmons runs an expanding law firm, and needs help with filling vacant posts." and what its exact meaning was ++ who Jack Simmon is ++ what his position is ++ what type of company he works for ++ what his company is trying to do at the moment ++ what help he needs and from whom ++ why he needs this help
 * Phrases for comment on what someone says:**
 * **Focussed exam preparation - reading paper 1**
 * **Focussed exam preparation - reading paper 2**

~ we looked at each sentence and underlined the part which shows what the person is looking for || ~ [|bec_p_Read_part_2_prep.pdf] || ~ do exercise 2 ||

~task #7, p 119 ~ we chose one topic (furniture) and discussed/negotiated
 * 5 April 2011 **
 * =Session Review= || =Handouts= || =Homework= ||
 * **Warm up/speaking exam practice**

~ review of some of the **key skills** in the oral exam ++ initiating a conversation (starting) ++ responding ++ reacting ++ even trying to expand the topic (although this is not expected much at B1 level)

++ //exactly - I mean - yeah - actually// ||  || We finished the book today :-). you were given a lot of homework. Please just do what you can. || ~ discussion about when you need to send a covering letter ~ what points go in a covering letter for a job application
 * Phrases to react**
 * **Covering letter, p 121**

~ after reading the letter (task #6) and comparing it with the facts from discussion with colleague (last week's listening #4 and #5), decide how good it is (all necessary points picked out??) ||  || **Coursebook, p 121: #9 - applying for a job: letter** ~ either choose a job ad from page 129 ~ or look on the internet for a job which is like yours and apply for it. Imagine that the head office is in London and for this reason the application has to be in English. The job, however, will be at a company in Germany. || + review of homework (tasks #1 and #2) + listening tasks #3 and #4 ||  ||   || ~ which of the phrases would you find a letter which offers someone a job ~ which of the phrases would be suitable for a letter of rejection ~ which phrases would be suitable for either situation
 * reading practice (task #7)**
 * **Job Interview, p 122**
 * **letter of offer or rejection for a job (task #8)**

~ find suitable endings for the phrases (task #9)

~ is Philip (listening #3) suitable for the job he has applied for? We discussed this. ||  || Coursebook, p 123Task #10 - a letter (after the interview)
 * speaking practice**

~ offer Philip the job

or

~ reject his job application || ~ we read and discussed the tips and advice concerning the techniques are for these parts of the exam ||  || ~ complete task on p 124 ~ complete the task on p 125 || ~ p 61 (if not already done) ~ pp 62-64 || + you received practice exam #3 (sorry about the muddle page numbers) ~ please bring this to next lesson
 * **Reading test, parts 6 and 7, techniques – pp 124-5**
 * ||  || Other homework from workbook ** when **you have the time:
 * ||  || **Reading and Writing Exam practice**

~ please also find and bring to lesson: practice exam #2 ||

~ card activity which practised using conditional 2 structures ||  ||   || ~ conditional structures, WB p 60 ~ reading practice, CB, p 118-9 ||  ||   || ~ topic related to vacancies and interviews (special word field) ||  ||   || ~ discussion and reporting back on your very first jobs ~ definition of public relations and review of its importance ~ reading task #2 (matching headings to different parts of the text) ~ reading task #3 (using info from the text to complete a form) --> useful exam practice ~ listening practice, tasks #4 and #5 ||  || wb, p 61 ||
 * 29 March 2011 **
 * =Session Review= || =Handouts= || =Homework= ||
 * **Warm up**
 * **Homework check**
 * **Reading, p 119, #5**
 * **Job Applications, p 120**
 * ||  || ** please look for exam practice #2 which I gave you a long time ago - bring to next lesson ** ||

~ will office life change much in the future? Yes? No? How much? How? Positive effects? negative effects? ||  ||   || ~ input of the tenses needed for this structure ~ comparison with conditional 2 ~ how to translate the two forms ~ when to use this structure ~ tasks #5 - #8
 * 22 March 2011 **
 * =Session Review= || =Handouts= || =Homework= ||
 * **Speaking practice (similar to oral part 1, phase 2)**
 * **Grammar, p 117: conditional 2**

//**when**// or //**if**// ~ what's the difference? || [|conditionals 1-2.pdf] || WB p 60 || ~ discussion: would you like to? Why? Why not? ||  ||   || ~ we read the trext through quickly to decide what the best heading for it would be (task #2) ||   || CB, p 118 #3 and p 119, #4 ||
 * **Speaking: Working abroad, p 118**
 * **Reading, p 118, #2: Migrant workers**

- we discussed our internet research findings ~ we checked the reading task (p 112, #3) ||  ||   || ~ we discussed the suggestions (this exercise is like part 3 of the oral exam = negotiating ideas) ||  ||   || ~ we looked at the picture and discussed different types of street interview ~ we brainstormed typical questions a market research interviewer might ask someone about "job satisfaction" ||  ||   || ~ after completing the two tasks, we discussed other benefits there might be ofthe topics mentioned: ++ working from home ++ flexitime ++ flexible holidays ++ levels of responsibility || workbook, pp 57-58 ||  ||
 * 18 March 2011 **
 * =Session Review= || =Handouts= || =Homework= ||
 * **Theme Park Safety, p 112**
 * **Speaking Practice, p 113, #5**
 * **Unit 12, p 116: Job Market**
 * **Listening practice, p 116, #2 and #3**

~ general questions similar to phase 2 of part 1 of the oral exam ~ we reviewed using modal verbs in the context of advice and rules at Stöbich || [|modals_must_have-to_can_should_summary.pdf] ~ this is an updated version of the copy you made in class (it's a bit more clearly organised than the original - which I made just for me) ||  || ~ we read about and discussed the dangers of deep vein thrombosis ||  ||   || ~ we read the Googleplex text ~ we talked about our own freetime activities ~ we categorised different forms of sport under the verbs play/go/do ++ play: for all ball sports, e.g. play football/tennis/golf ++ go: for all sport which end in -ing e.g. go swimming/jogging/sailing ++ do: for all the others e.g. do weighliftting, yoga, gymnastics, judo ||  ||   || ~ we reviewed how to form the past continuous ~ we analysed the usage of these two past tense forms and how they are used ~ task #3 ~ we put the 2 tenses in contact: talked about an accident we had had at some point, e.g. Many years ago I //** was drivi ng **// along a road. It ** was **winter and rather icy. I //**hit**// a patch of ice and //**slid**// off the road and //**landed**// in a ditch. Luckily I //** was **//not serious hurt but my car //** was **//a write-off. ~ listening tasks #5 and #6 ~ reading: #7, p 111 ~ further listening practice: #8 and #9 || handout to follow on Tuesday || if you have time:
 * 11 March 2011 **
 * =Session Review= || =Handouts= || =Homework= ||
 * **Speaking practice/warm up**
 * **Reading practice, p 108**
 * **Freetime activities, p 109**
 * **Grammar: past continuous + past continuous vs. simple past, p 110**

wb: p 57, tasks 1 and 2

if you have time: CB, p 111, #10

For those of you who could not listen to the CD, remember that the tapescript is at the back of the book: you need this to be able to do task #10 || ~ we talked about theme parks we had been to and know ~ we discussed why we do/don't like theme parks ||  || ** VITAL - URGENT - MUST - IMPORTANT **
 * **Theme Park Safety, p 112**

Please make sure you do the following tasks **BEFORE OUR LESSON ON TUESDAY**

~ CB p 112, task #2 (reading) ~ CB p 112, task #3 (internet research + note taking): go to [|www.saferparks.org] and find out ways that theme parks can make sure visitors can be safe when they visit a park ~ CB p 112, task #4 (reading) || ~ we reviewed how to do this task ~ we looked at tips and tricks to be able to do it successfully (some useful ideas are in task #1, especially tips 3 and 4) ~ we read the task on page 115 and did task 2-4 on p 114 ||  ||   ||
 * **Listening test, part 4, p 114**

~ we watched, analysed, commented on the 3 different parts of the exam Of particular interest for our observations were: ~ the role of the 2 different examiners ~ what the examiner (who spoke) said in each phase ~ the examinees' body language ~ how the examinees interacted with each other (inc. eye contact) ~ what phrases the examinees used in each part (e.g how they negotiated in part 3, what they said for the mini talks in part 2) ||  ||   || ~ we reviewed the tips for how to ensure we do all necessary things in this section of the exam (introduction) ~ we reviewed the format of this part (task #1) ~ we reviewed useful phrases for this part and matched up the phrases (task #2) ~ we also organised the phrases so they fit to each part of the e-mail ||  || CB p 105, task #4: now write the e-mail that we prepared for in the tasks on p 104. || ~ we reviewed the meaning of must/mustn't - have to/don't have to in present and past time. ~ we reviewed can/can't - should/shouldn't ~ we analysed the strength of each of these modals and how they are used ~ we completed the written tasks 6-7 ~ we discussed what rules and regulations there are at Stöbich || [|modals_must_have-to_can_should_summary.pdf] || ~ imagine someone new is starting at Stöbich in Bopfingen or is coming from Goslar for a few weeks. What rules and regulations would they need to know? ~ write down more rules and regulations at Stöbich using modal verbs (think of the different departments, maybe also different locations)
 * 1 March 2011 **
 * =Session Review= || =Handouts= || =Homework= ||
 * Cambridge videos
 * **Writing test part 2, p 105-6**
 * **Grammar: modals**

~ WB pp 54-55 ||

~ further practice of mini talks for this part of the exam ||  ||   || ~ alternative phrases for small talk ||  ||   || ~ are these statements about behaviour true/false in a business context in Britain ~ how true are these statements for Germany and other countries? ||  ||   || ~ how to respond to an invitation/offer ++ special focus on **declining** an invitation/offer ~ writing and reading ~ recognising the language for an invitation (hidden in the middle of an e-mail): task #9 ||  || CB, p 103: accept/decline the lunch invitation
 * 22 February 2011 **
 * =Session Review= || =Handouts= || =Homework= ||
 * **speaking, exam part 2**
 * **Homework, page 102, #3 - check**
 * **Cultural differences, #5 and #6**
 * **Offers and Invitations, p 103**

WB, pp 52-53 (if not already done) || ~ discussion about the meaning of the different warning and safety signs ~ listening practice: factory tour - which places are part of the tour (task #3) ~ reading practice: task #4 ||  ||   || ~ introduction to the meaning of these modals in past and present time (cards)
 * **Health and Safety, p 106**
 * **Grammar: modals (must/mustn't; have to/don't have to), p 107**

Note: do no more work on this - we will look at it in greater detail next Tuesday ||  ||   ||

~ organising a conference ++ negotiation as to who would be the best keynote speaker ||  ||   || ~ numbers and note-taking were the special focus ||  ||   || ~ what topics would you talk about when picking a visitor up? ~ vocab input and reading: tasks #1 and #2 ||  || task #3: find one alternative phrase for each of the expressions you used from task #2 || - letter of apology, CB p 93, task #9 (if not already done) - e-mail, CB p 101, task #6 - short message, CB p 101, task #10 ||
 * 15 February 2011 ** (4.30 - 5.45 p.m.)
 * =Session Review= || =Handouts= || =Homework= ||
 * **Speaking practice - p 101**
 * **Listening practice, p 101, tasks #7-9**
 * **Small Talk, p 102**
 * ||  || **writing tasks:**

~ based on p 44 in workbook ~ review of good features and what could still be improved ~ discussion: how else can I improve myself in this area? ++ e.g. what phrases and words can I use to link my ideas together better? ++ what phrases and words can I use to give my presentation, for example, a clear structure? ++ what phrases and words can I use to make my English sound really natural? || - handout with some ideas || Note: I have found 3 very useful video clips if you would like to view samples of the oral exam: ~ go to the exam page ~ follow link to tips about the speaking exam ~ the links may take some time to upload but they are exactly like the ones I use when I go on my Cambridge training sessions || ~ we discussed what should be done ++ review of the various aspects which might have led up to what happened ++ review of action plan for the future and steps to take to reverse the sharp drop in reservations ||  || p 93 - letter of apology (task #9) || ~ task #2: we used words from the box to complete the statement ~ we discussed wich statements we agreed with and which ones we thought were silly7we simply would not do ||  ||   || ~ we reviewed the meaning of the various words in task #5 ~ we collected a few names of people we consider were good leaders ~ we wrote some notes and then presented our person, explaining why we think they were good leaders ~ we focussed on how to use these expressions || [|describing_someone_characteristics.pdf] || workbook, page 51 || ~ brief discussion about the results of the quiz ++ how far do you agree with the assessment of your leadership abilities ||  ||   || ~ we negotiated 3 qualities ||  ||   || ~ we worked on new and very useful vocabulary - tasks #1 and #2 ~ listening and reading: tasks #3 and #4 ||  ||   ||
 * Saturday, 12 February 2011 **
 * =What we did= || =Handouts= || =Homework= ||
 * **oral exam practice, part 2**
 * **Crisis meeting, page 93**
 * **Creativity and Leadership, p 98 continued**
 * **Describing people, p 99**
 * **Quiz, task #7**
 * //**A good leader is someone who .**//.. (task #8)
 * **Organising a conference, p 100**

~ based on p 44 in workbook ~ review of good features and what could still be improved ~ discussion: how else can I improve myself in this area? ||  ||   ||
 * 8 February 2011 **
 * =What we did= || =Handouts= || =Homework= ||
 * **oral exam practice, part 2**
 * **review of exam practice homework** ||  ||   ||
 * review of other homework inc. graph vocab || [|describing a trend.pdf] ||  ||
 * **Creativity and leadership, p 98**
 * ~ brainstorming of these two words and what characteristics a good leader requires**
 * ~ listening task 10.1** ||  || CB, p 98, task #2 ||
 * ||  || if not already done, CB, p 93, #8 (steps of a crisis plan) ||

~ based on p 44 in workbook ||  || CB p 99, #7 (advance preparation for next lesson: complete the questionnaire) || ~ wb, p 49 ~ cb, p 96 ||  ||   || ~ we reviewed the ones from last week ~ we closely examined how //**whose**// works (not so easy!) ~ when can relative pronouns be left out ~ we completed all the tasks on page 97 ||  || WB, p 50, #2 -5 || ~ collocations with "meeting" ~ we completed tasks 6-7 (vocabulary work) ~ reading practice, task #8 ++ close analysis of who the 'players' are in this situation ++ brief but detailed summary of the exact chain of events in this situation ||  || ~ CB, p 93, #8: steps of a crisis plan ~ WB, p 50, #1 || ~ complete sentences are not necessary ++ adjectives ~ adverbs ~ verbs ||
 * 1 February 2011 **
 * ===What we did=== || ===Handouts=== || ===Homework=== ||
 * **oral exam practice, part 2**
 * **checked homework**
 * **relative pronouns revisited, p 97**
 * Crisis strategies, p 93 - revisited
 * || [|describing a trend_worksheet - blank.pdf] || if not already done: vocabulary for graphs: review of this

~ what happens at them ~ brainstorm of a problem in the company ++ fitters/prices/competition ||  || Writing task #9, page 91 || ~ listening and reading practice (tasks #2-4) ||  ||   || ~ using cards with cut up sentences, we analysed how relative pronouns work and which ones there are (//**who - which - that - where**//) ||  || workbook, p 49 all tasks ||
 * 25 January 2011 **
 * **What we did** || **Handouts** || **Homework** ||
 * Checking of homework ||  ||   ||
 * **Brainstorming meetings, p 91**
 * **Crisis strategies, p 92**
 * **Grammar, relative pronouns: introduction, p 96**

~ asking questions: //how/what/ who/where/when/why/// ||  ||   || ~ using handout as a basis, Karin and Brigitte presented their topics: job applications / selling a house ||  || Further practice: prepare a presentation on one of the other topics from the handout || ~using our own sentences we established what the difference was (when = wenn = certain; if = falls = possible) ~ short written task (#6) ||  ||   || ~ we reviewed the various adjective collocations with "problem" and then looked at suggested solutions ~ we discussed which of the topics really needed a "crisis" meeting || [|problem_collocations.pdf] ||  || ~ discussion: what items of bad news could seriously affect Stöbich ||  || CB, p 92, #2 ||
 * 18 January 2011 **
 * ===What we did=== || ===Handouts=== || ===Homework=== ||
 * **Speaking practice - warm up**
 * **Passive practice + presentations**
 * **//When / If// - what is the difference, p 91 (#5 and 6)**
 * **Crisis meetings, p 91, #7**
 * **Crisis strategy, p 92**
 * ||  || CB, p 96, #1 and #2

WB, p 47 WB, p 48, # 4 and #5 ||

- asking questions using different tenses (//Yes, I can; No, I haven't; Yes, I do//, etc.) ~ this caused a surprising amount of trouble but was a good review of when I need specific tenses e.g. present perfect or simple past ||  ||   || ~ collect ~ we went over the tasks on pp 88-89 (CB) ~ we went over any other parts that had caused problems while you were doing them ||  ||   || ~ clarified what you actually had to do for this task ||  || prepare the presentations for next week || This reviews the grammar we went over just before Christmas (2010) ||  || ~ we practised reading the text - in the style of a newsreader ~ we discussed bad storm experiences we have had ||  ||   || ~ we completed tasks 2 and 3 ||  || ~ find **adjective** collocations for the word "problem" e.g. **minor** problem ~ any outstanding homework in either coursebook or for exam practice (from the exam paper I gave you) ||
 * 11 January 2011 **
 * ===What we did=== || ===Handouts=== || ===Homework=== ||
 * **Warm up**
 * **Homework**
 * **Passive presentations**
 * || [|future tenses.pdf]
 * **Listening practice**, p 89 ||  ||   ||
 * **Reading and Speaking Practice**, p 90
 * **Listening practice**, p 90 and p 91