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<clog_last_update>20191207</clog_last_update>
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<![CDATA[
vim cheat sheet
:setlocal spell spelllang=ru_yo en_gb fr
<a class="clog" target="about_blank" href=""></a>
<a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/"></a>
<img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png">
<img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Prepare for quarterly test
<img src="pix/icons8-dictionary-100.png" width="30em" border="0" alt="vocab pre teach" />
<img src="pix/icons8-hammer-100.png" width="30em" border="0" alt="functional language"> 
<img src="pix/icons8-automation-100.png" width="35em" border="0" alt="grammar focus" />
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-listen-100.png" width="35em" border="0" alt="listening"> Download onto your phone or tablet and listen carefully.
]]>
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<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<h3>THIS COURSE IS OVER</h3><br />
]]></clog_session_hw>
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<grammar></grammar>
<vocab></vocab>
<functional_language></functional_language>
<practical_skills></practical_skills>
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<activity_contents><![CDATA[
<h2>20191207 (1hr) - last lesson<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 126 Lookback 10.5 <!-- pg 132 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      pg 126 Lookback 10.5 <!-- pg 132 -->
      feedback

      Lexical material: Dream job
      pg 125 ex 5 A B listening<!-- pg 131 -->
      speak_out_advanced_audio_cd02_29.ogg    

      key phrases

      pg 125 ex 6 A B presenting<!-- pg 131 -->

<strike>      Functional language: Writing for a job application
      T / Cl
      Have you got a fine palate? Are you a foodie?
      - ...

      pg 125 ex 7 A reading<!-- pg 131 -->

      set for homework - to be confirmed
      pg 125 ex 7 B writing<!-- pg 131 -->
      your dream job
      </strike> 

      Brief overview of job interviews <!-- B2-01-09-02 -->

<u>new expressions</u>
      foodie = person who is very interested in cooking and eating different kinds of food
      palate /'pælət/ = top part of the inside of the mouth
      trifle = cold dessert (= a sweet dish) made from cake and fruit soaked in wine and/or jelly, covered with custard and cream
      to relish /ˈrelɪʃ/ = to get great pleasure from sth; to want very much to do or have sth

<u>deco - delayed error correction / favourite mistakes</u>
      It needs <strike> a tune</strike> <strong>  tuning </strong>  
      A lot of contemporary musicians <strike>are becoming </strike>  <strong>  become </strong> an over-night success
      <strike>The </strike> knowledge is a reason why someone in your field might be held in high esteem
      He already has some <strike>technique </strike> <strong>  technical </strong> experience 
      I think <strike>the </strike> patience is one of the qualities which is essential

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>



<h2>20191123 (1hr) 08:30-09:30<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 147 negotiating - Unit 10.3 language bank<!-- pg 129 -->
      pg 123 ex 6<!-- pg 129 -->

      20191030 lesson cancelled
      20191207 final lesson
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--
<u>warmer</u>
      The flamboyant actress hankered for being a lifetime legend and hogged the limelight till she had a stroke of luck 
      - flamboyant
      = different, confident and exciting in a way that attracts attention
      - hanker
      = to have a strong desire for sth
-->
<u>support materials</u>
      Speak Out Advanced
      Unit 10.4 Wildest dreams
      pg 124 ex 1 DVD preview<!-- pg 130 -->

      pg 124 ex 2 DVD view<!-- pg 130 -->

      pg 124 ex 3 A B DVD view<!-- pg 130 -->
      <!--mount -t iso9660 -o loop speak_out_advanced_digital_book_dvd.iso /media/cdrom -->

      pg 124 ex 4<!-- pg 130 -->

<u>new expressions</u>
      exhilarating = very exciting and enjoyable
      to put (someone) through one's paces = to cause (someone) to perform an act   
      so as to demonstrate his/her skill or ability
      crash course = rapid and intense course of training or research (usually undertaken in an emergency)
      to put (oneself) on the line = to expose to a chance of loss or damage

<u>deco - delayed error correction / favourite mistakes</u>

$deco_ref = "20191123-0916";
${'txt_'.$deco_ref} =" 
      in the middle of <strike>the </strike>  April
      They hope to win a job <strike>in</strike>  <strong>  with | at </strong> the BBC
      I don't <strike>how it calls </strike>  <strong>  what it is called </strong> 
      the second <strike> high </strike>  <strong>  highest </strong> after Mount Everest
      There are <strike>not </strike> <strong>no </strong>  lights
      I have no idea - Me <strike>too </strike> <strong>neither </strong> 
      There <strike>are no </strike> <strong>is not </strong> a lot of information
      I expected that I <strong>would </strong> like it";
include("sbook_plugins/show_hide_mistakes.inc");


<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20191116 (1hr) 09:45-10:45<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 121 ex 11 B 12 reading<!-- pg 127 -->
      Celebrity culture: a blessing or a curse?

      pg 121 ex 14 writing a 'for and against' essay<!-- pg 127 -->
      send in *.docx format 
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials</u>
      Speak Out Advanced
      pg 121 ex 14 speaking<!-- pg 127 -->
      SSS use expressions from pg 121 ex 13 A B

      Unit 10.3 Making a plan
      Lexical material: Negotiation
      pg 122 ex A vocab<!-- pg 128 -->

      pg 122 ex 2 A B reading<!-- pg 128 -->
      Seven tips for negotiating

      pg 122 ex 2 C vocab<!-- pg 128 -->

      Functional language: Negotiating
      pg 122 ex 3 A<!-- pg 128 -->

      pg 122 ex 3 B listening<!-- pg 128 -->
      speak_out_advanced_audio_cd02_27.ogg    

      stages of a negotiation
      - objectives
      - explore positions
      - establish common goals
      - make an offer
      - use 'if'
      - make concessions & compromise
      - review, double-check you understand
      - refuse or accept the deal
      - stall for time and/or defer decision
      - reach an agreement
      - follow up the deal
      - keep the conversation open

      pg 122 ex 4 A B listening<!-- pg 128 -->

      T / Cl
      Should you put all our cards on the table right from the start?
      〆 probably not

      pg 122 ex 4 C speaking<!-- pg 128 -->

      Lexical material: Phrases for negotiating
      pg 123 ex 5 A B<!-- pg 129 -->

      set for homework
      pg 146 negotiating - Unit 10.3 language bank<!-- pg 129 -->

     pg 123 ex 6<!-- pg 129 -->

      Functional language: Stalling for time
      pg 123 ex 7 A
      pg 123 ex 7 B listening
      speak_out_advanced_audio_cd02_28.ogg    

      <strike>pg 123 ex 8 A B C D </strike>  speaking
      SSS use expressions from pg 123 ex 5 A<!-- pg 129 -->

<u>new expressions</u>
      to fill a void = empty place or situation where sth is needed
      mediocrity = quality of being below average or second-rate

      haggling ~ (with sb) (over sth) = arguing with sb in order to reach an agreement, especially about the price of sth
      to defer = to delay sth until a later time; to postpone
      to stall ~ (on / over sth) = to try to avoid doing sth or answering a question so that you have more time;
      to make sb wait so that you have more time to do sth

<u>deco - delayed error correction / favourite mistakes</u>
      The problems <strike>concerned</strike> <strong>concerning </strong> education <strong>, </strong> [comma needed here = non-defining clause] which every country can face <strong>, </strong>[comma needed here = non-defining clause] are more complex
      The problems [no comma needed here = defining clause] which every country can face [no comma needed here = defining clause] <strike>concerned</strike> <strong>concerning </strong> education are more complex
      They will not give <strike> money to </strike>   the police <strong>  bribes </strong>  
      They will not <strike>give money to </strike> <strong>bribe </strong> the police
      He <strike>spoke </strike>  <strong>said </strong> that maybe you need to...
      We have a lot of <strike>technique to prepare</strike>  <strong>  technical matters </strong>  to discuss

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20191109 (1hr) 09:45-10:45<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 147 comparative structures Unit 10.2<!-- pg 125 -->
      pg 157 ex 2 A ambition - vocab bank <!-- pg 127 -->
      pg 120 ex 6 A reading<!-- pg 125 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      We were every bit surprised by the presentation since it didn't ostracise the issues at stake
-->
<u>support materials</u>
      Speak Out Advanced
      pg 120 ex 6 A reading<!-- pg 125 -->

      pg 120 ex 6 B listening<!-- pg 126 -->
      speak_out_advanced_audio_cd02_26.ogg    

      T / Cl
      Who is the Russian writer of the moment?
      ✓ moment 
      = popular nowadays, trendy
      (...)

      pg 120 ex 7 A B C listening comprehension<!-- pg 126 -->

      pg 120 ex 8 discussion<!-- pg 126 -->


      Lexical material: Ambition
      pg 120 ex 9 A B vocab<!-- pg 127 -->

      pg 157 ex 2 A ambition - vocab bank <!-- pg 127 -->

      pg 121 ex 10 speaking<!-- pg 127 -->

      set for homework <!-- already covered w/ mm33 -->
      Functional language: Writing a 'for and against' essay
      pg 121 ex 11 A B reading<!-- pg 127 -->
      Celebrity culture: a blessing or a curse?

      reminder
      Lexical material: Discourse markers
      <div align="center"><img src="mindmaps/discourse_markers_mindmap.png" width="900" border="1" alt="discourse markers mindmap"></div> 

      pg 121 ex 12<!-- pg 127 -->

      Functional language: Describing pros & cons
      pg 121 ex 13 A B learn to<!-- pg 127 -->

      set for homework - to be confirmed
      pg 121 ex 14 writing a 'for and against' essay<!-- pg 127 -->

<u>new expressions</u>
      gripping = thrilling, exhilarating
      to embark on = to set off on; to undertake

      Mick = (ethnic slur) offensive term for a person of Irish descent
      unadulterated = not mixed with other substances; pure;
      to emphasize that sth is complete or total, sheer
      to ostracise = to expel from a community or group;
      avoid speaking to or dealing with
      to squabble ~ (with sb) (about / over sth) = to quarrel noisily about sth that is not very important
      to shun = to avoid and stay away from deliberately; stay clear of
      cumbersome = large and heavy; difficult to carry; 
      slow and complicated
      to meander /mi:'ændə:/ = to walk slowly and change direction often, especially without a particular aim

      stardom = state of being famous as an actor, a singer, etc
      flamboyant = different, confident and exciting in a way that attracts attention
      to hog = to use or keep most of sth yourself and stop others from using or having it
      limelight (in the ~) = centre of public attention
      to crave = to desire
      to hanker (~ after / for sth) = to have a strong desire for sth
      to pay your dues = to spend a ot of time learning how to do sth well
      to hold in high esteem = to be well-known for being good at sth
      to become an overnight success = to become suddenly famous
      to shoot to fame = to become suddenly famous
      aspiration ~ (for sth) | ~ (to do sth) = strong desire to have or do sth

      to set one's heart on = to want very much
      to hit the big time = to have great success in a profession, especially the entertainment business
      stroke of luck = period of good luck
      legend in one's lifetime = very famous person, especially in a particular field, who is admired by other people nowadays

      blessing = approval of or permission for sth
      curse = something that causes harm or evil; word or phrase that has a magic power to make sth bad happen;
      rude or offensive word or phrase that some people use when they are very angry

<u>deco - delayed error correction / favourite mistakes</u>
      The next <strong>  one </strong> is <strike>  a bit other </strike> <strong> is another story </strong>  
      ... because <strike>of </strike>  his life didn't change him so much
      He doesn't feel <strike>himself </strike>   as an expert
      I think I can speak English quite <strike>good </strike>  <strong>  well </strong>  
      He hankered <strike> for </strike> <strong>  after </strong> fame when he was young

<u>pig - pronunciation & intonation guidelines</u>
      flamboyant /flæm'bɔiənt/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20191102 (1hr) 09:45-10:45<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 147 ex 1 2 Unit 10.1 inversion<!-- pg 123 -->
      pg 118 ex 7 A practice <!-- pg 124 -->

      pg 118 ex 9 vocab<!-- pg 124 -->
      pg 157 ex 2 A ambition - vocab bank <!-- pg 127 -->

      optional homework
      Grammar and vocabulary for CAE and Proficiency by Longman
      read pg 118
      complete exercises on pg 119
      check your answers with the key at the end of the file
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/grammar_and_vocabulary_for_CAE_and_proficiency_Longman_Side_Wellman_pg118-119_inversion_after_negative_adverbs_w_key.pdf">grammar_and_vocabulary_for_CAE_and_proficiency_Longman_Side_Wellman_pg118-119_inversion_after_negative_adverbs_w_key.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      We were every bit surprised by the presentation since it didn't ostracise the issues at stake
-->
<u>support materials</u>
      Speak Out Advanced
      Unit 10.2 Dreams come true
      pg 119 ex 1 speaking<!-- pg 125 -->

      Grammar: Comparative structures
      pg 119 ex 2 A B grammar<!-- pg 125 -->

      pg 119 ex 3 A B C<!-- pg 125 -->

      see pg 147 language bank<!-- pg 125 -->

      set for homework
      pg 148 comparative structures Unit 10.2<!-- pg 125 -->

      pg 119 ex 4 practice<!-- pg 125 -->

      pg 119 ex 5 A listening
      speak_out_advanced_audio_cd02_23.ogg    

      pg 119 ex 5 B listening<!-- pg 125 -->
      speak_out_advanced_audio_cd02_24.ogg    
      speak_out_advanced_audio_cd02_25.ogg    

<u>new expressions</u>
      hat-trick = three points, goals, etc. scored by the same player in a particular match or game; three successes achieved by one person
      the bigger they come, the harder they fall = if people or things are powerful or successful, they will suffer more when they are defeated
      scrap of attention = very small amount; food left after a meal; things that are not wanted or cannot be used for their original purpose, but which have some value for the material they are made of
      dazzled = amazed
      ascension = rise
      clamour = continuous loud noise
      geriatric = old (person); branch of medicine concerned with the diseases and care of old people
      beacon (of hope) = shining light; light that is placed somewhere to guide vehicles and warn them of danger
      angst = feeling of anxiety and worry about a situation, or about your life
      hardship = situation that is difficult and unpleasant because you do not have enough money, food, clothes, etc

<u>deco - delayed error correction / favourite mistakes</u>
      ... time I spend <strike>on </strike> <strong>  wth </strong>  my fans

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20191026 (1hr) 09:45-10:45<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 113 ex 7 A or 8 B writing <!-- pg 120 -->
      pg 116 ex 3 4 reading<!-- pg 123 -->
      Change your life
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      pg 116 ex 3 A B reading<!-- pg 123 -->
      Change your life

      pg 116 ex 4 speaking<!-- pg 123 -->

      pg 117 ex 5 A B speaking<!-- pg 123 -->

      Grammar: Inversion
      Grammar: Inversion after limiting adverbs
      T / Cl
      The contract is not ready.
      You say:
      Under no circumstances [can we sign / we can sign] the contract
      - can we sign
      . under no circumstances
      = limiting adverbial phrase
      => inversion

      Now, the contract is ready.
      You say:
      Under such circumstances [can we sign / we can sign] the contract
      - we can sign
      . under such circumstances
      = prepositional phrase
      => no inversion needed

      Watch out
      After 'not until', 'only when' and 'only after'
      the inversion is in the main part of the sentence

      I read a book [only after / only when] I have read its review
      - I read a book  
      = main clause

      Only after <strike> have I read </strike>  its review | <strike> I read  </strike> a book
      Only after <strong> I have read </strong>  its review | <strong> do I read </strong>  a book
      = limiting adverbial w/o inversion | main clause with inversion

<!--
      set for optional homework
      Grammar and vocabulary for CAE and Proficiency by Longman
      read pg 118
      complete exercises on pg 119
      check your answers with the key at the end of the file
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/grammar_and_vocabulary_for_CAE_and_proficiency_Longman_Side_Wellman_pg118-119_inversion_after_negative_adverbs_w_key.pdf">grammar_and_vocabulary_for_CAE_and_proficiency_Longman_Side_Wellman_pg118-119_inversion_after_negative_adverbs_w_key.pdf</a>
-->
      pg 118 ex 6 A B reading<!-- pg 123 -->
      
      pg 118 ex 6 C<!-- pg 123 -->

      pg 118 ex 6 D

      see pg 146 language bank

      pg 118 ex 7 A practice <!-- pg 124 -->

      pg 118 ex 7 B practice <!-- pg 124 -->

      set for homework
      pg 149 ex 1 2 Unit 10.1 inversion<!-- pg 123 -->

      Lexical material: Synonyms to talk about an epic story
      pg 118 ex 8 A B vocab plus<!-- pg 124 -->

      pg 118 ex 9 vocab<!-- pg 124 -->

      pg 157 vocab bank - synonyms<!-- pg 124 -->
      
<u>new expressions</u>
      gripping = thrilling, exhilarating
      to embark on = to set off on; to undertake

      Mick = (ethnic slur) offensive term for a person of Irish descent
      unadulterated = not mixed with other substances; pure;
      to emphasize that sth is complete or total, sheer
      to ostracise = to expel from a community or group;
      avoid speaking to or dealing with
      to squabble ~ (with sb) (about / over sth) = to quarrel noisily about sth that is not very important
      to shun = to avoid and stay away from deliberately; stay clear of
      cumbersome = large and heavy; difficult to carry; 
      slow and complicated
      to meander /mi:'ændə:/ = to walk slowly and change direction often, especially without a particular aim
      hat-trick = three points, goals, etc. scored by the same player in a particular match or game; three successes achieved by one person
      the bigger they come, the harder they fall = if people or things are powerful or successful, they will suffer more when they are defeated
      scrap of attention = very small amount
      dazzled = amazed
      ascension = rise
      clamour = continuous loud noise
      geriatric = old (person); branch of medicine concerned with the diseases and care of old people
      beacon (of hope) = shining light; light that is placed somewhere to guide vehicles and warn them of danger
      angst = feeling of anxiety and worry about a situation, or about your life
      hardship = situation that is difficult and unpleasant because you do not have enough money, food, clothes, etc

<u>deco - delayed error correction / favourite mistakes</u>
      Not only <strike> I enjoyed </strike>  <strong> did I enjoy </strong> the trip but also...
      I see through the window that people <strike>hardly </strike> could <strong> (can) hardly </strong> go <strong> (walk) </strong>  
      see writing task for feedback

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20191019 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 114 Unit 9.5 Lookback <!-- pg 121 -->

      pg 109 ex 11 writing a review<!-- pg 116 -->
      Complete the graded correction sent by e-mail
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Honestly, the curator kept on raving about a horrendous, grossly painted picture in a way that was just appalling 
-->
<u>support materials</u>
      Speak Out Advanced
      Functional language: Recommend a cultural place<!-- pg 120 -->
      pg 113 ex 6 A B listening
      speak_out_advanced_audio_cd02_23.ogg    

      pg 113 ex 7 A B role play<!-- pg 120 -->

      Functional language: Writing a recommendation
      pg 113 ex 8 A reading

      set for homework - to be confirmed
      pg 113 ex 8 B writing <!-- pg 120 -->


      Unit 10 Horizons
      Unit 10.1 Long way round
      pg 116 ex 1 speaking<!-- pg 122 -->

      Lexical material: Changing your life
      pg 116 ex 2 A collocations<!-- pg 122 -->

      pg 116 ex 2 B discussion

<u>new expressions</u>
      feud /'fyu:d/ ~ (between A and B) | ~ (with sb) | ~ (over sb/sth) = an angry and bitter argument 
      between two people or groups of people that continues over a long period of time

      breathtaking = very exciting or impressive (usually in a pleasant way); very surprising
      landmark ~ (in sth) = an event, a discovery, an invention, etc. that marks an important stage in sth
      engraved = cut or impressed into a surface
      overwhelming = very great or very strong; so powerful that you cannot resist it or decide how to react
      rug = piece of thick material like a small carpet that is used for covering or decorating part of a floor
      haggling ~ (with sb) (over sth) = arguing with sb in order to reach an agreement, especially about the price of sth
      to take refuge ~ (from sb/sth) = to find shelter or protection from danger, trouble, etc

      humbled = made lowly in mind; to abase the pride or arrogance of
      epic = taking place over a long period of time and involving a lot of difficulties;
      very great and impressive;
      (sometimes humorous) a long and difficult job or activity that you think people should admire
      to wield = to hold sth, ready to use it as a weapon or tool
      mobster = member of a group of people who are involved in organized crime
      astride = preposition with one leg on each side of sth
      to fume ~ (at / over / about sb/sth) = to be very angry about sth
      vice versa = used to say that the opposite of what you have just said is also true
      to bond ~ (A and B) (together) | ~ (A) to B = to join two things firmly together; to join firmly to sth else
      pillion = seat for a passenger behind the driver of a motorcycle
      the Carpathians /k:ˈpeɪθɪənz/ = mountain range in central Europe that extends from Slovakia and southern Poland southeastward through western Ukraine to northeastern Romania; a popular resort area
      feat = (approving) an action or piece of work that needs skill, strength or courage

<u>deco - delayed error correction / favourite mistakes</u>

$deco_ref = "20191019-0927";
${'txt_'.$deco_ref} =" 
      Imagine we had..., people <strike>  will </strike>  <strong>  would </strong>  pay for their ticket
      I mostly like to <strike> hear </strike>  <strong>  listen | listening to</strong>  music in the evening
      It's designed in a different way <strike>than </strike> <strong>  to | from </strong>  other buildings
      If you <strike>tell </strike> <strong>  speak </strong>  literally
      I <strike>was</strike> needed to find a lot of time
      You could <strike>  check </strike> <strong>  challenge </strong> yourself by...";
include("sbook_plugins/show_hide_mistakes.inc");

<u>pig - pronunciation & intonation guidelines</u>
      ewan /'yu:ən/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>



<h2>20191005 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 144 language bank
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      Unit 9.4 Tate Modern
      Lexical material: Modern art
      T / Cl
      Do you like modern art? Why / why not?
      - ...
      How do you perceive museums?
      - look rather conservative
      - silence is expected
      - perhaps dusty though are becoming more interactive
      - ...

      pg 112 ex 1 2 DVD preview<!-- pg 119 -->

      T / Cl
      How do you think they have managed to make Tate Modern become so popular so fast?
      - ...

      pg 112 ex 3 4 DVD view<!-- pg 119 -->
      <!--mount -t iso9660 -o loop speak_out_advanced_digital_book_dvd.iso /media/cdrom -->

      pg 112 ex 5 speaking
       
<u>new expressions</u>
      curator = person whose job is to be in charge of the objects or works of art in a museum or art gallery
      hangar /'hæŋə:/ = large building in which aircraft are kept
      theme park = large park where people go to enjoy themselves, for example by riding on large machines 
      such as roller coasters, 
      and where much of the entertainment is connected with one subject or idea

<u>deco - delayed error correction / favourite mistakes</u>
      This programme tries to <strike>say </strike> <strong>  tell us | explain </strong>  why...
      Not always is sth <strong>(that can be) </strong> called art
      It makes sense that it <strike>is exist </strike> <strong>  exists </strong>  
      I play some <strike>modern </strike>  <strong>  contemporary </strong>  composers

<u>pig - pronunciation & intonation guidelines</u>
      turbine /'tə:bain/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>


<h2>20190921 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 109 ex 11 writing a review<!-- pg 116 -->
      - brief introduction
      - description of contents
      - assessment of value
      - comparison with others
      - conclusion
      send in *docx format
      duncanpotter@yandex.ru
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      Functional language: Ranting, raving
      T / Cl
      Would you rant or rave about reality Tv?
      - ...

      pg 110 ex 2 A prediction<!-- pg 117 -->

      pg 110 ex 2 B C listening<!-- pg 117 -->
      speak_out_advanced_audio_cd02_20.ogg    

      pg 110 ex 3 A listening<!-- pg 118 -->
      
      pg 110 ex 3 B listening<!-- pg 118 -->
      speak_out_advanced_audio_cd02_21.ogg    

      pg 111 ex 4 ex 4<!-- pg 118 -->

      set for homework
      pg 145 ranting/raving language bank Unit 9.3<!-- pg 118 -->

      Functional language: Commenting adverbials
      pg 111 ex 5 A B listening<!-- pg 118 -->
      speak_out_advanced_audio_cd02_22.ogg    

      pg 111 ex 5 C speaking

      pg 111 ex 6 A B speaking
     
<u>new expressions</u>
      appalling = shocking; extremely bad
      horrendous = extremely shocking; terrible; extremely unpleasant and unacceptable
      to whip sth up = to quickly make a meal or sth to eat
      grossly = (disapproving) (used to describe unpleasant qualities) extremely
      Rayburn = type of stove launched in 1946 with two hotplates, and one or two ovens and the ability to heat water. Similar in nature to the AGA and manufactured in Telford in the United Kingdom, at the same factory as the AGA. 

<u>deco - delayed error correction / favourite mistakes</u>

$deco_ref = "20190921-0924";
${'txt_'.$deco_ref} =" 
      Culture <strike>  was </strike> <strong>  has </strong> changed a lot
      Some <strike> scientific </strike> <strong> scientists </strong>  are not fond of...
      ... a lot of <strike> ethics </strike>  <strong>  ethical </strong> problems
      He raises his voices <strike> on </strike> <strong>at </strong>  a tourist
      There <strike>  are </strike> <strong>  is </strong>  a lot of water
      It drives me up <strike> to </strike>  the wall
      Even <strong>though </strong>  these kids were from a music school, they were not...
      Surprisingly they have not only Russian instruments but also European <strong> ones </strong>  ";
include("sbook_plugins/show_hide_mistakes.inc");


<u>pig - pronunciation & intonation guidelines</u>
      idyllic /ɪˈdɪlɪk/ /ai'dilik/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>


<h2>20190914 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 156 collocations with ideas - vocabulary bank <!-- pg 115 -->
      pg 145 adverbs Unit 9.2 <!-- pg 115 --> 
      pg 108 ex 7 A B practice<!-- pg 115 -->

      print & illustrate the following mindmap in your own way (use colours, symbols, etc)
      <a class="clog" target="about_blank" href="http://www.ictnle.com/mindmaps/adverbials_mindmap.pdf">adverbials_mindmap.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      The manager toyed with the ridiculous idea of an escapade to Panama to avoid running into furious shareholders
-->
<u>support materials</u>
      Speak Out Advanced
      pg 108 ex 7 A B practice<!-- pg 115 -->

      pg 108 ex 8 A B C speaking<!-- pg 116 -->

      Functional language: Writing a review
      pg 109 ex 9 A B<!-- pg 116 -->

      Wallace & Gromit's world of invention

      Functional language: Using a wide range of vocabulary
      pg 109 ex 10 A B<!-- pg 116 -->

      set for homework - to be confirmed
      pg 109 ex 11 writing a review<!-- pg 116 -->
      - brief introduction
      - description of contents
      - assessment of value
      - comparison with others
      - conclusion
      send in *docx format
      duncanpotter@yandex.ru


      Unit 9.3 Love it or hate it
      Lexical material: Expressing yourself
      T / Cl
      If you think sth is fantastic, you want to [rant / rave] about it?
      - rave
      If you think sth is not acceptable, you should [rant / rave] about it?
      - rant
      What drives you up the wall?
      - traffic jams
      (...)

      pg 110 ex 1 A B reading <!-- pg 117 -->

      pg 110 ex 1 C<!-- pg 117 -->

<u>new expressions</u>
      to rant ~ (on) (about sth) | ~ (at sb) (disapproving) = to speak or complain about sth in a loud and/or angry way
      ranting & raving = (disapproving) to show that you are angry by shouting or complaining loudly for a long time
      to rave = ~ (about sb/sth) to talk or write about sth in a very enthusiastic way;
      ~ (at sb) to shout in a loud and emotional way at sb because you are angry with them
      to crave = to have a very strong desire for sth

<u>deco - delayed error correction / favourite mistakes</u>
      Perhaps there will be a four </strike> days </strike>  <strong>day </strong>  week
      Employers would have to <strike> resign </strike>  <strong>  make </strong> people <strong> redundant </strong>   
      ...a new programme which is based <strike> of </strike>  <strong>  on </strong>  Wallace and Gromit
      colourful pictures <strike> at </strike>  <strong> on </strong> the screen 
      not to <strike>put </strike> <strong> keep </strong> it inside you 

<u>pig - pronunciation & intonation guidelines</u>
      author /ˈɔ:θə/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190907 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 106 ex 11 phrasal verbs<!-- pg 113 -->
      pg 156 Three-part phrasal verbs - vocabulary bank <!-- pg 113 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      I wish I could put down not getting round to completing the project to the economic crisis but my boss wouldn't go along with that
      - put down to
      = explain the cause, justify, attribute
      - not getting round to 
      = procrastination
      - go along with
      = accept
-->
<u>support materials</u>
      Speak Out Advanced
      (continuation from previous lesson - interrupted by poor skype quality)
      pg 107 ex 2 A B listening
      speak_out_advanced_audio_cd02_19.ogg    

      pg 107 ex 2 C speaking

      Lexical material: Ideas
      pg 107 ex 3 A B C collocations<!-- pg 115 -->

      pg 107 ex 4 A B speaking<!-- pg 115 -->

      set for homework
      pg 156 collocations with ideas - vocabulary bank <!-- pg 115 -->

      pg 108 ex 5 A B reading<!-- pg 115 -->

      Grammar: Adverbs - place in the sentence
      T / Cl
      When did you wake up this morning? and usually? 
      Plz, build a full sentence

      T / Cl
      position of adverbials

      I 1 wake 2 up 3 at 7am 4 
      Where do you put 'usually'?
      - 1
      = frequency

      I 1 wake 2 up 3 at 7am 4
      Where do you put 'slowly'?
      - 3
      = manner

      <div align="left"><img src="mindmaps/adverbials_mindmap.png" width="900" border="1" alt="adverbials mindmap.png"></div> 

      <u>guidelines re position of adverbials</u>
      frequency / probability - before main verb
      degree - before main verb
      manner - after main verb
      1-word adverb often in mid-position (or at the beginning for emphasis)
      discourse markers (surprisingly, interestingly)- beginning / end of a sentence
      manner adverbials before place adverbials

      I [always read / read always] a book in the metro
      - always read
      = adverbial of frequency

      I read a book [in the metro everyday / everyday in the metro]
      - in the metro everyday
      = place adverbials before time adverbials

      I will probably buy a new computer
      auxiliary verb + adverb + lexical verb
      = adverb of possibility
  
      What is the negative form?
      I [probably won't buy / won't probably buy / won't buy probably] a new computer
      - probably won't buy
      adverb + negative auxiliary + lexical verb
<!--
      We meet at work every week 
      - place adverbials before time adverbials

      WB
      I always watch Tv for half an hour before going to bed
      I always watch Tv before going to bed for half an hour 
      Before going to bed I always watch Tv for half an hour 
-->

      pg 108 ex 6 A B<!-- pg 115 -->

      pg 108 ex 6 C<!-- pg 115 -->

      see pg 144 language bank

      set for homework
      pg 145 adverbs Unit 9.2 <!-- pg 115 --> 

<u>new expressions</u>
      mundane /mən'dein/ = (often disapproving) not interesting or exciting
      to come up with = to invent, coin
      novel (adjective) = different from anything known before; new, interesting and often seeming slightly strange
      to toy with an idea = to consider sth
      to hit on the idea of = to suddenly have an idea
      bright idea = great idea (can be ironic, though) 

      faint = that cannot be clearly seen, heard or smelt; 
      very small; possible but unlikely
      not to have the faintest idea = not to know anything at all about sth
      rigorous /'rigə:əs/ = done carefully and with a lot of attention to detail; thorough
      readily = quickly and without difficulty;
      in a way that shows you do not object to sth
      willingly ~ (to do sth) = not objecting to doing sth; having no reason for not doing sth
      gill /'gil/ = (usually plural) one of the openings on the side of a fish's head that it breathes through
      to cater for sb/sth = to provide the things that a particular person or situation needs or wants
      assessment = opinion or a judgement about sb/sth that has been thought about very carefully; evaluation
      escapade /ˌeskəˈpeɪd/ = exciting adventure (often one that people think is dangerous or stupid)

<u>deco - delayed error correction / favourite mistakes</u>
      <strike>Some </strike>  <strong>A few </strong> days <strike>before </strike> <strong>  ago </strong> 
      She said her Tv had <strike>been </strike> broken <strong>  down </strong>  
      The boss was hurt <strike>in </strike>  <strong>  at </strong>  the head
      It takes his mind <strike>  of </strike>  <strong>  off </strong> things
      I'd <strong>perhaps </strong> put <strike>on the fridge </strike>  some <strike> advises </strike> <strong>  pieces of advice on the fridge</strong>  <strike>  perhaps </strike> 

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190831 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 105 ex 6 B grammar<!-- pg 112 -->
      pg 145 ex 1 2 Unit 9.1 <!-- pg 112 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      The overrated statue on the 2nd plinth depicts the poignant life of a rebel who stood up for freedom in a bleak past
-->
<u>support materials</u>
      Speak Out Advanced
<!--      set for homework - already covered w/ MM033
      pg 145 ex 1 2 Unit 9.1 --> <!-- pg 112 -->

      pg 105 ex 7 practice<!-- pg 112 -->

      pg 105 ex 8 speaking<!-- pg 113 -->

      pg 106 ex 9 A B speaking<!-- pg 113 -->
      SSS recommend sculptures from pg 162 to clients

      Grammar: Three-part phrasal verbs
      pg 106 ex 10 A B<!-- pg 113 -->
      
      pg 106 ex 11 phrasal verbs<!-- pg 113 -->

      pg 106 ex 12 speaking<!-- pg 113 -->

      set for homework
      pg 156 Three-part phrasal verbs - vocabulary bank <!-- pg 113 -->


      Unit 9.2 Feeling inspired
      Lexical material: Inspiration
      T / Cl
      How do you find inspiration?
      - ...

      pg 107 ex 1 A speaking

      pg 107 ex 1 B C listening<!-- pg 114 -->
      speak_out_advanced_audio_cd02_19.ogg    

<u>new expressions</u>
      to get round to = to find time to do sth which you have postponed many times
      to go in for = to try to do; take part in; take pleasure in
      to go along = to agree, receive, accept
      to put down to = to attribute to, trace to, blame, assign as cause
      to stand up to = to meet with courage; refuse to back down, oppose, resist
      to stand up for = to maintain; to defend; to support; not to desert
      to catch up with = to make up work that was missed due to absence at a later point
      to catch on to = to understand; learn about

      to go back on = not to do what you said you would do
      to look in on (sb) = to make a short visit to someone, especially if they are sick or need help
      to keep up with = to move as fast as someone or sth else
      to go through with = to do sth had promised or planned to do
      to go down with = to become ill

<u>deco - delayed error correction / favourite mistakes</u>
      It looks like <strong>  an </strong>  egg
      I have wanted to learn <strong> the </strong> piano but...
      ... to catch up with my friend who <strike> is living </strike> <strong>  lives </strong> in Spain
      ... the most dangerous sport I went in for was <strike>walking through </strike>  <strong>  hiking | backpacking | trekking in </strong>  the mountains
      <strike>  It </strike>  <strong>  There </strong>'s already not enough space
      What is <strike> inspired </strike>  <strong>  inspiring </strong>  is that
      When people draw <strike> another </strike> <strong>  other </strong>  people <strong>  (a portrait | a reproduction) </strong>  

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>


<h2><strike>20190817</strike> 20190824 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 102 lookback<!--pg 110 -->

      optional homework
      pg 101 ex 8 writing - a major decision<!--pg 109 -->
      send in *.docx format
      duncanpotter@yandex.ru 
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      pg 102 lookback<!--pg 110 -->
      feedback

      Unit 9 Inspiration
      pg 103<!--pg 111 -->

      Unit 9.1 Living art
      T / Cl
      In general, do you like art?
      - ...
      Do you like this car park for flies?
      - ...
      Is the Iphone stylish or overrated?
      - ...

      Lexical material: The arts
      pg 104 ex 1 A B vocab<!--pg 111 -->

      pg 104 ex 1 C speaking<!--pg 112 -->

      <strike> pg 104 ex 1 D listening<!--pg 112 -->
      speak_out_advanced_audio_cd02_18.ogg   </strike> 

      pg 104 ex 2 A B reading<!--pg 112 -->
      pg 105 Sixty minutes of fame: living statues

      pg 104 ex 3 reading comprehension<!--pg 112 -->
      
      pg 104 ex 4 vocab<!--pg 112 -->

      pg 104 ex 5 speaking<!--pg 112 -->

      Grammar: It's about time - I wish - I'd rather - What if (conditionals) 
      T / Cl
      Imagine you had the opportunity to stand on this plinth,
      what would you do?
      - ...
      It's about time people [realise / realised] that art is for everyone
      - realised
      = unreal situation

      pg 105 ex 6 A grammar<!-- pg 112 -->

      set for homework
      pg 144 language bank
      
<u>new expressions</u>
      to fend for yourself = to look after yourself without help from anyone else; to defend or protect yourself from sb/sth that is attacking you; to protect yourself from difficult questions, criticisms, etc., especially by avoiding them

      offbeat = different from what most people expect; very unconventional
      subtle = (often approving) not very noticeable or obvious
      overrated = not as good or important as some people say or think
      stylish = attractive in a fashionable way
      heartbreaking = causing or marked by grief or anguish
      plinth /'plinθ/ = block of stone on which a column or statue stands
      to depict = to show
      engendering = leading to
      to orchestrate = to organise
      onlookers = people watching
      at random = unsystematically
      serene /sə:'i:n/ = calming, peaceful
      to stand up for = to talk in support of
      to come down to = to be summed up 
      bully = person who uses their strength or power to frighten or hurt weaker people
      scam = clever and dishonest plan for making money

<u>deco - delayed error correction / favourite mistakes</u>
      I <strike>only</strike>  started <strong> only </strong>  <strike>  economic </strike>  <strong>  a </strong> course <strong>  in economics </strong> in the evening
      They <strike>insisted </strike> <strong>  pushed| forced </strong>   me to <strike> go to </strike> <strong>  attend </strong>   any course
      I was going to call you and <strike>  tell </strike>  <strong>say </strong>   that I was late
      <strike>  The firstly </strike> <strong>  At first </strong>  I was shocked
      This statue <strike>  is moving me to </strike> <strong>  brings memories back of </strong>  the sea
      If I <strike> don't go</strike> <strong>hadn't gone </strong>  there to think about <strong>  bees' </strong> problems <strike> of the bees </strike>  I wouldn't <strike>  associate </strike> <strong>  have associated </strong> ...

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190810 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 99 ex 10 <!-- pg 107 -->

      Rescheduled from previous lesson
      optional homework
      pg 97 ex 12 writing a personal story<!-- pg 105 -->
          ~ 300 words
          - range of vocab (i.e. precise language)
          . specific adjectives
          . strong lexical meanings
          - range of structures
          - capture interest
              . include all senses
              . describe sounds with onomatopoeias 
              . build contrasts
          - figurative language
              . personification
              . metaphor
              . simile
          - close the circle
              . echo the beginning
              . refer to the wording in the task      
      send in *.docx format
      duncanpotter@yandex.ru 
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      She was pushed for time but compelled to traipse to the shop to satisfy her offspring's tantrum
-->
<u>support materials</u>
      Speak Out Advanced
      Turning point
      pg 101 ex 6 listening<!--pg 108 -->
      speak_out_advanced_audio_cd02_17.ogg  

      pg 101 ex 7<!--pg 109 -->

      pg 101 ex 8 writing - a major decision<!--pg 109 -->

      set for homework
      pg 102 lookback<!--pg 110 -->

<u>new expressions</u>
      to pan out = to be a success; to turn out (profitably or unprofitably); to result; to develop
      pivotal /'pivətəl/ = of great importance because other things depend on it
      blood is thicker than water = Persons of the same family are closer to one another than to others; 
      relatives are favoured or chosen over outsiders

      bleak = (of a situation) not hopeful or encouraging;
      (of a place) bare, empty or with no pleasant features
      compelling = that makes you pay attention to it because it is so interesting and exciting
      poignant /'pɔinyənt/ = having a strong effect on your feelings, especially in a way that makes you feel sad

<u>deco - delayed error correction / favourite mistakes</u>
      the <strike>  crash </strike> <strong>  collapse </strong>  of the Soviet Union
      I was too <strike>  little </strike>  <strong>  small </strong> to understand
      15 years ago <strong> there was </strong> not a lot of information <strike> was </strike>  about climate change
      to have environmental <strong> awareness </strong>  
      you can <strike>divide</strike>  <strong> segregate </strong> <strike> your </strike> waste
      she has no time to <strike>do </strike> <strong>  make </strong> a career
      you don't relish <strike> on </strike>  <strong>  (for) </strong>  luck
      when I <strike>achieved </strike>  <strong>  got | acquired </strong>  my skills
      I decided to dedicate <strike>  me </strike>  <strong>  myself </strong>  to music
      <strike>How </strike> <strong>As</strong> I said it panned out in new skills
      If I had taken up <strike>a </strike> <strong>the </strong> banjo 
      It could have been a turning point if I <strike>  would stay </strike>  <strong>  had stayed </strong> with one of my teachers
      I wonder what would have happened if I <strike> didn't get </strike>  <strong>hadn't got</strong>   my classical background

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190803 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 143 8.3 language bank<!--pg 107 -->
      pg 98 ex 5 A B vocab<!--pg 106 -->

      optional homework
      pg 97 ex 12 writing a personal story<!-- pg 105 -->
          ~ 300 words
          - range of vocab (i.e. precise language)
          . specific adjectives
          . strong lexical meanings
          - range of structures
          - capture interest
              . include all senses
              . describe sounds with onomatopoeias 
              . build contrasts
          - figurative language
              . personification
              . metaphor
              . simile
          - close the circle
              . echo the beginning
              . refer to the wording in the task      
      send in *.docx format
      duncanpotter@yandex.ru 
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      She was pushed for time but compelled to traipse to the shop to satisfy her offspring's tantrum
-->
<u>support materials</u>
      Speak Out Advanced
      (continuation from previous lesson)
      Functional language: Acknowledging an idea, introducing an alternative
      T / Cl
      'Having said that' [you agree / you want to introduce have another idea]
      - you want to introduce another idea
      = yes and no

      pg 98 ex 5 <!--pg 106 -->
      pg 99 ex 6<!--pg 107 -->

      pg 142 language bank<!--pg 107 -->

      set for homework
      pg 143 8.3 language bank<!--pg 107 -->

      Functional language: Soliciting information
      pg 99 ex 7 8<!--pg 107 -->

      pg 99 ex 9 listening<!--pg 107 -->
      speak_out_advanced_audio_cd02_16.ogg  

      set for homework 
      pg 99 ex 10 <!-- pg 107 -->

      pg 99 ex 11 speaking <!-- pg 107 -->


      Unit 8.4 Wonders of the universe

      Lexical material: The universe & the arrow of time
      pg 100 ex 1 2 DVD preview<!--pg 108 -->

      pg 100 ex 3 4 DVD view<!--pg 108 -->
      <!--mount -t iso9660 -o loop speak_out_advanced_digital_book_dvd.iso /media/cdrom -->

      pg 100 ex 5 discussion<!--pg 108 -->

<u>new expressions</u>
      to jumble up = to mix things together in a confused or untidy way
      to compel = to force sb to do sth; to make sth necessary:
      comprehensive school = large British or Canadian secondary school for children of all abilities
      to relish /ˈrelɪʃ/ = to get great pleasure from sth; to want very much to do or have sth

<u>deco - delayed error correction / favourite mistakes</u>
      ... and tried to get rid of <strike>another </strike> <strong>  other </strong> things
      to pay attention <strike>on </strike> <strong>  to </strong>   only one <strike>  deal </strike>  <strong>  thing </strong> 
      it's the same with <strike> the study </strike> <strong>  studying </strong>  
      not to <strike> change </strike>  <strong>  distract </strong>   your attention
      alternatively you could <strike>  do </strike>  <strong>  make </strong>   your report and <strike> came</strike> <strong>  come </strong> back to your e-mails later
      social <strike> medias </strike>  <strong>  media </strong> are...
      he said <strike>  about </strike>  that there is a scientific reason

<u>pig - pronunciation & intonation guidelines</u>
      Argentina /,ɔrdʒən'ti:nə/
      glacier /ˈɡlæsjə/ /'gleiʃə:/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190727 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 143 Unit 8.2 ex 1 2 ellipsis <!-- pg 104 -->
      <!--pg 155 ex 2 vocabulary bank - memories --><!-- pg 105 -->

      pg 96 ex 10 A writing <!-- pg 105 -->
      pg 97 reading - The fig tree
      pg 96 ex 10 B<!-- pg 105 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      The HR officer had more than a hazy recollection of this ravenous candidate devouring all the biscuits during the job interview 
      and not putting his best foot forward
-->
<u>support materials</u>
      Speak Out Advanced
      pg 96 ex 10 A writing <!-- pg 105 -->
      pg 97 reading - The fig tree

      pg 96 ex 10 B<!-- pg 105 -->

      Functional language: Improving descriptive writing
      pg 97 ex 11<!-- pg 105 -->

      set for homework
      pg 97 ex 12 writing a personal story<!-- pg 105 -->
      ~ 300 words
      - range of vocab (i.e. precise language)
      . specific adjectives
      . strong lexical meanings
      - range of structures
      - capture interest
          . include all senses
          . describe sounds with onomatopoeias 
          . build contrasts
      - figurative language
          . personification
          . metaphor
          . simile
      - close the circle
          . echo the beginning
          . refer to the wording in the task


      Unit 8.3 Time savers
      T / Cl
      Do you have enough leisure time?
      - ...
      What wastes most of your time?
      - ...

      Lexical material: Collocations & fixed expressions with time
      pg 98 ex 1 2 vocab <!--pg 106 -->

      Discussing ideas to save time
      pg 98 ex 3 function<!--pg 106 -->

      pg 98 ex 4 listening<!--pg 106 -->
      speak_out_advanced_audio_cd02_15.ogg  

<u>new expressions</u>
      ravenous /'rævənəs/ = extremely hungry
      to devour /di'vauə:/ = to eat all of sth quickly especially because you are very hungry
      murmuring = low continuous indistinct sound; often accompanied by movement of the lips without the production of articulate speech
      to screech = to make a loud high unpleasant sound (as it moves)
      orchard /ˈɔ:tʃəd/ = piece of land, normally enclosed, in which fruit trees are grown
      onomatopoeia /ˌɔnəumətəuˈpri:ə/ = word that phonetically imitates, resembles, or suggests the sound that it describes
      simile /ˈsɪmɪlɪ/ = word or phrase that compares sth to sth else, using the words like or as, 
      for example a face like a mask or as white as snow; the use of such words and phrases
      lush = growing thickly and strongly in a way that is attractive; covered in healthy grass and plants
      to beckon to sb (to do sth) = to give sb a signal using your finger or hand, especially to tell them to move nearer or to follow you

      leisure = time that is spent doing what you enjoy when you are not working or studying
      to be pushed for time = to have to hurry up
      time to spare = time available to do what you want with rather than work
      tantrum = sudden short period of angry, unreasonable behaviour, especially in a child
      to traipse /'treips/ = to walk somewhere slowly when you are tired and unwilling
      tupperware = range of plastic containers for storing food.
      to solicit = to ask sb for sth, such as support, money, or information; to try to get sth or persuade sb to do sth
      in the flesh = appearance carried out personally in someone else's physical presence; in person

<u>deco - delayed error correction / favourite mistakes</u>
      We had a <strike> describing </strike>  <strong>  description </strong> of her feelings
      I'm challenged by all the  <strong> pieces of </strong>  <strike> advices </strike> <strong>  advice </strong>  
      When traffic was very <strike>  hard </strike>  <strong>  slow </strong>  
      When you don't dedicate all your mind <strike>on </strike>  <strong>  to </strong> one thing
      When you don't <strike> dedicate all your mind on </strike> <strong>  concentrate on | pay attention to </strong>  one thing
      There is a lot <strike> of </strike> to do
      I can't imagine <strike>  me </strike>  <strong>  myself (being)</strong>  bored

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190720 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 95 ex 4 A <!-- pg 103 -->

      optional homework
      New Inside Out Advanced
      pg 38 ex 3 4 grammar - Future seen from the past<!-- pg 36 -->
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_advanced_students_book_pg37-38_future_seen_from_the_past.pdf">new_inside_out_advanced_students_book_pg37-38_future_seen_from_the_past.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      They were to have completed the project by the deadline but put the cart before the horse: don't count your chickens before they're hatched!
      - put the cart before the horse 
      = things were in the wrong order
      - don't count your chickens before they're hatched
      = don't get too confident of sth until you're absolutely sure
-->
<u>support materials</u>
      Speak Out Advanced
      pg 95 ex 2 A B  <!-- pg 103 -->
      speak_out_advanced_audio_cd02_13.ogg  

      pg 95 ex 3 A B <!-- pg 103 -->
      speak_out_advanced_audio_cd02_13.ogg  

      pg 95 ex 4 A B C <!-- pg 103 --><!-- should have been in previous lesson -->

      Grammar: Ellipsis and substitution
      T / Cl
      What words are missing in the following expression:
      ___ See you ___
      (1) I'll
      (2) later | soon | on Monday...
      = ellipsis

      pg 95 ex 5 A <!-- pg 104 -->

      set for homework <!-- already introduced for mm33 -->
      pg 143 Unit 8.2 ex 1 2 ellipsis <!-- pg 104 -->

      pg 96 ex 6 A practice <!-- pg 104 -->

      pg 96 ex 6 B practice <!-- pg 104 -->
      speak_out_advanced_audio_cd02_14.ogg  

      Lexical material: Strong, vivid, flooding memories and vague, hazy recollection
      T / Cl
      If you didn't enjoy your holidays when you were small,
      you have a [hazy / vivid] recollection
      ✓ hazy
      = weak

      pg 96 ex 8 A B<!-- pg 104 -->

      <!-- set for homework  -->
      pg 155 ex 2 vocabulary bank - memories<!-- pg 105 -->

      pg 96 ex 9 A speaking

 <u>new expressions</u>
      privet = bush with small dark green leaves that remain on the bush and stay green all year, often used for garden hedges
      chorister = person, especially a boy, who sings in the choir of a church
      server = person assisting the celebrant at a service, esp. the Eucharist
      to snuff out = to put an end to; kill; to put out, as of fires, flames, or lights

      the cart before the horse (put / get / have -) = things in the wrong order; something backwards or mixed up
      mint = sweet/candy flavoured with a type of mint called peppermint

      hazy = not clear because of a lack of memory, understanding or detail
      vivid = (of memories, a description, etc.) producing very clear pictures in your mind; (of light, colours, etc.) very bright
      to clean forget = to forget completely
      for the life of me (I can't ~ remember...) = in consideration of, in view of, or with reference to (my life)
      on the tip of one's tongue = about to say something, such as a name, a telephone number, etc., but unable to remember it for the moment
      lapse of memory = break or intermission in the occurrence of something
      etched (- on one's memory) = cut or impressed into a surface

<u>deco - delayed error correction / favourite mistakes</u>
      She felt fear when she <strike> goes </strike>   <strong>went</strong>   back <strike>  to </strike>  home
      I don't remember <strike> me </strike>  <strong>  myself </strong>  at that time
      I was studying <strike> at </strike>  <strong> in the </strong> evenings
      you couldn't <strike> take it off </strike> <strong>  forget it </strong> all <strike>  the </strike> day

<u>pig - pronunciation & intonation guidelines</u>
      odour /ˈəudə/
      order /ˈɔ:də/
      evocative /ˈevəukətɪv/
      vague /veɪɡ/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190622 (1hr) 09:45-10:45 (last lesson before Duncan's holiday)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 143 ex 1 2 future seen from the past - Unit 8.1 <!-- pg 101 -->
      pg 155 vocabulary bank - proverbs <!-- pg 102 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      At the dawn of the new millennium society was to have become more prosperous
      however it was to be on the verge of being threatened by terrorism & populism
-->
<u>support materials</u>
      Speak Out Advanced
      (continuation from previous lesson)
      pg 94 ex 9 A B<!-- pg 102 -->

      pg 94 ex 10 11 listening<!-- pg 102 -->
      speak_out_advanced_audio_cd02_12.ogg  
<!--
      Grammar: Rhythm in English as a stressed language
      Me - You - He - Her
      ME and then YOU and then HE and then HER
-->

      Unit 8.2 I remember
      Lexical material: Smell
      pg 95 ex 1<!-- pg 103 -->

<u>new expressions</u>
      beggars can't be choosers = people who can not choose what they will have, must accept what they get
      don't count your chickens (- before they're hatched) = to depend on getting a profit or gain before you have it; 
      make plans that suppose something will happen; be too sure that something will happen
      strike while the iron is hot = to seize an opportunity, use an opportunity, suit the occasion
      keep your nose clean = to stay out of trouble; do only what you should do
      no rest for the wicked = bad people have to work constantly and aren't allowed to stop and rest 
      (said as a joke to a busy / overworked person)
      put your best foot forward = to try to make a good impression; try to make a good appearance; do one's best
      share and share alike = to be generous to other people with your things; 
      the early bird catches the worm = person who gets up early in the morning has the best chance of succeeding

      to ascend = to rise; to go up; to climb up (formal)
      a picture is worth a thousand words = complex idea can be conveyed with just a single picture, this picture conveys its meaning or essence more effectively than a description does
      actions speak louder than words = what you do shows your character better and is more important than what you say
      absence makes the heart grow fonder
      better safe than sorry
      out of sight, out of mind
      home is where the heart is
      practise what you preach
      practice makes perfect
      Rome wasn't built in a day
      nothing ventured, nothing gained
      don't judge a book by its cover

      pipedream = hope or plan that is impossible to achieve or not practical

<u>deco - delayed error correction / favourite mistakes</u>
      <strike>  Last time </strike> <strong>  Recently </strong>   not really
      I should <strike> count </strike> <strong>  have counted </strong>  my chickens <strong>  (before they were hatched) </strong>  when I moved to St Pete
      You need to divide actions <strike> to </strike>  <strong>  into </strong>  small steps
      It makes me think of <strike> bread makers </strike>  <strong>  bakers </strong>  
      When I go <strike>  to travel </strike> <strong>  travelling | on a trip </strong>  
      I was fond of <strike> getting </strike> <strong>  climbing </strong>  up trees

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190615 (1hr) 09:45-10:45<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 92 ex 2 A reading<!-- pg 100 -->
      pg 92 ex 3 A B vocab<!-- pg 100 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      Lexical material: Time expressions
      T / Cl
      In years to come people won't read books anymore
      in years to come [for a long time / in a long time]
      - in a long time

      People will be reading books [for / in] years to come
      - for
      = from now on

      pg 92 ex 3 A B <strike> C </strike> vocab<!-- pg 100 -->

      Grammar: Future in the past <!-- pg 101 -->

      T / Cl
      I was going to get up at 6am to catch the cheapest train
      [you got up at 6am / you overslept]
      - you overslept
      intention, plan
      = future from the past

      I would travel 2nd class to cut costs
      != repeated action
      = intention, plan that didn't happen

      pg 93 ex 4 grammar<!-- pg 101 -->
      see pg 143 Unit 8.1 future in the past

      pg 143 ex 1 2 future seen from the past - Unit 8.1 <!-- pg 101 -->

      pg 93 ex 5 6 practice<!-- pg 101 -->

      T / Cl
      What objects would you choose to characterise yourself
      Museum of me
      pg 94 ex 7 A B C speaking<!-- pg 101 -->

      Lexical material: Proverbs
      T / Cl
      Don't count your chickens!
      = don't get too confident of sth until you're absolutely sure

      set for homework
      pg 155 vocabulary bank - proverbs <!-- pg 102 -->

      pg 94 ex 8 A<!-- pg 102 -->
      SS find in last paragraph 'actions speak louder than words'

      pg 94 ex 8 B<!-- pg 102 -->
      
<u>new expressions</u>
      on the verge of = about to happen
      foreseeable = that you can predict will happen; that can be foreseen
      at the dawn of = at / from the beginning of sth
      at / from the outset = at/from the beginning of sth

<u>deco - delayed error correction / favourite mistakes</u>
      the relations between people become <strike>  poorly </strike>  <strong>  poor | poorer </strong> 
      He went to Peru where he would <strike> lived </strike> <strong>  live </strong> for 20 years
      If you <strike> say </strike> <strong>  tell </strong>  me, I will remember

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190608 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 90 Lookback <!-- pg 99 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      pg 89 ex 6 A B <!-- pg 98 -->
      speak_out_advanced_audio_cd02_11.ogg  

      Functional language: Developing a story

      T / Cl
      And the moral of the story is...
      [beginning / middle / end] of a story
      - end

      pg 89 ex 6 C D key phrases<!-- pg 98 -->

      pg 89 ex 7 A B C<!-- pg 98 -->
      pg 89 ex 7 D<!-- pg 98 -->

      pg 89 ex 8 A write back
      pg 89 ex 8 A writing  


      Unit 8 time
      Unit 8.1 History in a box
      pg 92 ex 1 A <!-- pg 100 -->

      pg 92 ex 1 B 2 A reading<!-- pg 100 -->

      pg 92 ex 2 discussion<!-- pg 100 -->

      pg 92 ex 3 C vocab<!-- pg 100 -->
      
<u>new expressions</u>
      to flee = to leave a person or place very quickly, especially because you are afraid of possible danger
      to take refuge = to find shelter, protection
      on the verge of = about to happen
      foreseeable = that you can predict will happen; that can be foreseen
      at the dawn of = at / from the beginning of sth
      at / from the outset = at/from the beginning of sth
      barely = in a way that is just possible but only with difficulty
      intact = not damaged
      to glisten = (of sth wet) to shine
      to dig (dug / dug) ~ (for sth) = to make a hole in the ground or to move soil from one place to another using your hands, a tool or a machine

      ransom = money that is paid to sb so that they will set free a person who is being kept as a prisoner by them

      surveillance = act of carefully watching a person suspected of a crime or a place where a crime may be committed

<u>deco - delayed error correction / favourite mistakes</u>
      I can't actually <strike> drive </strike> <strong>  ride </strong>  a motorbike
      taken by his or <strike>  hers </strike>  <strong>  her </strong>  car
      he was released <strike>  out of </strike>  <strong>  from </strong>  prison
      a place that was <strike>  pointed </strike> <strong>  marked </strong>  on the map
      after <strike>  through </strike> <strong>  all </strong> these years
      we will have no <strike>  ground to raise </strike> <strong>  soil to grow </strong>   plants
      if we <strike>  will</strike>  exist

<u>pig - pronunciation & intonation guidelines</u>
      glistened /'glisənd/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190601 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 141 exchanging opinions <!-- pg 96 -->

      Optional homework
      pg 85 ex 13 writing a promotional leaflet<!-- pg 94 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Parents in today's risk-averse society mollycoddle their children by indulging them all the time
      - mollycoddle 
      = to protect sb too much and make their life too comfortable and safe
      - averse 
      = strongly opposed
-->
<u>support materials</u>
      Speak Out Advanced
      pg 85 ex 13 writing a promotional leaflet<!-- pg 94 -->
      <a class="clog" target="about_blank" href="https://docs.google.com/document/d/1VSH93LXvVTJcMfU4WrZmKvO3-WyP0rLuIK6D-i-DO9s/edit#">https://docs.google.com/document/d/1VSH93LXvVTJcMfU4WrZmKvO3-WyP0rLuIK6D-i-DO9s/edit#</a>

      Functional language: Convincing someone
      pg 87 ex 5 listening<!-- pg 96 -->
      speak_out_advanced_audio_cd02_10.ogg  

      pg 87 ex 6<!-- pg 96 -->

      pg 87 ex 7 speaking<!-- pg 96 -->


      Little Dorrit
      pg 88 ex 1 2 DVD preview<!-- pg 97 -->

      pg 88 ex 3 4 DVD view<!-- pg 97 -->
      <!--mount -t iso9660 -o loop speak_out_advanced_digital_book_dvd.iso /media/cdrom -->

<u>new expressions</u>
      to compose oneself = to try to remain calm; to manage to control your feelings or expression 
      prosperous = rich and successful
      to confine = to keep sb/sth inside the limits of a particular activity, subject, area, etc

<u>deco - delayed error correction / favourite mistakes</u>
      you can just sip Latte while listening <strike>  to playing of others </strike>  <strong>  others playing </strong>  
      <strike>  and </strike>  etc
      you can register <strike> on </strike>  <strong>  for </strong>  a private lesson 
       you will dive into <strike>  a </strike> <strong>  the </strong>  magic of music
      We have <strike>  the </strike>  art objects which illustrate performances of legend musicians
      I didn't expect <strike>  me to write </strike> <strong>  myself writing | to be able to write </strong> well in Russian 
      On the other <strike> side </strike>  <strong>  hand </strong>  we know that...

<u>pig - pronunciation & intonation guidelines</u>
      prosperous /'prɔspə:əs/
      refuge /ˈrefju:dʒ/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190525 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 141 past participles Unit 7.2<!-- pg 93 -->
      pg 85 ex 11 reading<!-- pg 94 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      pg 85 ex 11 reading<!-- pg 94 -->

      Functional language: Use subheading
      pg 85 ex 12<!-- pg 94 -->

      to be confirmed
      set for homework
      pg 85 ex 13 writing a promotional leaflet<!-- pg 94 -->


      Unit 7.3 Free to make mistakes
      pg 86 Kids & freedom - reading<!-- pg 95 -->

      Lexical material: Mollycoddling
      T / Cl
      How do you become street-wise?
      - show by chucking your child in at the deep end

      pg 86 ex 1 vocab<!-- pg 95 -->

      Functional language: Exchanging opinions
      pg 86 ex 3 4 listening<!-- pg 95 -->
      speak_out_advanced_audio_cd02_9.ogg  

      Lexical material: Exchanging opinions
      pg 87 language bank

      set for homework
      pg 141 exchanging opinions <!-- pg 96 -->

<u>new expressions</u>
      to unleash = to turn loose or free from restraint 
      frenzy = wild excitement or agitation
      to stifle /'staifəl/ = to conceal or hide; smother or suppress 
      to mollycoddle = to protect sb too much and make their life too comfortable and safe
      averse (to) = strongly opposed
      nagging = continually complaining or faultfinding
      to chuck in = to throw sth carelessly or without much thought 
      to take it with a pinch of salt = to accept or believe only in part; not accept too much
      to take a stand against = to assert one's point of view; declare one's position
      to indulge ~ in sth | ~ yourself (with sth) to allow yourself to have or do sth that you like, especially sth that is considered bad for you;
      to satisfy a particular desire, interest, etc
      streetwise = having the knowledge and experience that is needed to deal with the difficulties and dangers of life in a big city
      fare = range of food provided by a restaurant etc

<u>deco - delayed error correction / favourite mistakes</u>
      This very old town <strike> is looking </strike>  <strong>  looks </strong>  good
      to wear <strong>/ wore / worn </strong> 
      <strike>  Buying </strike>  <strong>  Paying </strong>  for her ticket
      They have one <strike>  in half a year </strike>  <strong> every 6 months </strong>  
      This concert <strike> is including </strike> <strong>  includes </strong>  2 parts
      I felt pressure <strike>  for </strike> <strong>  from </strong>   responsibility
      I felt <strong> under </strong> pressure <strike>  for </strike> <strong> of </strong> responsibility
      I don't think <strike>  about </strike>  that it could be hot
      I don't think about <strike>  that </strike> it <strike>  could be </strike>  <strong>  possibly being </strong>   hot
      He was anxious <strike> about </strike>  that he was only 9 years old
      He was anxious about <strike> that he was </strike> <strong>  him being </strong>   only 9 years old

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190504 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 81 ex 6 B vocab <!-- pg 90 -->
      pg 82 ex 10<!-- pg 91 -->
      pg 154 suffixes - vocabulary bank<!-- pg 91 -->
      pg 154 work & leisure - vocabulary bank<!-- pg 92 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      T / Cl
      What is the most original way of getting away from your daily routine which you've heard of?
      - ...

      pg 83 ex 4 lead in <!-- pg 92 -->

      pg 83 ex 5 ex A B C listening<!-- pg 92 -->
      speak_out_advanced_audio_cd02_8.ogg  


      Grammar: Participle clauses
      Speaking English I can travel everywhere
      - present participle
      'speaking English' means [because I speak English / at the moment I speak English]?
      - because I speak English
      = more formal <!-- gerundive clause tbc -->

      Surprised, I couldn't say anything
      'surprised' means [because I was surprised / at the time I was surprised]
      - because I was surprised
      [present / past / perfect] participle
      - past participle

      having + verb past participle
      [present / past / perfect] participle
      - perfect participle

      I have seen this film 3 times, I don't want to watch again
      Complete this sentence
      Having...
      Having seen this film 3 times, I don't want to watch again
      [present / past / perfect] participle
      - perfect

      pg 84 ex 6 A B reading<!-- pg 93 -->

      pg 84 ex 7 A B<!-- pg 93 -->

      pg 84 ex 8 practice<!-- pg 93 -->

      set for homework
      pg 84 language bank<!-- pg 93 -->
      see pg 140 past participles Unit 7.2<!-- pg 93 -->
      
      pg 84 ex 9 speaking<!-- pg 93 -->

      Functional language: Writing a leaflet
      pg 85 ex 10<!-- pg 94 -->

<u>new expressions</u>
      to while away = to chill out; relax
      to work all hours = to work extremely hard
      to burn the midnight oil = to work extremely hard (with a positive result)
      to burn the candle at both ends = to do too much late at night and early morning

      to jade = to lose interest or become bored with something or somebody; to be exhausted
      to hone = to develop and improve sth, especially a skill, over a period of time
      buster (stress ~) = person or thing that stops or gets rid of sth (e.g. stress)

<u>deco - delayed error correction / favourite mistakes</u>
      it matches <strike> to </strike> <strong> (with) </strong>  E
      the last <strike> one </strike> person
      the last one <strike> person </strike>  
      you can't be <strike> hurried </strike> <strong>hurrying / in a hurry </strong>  in a garden
      it's not natural when I <strike>  listen to</strike>  <strong>  hear </strong>   it
      not <strike>  interesting </strike> <strong>  being interested </strong>  in film making

<u>pig - pronunciation & intonation guidelines</u>
      north /nɔ:θ/
      natural /ˈnætʃrəl/ /æ/ like apple
      and NOT /ˈnetʃrəl/ with /e/ like /ten/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190427 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 81 ex 3 A <!-- pg 90 -->
      pg 140 language bank - cleft sentences<!-- pg 90 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      Grammar: Cleft sentences
      pg 81 ex 3 A B C<!-- pg 90 -->

      pg 140 language bank - cleft sentences<!-- pg 90 -->

      pg 81 ex 4 5 practice<!-- pg 90 -->

      Lexical material: Escape

      T / Cl
      Your old aunt wants to invite you for tea
      you try to make a break for it
      [you try to find time to have a break & go / you want to escape]
      - you want to escape

      pg 81 ex 6 vocab <!-- pg 90 -->

      pg 81 ex 6 A B vocab <!-- pg 90 -->

      pg 81 ex 6 C speaking <!-- pg 90 -->

      T / Cl
      What would you do if you were stranded on an island?
      - ...

      pg 82 ex 7 A B C speaking


      Grammar: Suffixes
      pg 82 ex 8 A B vocab<!-- pg 91 -->

      pg 82 ex 9 practice<!-- pg 91 -->
  
      set for homework
      pg 82 ex 10<!-- pg 91 -->
      pg 154 suffixes - vocabulary bank<!-- pg 91 -->

      Unit 7.2 Getting away from it all

      Lexical material: Relaxing, leisure, burning the candle at both ends
      T / Cl
      What do you do to unwind after a 12-hour stint?
      - let your hair down

      pg 83 ex 1 2 A B C<!-- pg 92 -->

      Grammar: Stressing syllables in phrasal verbs & fixed expressions <!-- Speak Out pg 92 -->
      T / Cl
      Which syllable do you stress in  'I like to hang out'?
      to hang out
      - out
      = second syllable

      Which syllable do you stress in  'I don't like to let my hair down at work'?
      to let your hair down
      - hair
      = third word (adjective or noun)

      <strike>  pg 83 ex 3 listening <!-- pg 92 -->
      speak_out_advanced_audio_cd02_7.ogg   </strike> 

<u>new expressions</u>
      to make a break for it = to escape
      to hatch = to devise or invent 
      pretence /prɪˈtens/ = act of behaving in a particular way, in order to make other people believe sth that is not true
      to no avail = (formal) without result; unsuccessfully
      to sympathise = to share the feelings of; understand the sentiments of
      frivolity /frɪˈvɔlətɪ/ = behaviour that is silly or amusing, especially when this is not suitable
      frivolous = not serious in content or attitude or behaviour
      chauvinistic = fanatically patriotic; of or relating to persons convinced of the superiority of their own gender or kind

      to switch off = to stop thinking about anything
      to unwind = to relax (usually after work)
      to take your mind off sth =  to stop thinking about sth (usually unpleasant); try to think of sth else
      to hang out = To spend your time idly or lounging about
      to let your hair down = to relax & enjoy yourself without worrying what other people will think
      breather /ˈbri:ðə/ = a brief pause for rest; a short spell of exercise
      stint = unbroken period of time during which you do something

<u>deco - delayed error correction / favourite mistakes</u>
      dedicated more time to <strike> job  </strike> <strong> work </strong>   
      Can I <strike>  fled </strike>  <strong>  flee </strong>  a room?
      people who have a <strike>  distant </strike> job <strong>  overseas </strong>  
      they <strike> changed </strike> <strong>  postponed </strong>  my flight to 2 nights later
      it could be helpful if some boats <strike>  would pass </strike>  <strong>  passed </strong>   not far

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190413 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 78 lookback<!-- pg 88 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      Functional language: Talking about a decade
      pg 77 ex 6 A<!-- pg 87 -->

      pg 77 ex 6 B listening<!-- pg 87 -->
      speak_out_advanced_audio_cd02_6.ogg  

      pg 77 ex 8 review of a decade<!-- pg 87 -->

      set for homework - to be confirmed
      pg 77 ex 8 writing a review<!-- pg 87 -->


      Unit 7 Freedom

      Unit 7.1 The great escape <!-- see lifestyle upper intermediate pg 58 for more info -->

      T / Cl
      Would you like to run away from your daily life & disappear?
      - ...
      What could be the advantages of going missing?
      - ...
      How long should a rather young, rich widow keep mourning?
      - a few months to keep up with appearances
      If a rich widow is mourning too long, isn't suspicious?
      - ...
      Do people live in Panama to enjoy the sunshine or tax evasion?
      - ...

      pg 80 ex 1 A B reading<!-- pg 89 -->
      pg 161 ex C reading
      The case of the disappearing man 

      pg 80 ex 2 A B reading<!-- pg 89 -->

<u>new expressions</u>
      to cringe = to move back and/or away from sb because you are afraid; feel very embarrassed and uncomfortable about sth
      shell suit = loose pair of trousers/pants and matching jacket worn as informal clothes,
      made of a light, slightly shiny, material and are often brightly coloured; ~ tracksuit
      to come to terms with = to accept 
      stranded = to be cut off or left behind; brought to the ground

<u>deco - delayed error correction / favourite mistakes</u>
      it was <strike> told </strike> <strong> said | forecast </strong>    it will be sunny tomorrow
      I'm due to <strike> visit </strike> <strong>  go to </strong>  the museum
      it could <strike> be started </strike>  <strong>  start / have started </strong>   in 1988-1990
      <strike>  it was </strike>  <strong>  there were </strong>   a lot of historical events
      regarding <strike> to </strike>  economics
      I don't listen <strong> to </strong> it so I don't know
      if we <strike>  tell </strike>  <strong>  think </strong> about all <strong>  (of) </strong>  the events which happened

<u>pig - pronunciation & intonation guidelines</u>
      advantageous /,ædvən'teidʒəs/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190406 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 75 ex 4 <!-- pg 85 -->
      pg 139 ex 1 Unit 6.3 cause & effect <!-- pg 84 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      Unit 6.4 History of now
      T / Cl
      Do you believe in climate change, or is it just a fad?
      - ...
      Are you still suffering from the credit crunch?
      - ...

      pg 76 ex 1 DVD preview<!-- pg 86 -->

      pg 76 ex 2 reading<!-- pg 86 -->
      The story of the noughties

      pg 76 ex 3 4 DVD view<!-- pg 86 -->
      <!--mount -t iso9660 -o loop speak_out_advanced_digital_book_dvd.iso /media/cdrom -->

      pg 76 ex 5 discussion<!-- pg 86 -->
       
<u>new expressions</u>
      retronym = word introduced because an existing term has become inadequate
      e.g. Nobody ever heard of analogue clocks until digital clocks became common, so `analogue clock' is a retronym
      credit crunch = sudden sharp reduction in the availability of money or credit from banks and other lenders
      carbon footprint = total sets of greenhouse gas emissions caused by an organization, event, product or person
      inexorable = of a process) that cannot be stopped or changed
      to relinquish ~ sth (to sb) = (formal) to stop having sth, especially when this happens unwillingly
      ebb = the period of time when the sea flows away from the land
      at their lowest ebb = at a record low
      kidult = adult kid
      infantilism = abnormal condition in which an older child or adult retains infantile characteristics

      The Noughties = 2000-2010
      The New Millennium = 2000-2010
      The Zeroes = 2000-2010
      The Singles = 2000-2010 
      The Aughties = 2000-2010
      The Bush Years = 2000-2010
      inexorable = that cannot be stopped or changed

<u>deco - delayed error correction / favourite mistakes</u>
      <strike>  As much </strike> <strong>  The more </strong>   time I dedicate to <strong>  the </strong> guitar <strong> the more </strong>   I find it pieces are more difficult
      how our life influences <strike>  on </strike>  climate change
      our gvt is against <strike>  from </strike>  globalisation
      people don't <strike> appreciate </strike>  <strong>  value </strong>  their personal life
      if you <strike> would say about</strike> <strong>  have in mind </strong>  young people
      if I <strike> would live </strike>  <strong>  lived </strong>  in that time I <strike>  will </strike>  <strong>  would </strong>  not play the guitar like now

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190330 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      <img src="pix/icons8-training-100.png" width="35em" border="0" alt="freer practice"> <a href="#impact_of_RnD_costs_on_company_profitability">Impact of R&D costs on company profitability</a> 
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> Description of 3 line graphs
      ~ 200 words
      Practise expressions from the previous lesson:
      Trends (B2 - 01)
      Trends (B2 - 02)
      Trends (B2 - 03)
      Trends (C1 - 01)

      Paste the draft of your presentation in the Googledoc below
      <a class="clog" target="about_blank" href="https://docs.google.com/document/d/1v21nW1iuOlU4PUM-ZG8iZMJtGccPNv4tUhh2SA2IVIs/edit">https://docs.google.com/document/d/1v21nW1iuOlU4PUM-ZG8iZMJtGccPNv4tUhh2SA2IVIs/edit</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      Unit 6.3 Trendsetters
      T / Cl
      Are you a trendy person?
      - ...
      Why? Why not?
      - belonging to a group
      - self-esteem
      - ...

      Lexical material: Fashion
      pg 74 ex 1 A vocab<!-- pg 84 -->

      pg 74 ex 1 B reading<!-- pg 84 -->
      pg 74 ex 2 A reading<!-- pg 84 -->

      T / Cl
      In your opinion, the Iphone is [fad (passing trend) / still striking a chord (capturing imagination)]?
      - ...

      pg 74 ex B vocab

      Functional language: Describing cause & effect
      pg 74 ex 3 <!-- pg 84 -->
      speak_out_advanced_audio_cd02_3.ogg  

      set for homework
      language bank
      pg 139 ex 1 Unit 6.3 cause & effect <!-- pg 84 -->

      pg 75 ex 4 <!-- pg 85 -->

      Functional language: Summarising your views
      T / Cl
      all in all [everything / to sum up]
      - to sum up

      pg 75 ex 5 6 <!-- pg 85 -->

      <strike> pg 75 ex 7 A<!-- pg 85 -->
      speak_out_advanced_audio_cd02_4.ogg  

      pg 75 ex 7 B C<!-- pg 85 -->
      speak_out_advanced_audio_cd02_5.ogg   </strike> 

      pg 75 ex D speaking
      use expressions from pg 74 ex 3 B

<u>new expressions</u>
      trendsetter = person who starts a new fashion or makes it popular
      epidemic = sudden rapid increase in how often sth bad happens
      tights = thin close-fitting wool or nylon etc. garment covering the legs and the lower part of the torso, worn by women in place of stockings
      to take off = to become suddenly popular
      to lose its appeal = to go out of fashion
      craze = interest followed with exaggerated zeal; the latest thing
      fad = interest followed with exaggerated zeal; the latest thing
      passing trend = when sth is popular just for a short time
      by word of mouth = communication by oral rather than written means
      to strike a chord = to create an emotional response; evoke a reaction, response, or emotion
      to stem from = to come from; originate
      to attribute to = to say or believe that sth is the result of a particular thing
      to bring about = to result in 

<u>deco - delayed error correction / favourite mistakes</u>
      a lot of people started to follow this trend <strike> either </strike>  <strong>  too </strong> 
      the <strike>  most great</strike> <strong>  greatest </strong>   thing they do is...
      it's <strike> 2 times </strike>  <strong>  twice more</strong>  expensive than brands which are...
      if you can <strike> allow yourself </strike>  <strong>  afford </strong>   to buy it
      people <strike> have a taste to follow </strike>  <strong>  show interest in following </strong>   people's lives

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2><strike>20190316</strike> 20190323 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 73 ex 8 B reading<!-- pg 83 -->
      pg 73 ex 10 B describe trends <!-- pg 83 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      (continuation from previous lesson)
      pg 73 ex 8 B reading<!-- pg 83 -->

      pg 73 ex 9 guidelines<!-- pg 83 -->

<div align="left"><img src="pix/trends_pictogrammes.png" width="900" border="1" alt="trends"></div> 

      
      //$list_of_decks= "deck_of_phrases_trends_b201.csv deck_of_phrases_trends_b202.csv deck_of_phrases_trends_b203.csv deck_of_phrases_trends_c101.csv";
      $list_of_decks= "deck_of_phrases_trends_b201.csv deck_of_phrases_trends_b202.csv deck_of_phrases_trends_b203.csv";
      include ('inc/csv_load_deck.inc'); 

      <strong><a id="impact_of_RnD_costs_on_company_profitability" name="impact_of_RnD_costs_on_company_profitability">Impact of R&D costs on company profitability</a></strong><br />
      
      $list_of_decks= "deck_of_phrases_trends_c101.csv";
      include ('inc/csv_load_deck.inc'); 
 
      Functional language: Describing trends
      pg 73 ex 10 A describe trends<!-- pg 83 -->
        
<u>new expressions</u>
      to plummet = to fall suddenly and quickly from a high level or position
      to soar = to rise very quickly
      substantially = considerably; very much

<u>deco - delayed error correction / favourite mistakes</u>
      it's hard to imagine Chinese will be as <strike>  well </strike>  popular as English
      <strike>to </strike>  <strong>  at </strong>   the end of the year <strike> the </strike> sales weakened
      in 2005 sales <strike>  slided </strike>  <strong>  slid </strong>  from ...
      they reached a peak <strike> in </strike>  <strong>  at </strong>  70 million euros
      sales remained steady till <strike>  the </strike>  July

<u>pig - pronunciation & intonation guidelines</u>
      refer /rɪˈfə:/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190309 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 153 vocabulary bank<!-- pg 81 -->
      pg 138 language bank - concession clauses<!-- pg 82 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      pg 72 ex 5 D<!-- pg 82 -->

      pg 72 ex 6 ex A B practice<!-- pg 82 -->
      use pg 72 ex 5 A examples to complete
      e.g. 
      It is difficult
      - Difficult though it may be

      set for homework
      pg 138 language bank - concession clauses<!-- pg 82 -->

      pg 72 ex 7 ex A B speaking
      see pg 159 The English village
      see pg 163 Mobile English (Millee Language Program)
      practise concession clauses

      Functional language: Writing a report
      pg 73 ex 8 A describing a graph<!-- pg 83 -->

<u>new expressions</u>
      to talk at cross-purposes = to misunderstand or to act counter to one another without intending it
      to reprimand = to tell sb officially that you do not approve of them or their actions
      good talking to (a -) = a reprimand
      to talk shop = to talk about business
      to run sth by someone = to repeat
      to make head or tail of sth = to see the why of; finding a meaning in; understand
      to get the wrong end of the stick = to misunderstand completely & do sth different
      to come to the point = to say what you want to say instead of talking around the subject
      new Englishes = types of English, e.g. Nigerian English, Singaporian English
      whilst = while
      whichever = used to say that it does not matter which, as the result will be the same

<u>deco - delayed error correction / favourite mistakes</u>
      if you <strike> don't </strike> <strong>  aren't </strong>  really focused <strike>  of </strike>  <strong>  on </strong>   learning a language
      sometimes the drilling method <strike>  is helping </strike>  <strong>  helps | can help</strong> 
      however <strike>I think I'm not prepared </strike> <strong> not prepared I think I am </strong> I try to learn a new piece which consists of 4 pages
      they are not focused <strike> in </strike>  <strong>  on </strong>  culture <strong>  (cultural) </strong>  differences
      it tried to <strike>  hear </strike>  <strong>  understand </strong>  what you <strike> said </strike>  <strong>  were saying </strong> and...
      However <strike>  how </strike> <strong>  a </strong>   long <strong> time </strong>   they <strike> will </strike>   spend in the village, they will have much practice.
      Give me a call when you <strike>  will </strike>  arrive
      When you <strike>  will </strike>  arrive, give me a call.
      When <strong> (whenever) </strong>   you <strike>  will </strike>  arrive, give me a call.
      Despite <strike>  of </strike> <strong> the </strong> <strike>   percent </strike>  <strong>  percentage </strong>   of language popularity <strike>  is growing </strike>  <strong>  growth </strong>  , Arabic and Russian <strike> is </strike> <strong>  are </strong> not so useful
      <strike>  Despite of </strike> <strong>Although the </strong> <strike>   percent </strike>  <strong>  percentage </strong>   of language popularity is growing, Arabic and Russian <strike> is </strike> <strong>  are </strong> not so useful
      you want to find <strike>  an </strike>  <strong>  some </strong>  information
      Although it's so different <strike>  of </strike>  <strong>  from | to </strong> other languages

<u>pig - pronunciation & intonation guidelines</u>
      percent /pə:'sent/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190302 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 70 ex 10 A<!-- pg 80 -->
      pg 70 ex 11 A B<!-- pg 80 -->
      pg 153 ex 1 prepositional phrases<!-- pg 80 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Natural resources will be on trial since we are to keep up with rising demand means 
-->
<u>support materials</u>
      Speak Out Advanced
      Lexical material: Prepositional phrases
      T / Cl
      People will soon live [on average / on the average] 120 years
      - on average
      = prepositional phrase

      The company needs to sell some assets [due to / out of] necessity 
      - out of necessity
      = prepositional phrase

      pg 70 ex 10 A<!-- pg 80 -->
      hint: 
      each paragraph needs the same preposition from one sentence to another
      find a fixed expression that you think is missing a preposition
      try to use that preposition in form of other nouns / noun phrases

      pg 70 ex 10 B<!-- pg 80 -->

      pg 70 ex 11 A B<!-- pg 80 -->

      Lexical material: Predicting the future
      pg 70 ex 11 C Vocabulary bank<!-- pg 80 -->
      see pg 153 ex 1 prepositional phrases<!-- pg 80 -->


      Unit 6.2 A global language?
      Lexical material: Language (e.g. lingua franca)
      pg 71 ex 1 A B vocab <!-- pg 81 -->

      Lexical material: Idioms about speaking
      T / Cl
      The evening was boring because your guest was talking shop all the time
      [shopping / work]
      - work

      set for homework
      pg 153 vocabulary bank<!-- pg 81 -->

      T / Cl
      How do you pronounce 'Stephen'?
      /'sti:vən/

      pg 71 ex 2 listening<!-- pg 81 -->

      pg 71 ex 3 A B listening<!-- pg 81 -->
      speak_out_advanced_audio_cd02_2.ogg  

      for 1 native English speaker, now ~ 4-5 non native speakers
      ~ 400 M native speakers world wide, ~ 2 billion non native speakers

      pg 71 ex 4 A B<!-- pg 82 -->

      Grammar: Concession clauses
      T / Cl
      I spend a lot of time studying grammar ___ I still make mistakes
      - but
      - however
      introduces clause that contrasts with the main clause
      = concessive clause

      ___ I enjoy travelling, I can't afford to do so
      - Although I enjoy travelling, I can't afford to do so
      - Despite the fact that I enjoy travelling, I can't afford to do so

      pg 72 ex 5 A B C<!-- pg 82 -->

<u>new expressions</u>
      above board = legal
      under oath = obliged by the law to tell the truth in court 
      over the top = too much; excessive

      lingua franca = language used for communication between two or more groups that have different native languages
      not to get a word in edgeways = find a chance to say something when others are talking

<u>deco - delayed error correction / favourite mistakes</u>
      schools are at risk of <strike> to be </strike> <strong>  being </strong> transformed into maximum security prison like facilities
      you can <strike>  go to the </strike> <strong>  attend </strong>   courses
      they discussed how <strike> another </strike> <strong>  other </strong> countries have adopted English
      this is <strong>  the </strong> explanation why...
      this is how these language <strike> become </strike>  <strong>  came </strong>   to exist
      I haven't <strike>  speak </strike> <strong>  spoken </strong>  German for a lot of months

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190223 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 68 ex 3 A B reading<!-- pg 78 -->
      pg 68 ex 4 A B vocab <!-- pg 79 -->
      pg 139 ex 1 2 future forms Unit 6.1<!-- pg 79 -->

      If time available
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> writing - your seven secrets
      pg 65 ex 7 B<!-- pg 76 -->
      ~ 250 words
      - practise key phrases from pg 65 ex 5 C
      - use expressions from pg 56 ex 3 A B
      Paste your assignment in the Googledoc below
      <a class="clog" target="about_blank" href="https://docs.google.com/document/d/1pzSiRqnj6f7REOQXvIwXsfzLjH3RpjwJu4pE6dVW9-o/edit?usp=sharing">https://docs.google.com/document/d/1pzSiRqnj6f7REOQXvIwXsfzLjH3RpjwJu4pE6dVW9-o/edit?usp=sharing</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Business moguls are bound to feature a commonsensical understanding of how the future is likely to unfold
-->
<u>support materials</u>
      Speak Out Advanced
      pg 68 ex 3 A B reading<!-- pg 78 -->
      feedback

      pg 68 ex 4 C speaking<!-- pg 79 -->

      (continuation from previous lesson)
      pg 69 ex 8 A practice <!-- pg 79 -->

      pg 69 ex 8 B C practice <!-- pg 79 -->

      pg 70 ex 9 speaking<!-- pg 80 -->

<u>new expressions</u>
      commonsensical = having good judgement; reasonable
      to give sb a buzz = to call sb by phone; to give sb a strong feeling of pleasure, excitement or achievement
      dweller = person or an animal that lives in the particular place that is mentioned
      prolific = producing many works; producing a lot of fruit, flowers, etc
      out of necessity = because it is really needed, there is no choice

<u>deco - delayed error correction / favourite mistakes</u>
      it was easy to appeal <strong>  to </strong>  people
      if these trends will not be <strong>  (become / turn) </strong>  true
      they spend money <strike> for </strike> <strong>  on </strong>  the production of some gadget
      people will <strike>  be less prejudiced about </strike>  <strong>  have less prejudice against </strong>  that
  
<u>pig - pronunciation & intonation guidelines</u>
      metaphor /ˈmetəfə/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190216 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 66 Lookback<!-- pg 77 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      pg 65 ex 5 A<!-- pg 76 -->
      pg 65 ex 5 B listening<!-- pg 76 -->
      speak_out_advanced_audio_cd01_32.ogg 

      pg 65 ex 5 C<!-- pg 76 -->

      key phrases

      pg 65 ex 6 A B speaking<!-- pg 76 -->

      Lexical material: Writing about personal facts
      pg 65 ex 7 A<!-- pg 76 -->
<!--
      SSS tell each other about 3 secrets
      1 is a lie
-->
      set for homework - to be confirmed
      pg 65 ex 7 B writing<!-- pg 76 -->
      ~ 250 words
 
      pg 66 Lookback<!-- pg 77 -->

      Unit 6 Trends
      Unit 6.1 Future gazing
      pg 68 ex 1 speaking<!-- pg 78 -->

      Lexical material: Trends & predictions
      pg 68 ex 2 A B vocab<!-- pg 78 -->

      T / Cl
      Who was Nostradamus?
      - ...

      postponed to next lesson
      pg 68 ex 3 A B reading<!-- pg 78 -->
      pg 68 ex 4 A B vocab <!-- pg 79 -->

      pg 68 ex 4 C speaking<!-- pg 79 -->

      Grammar: Future forms
      <div align="center"><img src="mindmaps/future_forms_mindmap.png" width="900" border="1" alt="future forms mindmap"></div> 

      pg 69 ex 5 grammar<!-- pg 79 -->

      pg 69 ex 6 grammar <!-- pg 79 -->
      Functional language: Connected speech (contracted forms in future perfect)
      T / Cl
      she'll have been running
      /'ʃi:l əv 'bin/

      pg 69 ex 7 listening
      speak_out_advanced_audio_cd02_1.ogg  <!-- medium course test audio files 01_34 to 01_40.ogg -->

      set for homework
      pg 139 ex 1 2 future forms Unit 6.1<!-- pg 79 -->

      Grammar: Be due to + infinitive
      T / Cl
      Smoking is due to be prohibited
      [decision has already been made / has not been made yet]
      - decision has already been made
       
<u>new expressions</u>
      quirky /'kwə:ki:/ = strikingly unconventional, offbeat
      to coil ~ (sth) round, around, etc. sth | ~ (sth) up = to wind into a series of circles; to make sth do this: [V, +adv./prep.] The snake coiled up, ready to strike

      to gaze = to look steadily at sb/sth for a long time, either because you are very interested or surprised, or because you are thinking of sth else
      to gather pace = to change or move increasingly faster 
      a thing of the past = distant memory      mogul = very rich, important and powerful person
      to surpass = to do or be better than sb/sth

<u>deco - delayed error correction / favourite mistakes</u>
      a lot of people <strike>  has </strike> <strong>  have </strong>  a secret friend too
      she has birthday <strike>  at </strike>  <strong>  on </strong>  Xmas day
      she <strong>  still </strong>  can't <strike> still </strike>  drive <strike> on </strike>  <strong>  at </strong>   30
      to start off with <strike>  the secret I've already told you </strike>  <strong>  [= adverbial phrase, pause needed] </strong>  the secret I've already told you is that...
      could you wait <strong>  for </strong> me, please...
      <strike>  a </strike> few people <strike> are trying </strike>  <strong>  try </strong> to save water in Russia

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190209 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 137 Unit 5.3 language bank<!--pg 74 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      pg 62 ex 3 B <!-- pg 73 -->
      speak_out_advanced_audio_cd01_31.ogg 

      pg 63 ex 3 C <!-- pg 73 -->

      pg 63 ex 4<!-- pg 73 -->


      Functional language: Managing a conversation (encouraging, keeping your turn, finding time, staying on topic)
      T / Cl
      That's an interesting question to consider
      [you want to keep your turn / you want to give yourself time to think]
      - you want to give yourself time to think

      pg 63 ex 5<!-- pg 74 -->

      pg 63 ex 6 speaking<!-- pg 74 -->
      use expressions from pg 136 & pg 63 ex 5
      

      Unit 5.4 North and South<!-- pg 75 -->
      T / Cl
      What was life like in the 19th century?
      - ...

      pg 64 ex 1 DVD preview<!-- pg 75 -->

      pg 64 ex 2 DVD view<!-- pg 75 -->
      <!--
      mount -t iso9660 -o loop speak_out_advanced_digital_book_dvd.iso /media/cdrom
      vlc /media/cdrom0
      -->
      pg 64 ex 3 DVD view<!-- pg 75 -->

      pg 64 ex 4<!-- pg 75 -->

<u>new expressions</u>
      to pry (into) = be nosey; to move or force, especially in an effort to get something open; 
      make an uninvited or presumptuous inquiry

<u>deco - delayed error correction / favourite mistakes</u>
      a lot of persons <strong>(people)</strong>   could call <strike> yourself </strike>   <strong>  themselves </strong> ...
      <strike>  it's </strike>  <strong>there is </strong>   more chance the truth will out
      it's the source of <strike> the </strike> information
      to print the information <strike> by anonymous </strike>  <strong>  anonymously </strong> 
      to print the information <strike> by </strike> <strong> as </strong>   anonymous
      people trust more <strike>  to </strike>  these websites
      people <strong> have more </strong> trust <strike>  more   to </strike> <strong>  in </strong>  these websites
      if she <strike> would be </strike>  <strong>  was / were </strong>   sure of this person
      it's hard to trust someone after sth <strike>  what </strike>  <strong>  that </strong>  happened

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190202 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 61 ex 9 10 prepositions<!-- pg 72 -->
      pg 152 2 A B multi-word phrases - vocabulary bank<!-- pg 72 -->

      Rescheduled from previous lesson
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> writing - short story
      pg 58 ex 12 drafting a narrative  <!-- pg 70 -->
      - practise time phrases
      - use modals
      Paste your assignment in the Googledoc below
      <a class="clog" target="about_blank" href="https://docs.google.com/document/d/1c05Y7QHx-ZKsg2_Se1OC5m2qJvrmuC6yVSpqUCQcQYU/edit?usp=sharing">https://docs.google.com/document/d/1c05Y7QHx-ZKsg2_Se1OC5m2qJvrmuC6yVSpqUCQcQYU/edit?usp=sharing</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      pg 58 ex 12 drafting a narrative  <!-- pg 70 -->
      feedback
      
      Grammar: Introduction to present subjunctive
      I insist that the supplier [pay / to pay / pays] today
      - pays
      = present simple
      - pay
      = present subjunctive 
      => formal context


      Unit 5.3 Tell me no lies<!-- pg 73 -->

      T / Cl
      If you think people are doing sth wrong [you stay passive / you issue a wake up call]
      - wake up call
      = warning to take action concerning something that was overlooked or neglected

      What do you do if you find confidential information that proves the government is lying?
      - become a whistle blower
      - release protected information to the public without permission

      Lexical material: Journalism
      pg 62 ex 1 2 vocab<!-- pg 73 -->

      Functional language: Making & clarifying a point, challenging a point
      T / Cl
      Let me put it this way [make a point / clarify a point]
      - clarify

      pg 62 ex 3 A listening<!-- pg 73 -->
      speak_out_advanced_audio_cd01_31.ogg 

<u>new expressions</u>
      leak = release of protected information to the public without permission
      whistle blower = informant who exposes wrongdoing within an organization in the hope of stopping it
      lauded (~ for sth)= praise in words alone, or with words and singing; to celebrate
      injunction (to take out an ~) = civil proceedings, a court order compelling a party to do or to refrain from doing a specified act; (formal) a warning or an order from sb in authority
      drip-feed = administration of a solution (blood or saline or plasma etc.) one drop at a time
      investigative journalism = seeking or serving to investigate, esp. (of journalism) inquiring intensively into controversial issues
      scoop = piece of important or exciting news that is printed in one newspaper before other newspapers know about it
      to unpick = to take out stitches from a piece of sewing or knitting 

<u>deco - delayed error correction / favourite mistakes</u>
      they can lose <strike>  their </strike> <strong>  the </strong>  loyalty of customers
      they can lose their <strike>  loyalty of </strike>   customers <strong> ' loyalty </strong> 
      they can lose <strike>  their loyalty of </strike>   customer <strike>  s </strike> <strong>  loyalty </strong> (= collocation, preferred version)
      it could have a <strike>  large </strike> <strong>strong </strong>     effect even <strong> if </strong>  they didn't prove  <strong> (haven't proven) </strong>  anything

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190126 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      language bank
      pg 59 ex 2 A B C vocab<!-- pg 71 -->

      if time available
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> writing - short story
      pg 58 ex 12 drafting a narrative  <!-- pg 70 -->
      - practise time phrases
      - use modals
      Paste your assignment in the Googledoc below
      <a class="clog" target="about_blank" href="https://docs.google.com/document/d/1c05Y7QHx-ZKsg2_Se1OC5m2qJvrmuC6yVSpqUCQcQYU/edit?usp=sharing">https://docs.google.com/document/d/1c05Y7QHx-ZKsg2_Se1OC5m2qJvrmuC6yVSpqUCQcQYU/edit?usp=sharing</a>

      if time available
      pg 137 ex 1 2 Unit 5.2 passive<!--pg 72-->
      pg 152 2 A B multi-word phrases - vocabulary bank<!-- pg 72 -->
<!--
      English Grammar in Use - Intermediate Murphy
      Unit 123-127 prepositions
      complete exercises which YOU think are 'interesting'...
      check key (answers) at the end of the pdf file
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/english_grammar_in_use_intermediate_unit123-128_prepositions_w_key.pdf">english_grammar_in_use_intermediate_unit123-128_prepositions_w_key.pdf</a> -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Doom-mongers voice dire warnings regarding our lifestyle inasmuch as 
      it is a fallacy to believe technology will make us better
      - inasmuch as
      = especially because
-->
<u>support materials</u>
      Speak Out Advanced
      pg 59 ex 2 A B C vocab<!-- pg 71 -->

      Grammar: Passive
      T / Cl
      Somebody stole Jake's wallet
      Jake had his wallet stolen <strike> by someone </strike> 
      - to have /get + object + done
      = passive

      pg 60 ex 3 A B C <!--pg 71 -->

      language bank
      pg 137 ex 1 2 Unit 5.2 passive<!--pg 72-->
      feedback

      Grammar: Causative form
      T / Cl
      We need to sort out some papers
      Some papers  ___
      - need to be sorted out
      = causative form      

      pg 60 ex 4 5 practice<!--pg 72-->

      pg 61 ex 6 speaking
      see pg 160

      Lexical material: Doom-mongers' dire warnings vs quick-thinking, multi-tasking younger generations
      pg 61 ex 7 vocab<!-- pg 72 -->

      pg 61 ex 8 9 prepositions<!-- pg 72 -->
      SSS invent their own phrasal verbs
      e.g. to marker around
      to drink out on a Saturday morning (out & in the open)

      <div align="left"><img src="mindmaps/particles_in_phrasal_verbs_mindmap.png" width="900" border="1" alt="particles_in_phrasal_verbs_mindmap.png"></div> 

      pg 61 ex 10<!-- pg 72 -->

      set for homework 
      pg 152 vocabulary bank<!-- pg 72 -->
 
<u>new expressions</u>
      fallacy = misconception resulting from incorrect reasoning
      conventional wisdom / commonly held perception = sth believed to be true though there is no scientific evidence
      to debunk = to prove sth isn't true
      to disprove = to prove sth isn't true
      sloth = American animal that lives in trees and moves very slowly

      drizzle = very light rain; stronger than mist but less than a shower
      sleet = mixture of rain and snow
      blizzard = snowstorm with very strong winds
      slush = partly melted snow that is usually dirty

      inasmuch as = used to add a comment on sth that you have just said and to say in what way it is true
      e.g. He was a very unusual musician inasmuch as he was totally deaf
      dire = causing fear or dread or terror
      doom = unpleasant or disastrous destiny 
      monger = dealer or trader (fishmonger, ironmonger); person who promotes or deals in something specified 
      doom-mongers = people who spread that terrible things will happen
      to boil down to = to be the essential element; come down to; be briefly or basically
      to lounge around = pass time or stay near without any real purpose or aim
      to soldier on = not to give up in spite of difficulties

<u>deco - delayed error correction / favourite mistakes</u>
      he <strike> should </strike>  <strong>  had to </strong>   dedicate a long time to playing the guitar
      I <strike>  didn't do </strike> <strong>  haven't done </strong>  this for months
      as it ought to <strike> do </strike>  <strong>  be done </strong> 
      we should be happy about <strike>  many </strike>  <strong>  much </strong>  information we have
      It <strike> 'm not </strike>  <strong>  don't </strong> agree with it

<u>pig - pronunciation & intonation guidelines</u>
      investigative /,in'vestə,geitiv/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190119 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 137 ex 1 2 Unit 5.1<!-- pg 70 -->
      pg 57 ex 7 practice<!-- pg 70 -->
      pg 58 ex 9 A writing (reading)<!-- pg 70 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      The unassuming secretary was haunted by the thought of stealing money 
      but had a furtive look around and subsequently didn't dare (to) do anything
      - secretary /'sekrətrɪ/
      'a' silent letter
-->
<u>support materials</u>
      Speak Out Advanced
      pg 57 ex 7 practice<!-- pg 70 -->
      Family secrets

      Functional language: Elision
      T / Cl
      read out the following
      /'tel 'him wɔt əd 'hæpənd/
      - Tell him what had happened

      find examples of elision
      - had /həd/ | weak form /əd/

      pg 57 ex 6 listening <!-- pg 70 -->
      speak_out_advanced_audio_cd01_29.ogg   

      pg 57 ex 7 practice <!-- pg 70 -->

      T / Cl
      Gays have to hide in Russia but they [shouldn't / wouldn't / needn't] in other countries
      - needn't
      - wouldn't (won't)

      pg 57 ex 8 <!-- pg 70 -->

      Functional language: Narrative in writings
      pg 58 ex 9 10 writing<!-- pg 70 -->

      Lexical material: Time phrases
      T / Cl
      She subsequently married another man
      [at a later time / as a result]
      - at a later time
      = eventually

      pg 58 ex 11 <strike>  A B </strike>  C time phrases<!-- pg 70 -->

      <strike> pg 58 ex 12 drafting a narrative </strike> <!-- pg 70 -->
      SSS improvise a story by taking turns
      - 1 sentence at a time
      - practise time phrases
      - use modals


      Unit 5.2 Truth or myth
      T / Cl
      Chameleons change colours depending on their environment: truth or myth?
      - myth
      (they change colour to signal sth)

      pg 59 ex 1 A B C reading<!-- pg 71 -->
      SSS take turns & ask each other if they think it's the truth or a myth

      Lexical material: Myths
      T / Cl
      All English people like football
      [truth / myth]
      - myth
      many people think it is true but isn't
      = fallacy

      set for h/w
      pg 59 ex 2 A B C vocab<!-- pg 71 -->

<u>new expressions</u>
      unassuming = not wanting to draw attention to yourself or to your abilities or status
      to haunt = sth unpleasant keeps coming to your mind and you cannot forget it
      subsequently = at a later time, eventually
      tedious /'ti:di:əs/ = lasting or taking too long and not interesting; boring

<u>deco - delayed error correction / favourite mistakes</u>
      I think I <strike>  was</strike>   ought to <strike>  answer </strike>  <strong>  have answered </strong> auditors 
      I had a lot of <strike> another job </strike> <strong>  work </strong>    to do
      I had to wear glasses <strike>  during </strike>  <strong>when / while </strong> I <strike>  grew </strike>  <strong>  was growing </strong>  up
      it's not very <strike>  often </strike> <strong>  common </strong>   to find it 
      it could <strike> be </strike>   depend

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20190112 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> writing - court case summary
      pg 53 ex 8<!-- pg 65 -->
      ~ 250 words
      use 
      - vocab from pg 44 ex 4
      - expressions from pg 49 ex 11 
      - parallelism from pg 49 ex 12
      - vocab from pg 50 ex 1 B 
      - vocab from pg 52 ex 1 A B
      - vocab from pg 53 ex 6 C
      Paste your assignment in the Googledoc below
      <a class="clog" target="about_blank" href="https://docs.google.com/document/d/1v8BsZhzNZi47Srr8-sblY1QRsPvT7zr3JjT_rH8p28k/edit?usp=sharing">https://docs.google.com/document/d/1v8BsZhzNZi47Srr8-sblY1QRsPvT7zr3JjT_rH8p28k/edit?usp=sharing</a>

      pg 54 Lookback 4.5 <!--pg 67 -->
      pg 152 vocabulary bank - idioms: secrets <!-- pg 69 -->      
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      They could have kept schtum but decided to let the cat out of the bag and blurted out all about the company's ailing -->

<u>support materials</u>
      Speak Out Advanced
      writing - court case summary
      pg 53 ex 8<!-- pg 65 -->
      feedback

      pg 54 Lookback 4.5 <!--pg 67 -->
      feedback

      pg 152 vocabulary bank - idioms: secrets <!-- pg 69 -->      
      feedback

      Lexical material: Secrets
      When should you spill the beans?
      = tell a secret to someone who is not supposed to know about it

      pg 56 ex 3 A B vocab<!-- pg 68 -->

      was set for homework
      pg 152 vocabulary bank<!-- pg 69 -->

      pg 56 ex 4 <!-- pg 68 -->
 
<u>new expressions</u>
      furtive /'fə:tiv/ = (disapproving) behaving in a way that shows that you want to keep sth secret and do not want to be noticed
      to dare = to have the courage to do sth
      compelled = forced to

<u>deco - delayed error correction / favourite mistakes</u>
      it's essential <strike> to </strike>  <strong>  for </strong> me  to have enough personal time
      it makes no sense to <strong> get </strong>  rid of it
      I <strike>  keep</strike>  <strong> kept </strong> <strike> a </strike>   <strong>   it </strong>     secret to my colleagues
      we <strike> would </strike> <strong>  had </strong> better not start until everyone is here

<u>pig - pronunciation & intonation guidelines</u>
      conscience /'kɔnʃəns/
      cruise /'kru:z/
      posh /'pɔʃ/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20181222 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 135 Unit 4.3 ex 1 conditionals<!-- pg 64 -->
      pg 51 ex 6 <!-- pg 63 -->

      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
      Liability and litigation mindmap
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/liability_and_litigation_mindmap.pdf">liability_and_litigation_mindmap.pdf</a> 
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      T / Cl
      If a will does not mention all heirs, the family are [happy / torn apart]?
      - torn apart

      If you take much medication, are you of sound mind?
      - depends if you have lost your mental capabilities

      pg 53 ex 6 7 court case<!-- pg 65 -->
      listening
      speak_out_advanced_audio_cd01_27.ogg 

      Functional language: Case summary
      set for homework - to be confirmed
      pg 53 ex 8<!-- pg 65 -->

      set for homework - to be confirmed
      writing - court case summary
      ~ 250 words
      use 
      - vocab from pg 44 ex 4
      - expressions from pg 49 ex 11 
      - parallelism from pg 49 ex 12
      - vocab from pg 50 ex 1 B 
      - vocab from pg 52 ex 1 A B
      - vocab from pg 53 ex 6 C


      Unit 5.1 Family secrets
      T / Cl
      Why do people keep secrets?
      - to make a surprise
      - to protect people
      - to avoid problems

      pg 56 ex 1<!-- pg 68 -->

      pg 56 ex 2 A<!-- pg 68 -->

      pg 56 ex 2 B C<!-- pg 68 -->
      listening      
      speak_out_advanced_audio_cd01_28.ogg 
     
<u>new expressions</u>
      to divulge /di'vəldʒ/ = make known to the public information that was previously known only to a few people or that was meant to be kept a secret 
      to give away = to reveal a secret
      to blurt out = to divulge a secret; to say sth suddenly and without thinking carefully enough
      innermost = being deepest within the self
      to spill the beans = tell a secret to someone who is not supposed to know about it
      to let the cat out of the bag = to divulge
      to give the game away = to disclose a secret deliberately
      to stay / keep schtum = to remain silent, or say nothing (probably derives from the German word stumm meaning silent)
      to make up = to come to terms, to reconcile
      at the drop of a hat = without waiting; immediately; promptly; whenever you have a chance

      off one's chest = told to someone and so not bothering you anymore; not making you feel worried or upset, because you have talked about it

<u>deco - delayed error correction / favourite mistakes</u>
      it would be hard to prove that he would be one of the <strike>   inheritance </strike>  <strong>  heir </strong>   of his father
      he has not <strike> many chances </strike>  <strong>  much hope </strong>  to win the case
      I forgot <strike> how </strike> <strong>  what </strong>  you call people who saw sth (witness)
      if the holiday <strike> wouldn't be </strike> <strong>  wasn't </strong>  <strike>   so </strike> <strong>  as </strong>   great as I expected
      you <strike>  did </strike> <strong>  committed </strong> a crime
      people don't <strike> delegate </strike>  <strong>  dedicate </strong>   so much time too personal life

<u>pig - pronunciation & intonation guidelines</u>
      heir /'er/
      author /ˈɔ:θə/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20181215 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 50 ex 3 reading<!-- pg 63 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      Functional language: Expressing hypothetical preferences
      pg 50 ex 3 listening <!-- pg 63 -->
      speak_out_advanced_audio_cd01_25.ogg 

      T / Cl
      What is anther way of saying 'If I could decide'
      - if it was up to me

      pg 51 ex 5 <!-- pg 63 -->
      see pg 134 4.3 hypothetical preferences

      set for homework
      pg 51 ex 6 <!-- pg 63 -->

      Functional language: Adding emphasis
      pg 51 ex 7 <!-- pg 63 -->
      listening 
      speak_out_advanced_audio_cd01_26.ogg 

      pg 51 ex 8 speaking <!-- pg 63 -->
      use expressions from pg 51 ex 5 ex 7


      Unit 4.4 Blackadder
      pg 52 ex 1 DVD preview<!-- pg 65 -->

      Lexical material: Company liability
<!--      Lexical material: Common cases of litigation
      - product-liability
      - antitrust
      - intellectual property
      - employee conduct
      - contractual failure
      - shareholder actions

      T / Cl
      What is the most common cause of litigation?
      - product liability

      SSS discuss cases of litigation in the news
-->
      <div align="center"><img src="mindmaps/liability_and_litigation_mindmap.png" width="90%" alt="liability and litigation mindmap"></div><br />

      Lexical material: Defendants in a courtroom
      pg 52 ex 2 programme information<!-- pg 65 -->

      pg 52 ex 3 A B  DVD view<!-- pg 65 -->
      <!-- mount -t iso9660 -o loop speak_out_advanced_digital_book_dvd.iso /media/cdrom -->

      pg 52 ex 4 5<!-- pg 65 -->
      
<u>new expressions</u>
      to bash = to hit hard
      to wield = to handle effectively; have and exercise (power & authority)
      commotion = disorderly outburst or tumult; confused movement
      a have-a-go-hero = someone who gets involved
      when push comes to shove = when faced with the reality rather than the story
      to jump on the band wagon = join a popular cause or movement; in or into something you join just because many others are joining it
      to pile in = (informal) (of a number of people) to go somewhere quickly without order or control
      to leg (sth / it) = to run, especially in order to escape from sb
      to take your hat off to sb = to respect sb for what they did
      to do your bit = to do what is expected from you
      without a shadow of a doubt = with certainty
      to own up = to take the blame; admit your guilt; confess

      bayonet = short, sharp-edged, sometimes pointed weapon, designed for attachment to the muzzle of a firearm
      trial = determination of a person's innocence or guilt by due process of law
      courtroom = a room in which a lawcourt sits
      sentence = final judgement of guilty in a criminal case and the punishment that is imposed; period of time a prisoner is imprisoned 
      defendant = person or institution against whom an action is brought in a court of law; the person being sued or accused 
      plaintiff = person who makes a formal complaint against sb in a court of law
      deceased (the ~) = person who has died, especially recently
      case = comprehensive term for any proceeding in a court of law whereby an individual seeks a legal remedy 

      biased /ˈbaɪəst/ = having a tendency to show favour towards or against one group of people or one opinion for personal reasons; making unfair judgements
      to put on a black cap = to get death penalty
      assets = property and possessions, esp. regarded as having value in meeting debts, commitments, etc; any possession having value
      ailing = ill and not improving
      of sound mind = in law, competent to go to trial; sane, rational, reasonable

<u>deco - delayed error correction / favourite mistakes</u>
      it's hard to <strike> fright </strike>  <strong>  frighten </strong> her
      if it <strike> would be happened </strike> <strong>  happened </strong>  
      she <strike>  hitted</strike> <strong>  hit </strong>  one of the <strike>  burgers </strike> <strong>  burglars </strong>  
      they are not helping <strike> to </strike>  each other
      they empathise <strike> to </strike>  <strong>  with </strong>   <strike> another </strike> <strong>  (other) </strong>  people
      it<strike>  's</strike> <strong>  does </strong>   not matter if you send it ...
      it was sth wrong <strike> by </strike>  <strong>  with </strong>   how they <strike>  send </strike>  <strong>  sent </strong>   it
      my friend who needs to go to <strike> the </strike> jail

<u>pig - pronunciation & intonation guidelines</u>
      burglar /ˈbə:ɡlə/
      burger /'bə:gə/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20181208 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 151 unit 4.2 vocab bank<!-- pg 62 -->

      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
      <a class="clog" target="about_blank" href="http://www.ictnle.com/mindmaps/discourse_markers_mindmap.pdf">discourse_markers_mindmap.pdf</a>

      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> Writing 
      Speak Out Advanced
      pg 49 ex 13 Problem solution essay
      - practise parallelism
      - use discourse markers
      ~ 300-350 words

      Paste your assignment in the Googledoc below
      <a class="clog" target="about_blank" href="https://docs.google.com/document/d/1ZjZeT0e3klYd4wFRl9xJ7Dx8O0vnyAhw2swG_Gu0xl4/edit?usp=sharing">https://docs.google.com/document/d/1ZjZeT0e3klYd4wFRl9xJ7Dx8O0vnyAhw2swG_Gu0xl4/edit?usp=sharing</a>
<!--
      
      $list_of_reviews= "grammar_perfect_aspect_selection_b2_01.csv";
      include ('inc/csv_load_homework.inc'); 
-->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      pg 49 ex 13 Problem solution essay
      <a class="clog" target="about_blank" href="https://docs.google.com/document/d/1ZjZeT0e3klYd4wFRl9xJ7Dx8O0vnyAhw2swG_Gu0xl4/edit?usp=sharing">https://docs.google.com/document/d/1ZjZeT0e3klYd4wFRl9xJ7Dx8O0vnyAhw2swG_Gu0xl4/edit?usp=sharing</a>
      feedback

      Unit 4.3 Do the right thing
      pg 50 ex 1 A reading<!-- pg 63 -->

      Lexical material: Decisions
      pg 50 ex 1 A vocab<!-- pg 63 -->

      pg 50 ex 1 C speaking<!-- pg 63 -->

      pg 50 ex 2 A B speaking  <!-- pg 63 -->

<u>new expressions</u>
      predicament = dilemma; situation from which extrication is difficult especially an unpleasant or trying one; plight
      to weigh up = to balance (the pros & cons)
      to think sth through = to assess a situation
      to bear in mind = to take things into consideration

<u>deco - delayed error correction / favourite mistakes</u>
      what's more it <strike> is </strike> <strong> has been </strong> discovered
      I'm not <strike>  pro </strike> <strong>  in favour of </strong>  people eating ...
      it's hard to tell <strong>  people </strong>   the truth  <strike>  to  people </strike>  
      I <strike>  was </strike>  needed to assess the pros and cons

<u>pig - pronunciation & intonation guidelines</u>
      register /ˈredʒɪstə/
      gender /'dʒendə:/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20181201 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      course book
      pg 135 perfect aspect unit 4.2<!-- pg 61 -->

      
      $list_of_reviews= "grammar_prepositions_selection_b2_02.csv grammar_prepositions_selection_b2_03.csv";
      include ('inc/csv_load_homework.inc'); 
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      pg 135 perfect aspect unit 4.2<!-- pg 61 -->

      
      $list_of_reviews= "grammar_perfect_aspect_selection_b2_01.csv";
      include ('inc/csv_load_review.inc'); 

      T / Cl
      What's the difference between 'I hope to have finished / I hope I will have finished'?
      - no difference

      pg 48 ex 5 practice<!-- pg 61 -->

      pg 48 ex 6 A B<!-- pg 61 -->

      Lexical material: Social issues
      pg 48 ex 7 A B C<!-- pg 61 -->

      <strike> pg 48 ex 8 A intonation<!-- pg 62 -->
      pg 48 ex B listening<!-- pg 62 -->
      speak_out_advanced_audio_cd01_24.ogg  </strike> 

      set for homework
      pg 151 unit 4.2 vocab bank<!-- pg 62 -->

      Lexical material: Expressions to write a problem-solution essay
      pg 49 ex 10 A B writing<!-- pg 62 -->

      Functional language: Problem solution essay
      . introduction
          - facts & figures 
            (+ reference to research)
          - description of the problem
          - rhetorical questions
      . description of causes
      . description of consequences
      . suggestions
          - plan of action
      . conclusion

      (skipped)
      pg 49 ex 11 vocab<!-- pg 62 -->

      Functional language: Using parallelism
      pg 49 ex 12 <!-- pg 62 -->

      set for homework - to be confirmed
      pg 49 ex 13 writing<!-- pg 62 -->
      problem solution essay
      (practise parallelism)
      ~ 300-350 words
       
<u>new expressions</u>
      scam = fraudulent business scheme
      white collar crime = illegal activities such as scams & fraud carried out by business people
      gender inequality = situation when women get paid less for the same job
      ageism = negative stereotypes about old people
      (the) ill(s) = harm; bad luck
      parallelism = similarity of construction or meaning of clauses placed side by side, 
      especially clauses expressing the same sentiment with slight modifications

<u>deco - delayed error correction / favourite mistakes</u>
      I can <strike>  tell </strike>  <strong>  say </strong>  that people have the possibility to march
      a tower which is not so <strike>  architectury </strike>   <strong>  architectural  </strong>  
      <strike>  in </strike>  <strong>  on </strong>  that day when they wanted to march
      <strong>  the building / construction works of</strong> a playground <strike> was started to build </strike>  <strong>  were begun </strong>  
      it <strike> was </strike>  happened not only <strike> one time </strike>  <strong>  once </strong>  
      <strike>  another </strike>  people feel bad
      now <strike>  in </strike>  <strong>  on </strong>  the internet if you post sth against the gvt you can be arrested
      he was brought to jail <strike> during this time </strike>  <strong>  on that occasion / as a result </strong>  

<u>pig - pronunciation & intonation guidelines</u>
      heterogeneous /ˈhetərəuˈdʒi:njəs/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20181124 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 151 vocab crime collocations unit 4.1<!-- pg 58 -->
      pg 135 language bank unit 4.1<!-- pg 58 -->
      pg 45 ex 6 B
      pg 45 ex 7
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Lexical material: Crime collocations
      pg 151 vocab crime unit 4.1<!-- pg 58 -->
      feedback

      pg 135 language bank unit 4.1<!-- pg 58 -->
      feedback

      pg 45 ex 6 B
      pg 45 ex 7

      pg 45 ex 8 A <strike> B C </strike>  practice<!-- pg 59 -->

      Lexical material: Lexical chunks with 'justice'
      Do you think gangs should practise rough justice on beggars?
      - ...

      'rough justice'
      = punishment that does not seem fair
      collocation

      'to do justice'
      = to do (something) as well as you should; do properly
      lexical chunk
 
      pg 46 ex 9 A B<!-- pg 59 -->

      pg 46 ex C D<!-- pg 59 -->

      pg 46 ex 10 A B C listening<!-- pg 59 -->
      speak_out_advanced_audio_cd01_21.ogg 

      pg 46 ex 10 ex D listening<!-- pg 59 -->
      speak_out_advanced_audio_cd01_22.ogg 

      Lexical material: Crime collocations
      pg 151 vocab crime unit 4.1<!-- pg 58 -->
      feedback

      Unit 4.2 Social justice
      T / Cl
      Who is a humanitarian?
      - ...

      pg 47 ex 1 speaking<!-- pg 60 -->

      pg 47 ex 2 A B listening<!-- pg 60 -->
      speak_out_advanced_audio_cd01_23.ogg 

      Grammar: Perfect aspect<!-- pg 60 -->
      T / Cl 
      They [cancelled / have cancelled] the meeting so we don't need to hurry
      - have cancelled
      present perfect
      = situation now is the same

      They [cancelled / have cancelled] the meeting but they're going to have another one
      - cancelled
      past simple
      = situation is different 

      pg 47 ex 3 A B<!-- pg 61 -->

      skipped
      pg 47 ex 4<!-- pg 61 -->
      
<u>new expressions</u>
      to do justice = to do (something) as well as you should; do properly
      to bring to justice = to file a suit, take sb to court
      to uphold (justice) = to agree that a previous decision was correct 
      or that a request is reasonable; 
      to support sth that you think is right, fair, etc. and make sure that it continues to exist
      to take the law into your own hands =t o protect one's supposed rights or punish a suspected wrongdoer without reference to a court
      rough justice = punishment that does not seem fair; 
      treatment that is fair but not official or expected
      fugitive (~ from) = person who has escaped or is running away from somewhere and is trying to avoid being caught
      vehemently /'vi:əməntli:/ = showing very strong feelings, especially anger
      ordeal ~ (of sth / of doing sth) = a difficult or unpleasant experience
      host (~ of sb/sth) = a large number of people or things
      synopsis = summary of a piece of writing, a play, etc
      viciously = in a violent and cruel way
      vicinity /vɪˈsɪnɪtɪ/ = area around a particular place

      to keep abreast of = to make sure that you know all the most recent facts about a subject
      to rampage = to move through a place in a group, usually breaking things and causing damage
      rampage = violent or excited behaviour that is reckless, uncontrolled, or destructive
      plaudit = enthusiastic approval
      swathe = enveloping bandage; 
      large strip or area of sth, e.g. a swathe of hair / fabric / sunlight
      to cut a swathe through = (of a person, fire, etc.) to pass through a particular area destroying a large part of it

      vehement = showing very strong feelings, especially anger; marked by extreme intensity of emotions or convictions; inclined to react violently
      strain = difficulty that causes worry or emotional tension
      ordeal = difficult or unpleasant experience; primitive method of determining a person's guilt or innocence 
      by subjecting the accused person to dangerous or painful tests believed to be under divine control
      to cut straight through the heart = to appeal directly to the emotions
      huge swathes = an enormous amount
      plaudit = enthusiastic approval
      to embark on = to start, commence
      humanitarian = someone devoted to the promotion of human welfare and to social reforms; 
      integrity = moral soundness
      epidemic = widespread outbreak of an infectious disease
      human rights = refer to a wide variety of values and capabilities reflecting the diversity of human circumstances and history;
      they are conceived of as universal, applying to all human beings everywhere, and as fundamental, referring to essential or basic human needs
      child labour = regular & sustained employment of children (illegal in many countries)
      capital punishment = putting a condemned person to death; death penalty
      environmental awareness = understanding of problems related to water, land & air on Earth
      free trade = a situation in which the goods coming into or going out of a country are not controlled or taxed

<u>deco - delayed error correction / favourite mistakes</u>
      he was accused <strike> in </strike>  <strong>  of </strong>  killing his wife
      I haven't about him <strike>  as well </strike> <strong>  either </strong>  
      <strike>  and </strike> etc
      her father wrote <strike> the </strike> <strong>  a </strong> book

<u>pig - pronunciation & intonation guidelines</u>
      hardened /'hɔrdənd/
      threat /'θret/ like ten /'ten/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20181117 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 42 lookback unit 3.5<!-- pg 56 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      The indigenous people of developing economies often feature much resourcefulness as well as an upbeat approach to their new life styles
-->
<u>support materials</u>
      Speak Out Advanced
      Unit 4 Justice
      Unit 4.1 Conviction
      pg 44 ex 1 A B reading<!-- pg 57 -->
      pg 44 I trained as a lawyer to free my brother

      pg 44 ex 2 reading comprehension<!-- pg 57 -->

      pg 44 ex 3 speaking<!-- pg 57 -->

      Lexical material: Crime, conviction & court of justice
      T / Cl
      Is imprisonment an effective deterrent to crime?
      - ...
      If you are not guilty, you want to [protest your innocence / find fresh evidence]
      - ...

      pg 44 ex 4 A B vocab<!-- pg 57 -->

      set for homework
      pg 151 vocab unit 4.1<!-- pg 57 -->

      pg 44 ex 5 A B speaking

      Grammar: Introductory 'it'<!-- pg 58 -->
      Grammar: Reference words (it, this, that, the former, the latter)
      T / Cl
      What do you think about it?
      [you know / you don't know] what I'm talking about
      - you know
      it 
      = things which are 'in focus'
      = refer backwards to something that has already been mentioned

      What do you think about this?
      [you know / you don't know] what I'm talking about
      - you don't know
      this
      = refer forward to something that has not yet been mentioned

      T / Cl
      The terms & deadlines of the contract were difficult to settle
      but we've managed to fix the former
      the former refers to [terms / deadlines ]
      - terms 

      Belka was the first dog in space
      Gagarin was the first man in space
      The [former / latter] was a dog
      - former
      The [former / latter] was a man
      - latter
      = reference word

      1. She bought a new car. [it / this / that] costed a lot
      - it
      = referring back
      = no special emphasis

      2. She bought a new car. [it / this / that] costed a lot
      - this (+ more details later on)
      - that
      = referring back
      = emphasis

      3. She bought a new car. She crashed it in a lorry. [It / This] was quite damaged 
      - it 
      = car (main subject)
      - this 
      = lorry (last one mentioned)
      it + this / that = when more than one thing

      4. [it / this / that] is a good book
      - it
      = which has already been talked about
      = things which are 'in focus'

      [it / this / that] is the book I told you about
      - this
      = bring things 'into focus' before anything has been said about them

      5. What do you think about [it / this / that]?
      - this
      = refer forward to something that has not yet been mentioned

      set for homework
      pg 45 ex 6 A B
      pg 45 ex 7

      set for homework
      pg 135 language bank unit 4.1<!-- pg 58 -->

<u>new expressions</u>
      to look up to sb = feel admiration for
      alibi /ˈælɪbaɪ/ = evidence that proves that a person was in another place at the time of a crime and so could not have committed it
      fraudulent = intended to deceive sb, usually in order to make money illegally
      hurdle (to take one ~ at a time) = problem or difficulty that must be solved or dealt with before you can achieve sth
      appeal (against sth) = formal request to a court of law or to sb in authority for a judgement or a decision to be changed
      deterrent /dɪˈterənt/ = thing that makes sb less likely to do sth
      conviction = act of finding sb guilty of a crime in a court of law; the fact of having been found guilty
      perpetrator /'pə:pə,treitə:/ = person who commits a crime or does sth that is wrong or evil

      trendsetter = person who starts a new fashion or makes it popular
      roomy = having ample space
      lead (in a pencil) = the thin black part of a pencil that marks paper
      chick = young bird especially of domestic fowl; informal terms for a (young) woman

<u>deco - delayed error correction / favourite mistakes</u>
      my computer <strike>  was broken </strike>  <strong>was out of order / broke down </strong>  
      maybe that woman <strike>  was </strike> trained as a lawyer
      it was <strike> appeared </strike>  <strong>  submitted </strong>  like <strike>  a </strike> true one (evidence)
      it's hard to say <strike> before </strike>  <strong>  until </strong>  you <strike> came </strike>  <strong>  found yourself </strong>   in the same situation
      to release someone from <strike>  the </strike> prison
      my mum <strike> looks </strike> <strong>  watches </strong>   sometimes the news
      they told that they <strike>  did </strike> <strong>  committed </strong> the crime
      this person should not go to <strike> the </strike> jail
 
<u>pig - pronunciation & intonation guidelines</u>
      cedar /'si:də:/
      marine /mə:'i:n/
      alibi /'ælə,bai/
      character /ˈkærɪktə/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20181103 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 39 ex 5 <!-- pg 53 -->
      pg 133 language bank 3.3 ex 1<!-- pg 53 -->
      pg 150 vocabulary bank<!-- pg 51-->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      The nondescript supplier enquired if there was any leeway regarding the deadline to complete the amenities -->
<!--      = wanted to ask if it is possible (if there's a tolerance, margin) to postpone -->

<u>support materials</u>
      Speak Out Advanced
      Unit 3.4 An African journey
      T / Cl
      Is there a country you have been travelling to over many years?
      - ...
      What changes have you seen?
      - ...
      What changes would you expect in Africa??
      - ...

      pg 40 ex 1 DVD preview <!-- pg 54 -->
      <!-- mount -t iso9660 -o loop speak_out_advanced_digital_book_dvd.iso /media/cdrom -->
      pg 40 ex 2 reading<!-- pg 54 -->

      pg 40 ex 3 4 DVD view<!-- pg 54 -->

      Lexical material: Describing countries
      pg 41 ex 6 speakout<!-- pg 55 -->
      listening
      speak_out_advanced_audio_cd01_20.ogg 

      <strike> Functional language: Pitching a plan for a documentary
      pg 41 ex 7 A B <!-- pg 55 -->

      pg 41 ex 8 A<!-- pg 55 --> </strike> 

      <strike> introduce homework
      pg 41 ex 8 B writing a pitch for a documentary<!-- pg 55 -->
      </strike> 

<u>new expressions</u>
      to put to use = act of employing anything, or of applying it to one's service

      moped = motorized bicycle with an engine capacity below 50 cc
      grip = firm hold 
      vitality /vaɪˈtælɪtɪ/ = energetic style
      indigenous /ɪnˈdɪdʒɪnəs/ = originating naturally in a region; (of people) born in a region; (foll. by to) belonging naturally to a place
      resourcefulness = quality of being able to cope with a difficult situation 
      upbeat = contented state of being happy and healthy and prosperous
      (a sense of) longing (for) = prolonged unfulfilled desire or need 
      ox = any bovine animal, esp. a large usu. horned domesticated ruminant used for draught, for supplying milk, and for eating as meat 
      nostalgia = feeling of sadness mixed with pleasure and affection when you think of happy times in the past
      to long for = to have a strong feeling of wanting sth/sb

<u>deco - delayed error correction / favourite mistakes</u>
      economic problems are not <strike>  so </strike>  <strong>  as </strong>   strong <strike>  when </strike>  <strong>  as in</strong>  2012
      when I tried for <strong> the </strong> 1st time
      when I tried <strike> for </strike> 1st time
      <strike>  yes </strike> <strong>  no </strong>  , I wouldn't want to
      now my aunt <strike>  goes </strike>  <strong>  is going </strong>  to Zanzibar
      they are <strike> more </strike>  cheaper </strong> than from Europe
      also she was <strike> talking </strike> <strong>  saying </strong>  that...
      I <strike>  catched </strike> <strong>  caught </strong>  that they pay a lot of attention to friendship
      they're quite big, as <strike>  well </strike>  <strong>  big </strong> as Russia

<u>pig - pronunciation & intonation guidelines</u>
      nostalgia /nɔstˈældʒɪə/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20181027 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 133 3.2 relative clauses<!-- pg 50 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      The reveller accustomed to a gaudy office looked rather gloomy in this dreary, poky workplace
-->
<u>support materials</u>
      Speak Out Advanced
      Unit 3.3 Welcome to perfect city
      Lexical material: City life
      pg 38 ex 1 2 vocab <!-- pg 52 -->

      Functional language: Making a proposal
      pg 38 ex 3 listening<!-- pg 52 -->
      speak_out_advanced_audio_cd01_19.ogg 

      T / Cl
      Is there anything that needs clarification?
      [solicit questions / ask to summarise]
      - solicit questions
      = ask

      pg 39 ex 4 A B<!-- pg 52 -->

      pg 132 language bank<!-- pg 53 -->
      set for homework
      pg 133 language bank 3.3 ex 1<!-- pg 53 -->

      set for homework
      pg 39 ex 5 <!-- pg 53 -->

      Functional language: Suggesting modifications
      T / Cl
      Is there any leeway regarding the deadline for your project?
      [you offer to postpone a project / you ask if there are any obstacles to the project]
      - you offer to postpone a project
      = tolerance, margin

      pg 39 ex 6 modifications<!-- pg 53 -->

      pg 39 ex 7 speaking<!-- pg 53 -->
      use pg 39 ex 4 6

<u>new expressions</u>
      scholarship /ˈskɔləʃɪp/ = amount of money given to sb by an organization to help pay for their education 

      clutter = confused multitude of things
      to clutter (with / by) = to fill a space in a disorderly way
      loitering = hanging about; lingering idly;  with intent hang about in order to commit a felony
      amenities = things that make you comfortable and at ease
      abandonment /ə'bændənmənt/ = act of leaving a person, thing or place with no intention of returning; 
      act of giving up an idea or stopping an activity with no intention of returning to it
      toll = fee levied for the use of roads or bridges (used for maintenance); to charge a fee for using

      hub = centre of activity or interest or commerce or transportation; a focal point around which events revolve
      feasibility = capable of being done with means at hand and circumstances as they are 
      in the first instance = at the beginning
      to solicit = to ask sb for sth, such as support, money, or information; to try to get sth or persuade sb to do sth 
      to put to use = to make use of, employ
      leeway = margin, tolerance, permissible difference; allowing some freedom to move within limits
      janitor = caretaker, door-keeper or porter of a block of flats

<u>deco - delayed error correction / favourite mistakes</u>
      it should have <strong> (there should be) </strong>  a lot of possibilities
      to <strike> allow yourself </strike>  <strong>  afford </strong>   life in a big city
      a lot of tourists, especially on <strong> (on = AmEn / at = BrEn) </strong>  the weekends
      they use their car to get to <strike>  job </strike> <strong>  work </strong>  
      if they <strike>  will be </strike> <strong>  are </strong>  more cycling hubs people will use bikes more
      the main goal is to <strong>  restore </strong> buildings
      we have to <strike> meet </strike>  <strong>  make / strike </strong> a compromise
      it must be some specially <strike>  educated </strike>  <strong>  trained </strong>   people

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20181020 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 150 adjectives - vocab bank<!-- pg 49 -->

      optional homework (if time available)
      pg 34 ex 9 writing a guidebook entry <!-- pg 48 -->
      practise using adjectives
      send in *docx format
      duncanpotter@yandex.ru
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      pg 36 ex 4 A B listening
      speak_out_advanced_audio_cd01_18.ogg 

      pg 36 ex 4 C <!-- pg 50 -->

      Grammar: Defining vs non-defining clauses
      T / Cl 
      My brother, who lives in London, is a lawyer
      who lives in London is not important
      = non defining relative clause
      How many brothers have I got?
      - only one
      commas, use only who for a person

      My brother [that / who] lives in Manchester is a musician
      Is it right or wrong?
      - right [that for a person in a relative clause]
      = defining relative clause
      How many brothers have I got?
      - more than one
      My brother that lives in London is a lawyer

      pg 36 ex 5<!-- pg 50 -->

      Grammar: Relative pronouns
      WB
      Re-write the following sentence without 'and'
      There are many Russians who work in this company and all of them speak English

      There are many Russians who work in this company, [who / all of whom] speak English
      - all of whom

      T / Cl      
      The house was old. Its roof was damaged.
      The house [which / of which / whose] roof was damaged was old
      - whose

      The house whose roof was damaged was old
      - whose 
      = possessive case of who or which; of or belonging to which person (whose is this book?)

      <!-- skipped -->
      pg 36 ex 6 ex A B C<!-- pg 50 -->

      pg 133 3.2 relative clauses<!-- pg 50 -->
      feedback

      pg 36 ex 7 practice<!-- pg 51 -->
      feedback

      T / Cl
      Is your workplace a stone's throw away from home?
      - ...
      What would your ideal workplace / study look like?
      - ...

      pg 37 ex 8 speaking<!-- pg 51 -->
      use pg 35 ex 2 3 vocab

      Lexical material: Prefixes
      pg 37 ex 9 vocab plus <!-- pg 51 -->
  
      pg 37 ex 10 A B<!-- pg 51 --> <!-- complete both at the same time -->

      pg 37 ex 11 C<!-- pg 51 --> 

      T / Cl
      How can you express the opposite or reverse?
      - use un, ir, im, de, non

      Can you use 'un' with an adverb?
      - unfortunately
      = yes

      Can you use 'non' with an adverb?
      - <strike> non </strike> fortunately
      = no

      Concl: no rules which tell prefixes can be added to the root of the word

      pg 37 ex 11 D<!-- pg 51 --> 

      pg 37 ex 12 A<!-- pg 51 --> 

      Lexical material: Prefixes
      pg 150 vocabulary bank<!-- pg 51-->
       
<u>new expressions</u>
      poky /ˈpəukɪ/ = cramped; too small & not very pleasant or comfortable
      quaint = strange in an interesting or pleasing way; very strange or unusual; odd or even incongruous in character or appearance
      secluded = hidden from general view or use; providing privacy or seclusion
      awe-inspiring = impressive; making you feel respect and admiration
      ramshackle = in deplorable condition
      sprawling = spreading over a wide area in an untidy or unattractive way
      draughty = not airtight
      grubby = dirty; thickly covered with ingrained dirt or soot
      shabby = showing signs of wear and tear; in bad repair or condition; faded and worn, dingy, dilapidated
      dingy /ˈdɪndʒɪ/ = shabby; dirty
      rustic = characteristic of rural life; awkwardly simple and provincial
      grand = antonym of rustic
      cosy = enjoying or affording comforting warmth and shelter especially in a small space
      stark = severely simple; without any qualifications or disguise or adornment; blunt
      to whirr = make a soft swishing sound (the motor whirred); make a continuous rapid buzzing 
      or softly clicking sound as of a bird's wings or of cog-wheels in constant motion
      conservatory = greenhouse in which plants are arranged in a pleasing manner
      open plan = generic term used in architectural and interior design for any floor plan 
      which makes use of large, open spaces and minimizes the use of small, enclosed rooms such as private offices
      a stone's throw away = very close
      haven /ˈheɪvn/ = place of refuge; port or harbour

      easel = wooden frame to hold a picture while it is being painted or (in the past) a blackboard

      whose = possessive case of who or which; of or belonging to which person (whose is this book?)
      proactive = controlling a situation by making things happen rather than waiting for things to happen and then reacting to them
      anti-establishment = doctrine of opposition to the social and political establishment
      nondescript = having no interesting or unusual features or qualities
      habitat = place where a particular type of animal or plant is normally found
      uninhabitable = not fit to live in; impossible to live in

<u>deco - delayed error correction / favourite mistakes</u>
      there's a lot of space but <strike> anyway </strike>  <strong>  yet </strong>  people feel poky
      I wouldn't like to work in <strike> each </strike>  <strong>  either </strong>  of these (places)
      when you have pauses for <strike> the </strike> <strong>  (a)</strong>  rest
      I don't agree <strike>  as well </strike> <strong>  either </strong>  
      I<strong> 'll </strong>  like if it <strike>  would be </strike>  <strong>  is </strong>   tidy there
      we have <strike>  another </strike> <strong>  other </strong>  things to do outside
      you <strike>  never </strike> <strong>  still don't </strong>  know if it's <strike>  still </strike>  him (Lenin) or not

<u>pig - pronunciation & intonation guidelines</u>
      chaos /'keiɔs/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20181006 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 133 ex 1 2 Unit 3.1 practice order of adjectives<!-- pg 47 -->

      print & illustrate the following mindmap in your own way (use colours, symbols, etc)
      (download pdf file from the link below)
      <a class="clog" target="about_blank" href="http://www.ictnle.com/mindmaps/adjectives_mindmap.pdf">adjectives_mindmap.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      They seized the opportunity to idle in a shabby-looking, though tranquil, village away from the bustling & vibrant city
-->
<u>support materials</u>
      Speak Out Advanced
      Functional language: Describing a place
      T / Cl
      Have you ever been to Lisbon?
      - ...
      What was it like / what do you think it is like?
      - ...

      pg 34 ex 7 A B writing description of a place<!-- pg 48 -->

      Functional language: Adding detail
      pg 34 ex 8 <!-- pg 48 -->
       
      set for homework - to be confirmed
      pg 34 ex 9 writing a guidebook entry <!-- pg 48 -->

      Unit 3.2 Your space
      pg 35 ex A B C speaking

      Lexical material: Describing interiors & personal place
      T / Cl
      Many expensive flats after renovation look [dreary / gaudy]
      - gaudy
      In the army, soldiers have [cosy / stark] bedroom
      - stark

      pg 35 ex 2 A B vocab<!-- pg 49 -->

      pg 35 ex 3 A B pronunciation<!-- pg 49 -->
      listening
      speak_out_advanced_audio_cd01_17.ogg 

      set for homework 
      Lexical material: Prefixes
      pg 150 adjectives - vocab bank<!-- pg 49 -->

<u>new expressions</u>
      reveller /ˈrevələ/ = person who is having fun in a noisy way, usually with a group of other people and often after drinking alcohol
      to tuck = to put sth into a small space, especially to hide it or keep it safe or comfortable
      mannequin =  life-size dummy used to display clothes
      gaudy = tastelessly showy; too bright & cheap-looking
      dreary = dull & making you feel sad or bored; lacking in liveliness or charm or surprise
      gloomy = dark, in a way that makes you feel sad
      shady /ˈʃeɪdɪ/ = giving shade in a positive way
      chilly = cold enough to make you feel uncomfortable

<u>deco - delayed error correction / favourite mistakes</u>
      <strike>  I think there is the opinion that  </strike>  <strong>  It is believed / thought that </strong> 
      I think <strike>  what about the </strike>  <strong>  as far as </strong>  food is <strike> that </strike>   <strong> concerned </strong> it is like in Spain...
      it was <strike> economical </strike>  <strong>  economic </strong>  problems which Japan had in the 19c
      they wanted to invest it <strike>  to </strike>  <strong>  in </strong>  ...
      there <strike>  are </strike> <strong>  is </strong>   some <strike>  technic </strike>  <strong>music station / player </strong> behind ...
      
<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180929 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 32 ex 2 B C reading<!-- pg 47 -->
      BBC lonely planet

      optional homework (if time available)
      pg 29 ex 8 writing a summary
      practise discursive devices
      send in *docx format
      duncanpotter@yandex.ru
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Grooming young children to become a virtuoso may erode their interest in a particular field for which they lacked innate skills
-->
<u>support materials</u>
      Speak Out Advanced
      Unit 3 Places
      Unit 3.1 Lonely planet
      Lexical material: Landscapes
      T / Cl
      Where would you prefer to take photos?
      [in a bustling town / a tranquil village / an inhabited & unspoilt mountain]
      - ...

      pg 32 ex 1 A B C vocab<!-- pg 47 -->

      pg 32 ex 2 A B C reading<!-- pg 47 -->

      pg 32 ex 3 A B speaking<!-- pg 47 -->

      Grammar: Noun phrases
      T / Cl
      On holiday you prefer staying in [4-star / 4 stars] hotels
      - 4-star 
      = compound adjective (noun phrase)

      pg 33 ex 4 grammar <!-- pg 47 -->

      Grammar: Order of adjectives
      T / Cl
      Which do you like [strong, black / black, strong] coffee?
      - strong, black
      = opinion before fact

      see language bank pg 133
      <div align="left"><img src="mindmaps/adjectives_mindmap.png" width="900" border="1" alt="order of adjectives mindmap.png"></div> 

      pg 33 ex 5 practice<!-- pg 48 -->

      set for homework 
      pg 133 ex 1 2 Unit 3.1 practice order of adjectives<!-- pg 47 -->

      pg 33 ex 6 A B C<!-- pg 48 -->

<u>new expressions</u>
      tranquil /'træŋkwəl/ = calm, quiet, peaceful
      run-down = shabby, dilapidated
      bustling = busy, full people & noisy
      to linger /'liŋgə:/ = ~ (on) to continue to exist for longer than expected;
      ~ (on sb/sth) to continue to look at sb/sth or think about sth for longer than usual;
      to stay somewhere for longer because you do not want to leave; to spend a long time doing sth
      to rebuke = reprove sharply; subject to protest or censure
      snapshot = informal photograph; usually made with a small hand-held camera; 
      short description or a small amount of information that gives you an idea of what sth is like
      heavy-duty = not easily damaged and therefore suitable for hard physical work or to be used all the time
      quaint = strange in an interesting or pleasing way;  very strange or unusual; odd or even incongruous in character or appearance
      secluded = hidden from general view or use; providing privacy or seclusion
      ramshackle = in deplorable condition
      sprawling = spreading over a wide area in an untidy or unattractive way

<u>deco - delayed error correction / favourite mistakes</u>
      in <strike> comparing </strike> <strong>  comparison </strong>   with weekends
      it looks unspoilt <strike> from </strike> <strong>  by </strong>  civilisation
      there <strike>  are </strike> <strong>  is </strong>  only one car there
      I think for <strike>  the </strike> Anthony it was special that there was an old car
      he <strike> was </strike> felt humbled 
      we were on <strike>  the </strike> holiday
  
<u>pig - pronunciation & intonation guidelines</u>
      scene /'si:n/
      spontaneity /,spɔntə'ni:əti:/
      dilapidated /də'læpə,deitəd/
      ravine /rə'vi:n/
      pastry /'peistri:/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180922 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 30 Lookback 2.5<!-- pg 45 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      She was beating about the bush why they were behind the non-profit making project's deadlines because they had actually no axe to grind 
-->
<u>support materials</u>
      Speak Out Advanced
      Unit 2.4 The making of me

      Lexical material: Talent vs bringing up children

      T / Cl
      Is talent innate or sth that can be learnt?
      - ...
      Can you inherit talent?
      - ...
      Do you put success down to inborn talent more than hard work?
      (i.e. nature vs nurture)
      - ...

      pg 28 ex 1 vocab <!-- pg 43 -->
      DVD preview

      pg 28 ex 2 reading<!-- pg 43 -->

      pg 28 ex 3 4 DVD view<!-- pg 43 -->
      <!-- mount -t iso9660 -o loop speak_out_advanced_digital_book_dvd.iso /media/cdrom -->

      Functional language: Leading a panel discussion (introducing arguments, justifying, inviting & responding to questions)

      T / Cl
      'As I see it' means [introduce the argument / justify your opinion]?
      - justify your opinion

      pg 29 ex 6 A B C panel discussion<!-- pg 44 -->
      listening
      speak_out_advanced_audio_cd01_16.ogg 

      pg 29 ex 7 battle / debate
 
<u>new expressions</u>
      to erode =  to gradually destroy the surface of sth through the action of wind, rain, etc.; 
      to gradually destroy sth or make it weaker over a period of time; to be destroyed or made weaker in this way
      innate = born with
      to put sth down to = to attribute sth to
      trait = distinguish quality or characteristic
      nurture = properties acquired as a consequence of the way you were treated as a child
      virtuoso = someone who is dazzlingly skilled in any field 
      to groom sb to become = to educate for a future role or function

      unsubstantiated = not proved to be true by evidence

<u>deco - delayed error correction / favourite mistakes</u>
      <strike>  as much </strike> <strong>  the </strong>  higher the level you get the more you need to work
      a lot of <strike> paintists </strike>  <strong>  painters </strong>  
      parents didn't <strike> hear </strike>  <strong>  listen to </strong> their child
      some people have <strike> absolute hearing </strike>  <strong>  perfect pitch / absolute pitch </strong>  
      she says <strong> to </strong>   her <strong> (OR she told her)</strong>   that she's special
      it was <strike> she </strike> <strong>  her (Vanessa's mother)</strong> at the piano
      if she <strike> has been liking </strike> <strong>  liked </strong> playing music
      I <strike>  visited </strike> <strong>  attended </strong>   some courses in...
      they have an <strike> influential </strike> <strong>  influence OR they have been influential </strong> 
      I think <strike>  so </strike>   that I was...
      actually, I <strike>  didn't read </strike> <strong>  haven't read </strong>  it yet
      later it was <strike> founded </strike> <strong>  found  (discovered)</strong> that

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180915 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 131 ex 1 opinions Unit 2.3 language bank <!--pg 42-->
      pg 27 ex 9 B<!-- pg 40 -->

      print & illustrate the following mindmap in your own way (use colours, symbols, etc)
      <a class="clog" target="about_blank" href="http://www.ictnle.com/mindmaps/discourse_markers_mindmap.pdf">discourse_markers_mindmap.pdf</a>

      optional homework (if time available)
      pg 25 ex 10 writing - discursive essay<!-- pg 40 -->
      choose a statement
      find arguments in favour & against
      practise discursive devices
      send in *docx format
      duncanpotter@yandex.ru
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      She was beating about the bush why they were behind the non-profit making project's deadlines because they had actually no axe to grind 
-->
<u>support materials</u>
      Speak Out Advanced
      Unit 2.3 Who do you trust?
      pg 26 ex 1 speaking <!-- pg 41 -->

      Lexical material: Idioms of opinion
      'to have a vested interest' means [you are / you are not] neutral
      - you are not neutral
      = you have personal reasons for wanting things to be a particular way

      pg 26 ex 2 vocab<!-- pg 41 -->

      Functional language: Introducing opinions
      T / Cl
      If you ask me [you want to give your opinion / you want somebody to ask you]
      - you want to give our opinion

      Lexical material: Impartiality vs biased views
      T / Cl
      Do you think journalists have an axe to grind or they are really impartial?
      - shouldn't have an axe to grind
      = should be impartial

      pg 27 ex 3 A B<!-- pg 41 -->
      listening
      speak_out_advanced_audio_cd01_13.ogg 

      pg 27 ex 4<!-- pg 41 -->

      set for homework
      pg 27 ex 5 A<!-- pg 41 -->

      Functional language: Expressing doubt

      Which is stronger? 
      [it is debatable / it is highly unlikely]
      - highly unlikely
      Which sentence has a (rather) falling intonation?
      - it is highly unlikely 

      pg 27 ex 6<!-- pg 42 -->
      listening
      speak_out_advanced_audio_cd01_14.ogg 
      speak_out_advanced_audio_cd01_15.ogg 

      pg 27 ex 7 speaking<!-- pg 42 -->
      use expressions from ex 4a

<u>new expressions</u>
      clergy = priests or ministers of a religion, especially of the Christian Church
      to have an axe to grind = to do sth to gain for yourself; a selfish reason
      to have a vested interest = have personal reasons for wanting things to be a particular way
      to play devil's advocate = say sth unlikely or unpopular so people will think about the issue more carefully
      to be sitting on the fence = being unable to commit oneself to one opinion or one side
      to beat about the bush = talk a lot, but avoid directly addressing the most important point

      libel = published false statement damaging to a person's reputation
      impartial = objective, not taking sides
      biased = partial
      slanting = partial, influenced
      to slant = (sometimes disapproving) to present information from a particular point of view, especially in an unfair way
      to get to the bottom of = find out the real cause of 
      squeaky clean = morally correct in every way; that cannot be criticized
      a few bad apples in the cart = a few black sheep
      black sheep, a person in a family or a community considered unsatisfactory or disgraceful
      to call in sick on (day) = to inform you are off sick

<u>deco - delayed error correction / favourite mistakes</u>
      I live quite far from the <strike>  job  </strike>  <strong>  workplace </strong> 
      it's very hard to have <strike> a </strike> <strong>  some </strong>  knowledge
      come on, don't <strike>  hear </strike>  <strong> listen to </strong> them <strike> a lot </strike> 
      it's the job of a journalist to see <strike> the </strike> both sides
      to get your parcel <strike> full </strike>  <strong>  intact </strong>  
      
<u>pig - pronunciation & intonation guidelines</u>
      schedule /ˈʃedju:l/ BrEn /'skedʒu:l/ AmEn
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180908 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 149 vocabulary bank - opinions<!-- pg 39 -->
      pg 131 verb patterns - Unit 2.2<!-- pg 39 -->
      pg 24 ex 5 A practice<!-- pg 39 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      He was so opinionated it was almost impossible to dispel the stigma he'd attached to this product
-->
<u>support materials</u>
      Speak Out Advanced
      (continuation from previous lesson)
      pg 24 ex 5 A practice<!-- pg 39 -->
      feedback

      (already covered during previous lesson)
      <strike>  pg 24 ex 5 B C practice </strike> <!-- pg 39 -->

      pg 24 ex 6 A B C speaking<!-- pg 39 -->


      Functional language: Writing a discursive essay

      T / Cl
      You want to persuade & reach a conclusion
      what conjunctions do you need?
      - therefore
      - as a result
      - consequently
      - hence
      - ...

      What type of writing proceeds to a conclusion by reason or argument rather than intuition?
      [discursive / rambling] 
      - discursive

      pg 25 ex 7 A B<!-- pg 40 -->
      How to reduce homelessness?

      pg 25 ex 8 guidelines

      Lexical material: Linking devices (to be discursive & prove your point)
      T / Cl
      Driving is not difficult [in fact / indeed / hence] most people in Europe can drive 
      - in fact
      - indeed  
      = to prove your point

      Lexical material: Discourse markers
      <div align="center"><img src="mindmaps/discourse_markers_mindmap.png" width="900" border="1" alt="discourse markers mindmap"></div> 

      pg 25 ex 9 <!-- pg 40 -->

      set for homework
      pg 25 ex 10 writing - discursive essay<!-- pg 40 -->
      choose a statement
      find arguments in favour & against
      practise discursive devices

<u>new expressions</u>
      entitled = qualified for by right according to law
      opinionated = (disapproving) having very strong opinions that you are not willing to change
      to meet up = to meet sb, especially by arrangement

      enlightening = tending to increase knowledge or dissipate ignorance
      discursive = proceeding to a conclusion by reason or argument rather than intuition
      conversely = with the terms of the relation reversed e.g. conversely, not all English people are teachers

<u>deco - delayed error correction / favourite mistakes</u>
      it's raining <strike> completely </strike>  <strong>  cats and dogs </strong> 
      you should <strike>  to </strike>   keep your opinions to yourself
      I <strike>  contemplate to live </strike> <strong>  'm contemplating living </strong>   in another country for while
      dogs <strike> who are </strike> <strong>  which </strong>  <strike> shouting </strike>  <strong>  bark </strong>  every evening
      <strike>  during </strike> <strong> while </strong>  I was choosing my books
      it depends how <strong> professional a</strong>  person is <strike> professional </strike>  
      her rights were <strike>  not respected </strike> <strong>  discriminated </strong> 

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180901 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 149 ex 1 vocabulary bank - Metaphors<!-- pg 37 -->
      pg 131 verb patterns - Unit 2.2<!-- pg 39 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      But for regurgitating his friend's half-baked idea the new employee's presentation would have certainly gone downhill
-->
<u>support materials</u>
      Speak Out Advanced
      Unit 2.2 Changing your mind
      pg 23 ex 1 A B <!-- pg 38 -->
      listening
      speak_out_advanced_audio_cd01_12.ogg 

      Lexical material: Opinions
      Activists [raise / challenge] stereotypes
      - challenge

      pg 23 A vocab<!-- pg 38 -->

      pg 23 B C vocab<!-- pg 39 -->
      <!--set for homework  -->
      T / Cl
      You have the right to make your own decision
      you are [open / entitled] to your opinion
      - entitled

      see pg 149 vocabulary bank - opinions<!-- pg 39 -->

      Grammar: Verb patterns 
      T / Cl
      I regret [to buy / buying] this car
      - buying
      regret + verb + ing
      = verb pattern

      Grammar: Verb patterns with like to express different meanings
      T / Cl
      I don't like [to get up / getting up] early
      - both correct...

      I don't like getting up early
      - like +  ing
      = true feeling

      On a Monday morning, I like to get up early to plan my work for the week
      - like + infinitive
      = reason

      Grammar: Verbs with ing
      to admit [or to admit that] 
      to avoid 
      to carry on 
      to consider
      to deny [or to deny that] 
      to enjoy 
      to fancy 
      to finish 
      to give up 
      to go on 
      to imagine  
      to keep 
      to keep on 
      to mind 
      to postpone 
      to put off 
      to risk 
      to suggest [or to suggest that] 
      to think of

      pg 24 ex 4 A B grammar<!-- pg 39 -->

      T / Cl
      In a restaurant you can't find your wallet
      you say 'I seem to have forgotten my wallet' (at home before coming)
      - have forgotten 
      = perfect infinitive
      to emphasise when one action happens before another

      pg 24 ex 4 C D<!-- pg 39 -->

<u>new expressions</u>
      candid = informal or natural; especially caught off guard or unprepared; characterized by directness in manner or speech
      visually impaired = blind
      opinionated = obstinate in your opinions, stiff in opinion; firmly or unduly adhering to one's own opinion or to preconceived notions
      fierce = (especially of actions or emotions) showing strong feelings or a lot of activity, often in a way that is violent; (especially of people or animals) angry and aggressive in a way that is frightening

<u>deco - delayed error correction / favourite mistakes</u>
      it wasn't <strike>  so </strike>  <strong>  as </strong>   hard as I <strong> (had) </strong> thought
      she told me she <strike>  didn't decide </strike>  <strong>  hadn't decided </strong>  yet
      he was waiting for someone <strike> choose </strike>  <strong>  choosing </strong>  him to <strong> (have a) </strong>   talk
      Alex <strike> wasn't agreed</strike> <strong>  didn't agree </strong> 
      she was <strike>  talking about </strike> <strong>  saying </strong>   that she is very independent
      I regret <strike> stopping having </strike> <strong>  ending </strong>  my holiday

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180825 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 131 ex 2 language bank - if, but for <!-- pg 36 -->
      pg 22 ex 8 9 vocab plus<!-- pg 37 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      But for regurgitating his friend's half-baked idea the new employee's presentation would have certainly gone downhill
-->
<u>support materials</u>
      Speak Out Advanced
      Lexical material: Metaphors
      T / Cl
      If you are at a cross-roads, you [know where you want to go / you can't choose]
      - you can't choose
      = metaphor

      pg 22 ex 7 8 9 vocab plus<!-- pg 37 -->
      pg 159 ex 9A <!-- pg 37 -->

      pg 22 ex 10<!-- pg 37 -->
      (find metaphors in pg 22 ex 9 & pg 159 ex 9A)

      pg 22 ex 11<!-- pg 37 -->

      set for homework
      pg 149 ex 1 vocabulary bank - Metaphors<!-- pg 37 -->


      Unit 2.2 Changing your mind
      T / Cl
      You want to buy a book
      you read [the review / the summary]
      - ...

      You don't choose a book because...
      - you have preconceptions
      - ...
      preconception = prejudice

      Would you read a book by Putin?
      - ...
      What would dispel your preconceptions?
      - ...
      dispel = make go away

      What stigma is attached to<!-- associated with --> Putin?
      - he doesn't tell the truth
      - ...
      stigma = reproach, negative trait

      pg 23 ex 1 A listening<!-- pg 38 -->

<u>new expressions</u>
      preconception = opinion formed beforehand without adequate evidence
      stigma = any mark of infamy or disgrace; sign of moral blemish; stain or reproach caused by dishonourable conduct; 
      reproachful characterisation
      to dispel = to cause to separate and go in different directions

<u>deco - delayed error correction / favourite mistakes</u>
      is it <strike>  really </strike>  <strong>  true </strong>   people <strong> really </strong>   talk like that 
      <strike>is it  really </strike>  <strong> do </strong>   people <strong> really </strong>   talk like that 
      but for <strike>  he having </strike> his injury we would have won
      but for <strike>  he </strike>  <strong>  him </strong>  having <strike>  his </strike> <strong>  an </strong>   injury we would have won
      if you really <strike>  want </strike>  <strong>  wanted </strong>   to reach the peak of your career you wouldn't <strike> waste </strike> <strong>   be wasting </strong>  your time
      they waste their time <strike> for </strike> <strong>  on </strong>  half baked projects
      I haven't checked the <strike>  currency </strike>  <strong>  exchange rate </strong> 
      some <strike> politic person</strike>  <strong>  politician </strong>  

<u>pig - pronunciation & intonation guidelines</u>
      Edinburgh /'edənbə:əu/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180818 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 17 ex 9 writing <!-- pg 33 -->
      object or place that is important to you
      send in *.docx format
      duncanpotter@yandex.ru

      pg 18 ex 3 4 5 Lookback 1.5<!-- pg 34 -->

      pg 20 ex 3 A vocab<!-- pg 35 -->

      English Grammar in Use - Advanced by Hewings, Cambridge University Press
      Unit 6 Past continuous and past simple <!-- pg 22 key pg 3005 -->
<a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/english_grammar_in_use_advanced_hewings_cambridge_unit6_past_continuous_vs_past_simple_w_key.pdf">english_grammar_in_use_advanced_hewings_cambridge_unit6_past_continuous_vs_past_simple_w_key.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      course book
      Lexical material: Learning (the ropes)
      pg 20 ex 3 A vocab<!-- pg 35 -->

      pg 20 ex 3 B speaking<!-- pg 35 -->

      Grammar: Conditionals & regrets (had I, but for)
      T / Cl
      I didn't study, so I failed the exam
      [you are satisfied / you regret]
      - you regret
      = situation in the past

      If...
      If I'd studied, I would have passed
      - if + past perfect, modal + have + past participle
      = 3rd conditional

      Had...
      Had I studied, I would have passed
      - had + object + past perfect (inversion), modal + have + past participle
      = inversion for emphasis

      If I hadn't been lazy, I would have passed the exam
      But...
      But for my laziness I would have passed the exam
      - but + for + noun (phrase),  modal + have + past participle
      = but + inversion = rather formal

      pg 21 ex 4 grammar<!-- pg 36 -->
      
      set for homework
      pg 131 ex 1 2 language bank - if, but for <!-- pg 36 -->

      pg 21 ex 5 practice<!-- pg 36 -->
      listening
      speak_out_advanced_audio_cd01_11.ogg 

      pg 21 ex 6 speaking<!-- pg 36 -->
     
<u>new expressions</u>
      to be over the hill = not to be able to do sth well because you are too old
      to go downhill = to go badly
      to swallow = pass through the esophagus as part of eating or drinking 
      to regurgitate = to reproduce without thinking; repeat after memorization
      to live on borrowed time = survive after you would expect to be dead
      half-baked = not well prepared, badly thought out
      to shine at sth = to be especially good at sth
      flash of inspiration = clever idea that comes suddenly

<u>deco - delayed error correction / favourite mistakes</u>
      to <strike> visit </strike> <strong>  attend </strong>   any interview 
      I had a good <strike> collective </strike> <strong> team </strong>    which ( <strong>  who </strong>)  I liked
      one thing I had never done was to <strike> drive </strike>  <strong>  ride </strong>  a bicycle 
      you should always try <strong>  (to have a go (at sth) / to give it a go) </strong> if you want to try sth new
      there <strike>  are </strike> <strong>  is </strong>  a lack of parks

<u>pig - pronunciation & intonation guidelines</u>
      e.g. /for example/

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180803 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 129 unit 1.3 speculating <!-- pg 30 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      I'd hazard a guess that this big cheese is bound to be an impetuous kind of businessman rather than a wet blanket
-->
<u>support materials</u>
      Speak Out Advanced
      Unit 1.4 Francesco's Venice
<strike>        T / Cl
      Have you ever been to Italy?
      - ...

      DVD preview
      pg 16 ex 1 2 3 <!-- pg 32 -->

      DVD view
      pg 16 ex 4 5 6 <!-- pg 32 -->
      <!-- mount -t iso9660 -o loop speak_out_advanced_digital_book_dvd.iso /media/cdrom -->
</strike> 
      Lexical material: Treasured possession - Legacy - Inheritance 

      T / Cl
      Legend has it that... [you are sure / people say]
      - people say

      pg 17 ex 7 8 <!-- pg 33 -->

      listening
      speak_out_advanced_audio_cd01_10.ogg 

      set for homework
      Functional language: Describing an object
      pg 17 ex 9 writing <!-- pg 33 -->
      use points & key phrases from pg 17 ex 7 

      Unit 2 Opinion
      Unit 2.1 Words of wisdom
      pg 20 ex 1 2 reading <!-- pg 35 -->

<u>new expressions</u>
      to bequeath /bɪˈkwi:ð/ = leave or give to someone by will after one's death
      storey = any of the parts into which a building is divided horizontally; the whole of the rooms etc. having a continuous floor 
      (a third-storey window; a house of five storeys)
      to fall out = to quarrel and have a breach in relations
      to hand down = to pass on from generation to generation
      heirloom /ˈɛəlu:m/ = piece of personal property that has been in a family for several generations
      legacy = gift left in a will
      to bellow ~ (sth) (at sb) = to shout in a loud deep voice, especially because you are angry

      wisdom = experience and knowledge together with the power of applying them critically or practically
      to learn the ropes = trick of the trade = learn thorough or special knowledge of a job; how to do something; the ways of people or the world
      to come under attack = to be criticised by someone
      steep learning curve = position in which you quickly have to learn sth difficult

<u>deco - delayed error correction / favourite mistakes</u>
      I <strike>  find </strike>  <strong>  have been looking for </strong>  some flat for a while
      women like to <strike>  tell </strike>  <strong>  talk </strong>  about sth
      pension will be greater <strike>  with </strike>  <strong>  by </strong>  a 1000 roubles
      a person who depends <strike>  from </strike>  <strong>  on </strong>  someone
      it could not be easy <strike> as well </strike> <strong>  either </strong>  
      it matches <strike> to </strike>  sentence ...
      we are <strike> understaffing </strike> <strong>  understaffed </strong> 
      you <strike>  shouldn't have </strike> <strong>  don't need to have </strong>  a diploma <strong> (it's not compulsory / mandatory </strong> 

<u>pig - pronunciation & intonation guidelines</u>
      ancestor /'æn,sestə/
      bequeathed /bə'kwi:θt/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180728 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 13 ex 7 B speaking<!-- pg 28 -->
      see pg 158
      Myers-Briggs test
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Speak Out Advanced
      Unit 1.3 This is me
      Lexical material: Images
      pg 14 ex 1 a b vocab <!-- pg 29 -->

      pg 14 ex 2 a b c d
      listening
      speak_out_advanced_audio_cd01_7.ogg 

      Functional language: Speculating
      T / Cl
      I'd hazard a guess that... 
      [you are sure / you are supposing]
      - supposing

      pg 14 ex 3 <!-- pg 31 -->
      pg 15 ex 4

      Functional language: Using vague language
      This is kind of good quality
      [it is / it is not really] of good quality
      - it is not really
      = vague language to be more diplomatic e.g. when criticising

      pg 15 ex 5 <!-- pg 31 -->

      T / Cl
      How do you give a vague excuse for forgetting your wife's birthday?
      - I've sort <strong> of </strong> forgotten her birthday

      pg 15 ex 6 A B<!-- pg 31 -->
      listening
      speak_out_advanced_audio_cd01_8.ogg 

      T / Cl
      Find examples of elision
      Why don['t] we meet at 8?
      We've go[t] plenty o(f) time

      pg 15 ex 6 C D<!-- pg 31 -->
      listening
      speak_out_advanced_audio_cd01_8.ogg 
      
<u>new expressions</u>
      dismal /ˈdɪzməl/ = causing or showing gloom; miserable
      reclusive = withdrawn from society; seeking solitude
      recluse = person who lives alone and likes to avoid other people
      flicker = feeling or an emotion that lasts for only a very short time 
      to unveil = to uncover
      flattering = making sb look more attractive
      academia = world of learning, teaching, research, etc. at universities, and the people involved in it
      guarded = careful; not showing feelings or giving much information
      puzzled = confused
      elision = when a sound disappears
      mineshaft = deep narrow hole that goes down to a mine
      lute = early type of musical instrument with strings, played like a guitar
      academia = world of learning, teaching, research, etc. at universities, and the people involved in it; leading figures from academia and industry
      studious = spending a lot of time studying or reading

<u>deco - delayed error correction / favourite mistakes</u>
      it doesn't <strike> follow </strike>   <strong> match </strong> me
      I'm trying to play <strong> the </strong> guitar
      this person has some <strike> art </strike> <strong>  artistic </strong>  job
      it looks <strong> like </strong>  something familiar
      hard to say who <strike>  is </strike>   he might be
      with his take <strike>  out </strike> <strong>  away </strong>  dinner
      like a lot of people <strike> does </strike>  <strong>  do </strong>  
      he doesn't seem to be <strike>  potentious </strike>  <strong>  pretentious </strong> 

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180626 (1hr) 08:15-09:15<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 129 describing habits Unit 1.2 <!-- pg 26 -->
      pg 148 ex 1 A B personality<!-- pg 27 -->
      pg 148 ex 2 A B idioms for people<!-- pg 28 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      A sweeping generaliser would say tax officers are at best just too inquisitive 
      while the majority may be nitpickers even with conscientious tax payers
-->
<u>support materials</u>
      Speak Out Advanced
      pg 12 ex 5 a b c listening<!-- pg 27 -->
      speak_out_advanced_audio_cd01_6.ogg 
      audio script pg 164

      pg 12 ex 6 a b c<!-- pg 27 -->

      pg 13 ex 7 speaking<!-- pg 28 -->
      Myers-Briggs test

      Lexical material: Idioms for people
      T / Cl
      Was Putin a dark horse when he was first elected?
      - ...

      pg 13 ex 8 vocab 

      speaking
      SS describe somebody they like / dislike
      use expressions from pg 12 ex 4 and pg 13 ex 8

<u>new expressions</u>
      sweeping generaliser = person who make statements that are too general & do not consider all the facts
      junky = someone who is so ardently devoted to something that it resembles an addiction
      infuriating = extremely annoying or displeasing; causing intense anger
      busybody = someone who is too interested in other people's private activities
      life and soul = who enjoys special occasions & is fun to be with
      to be set in your ways = not likely to change habits & opinions
      meticulous = paying careful attention to every detail
      nitpicker = someone who makes small and unjustified criticisms
      flat-pack furniture = piece of furniture that is sold in pieces in a flat box and that you have to build yourself
      busybody = person who is too interested in what other people are doing
      dark horse = person who doesn't tell others much about himself/herself but has surprising qualities or abilities; 
      political candidate who is not well known but could win unexpectedly
      pain in the neck = something or someone that causes trouble; a source of unhappiness
      reluctant ~ (to do sth) = hesitating before doing sth because you do not want to do it or because you are not sure that it is the right thing to do
      chatterbox = person who talks a lot, especially a child
      to thrive = to become, and continue to be, successful, strong, healthy, etc
      to strive = to try very hard to achieve sth or to defeat sth

      circumspect = thinking very carefully about sth before doing it, because there may be risks involved; cautious
      temperamental /,temprə'mentəl/ = having a tendency to become angry, excited or upset easily, and to behave in an unreasonable way
      impetuous /ɪmˈpetjuəs/ = acting or done rashly or with sudden energy
      gregarious = liking to be with other people
      wet blanket = person who is not enthusiastic about anything and who stops other people from enjoying themselves
      couch potato = person who spends a lot of time sitting and watching television
      big cheese = important influential person
      tough cookie = extremely determined, hard-headed person, or someone with whom it is unusually difficult to deal 

<u>deco - delayed error correction / favourite mistakes</u>
      sometimes it has a negative impact on <strike> job </strike> work </strong>  
      some types of <strike>  the job </strike> <strong>  jobs </strong>   depend on your character
      they're trying to understand <strong> if / whether </strong>  <strike>  is </strike>   this person <strong> is </strong>   introvert or extrovert
      how she <strike>  does </strike>  <strong>  goes </strong>  shopping
      a lot of things <strike>  in one </strike>  <strong>  at a </strong>  time
      a person <strike> is attracted </strike>  <strong>  attracts </strong> attention
      <strike>  bureaucracity  </strike>  <strong>  bureaucracy </strong> 
    
<u>pig - pronunciation & intonation guidelines</u>
      character /'keriktə:/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180616 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Speak Out Advanced
      pg 9 ex 6 practice <!-- pg 25 -->
      pg 129 ex 1 2 language bank Unit 1.1<!-- pg 24 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      One of her biggest pet peeves is when people call her with a frumpy nickname
-->
<u>support materials</u>
      Market Leader 3rd Upper Intermediate
      Exit test
<!--  vetrova
      final test
      listening + skills + vocab + reading + language
      7 + 10 + 10 + 10 + 5 = 42 (84%)
      10 + 10 + 10 + 10 + 10 = 50
-->
      listening + skills + vocab + reading + language
      9 + 10 + 9 + 10 + 6 = 44 (88%)
      10 + 10 + 10 + 10 + 10 = 50


      Speak Out Advanced
      Unit 1.2 What are you like?
      Lexical material: Language learning
      pg 11 ex 1 speaking<!-- pg 26 -->
      reading Are you a good language learner?
      
      Functional language: Describing habits (prone to, inclined, keep doing...)
      T / Cl
      I keep [to make / making] mistakes
      - keep making
      = verb pattern

      - stress on object
      = neutral
      - stress on auxiliary / modal verb
      = irritation

      pg 11 ex 2 <!-- pg 26 -->
      <strike> speak_out_advanced_audio_cd01_4.ogg  </strike> 
      speak_out_advanced_audio_cd01_5.ogg 

      pg 11 ex 3 practice <!-- pg 26 -->

      Lexical material: Personality
      T / Cl
      Children are [curious / inquisitive]
      - curious
      The police are [curious / inquisitive]
      - inquisitive

      pg 12 ex 4 a b c vocab <!-- pg 27 -->

<u>new expressions</u>
      foray = initial attempt (especially outside your usual areas of competence)
      to boast = to talk with too much pride about sth that you have or can do
      pet peeve = opportunity for complaint that is seldom missed <!-- annoyed or irritated mood -->
      prone = having a tendency (to)
      as a rule = in general
 
      thoughtful = characterized by careful thought; considerate of the feelings or well-being of others
      inquisitive = unduly curious; prying; seeking knowledge
      perceptive = sensitive; discerning; observant
      conscientious /ˌkɔnʃɪˈenʃəs/ = scrupulous, diligent, characterized by extreme care and great effort, 
      guided by or in accordance with conscience or sense of right and wrong
      prejudiced = having a belief or attitude formed beforehand
      solitary /ˈsɔlɪtərɪ/ = enjoying being alone; frequently spending time alone; done alone; without other people
 
<u>deco - delayed error correction / favourite mistakes</u>
      making mistakes is <strike> frustrated </strike>  <strong>  frustrating </strong> 
      <strike>  last time </strike> <strong>  recently </strong>  I've had to work too much
      five <strike> from </strike>  <strong>  out of </strong>  ten people speak English fluently
      I'm prone to <strike> play </strike>  <strong>  playing the </strong> guitar 
      many people who <strike>  aren't </strike>  <strong>  haven't </strong> travelled around the world

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>


<h2>20180610 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd Upper Intermediate
      pg 124-125 Unit D revision <!-- pg 111 -->

      Complete the exit test
      time allowed 60min
      (no dictionaries or notes)
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/market_leader_3rd_upper_intermediate_exit_test.pdf">market_leader_3rd_upper_intermediate_exit_test.pdf</a>
      <!--<a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/speak_out_advanced_exit_test.pdf">speak_out_advanced_exit_test.pdf</a> -->

      Speak Out Advanced
      pg 8 ex 4 B reading<!-- pg 24 -->

      Optional homework
      pg 10 ex 11 writing  <!-- pg 25 -->
      personal profile
      - follow suggested planning in pg 10 ex 10 (if relevant)
      - practise continuous aspect vs present continuous
      - use new vocab (e.g. what are your pet peeves?)   
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Market Leader 3rd Upper Intermediate
      pg 124-125 Unit D revision <!-- pg 111 -->

      Exit test
      listening ~ 8min
      market_leader_3ed_upper_intermediate_audio_cd_entry_and_exit_tests_08.wav <!-- :~/bups/bup_vet_books_cds_dvds/market_leader/market_leader_3rd_upper_intermediate/market_leader_3rd_upper_intermediate_audio_cd_entry_and_exit_tests -->

      score 9/10 lis
<!--
      reading & writing
      ~ 40min -->
      exit test feedback

      Speak Out Advanced
      pg 8 ex 4 B reading<!-- pg 24 -->
      pg 9 The name game

      Grammar: Continuous aspect
      I was wondering if you could lend me some money?
      [action in progress / tentative, less direct request]
      - tentative, less direct request

      John's not at work.
      He must [have / be having] lunch
      - be having
      = action in progress

      pg 9 ex 5 <!-- pg 25 -->

      set for homework
      pg 9 ex 6 practice <!-- pg 25 -->
      pg 129 ex 1 2 language bank Unit 1.1<!-- pg 24 -->
    
      Writing a personal profile
      pg 10 ex 8 9<!-- pg 25 -->

      Functional language: Planing your writing
      pg 10 ex 10<!-- pg 25 -->

      set for homework 
      pg 10 ex 11 writing  <!-- pg 25 -->
      personal profile
      - follow suggested planning in pg 10 ex 10 (if relevant)
      - practise continuous aspect vs present continuous
      - use new vocab (e.g. what are your pet peeves?)   

<u>new expressions</u>
      frumpy = unattractive, and old-fashioned
      to lump = put together indiscriminately
      to get lumped = to be given an object or responsibility that you don't want
      to reach the top of the tree = to reach a position of power
      cut & dried = settled, decided with little debate
      call-back = when a company calls potential employees for an interview after reading their CV
      to take a dim view of sth = to disapprove
      au pair = young person, usually a woman, who lives with a family in a foreign country
      in order to learn the language. 
      An au pair helps in the house and takes care of children 
      and receives a small wage

<u>deco - delayed error correction / favourite mistakes</u>
      I have been working <strike>  by </strike>  <strong>  with / in / at </strong>  my company 8 years
      I have never <strike> been writing </strike>  <strong>  written </strong> a book
      I will <strong> get / go </strong>  back to the main idea later
      you have to write a <strike>  little </strike>  <strong>  covering / cover </strong>  letter with it (your CV)


<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180602 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd Upper Intermediate
      pg 122-123 Unit D revision <!-- pg 111 -->

      download the following course book
      Speak Out Advanced
      have a copy of Unit 1 ready for our lesson
      <a class="clog" target="about_blank" href="https://yadi.sk/i/IvYb_5i23Wdodk">https://yadi.sk/i/IvYb_5i23Wdodk</a>

      scheduled 20180608
      Market Leader 3rd Upper Intermediate
      pg 124-125 Unit D revision <!-- pg 111 -->
      exit test
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Market Leader 3rd Upper Intermediate
      course book
      pg 121 ex E F listening<!-- pg 110 -->
      market_leader_3rd_upper_intermediate_audio_cd03_32.ogg

      Signing a contract is [the end / the beginning] of a business relation?
      - depends on the culture
      = detailed terms & conditions to be observed
      = contract is not legally binding but more like a LOI (letter of intention) to be further negotiated
      = less important than a handshake (sign of trust)

      tbc
      pg 121 task
      writing tips for negotiating successfully in your country

      set for homework
      pg 124-125 Unit D revision <!-- pg 111 -->
<!--
      Grammar: try + infinitive / gerund
      T / Cl
      I have tried [to call / calling] him in the morning (& finally got through)
      - to call
      = try + infinitive
      action completed

      I have tried [to call / calling] him all morning
      - calling
      = try + gerund
      failed
-->
<!--  vetrova
      final test
      listening + skills + vocab + reading + language
      7 + 10 + 10 + 10 + 5 = 42 (84%)
      10 + 10 + 10 + 10 + 10 = 50
-->

      Speak Out Advanced
      Unit 1 - Origins
      pg 8 Unit 1.1 What's in a name? <!-- pg 23 -->

      T / Cl
      Have you got a nickname?
      - ...
      Lexical material: Names
      pg 8 ex 2<!-- pg 23 -->

      T / Cl
      Does your name carry a positive or negative association?
      - ...
      Can it influence your career?
      - ...

      pg 8 ex 3 4 reading<!-- pg 24 -->

<u>new expressions</u>
      buck = used in some expressions to refer to the responsibility or blame for sth

      to live up = to meet the requirements or expectations of
      nickname = familiar name for a person (often a shortened version of a person's given name) 
      given name = name that precedes the surname = first name = forename
      maiden name = woman's surname before marriage
      to put your name forward = to volunteer
      household name = famous name

<u>deco - delayed error correction / favourite mistakes</u>
      they <strike> said </strike>  <strong>  told </strong>   me we'd have meeting with Chinese partners
      when I <strike> raised </strike>  <strong>  grew up </strong> 
      I'll be very upset if I <strike> do </strike>  <strong>  make </strong>   mistakes with a real person
      

<u>pig - pronunciation & intonation guidelines</u>
      pseudonym /ˈsju:dənɪm/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180526 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 117 ex D Making a presentation
      prepare for 3-4min only 

      recommendations for acquisition
      pg 119 writing<!-- pg 109 -->
      see pg 131 writing file
      ~ 250 words
      send in *docx format
      duncanpotter@yandex.ru
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      course book

      pg 117 ex D Making a presentation
      feedback
      + Fluency markers & signposting
      Right, now
      OK I have told
      Let's talk about

      + Tripling
      clear, realistic and ambitious strategy

      ~ Intonation
      more enthusiastic on the end


      DVD case study <!-- mount -t iso9660 -o loop market_leader_3rd_upper_intermediate_dvd.iso /media/cdrom -->
      conclusions:
      criteria for eligibility of an acquisition
      synergy
      - should not just buy revenue
      - increase potential of both companies
      - fill in a gap in capability
      distribution network
      - new markets for the company taking over
      overseas production facilities
      - in a cheaper location than for the company taking over
      
      ranking by consultant
          Good Earth
          Sheen
          Hondo
          Mumbai (long term)



      Functional language: International negotiations

      T / Cl
      Which comes first [selling / negotiation]?
      - selling
      = first convince, then discuss terms

      pg 120 ex A <!-- pg 110 -->

      Lexical material: Negotiations - from sticking points, dead-weights and stalemates to fallback scenarios, concessions & compromises

      T / Cl
      The situation about Crimea is a [sticking point / stalemate]
      - stalemate
      = deadlock

      Ukraine will have to make [concessions / compromises] on Crimea 
      - concessions

      The situation about Donetsk is a [sticking point / stalemate] 
      - sticking point

      Donetsk will have to [reach a compromise / consider a fallback plan] with the Ukrainian government
      - reach a compromise

      pg 120 ex B C<!-- pg 110 -->

      pg 120 ex D reading<!-- pg 110 -->

      Are personal relationships important when negotiating?
      - ...

<u>new expressions</u>
      rapport = friendly relationship in which people understand each other very well
      stalemate = situation in a dispute or competition in which neither side is able to win or make any progress; deadlock
      concession = when one side in a negotiation gives sth away
      sticking point = something that people do not agree on and that prevents progress in a discussion
      deadweight = person or thing that makes it difficult for sth to succeed or change
      breakthrough = important development that may lead to an agreement or achievement
      bottom-line position = minimum offer you are willing to accept
      fallback position = plan or course of action that is ready to be used in an emergency if other things fail


<u>deco - delayed error correction / favourite mistakes</u>
      to <strike> admire </strike>  <strong>  attract </strong>  our customers
      would <strike>  you </strike> anyone like to ask some questions?
      <strike>  is </strike>  <strong>  does </strong>  it work together
      she <strike>  talked about </strike>  <strong>  said </strong>  that
      in <strike> compare to </strike> <strong> comparison with </strong> organic growth
      <strike>  how </strike> <strong>  what do </strong> you call it when...
      
<u>pig - pronunciation & intonation guidelines</u>
      Crimea /krai'mi:ə/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180512 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      pg 115 ex F reading<!-- pg 106 -->
      pg 116 ex A B language review<!-- pg 106 -->

      Case study - Rinnovar International
      pg 118 background - reading<!-- pg 108 -->
      pg 119 task 1 
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Our experienced negotiators had to ditch talks with their prospect customers after sides failed to agree terms -->
<!--  to complete      The market leader has purchased the half of a join-venture it didn't own through a share ... -->
<!-- pg 113 ex C -->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      pg 115 ex F reading<!-- pg 106 -->
      feedback

      pg 116 ex A <!-- pg 106 -->

      pg 116 ex B C <!-- pg 106 -->


      Functional language: Making a presentation
      pg 117 ex A B listening <!-- pg 106 -->
      market_leader_3rd_upper_intermediate_audio_cd03_30.ogg
      reasons for acquisitions
      - gap in the market
      - market conditions
      - opportunity for growth

      <!-- additional task - take note of the different parts
      hint: use rhetorical questions -->
      parts in the presentation
          intro
          gap in the market
          market conditions
          opportunity for growth
          conclusion

      set for homework
      pg 117 ex C<!-- pg 106 -->

      Functional language: Referring back, looking forward, talking about the future 
      Functional language: Making points in threes (tripling), repetition, using emotive language

      T / Cl
      As I mentioned earlier
      [referring back / signposting]
      - referring back

      pg 117 useful language<!-- pg 106 -->

      <strike> pg 117 ex D role play<!-- pg 106 -->
      SSS use pg 116 ex C expressions + future perfect </strike>  


      Case study - Rinnovar International
      T / Cl
      What approach is better when a company wants to grow?
      [organic growth / expansion by acquiring existing business]
      (organic growth = expansion by setting up your own branches & subsidiaries)

      expanding by acquiring existing business
      + ready-made growth
      - cross-cultural & corporate differences
      ...

      organic growth
      + more control over activities
      - hard slog

      pg 118 background - reading<!-- pg 108 -->

      preliminary conclusion
      - choose a combination of both organic growth & acquisitions

      pg 118 listening
      market_leader_3rd_upper_intermediate_audio_cd03_31.ogg

      pg 119 task 1 2 3 <!-- pg 109 -->

      pg 119 task 4 
      - use audio transcript for track 3.31 on pg 167 to collect data
      - calculate profitability rate of each company (see demo below)
      - rank in terms of suitability
      - use expressions from the useful language box pg 117

      company       Hondo Beauty      Mumbai    Good Earth    Sheen Hair
      turnover      62                26        55        94
      net profit    14                6.9       3.2       8
      profitability 23% (=62/14)      ~30%      ~17%      ~12

      profitability vs turnover
      - at least 20-25%
      - turnover / sales rep 
      product range
      - narrow / varied
      - luxury / high profile / top of the shelf
      - mass market
      - budget price
      market & dynamics
      - potential for growth
      - saturated
      - looming competition
      company culture
      - management style
      - ownership
      potential for growth
<!--
      common ranking by SSS
          Hondo Beauty Products
          Mumbai
          Sheen
          Good Earth
-->
      optional homework
      pg 119 writing<!-- pg 109 -->
      recommendations for acquisition
      see pg 131 writing file

<u>new expressions</u>
      organic growth = expansion by setting up your own branches & subsidiaries(as opposed to expanding by acquiring existing business)
      slog (hard ~) = period of hard work or effort
      fragrance = perfume
      to seek = to look for
      give and take (fixed expression) = mutual concession; exchange 
      before long = soon
      to break even = to attain a level at which there is neither gain nor loss, as in business
      consensual = which people in general agree with
      to top = to be higher than a particular amount
      flaky = tending to break into small, thin pieces; bizarre; unconventional

<u>deco - delayed error correction / favourite mistakes</u>
      Next year I will <strike> be </strike>  <strong>  have </strong>   worked for my company 10 years
      in case of takeover if they will not <strike> save </strike>  <strong>  keep </strong>  <strike>   the </strike>   management
      it's <strike> more </strike>  <strong>  more than / over </strong>  38%
      it was growing <strike> in </strike>  <strong>  by </strong>   3%

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180505 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd Upper Intermediate
      pg 113 ex C
      pg 114 ex A B C reading
      pg 115 Green targets
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Market Leader 3rd Upper Intermediate
      course book
      Making acquisitions
      pg 114 ex A listening
      market_leader_3rd_upper_intermediate_audio_cd03_27.ogg

      pg 114 ex B listening
      market_leader_3rd_upper_intermediate_audio_cd03_28.ogg

      pg 114 ex C listening
      market_leader_3rd_upper_intermediate_audio_cd03_29.ogg

      pg 114 ex D
      How do you make sure staff of the company you have just acquired feel valued & welcomed?
      - ...

      Lexical material: Acquiring a green business
      pg 114 ex A reading
      pg 115 Green targets - first paragraph

      pg 114 ex B C D reading<!-- pg 106 -->
      pg 115 ex F reading<!-- pg 106 -->
      pg 115 Green targets<!-- pg 106 -->

      pg 115 ex G<!-- pg 106 -->

      Grammar: Prediction & probability
      Grammar: The future (plans) - Future with present simple vs going to vs present continuous
      T / Cl
      My plane [takes off / will take off] tomorrow at 6am
       - takes off
      = regular event (perhaps the same plane you take every week)

      I [am getting / will get] a taxi tomorrow at 5am
      - am getting
      = arrangement (you have already called the taxi company)

      I [am having / am going to have / will have] a short night
      - am going to have
      = future result based on (visible / present) evidence

      <div align="center"><img src="mindmaps/future_forms_mindmap.png" width="900" border="1" alt="future forms mindmap"></div> 
<!--
      T / Cl
      The sky is dark blue, you hear thunder
      [It will / It's going to] rain
      - going to 
      = prediction based upon visible evidence
      a

      It's going to rain, [I'm going to take / I'll take] the car
      - I'll take
      = decision at the moment of speaking
      c

      It's the end of the week, I ['m shopping / 'm going to go shopping / will shop] tonight
      - 'm shopping ['m going to go shopping]
      = intention, fixed arrangement
      h

      I have to hurry up because the supermarket [closes / is going to close / will close] at 10pm
      - closes
      = habit, time schedule
      e

      I hate shopping in this supermarket. I [am going to be / will have been / will be] already 6 times this month
      - will have been
      = by some time in the future
      b

      It's Friday evening. I'm afraid I ['m going to queue / will queue / will be queuing] for ages at the till
      - will be queuing
      = future continuous
      f

      It's the end of the month. I have only 5000 rubles left. 
      I ['m not spending / 'm not going to spend / will not spend] more than 2000 rubles
      - will not spend
      = guess, calculate
      d

                   now
      --------------|--------------
      ----1----2----3----4----5----
      a 3-4 going to = prediction based on present evidence
      b 4-5 future perfect = by some time in the future
      c 3 will = decision at the moment of speaking
      d 3-4-5 will future = guess, calculate
      e 1 2 3 4 5 present simple = habit, time schedule
      f 4-5 future continuous
      g 2 (decision) - 4 (result) going to = plan & intention
      h 2 (decision) - 3/4 (result) present continuous = intention, fixed arrangement
-->
      pg 116 language review<!-- pg 106 -->

<u>new expressions</u>
      to be swallowed up = to be taken over
      flagging = weak from exhaustion; losing value
      show-stopper = act so striking or impressive that the show must be delayed until the audience quiets down; what could stop a deal from being successful
      to derail = to make a train leave the track: (figurative) This latest incident could derail the peace process

      toiletries = things such as soap or toothpaste that you use for washing, cleaning your teeth, etc

<u>deco - delayed error correction / favourite mistakes</u>
      the professor <strike>  had </strike> said that there are 3 reasons for...
      he was <strike> talking about</strike> <strong> saying </strong>    that sometimes you need to integrate quickly
      it can be more friendly <strong>  (friendlier) </strong>   for <strike>  the </strike> both companies
      it's quite cheap in <strike>  compare to  </strike> <strong>  comparison with </strong> other products
      companies should <strike> waste </strike> <strong>  spend </strong> more money <strike> for </strike> <strong>  on </strong>  manufacturing

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180428 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      course book
      In range
      pg 111 reading
      Sample of reactions before the launch 
 
      pg 113 ex A B vocab <!-- pg 105 -->
      pg 114 ex A B C reading
      pg 115 Green targets
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      The company did not recall its products although some were found to be laced with toxic substances

      The journalist decisively probed into reasons for hiding the truth but the PR officer didn't flounder & denied all accusations
      - to flounder 
      = to struggle to know what to say or do or how to continue with sth
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      (continuation from previous lesson)
      pg 111 reading
      Sample of reactions before the launch 
      <!-- do listening AFTER reading -->
      pg 110 listening<!-- pg 101 -->
      market_leader_3rd_upper_intermediate_audio_cd03_25.ogg
          coverage in the press
          teaser campaign 
          viral advertising

      pg 111 task <!-- pg 101 -->
      pg 138 group A directors of ExtremAction
      pg 145 group B journalists

      DVD case study <!-- mount -t iso9660 -o loop market_leader_3rd_upper_intermediate_dvd.iso /media/cdrom -->
      - consultant finds repugnant the goal of a company promoting violence among children & would refuse taking up such a case
      - keep stirring up the controversy
      - has become a product opportunity story rather than a product crisis story
      - either need to maximise drama
      - or draw attention of the public (on)to the game by fabricating a story about how it could have been banned (i.e. bad PR)
      - need to harness stories used by the media


      Unit 12 Mergers & acquisitions
      T / Cl
      Is a take-over always like a predator attacking its prey?
      - ...
      What is the difference between a merger & an acquisition?
      - ...
      Is marriage a merger, or an acquisition?
      - ...

      pg 112 ex A starting up<!-- pg 104 -->

      pg 112 ex B listening<!-- pg 104 -->
      market_leader_3rd_upper_intermediate_audio_cd03_26.ogg

      T / Cl
      What will happen to duplicate positions after an acquisition?
      - redundancies

      pg 112 ex C D<!-- pg 104 -->

      was set for homework
      Lexical material: Describing mergers & acquisitions
      pg 113 ex A B vocab <!-- pg 105 -->

      pg 113 ex C D

<u>new expressions</u>
      repugnant ~ (to sb) = (formal) making you feel strong dislike or disgust
      to harness = to control and use the force or strength of sth to produce power or to achieve sth

      no wonder = it's no surprise
      MBO = management buy out
      stake = financial involvement with something
      controlling interest = when a company acquires over 50% of another company's shares
      bid = formal proposal to buy at a specified price
      to ditch (talks) = to discard, reject
      to comprise = to include; to embrace
      tie-up = agreement between two companies to join together

<u>deco - delayed error correction / favourite mistakes</u>
      they expect to <strike> hear </strike>  <strong>  listen </strong>  to a concert
      media <strike> are </strike> <strong> is </strong>  very <strike> quickly </strike> <strong>  quick </strong> 
      an acquisition, it's when <strike>  the </strike> one of the companies...
      suppliers could be replaced by <strike> another </strike> <strong>  other </strong> ones
      it matches <strike>to </strike> sentence d 
      <strike>  in </strike>  nowadays in Russia

<u>pig - pronunciation & intonation guidelines</u>
      strategy /s'trætədʒi:/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180421 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd Upper Intermediate
      pg 108 ex C language review <!-- pg 100 -->

$drills = "mixed_conditionals";
echo "<img valign=\"bottom\" src=\"pix/icons8-drill-100.png\" width=\"35\" border=\"0\" alt=\"wordlist adapted for sbook\"> <a class=\"clog\" target=\"about_blank\" href=\"http://www.ictnle.com/inc_drills/".$drills.".csv\">".$drills.".csv</a></u>\n";
include ('inc_drills/load_csv_drills.inc');
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Market Leader 3rd Upper Intermediate
      course book
      pg 108 ex C language review <!-- pg 100 -->

      Functional language: Asking & answering difficult questions
      pg 109 ex A listening<!-- pg 100 -->
      market_leader_3rd_upper_intermediate_audio_cd03_23.ogg

      pg 109 ex B listening<!-- pg 100 -->
      market_leader_3rd_upper_intermediate_audio_cd03_24.ogg

      useful language
      Functional language: Probing questions, avoiding a straight or precise answer, playing for time

      pg 109 ex C role play
      argue whether to recall or not to recall products
      pg 138 ex A
      pg 144 ex B 


      Case study - In Range
      T / Cl
      Should violent computer games be banned?
      - ...
      If a game is banned, won't it actually seem more attractive?
      - ...

      pg 110 background - reading<!-- pg 101 -->

<u>new expressions</u>
      to lace = to add a small amount of alcohol, a drug, poison, etc. to a drink
      decisively = with firmness 
      stuffed toy = toy sewn from a textile, and stuffed with a soft material. 
      In British English they are soft toys or cuddly toys.
      In North American English they are variously referred to as plush toys, plushies, or stuffed animals.
      off the top of my head = without thinking hard; quickly
      close at hand = handy; close by; within one's range
      to probe ~ (into sth) = to ask questions in order to find out secret or hidden information about sb/sth

      in range = near enough to be reached, seen or heard
      mercenary /'mə:sə,neri:/ = soldier who will fight for any country or group that offers payment
      to deny = to say that sth is not true
      to deprave = to make sb morally bad
      to invigorate = to make sb feel healthy and full of energy; to make a situation, an organization, etc. efficient and successful

<u>deco - delayed error correction / favourite mistakes</u>
      there are a lot of <strike> predictions </strike>  <strong>  prejudices </strong>  about Chinese products
      Tim <strike>  has </strike>  said that...
      you should look <strike>  for </strike> <strong>  after </strong>  the children
      how <strong>  safe </strong>  do you think the product <strike> safe </strike>   is?
      just <strike> say </strike>  <strong>  tell </strong>  them
      a child can click I'm <strike> more than </strike> <strong>  over </strong>   21

<u>pig - pronunciation & intonation guidelines</u>
      neutral /'nu:trəl/
      scene /'si:n/
      prejudices /'predʒədəsəz/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180414 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd Upper Intermediate
      Dealing with crises
      pg 106 ex A B C reading<!-- pg 99 -->
      pg 107 article A
      pg 107 article B

      pg 106 ex D reading<!-- pg 99 -->

      optional homework
      ~ 250 words
      pg 103 writing a short report
      see pg 131 writing a report
      - executive summary
      - introduction
      - findings
      - conclusion
      - recommendations
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Market Leader 3rd Upper Intermediate
      course book
      pg 105 ex A B listening
      market_leader_3rd_upper_intermediate_audio_cd03_19.ogg

      T / Cl
      When a crisis begins, you should [respond quickly / gather & analyse evidence to acknowledge a problem]
      - respond quickly by acknowledging there is a problem
      = communicate you know about it & are doing sth about it

      pg 106 ex C listening <!-- pg 99 -->
      market_leader_3rd_upper_intermediate_audio_cd03_19.ogg

      pg 106 ex D listening<!-- pg 99 -->
      market_leader_3rd_upper_intermediate_audio_cd03_20.ogg

      T / Cl
      Once a crisis has been identified, you need [containment / a contingency plan]
      - containment
      = to keep under control

      pg 106 ex E listening<!-- pg 99 -->
      market_leader_3rd_upper_intermediate_audio_cd03_21.ogg

      pg 106 ex F listening<!-- pg 99 -->
      market_leader_3rd_upper_intermediate_audio_cd03_22.ogg

      Dealing with crises
      pg 106 ex A B C reading<!-- pg 99 -->
      pg 107 article A
      pg 107 article B

      pg 106 ex D reading<!-- pg 99 -->

      set for homework
      pg 106 ex E collocations<!-- pg 100 -->

      pg 106 ex F discussion<!-- pg 99 -->

      pg 108 ex B C language review <!-- pg 100 -->

      Grammar: Zero, first, second & third conditional
      T / Cl
      If / When it rains I take an umbrella
      present + present
      = real situation, habit (you can use 'when' instead of 'if')
      zero conditional

      If it rains I'll take an umbrella
      present simple + future
      = real situation
      1st conditional

      If I [was / were] on holiday, I [read / would read] a book
      - was + would read
      past simple + would - infinitive
      = real, hypothetical situation, speaking now
      2nd conditional

      If I [was / were] Chinese, I [ate / would eat] noodles
      - were / would eat
      past simple + would - infinitive
      = unreal, hypothetical situation, speaking now
      2nd conditional

      If I [knew / had known] about the traffic jams I [had left / would have left] earlier
      - had known / would have left
      past perfect + would have - past participle
      = past result of a past condition
      = unreal, hypothetical situation, past
      3rd conditional

      I would speak English better if you would (like to) help me
      [conditional sentence / polite request]
      - would in both clauses
      = polite request (hint: you can add 'like to')

      <div align="center"><img src="mindmaps/conditionals_mindmap.png" width="900" border="1" alt="conditionals mindmap"></div> 
 
      pg 108 ex A B C language review <!-- pg 100 -->

<u>new expressions</u>
      containment = act of keeping sth under control so that it cannot spread in a harmful way
      to tamper with sth = to make changes to sth without permission, especially in order to damage it
      to disclose = to give sb information about sth, especially sth that was previously secret
      contingency plan = plan devised for an outcome other than in the usual (expected) plan;
      often used for risk management when an exceptional risk that, though unlikely, would have catastrophic consequences
      recall = request by the manufacturer of a defective product to return the product (as for replacement or repair)

      to take legal action = act of using the legal system to settle a disagreement, etc
      damage limitation = minimising the negative effects of a crisis
      to chop = to cut into pieces
      to flounder = to struggle to know what to say or do or how to continue with sth
      to empathise = be understanding of; to share the feelings of; understand the sentiments of

<u>deco - delayed error correction / favourite mistakes</u>
      <strike>  it was </strike>  <strong>  there were </strong>  2 problems
      it's very important to <strike> identificate </strike>  <strong>  identify </strong>  the crisis
      it dealt <strike> wrong </strike> <strong>  wrongly / inappropriately </strong> the crisis
      they should <strike>  tell </strike>  <strong>  have told </strong> <strike>  the </strike> people about...
      they were frustrated <strike> in </strike>  <strong>  by  </strong>  this case

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180407 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Case study - Hurray Airlines
      pg 102 background - reading
      pg 105 ex A B C vocab<!-- pg 98 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Market Leader 3rd Upper Intermediate
      course book
      Case study - Hurray Airlines
      T / Cl
      What airlines do you prefer? Why?
      - ...
      What are the pros & cons of no-frills airlines?
      - ...

      pg 102 background - reading

      T / Cl
      What is the problem?
      - customers forget this is a 'no-frills' airline

      pg 102 task 1 
      SSS read correspondence 1-5
      pg 102-103 reading<!-- pg 95 -->

      preliminary conclusions
      - change business process & business model
      - address reputational risk in case 3
  
      pg 102 task 1 listening<!-- pg 95 -->
      market_leader_3rd_upper_intermediate_audio_cd03_17.ogg
      market_leader_3rd_upper_intermediate_audio_cd03_18.ogg

      pg 102 tasks 2 3 4<!-- pg 95 -->
      priorities
      - avoid a lawsuit in court & poor publicity (case #3)
      - investigate & provide some clothes & basics (e.g. toothpaste) (case #1)
      - reassure dissatisfied customers that things will be looked into (case #4 - listening #1) 
      - check training of crew (case #4 - listening #1)
      - explain company policy better to avoid case #2-5

      DVD case study
      - deliver a consistent service
      - manage customer expectations
      <!-- mount -t iso9660 -o loop market_leader_3rd_upper_intermediate_dvd.iso /media/cdrom -->

      set for homework - to be confirmed
      pg 103 writing a short report
      see pg 131 writing a report
      - executive summary
      - introduction
      - findings
      - conclusion
      - recommendations


      Unit 11 Crisis management
      T / Cl
      In a crisis, be aware of the danger - but recognise the opportunity, JFK
      = Never let a crisis go to waste
      Is every crisis an opportunity?
      - ...

      What is the plural form of 'crisis' /kraɪsɪs/?
      - crises /'kraɪsi:z/

      pg 104 ex A B C D starting up<!-- pg 98 -->

      Lexical material: Handling crisis
      pg 105 ex A vocab<!-- pg 98 -->

      pg 105 ex B C vocab<!-- pg 98 -->

<u>new expressions</u>
      no-frills = characterized by the absence of inessential features; that offers no extras; a generic product that carries no expensive label
      aisle = passage between rows of seats in a church, theatre, train, etc., or between rows of shelves in a SUPERMARKET
      slippery = difficult to deal with and that you have to think about carefully;
      (informal) (of a person) that you cannot trust

<u>deco - delayed error correction / favourite mistakes</u>
      <strike>  it's not </strike>  <strong>  there is no </strong> dinner
      when you buy a short <strike> fly </strike> <strong>  flight </strong>  
      she <strike>  is not living </strike> <strong>  doesn't live </strong>  in London
      some warning <strike> about </strike> that you should hire a wheelchair
      when the situation <strike> is extremely changed </strike>  <strong>  changes dramatically </strong>  
      to spend a lot of money <strike>  for </strike> <strong>  on </strong>  expenditure
      to take <strike>  a </strike> legal action

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180331 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 97 ex C<!-- pg 91 -->

      pg 98 ex A B C D E reading - Changing customer service <!-- pg 92 -->
      pg 99 Customer service is changing the world
 </pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      The last straw in their relationship was when he didn't admit passing the buck
      She expected him to go the extra mile but they were talking at cross purposes and denied being ripped off
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      course book
      Lexical material: Customer service, retention, satisfaction and delight

      T / Cl
      Do you think customer service nowadays is better nowadays than it used to be?
      - ...

      rescheduled from previous lesson
      pg 98 ex A B C D E reading - Changing customer service <!-- pg 92 -->
      pg 99 Customer service is changing the world

      pg 99 ex F <!-- pg 93 -->


      (already covered in previous lesson)
      Grammar: Gerunds
      pg 150 pt 10

      (continue from previous lesson)
      Functional language: Active listening
      pg 101 ex A B<!-- pg 93 -->

      pg 101 ex C D listening<!-- pg 94 -->
      market_leader_3rd_upper_intermediate_audio_cd03_14.ogg
      market_leader_3rd_upper_intermediate_audio_cd03_15.ogg
      market_leader_3rd_upper_intermediate_audio_cd03_16.ogg

      pg 101 ex E discussion<!-- pg 94 -->
      
      Lexical material: Showing interest, empathy... 
      Useful language box

<u>new expressions</u>
      engaged = busy (about a telephone line)
      chore = tedious or routine task, esp. domestic
      allegiance = act of binding yourself (intellectually or emotionally) to a course of action; loyalty

      customer delight = surprising a customer by exceeding his/her expectations 
      and thus creating a positive emotional reaction. 
      This emotional reaction leads to Word of Mouth. 
      Directly affects sales and profitability of a company as it helps to distinguish the company and its products and services from the competition.
      source: Wikipedia

      customer satisfaction = in the past customer has been seen as a key performance indicator. 
      Measures the extent to which the expectations of a customer are met (compared to expectations being exceeded). 
      However, it has been discovered that mere customer satisfaction does not create brand loyalty nor does it encourage positive word of mouth.
      Customer Delight can be created by the product itself, by accompanied standard services and by interaction with people at the front line. 
      The interaction is the greatest source of opportunities to create delight 
      as it can be personalized and tailored to the specific needs and wishes of the customer.
      During contacts with touch points in the company, more than just customer service can be delivered. 
      The person at the front line can surprise by showing a sincere personal interest in the customer, 
      offer small attentions that might please or find a solution specific to particular needs. 
      Those front line employees are able to develop a relationship between the customer and the brand
      source: Wikipedia

      customer retention = is more than giving the customer what they expect, 
      it's about exceeding their expectations so that they become loyal advocates for your brand. 
      Creating customer loyalty puts ‘customer value rather than maximizing profits and shareholder value at the centre of business strategy’
      The key differentiation in a competitive environment is often the delivery of a consistently high standard of customer service.
      Customer retention has a direct impact on profitability. 
      Research by John Fleming and Jim Asplund indicates that engaged customers generate 1.7 times more revenue than normal customers, 
      while having engaged employees and engaged customers returns a revenue gain of 3.4 times the norm.
      source: Wikipedia
      bread and butter = person or company's main source of income
      cadre = small group of people who are specially chosen and trained for a particular purpose
      by word of mouth = by spoken rather than written means

      no-frills = characterized by the absence of inessential features; that offers no extras; a generic product that carries no expensive label
      to put out = to cause inconvenience or discomfort to 

<u>deco - delayed error correction / favourite mistakes</u>
      when you have <strike> a </strike> data for a particular person
      they show that they're growing <strike> up </strike>  
      when a person doesn't look at <strike>  your eyes </strike> <strong>  you </strong> 
      when a person doesn't look <strike> at </strike> <strong> in </strong>   your eyes 
      I'm not <strike>  irritating </strike>  <strong>  irritated </strong>  by that
      it's not the best idea <strike> as well </strike> <strong>  either </strong>  
      I don't think <strike>  it's show </strike> <strong>  it shows </strong>  you are listening
      the printer didn't <strike> arrived </strike> <strong>  arrive </strong>  

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180328 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 95 Unit C revision<!-- pg 87 -->

      pg 97 ex A vocab<!-- pg 90 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      In a mutual debt culture knowledge is not in the hands of management & cannot be obtained without retribution 
      A good manager should praise their whole team for successes and equally share any blame for failures
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 95 Unit C revision<!-- pg 87 -->
      feedback
<!--      late paying = 
      paying late = 
-->
      pg 97 ex A B<!-- pg 91 -->

      set for homework
      pg 97 ex C<!-- pg 91 -->

      T / Cl
      What advice can you give to make a customer happy?
      - (...)

      postpone to end of lesson
      pg 97 ex D role play

      Lexical material: Customer service
      T / Cl
      What are the best and worst customer service you've had in a restaurant?
      - (...)

      pg 98 ex A B listening<!-- pg 92 --><!-- tape script pg 164 -->
      market_leader_3rd_upper_intermediate_audio_cd03_10.ogg

      pg 98 ex C listening
      market_leader_3rd_upper_intermediate_audio_cd03_11.ogg

      pg 98 ex D listening
      market_leader_3rd_upper_intermediate_audio_cd03_12.ogg

      T / Cl
      Negative feedback [means there's a problem / is a treasure]
      - is a treasure

      pg 98 ex E listening
      market_leader_3rd_upper_intermediate_audio_cd03_13.ogg

      pg 97 ex D role play
      student A pg 144
      student B pg 138

      rescheduled to next lesson
      pg 98 ex A B C D E reading - Changing customer service <!-- pg 92 -->

      Grammar: Gerunds
      pg 150 pt 10

      Grammar: Verb patterns
      Do you mind [to open / opening] the window?
      - opening the window
      = verb + ing
      
      I enjoy...
      - playing golf
      = verb + ing

      He said to do this particular thing to me (but he said sth else to you!)
      = verb + to + infinitive + object

      He told me to do that
      = verb + object + to infinitive

      He helped me do this presentation
      = verb + object + infinitive

      Learning Chinese [means spending / means to spend] a lot of time studying
      - means spending
      = involves

      He [means to learn / means learning] Chinese
      - means to learn
      = intention

      He stopped [to smoke / smoking] because he gave up drinking
      - smoking
      stop + gerund
      = he completely finished something
      
      He stopped [to smoke / smoking] because he needed a drink
      - to smoke
      stop + to-infinitive
      = he paused in order to do something

      Concl:
      Verb patterns can sometimes change the meaning of verb

      Hint:
      verb + ing = about the past
      verb + to + infinitive = about the future

      Grammar: Verbs with ing
      * (verbs with both ing and infinitive - no or little difference in meaning)
      to admit [or to admit that] 
      to avoid 
      (to begin)
      to belong
      to carry on 
      to consider
      (to continue)
      to deny [or to deny that] 
      to enjoy 
      to fancy 
      to finish 
      to give up 
      to go on 
      to imagine  
      (to involve)
      to keep 
      to keep on 
      to mean
      to mind 
      to postpone 
      to put off 
      to risk 
      to seem
      (to start)
      to suggest [or to suggest that] 
      to think of
      to understand
      to weigh

      pg 100 ex A B Language review<!-- pg 93 -->

      pg 100 ex C Language review<!-- pg 93 -->

<!-- check if vocab below in this lesson or next one -->
<u>new expressions</u>
      promptly = without delay
      one-off = made or happening only once and not regularly
      goodwill = friendly or helpful feelings towards other people or countries; 
      good relationship between a business and its customers that is calculated as part of its value when it is sold

      to pass the buck = to ask someone to do an unpleasant task for you
      ripped off = deprived by deceit; without money after you have been tricked
      to go the extra mile = to make a special, extra effort to achieve sth
      at cross purposes = with opposing meanings or aims; with opposing effect or result; with aims which hinder or get in each other's way
      last straw = the final irritation that stretches your patience beyond the limit
      to slip one's mind = to pass out of one's memory; to forget

      mere = nothing more than specified (used when you want to emphasize how small, unimportant, etc)
      ethos /ˈi:θɔs/ = characteristic spirit or attitudes of a community, people, or system, or of a literary work etc
      empathy ~ (with sb/sth) | ~ (for sb/sth) | ~ (between A and B) = the ability to understand another person's feelings, experience
      high-end = very expensive

<u>deco - delayed error correction / favourite mistakes</u>
      the waiter asked <strike>about  how </strike>  we liked the meal or not
      it looks <strike> like </strike>   very cosy
      do you mind <strike>  to open </strike> <strong>  opening </strong>  the window
      making <strong> (ensuring) </strong>   the customer <strike>  is </strike>  happy with the outcome
      <strike>  searching </strike> <strong>  finding out </strong>  about customer's buying habits

<u>pig - pronunciation & intonation guidelines</u>
      rapport /ræˈpɔ/
      gesture /'dʒestʃə:/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180324 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 92 93 Unit C revision<!-- pg 87 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Let's recap the pros and cons before we move onto the final part of today's presentation
      After making another concession our business partner couldn't turn down this unique bargain
      (bargaining see pg 41)
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      course book
      Managing international teams
      Lexical material: Management of international teams & knowledge
      pg 90 ex A B <!-- A B already covered --><!-- pg 86 -->

      T / Cl
      Do you need humour to be a charismatic leader?
      - ...

      pg 90 ex C <!-- pg 86 -->

      T / Cl
      Knowledge [should be shared / confirms your status & shouldn't be readily shared]
      - depends on culture
      collective / individual / exchange culture <!-- knowledge = power / individual expert -->

      Praise should be given to [individuals / the whole team]
      - ...

      pg 90 ex D E F G<!-- pg 86 -->
      listening
      market_leader_3rd_upper_intermediate_audio_cd03_07.ogg
      market_leader_3rd_upper_intermediate_audio_cd03_08.ogg
      market_leader_3rd_upper_intermediate_audio_cd03_09.ogg

      T / C
      Which work culture is the most dangerous for a company?
      - mutual debt culture?
      = knowledge is not in the hands of management & cannot be obtained without retribution

      <strike> pg 91 task </strike>  <!-- pg 86 -->

      Unit 10 Customer service

      T / Cl
      Customer service is [about dealing with customers / dealing with customers & making problem resolution easier]
      - dealing with customers & making problem resolution easier

      pg 96 ex A B starting up<!-- pg 90 -->

<!--      <div align="left"><img src="mindmaps/customer_service_mindmap.png" width="900" border="1" alt="customer_service_mindmap"></div>  -->

<u>new expressions</u>
      decisiveness /də'saisivnəs/ = quality of being final or definitely settled; conclusive
      mutual debt culture type = scratch my back and I'll scratch yours
      elitist /ei'li:təst/ = someone who believes in rule by an elite group
      assertive = being self-assured and confident without being aggressive

<u>deco - delayed error correction / favourite mistakes</u>
<!--      all nationalities <strike> has </strike> <strong> have their </strong> own style of communication
      it can lead <strike> with </strike> <strong> to </strong> troubles especially with Asian people
      everyone <strike> see </strike> <strong> sees / understands </strong> that ...
      you can access <strike> to a </strike>   knowledge only if you share <strike> a </strike>  knowledge
      before this lesson  I <strike> haven't </strike> <strong> hadn't </strong> thought about the mutual debt culture
-->
      <strike>  the </strike>  half <strong> of (the) </strong>  managers
      to have <strike>  a </strike> humour
      it consists not <strike>  from </strike> <strong> of </strong>   people of one nation
      they get to know each other quite <strike>  quick </strike> <strong>  quickly </strong> 
      someone <strike>  gets out </strike>  <strong>  is taking off </strong> his shoes
      yes, it <strike>'s </strike>    can be / <strong> it's possible </strong> 

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180317 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 86 ex A B dependent prepositions<!-- pg 83 -->
      <!--pg 150 see list of common dependent prepositions -->
      
      Case study - Last throw of the dice
      pg 88 background & executive summary - reading<!-- pg 85 -->

      if time available
      pg 94 Unit C revision<!-- pg 87 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      To avoid going into liquidation you'd better take out a loan from a professional usurer rather than a pawnbroker
      - usurer /ˈju:ʒərə/ 
      = someone who lends money at excessive rates of interest

      Don't throw good money after bad unless you're not the one who pays the piper and calls the tune
      - don't throw good money after bad 
      = if what you are investing in is not working, stop investing in it; stop before it's too late 
      - he who pays the piper calls the tune 
      = the person who lends money decides how it is spent
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 87 ex D listening<!-- pg 84 -->
      market_leader_3rd_upper_intermediate_audio_cd03_05.ogg

      Lexical material: Signalling phrases, open vs closed questions, softening phrases
      T / Cl
      Let's recap before we go on
      [summarise / have a break & relax]
      - summarise

      pg 87 ex E role play
      pg 137 student A - business owner needing capital
      pg 139 student B - business angel

      useful language

      Case study - Last throw of the dice
      T / Cl
      Do you ever watch low budget, underground sort of cinema?
      - ...

      pg 88 background & executive summary - reading<!-- pg 85 -->

      T / Cl
      How difficult can it be to finance this genre?
      - ...

      pg 89 financing the film

      T / Cl
      What terms of the business plan would you change to raise more money?
      - ...

      pg 89 task 1 2<!-- pg 85 -->

      pg 89 task 3<!-- pg 85 -->
      listening
      market_leader_3rd_upper_intermediate_audio_cd03_06.ogg

      Case study 
      <!-- mount -t iso9660 -o loop market_leader_3rd_upper_intermediate_dvd.iso /media/cdrom -->
      feedback
      Charles & Gunnar
      - have a rather confusing business plan
      - should focus on artistic aspects & not the funding
      - shouldn't close down options 
      (e.g. refuse product placement)
      Concordia 
      - should concentrate on how to do the best founding & not the artistic side
      - should boost confidence of directors
      => need independent business advice (not from Concordia or Charles' father)      

      set for homework
      pg 95 Unit C revision<!-- pg 87 -->

<u>new expressions</u>
      vulnerable (to sb/sth) = weak and easily hurt physically or emotionally
      solicitor = British lawyer who gives legal advice and prepares legal documents
      concession = something that you allow or do, or allow sb to have, in order to end an argument or to make a situation less difficult

<u>deco - delayed error correction / favourite mistakes</u>
      we can <strike> keep </strike>  <strong>  put </strong> you in touch with other investors
      I think you would <strike>  be not </strike> <strong>  n't </strong>  mind if...
      They are not Tarantino <strike> by now </strike>  <strong>  yet </strong> 

<u>pig - pronunciation & intonation guidelines</u>
      connected speech 'you can use_it' /'yu:zit/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180310 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      pg 83 ex B vocab<!-- pg 81 -->
      pg 85 ex F

      rescheduled from previous lesson
      pg 84 ex B D E reading <!-- pg 82 -->
      pg 85 No more easy money
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Market Leader 3rd Upper Intermediate
      course book
      pg 84 ex D discussion

      Lexical material: Finding finance
      pg 84 ex A B reading <!-- pg 82 -->
      <strike> pg 84 ex C </strike> 

      pg 84 ex D E reading <!-- pg 83 -->
      feedback

      pg 85 ex F G discussion<!-- pg 83 -->

      Grammar: Dependent prepositions
      T / Cl
      If you dislike an offer, you turn it [off / down]
      - turn down
      = dependent preposition

      pg 86 ex A B Language review<!-- pg 83 -->

      Functional language: Negotiating
      T / Cl
      If you make a concession during negotiations,
      [you create a good atmosphere / you look weak]
      - it depends how early in the negotiation process
      - ...

      What do you underplay: [high / low] priority objectives?
      - high
      What do you over-emphasise: [high / low] priority objectives?
      - low

      pg 86 ex A<!-- pg 83 -->

      Functional language: Negotiating
      pg 87 ex B<!-- pg 84 -->

      T / Cl
      There seems to be something wrong with your budget
      [signalling / softening]
      - softening

      pg 87 ex C listening<!-- pg 84 -->
      market_leader_3rd_upper_intermediate_audio_cd03_04.ogg
            
<u>new expressions</u>
      to hone = to make perfect or complete; to sharpen a knife
      to go the distance = to finish sth you have started
      lucky break = a sudden break or unexpected chance to do sth that allows you to be successful in your job
      to hedge your bets = to reduce your changes of failure or loss by trying several possibilities instead of one
      to keep your ear to the ground = to make sure you always know what is happening in a situation
      to turn down = to refuse
      to recap = to summarise

<u>deco - delayed error correction / favourite mistakes</u>
      if I <strike> would have </strike>  <strong>  had </strong>  a business plan
      would you go and live in the wild <strong>  (in a remote area) </strong>  if you <strike> would have </strike>  <strong>  had </strong>  a 100 000 pounds
    
<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180303 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      pg 84 ex B D E reading <!-- pg 82 -->
      pg 85 No more easy money
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Market Leader 3rd Upper Intermediate
      course book
      Unit 9 - Raising finance

      T / Cl
      If you want to set up your own business, what do you need?
      - seed capital
      Who do you ask for financial support?
      - venture capitalists
      - business angels (usually contacted through venture capitalists)

      Today is the last day to pay your suppliers or you go to prison, who do you ask money for?
      [pawnbroker / loan shark / usurer]
      - ...

      pg 82 starting up A B <!-- pg 80 -->

      Lexical material: Sayings about money
      He who pays the piper calls the tune
      the person who lends money [decides how it is spent / is responsible for the has to suffer the consequences (of the bagpipe music)]
      - decides how it is spent

      pg 82 starting up C D<!-- pg 81 -->

      Lexical material: Financial terms
      pg 83 ex A vocab<!-- pg 81 -->

      set for homework
      pg 83 ex B vocab<!-- pg 81 -->

      pg 83 ex C discussion<!-- pg 81 -->

      Ways to raise money
      pg 84 ex A listening <!-- pg 81 -->
      market_leader_3rd_upper_intermediate_audio_cd03_01.ogg

      T / Cl
      What are the advantages & disadvantages of private markets?
      + confidentiality
      = below the radar screen
      - lack of capital availability
      - investors want a significant return
      - investors want some control over the management

      pg 84 ex B listening <!-- pg 82 -->
      market_leader_3rd_upper_intermediate_audio_cd03_02.ogg

      pg 84 ex C listening <!-- pg 82 -->
      market_leader_3rd_upper_intermediate_audio_cd03_03.ogg

<u>new expressions</u>
      pawnbroker = person who lends money at interest in exchange for personal property that is deposited as security
      loan shark = someone who lends money at excessive rates of interest
      usurer /ˈju:ʒərə/ = someone who lends money at excessive rates of interest
      piper = someone who plays the bagpipe
      He who pays the piper calls the tune = the person who lends money decides how it is spent
      Money talks = money is persuasive
      Don't throw good money after bad = if what you are investing in is not working, stop investing in it; stop before it's too late 
      equity = any of three separate but related values: 
      1. the money value of a property or of an interest in a property in excess of claims or liens against it; 
      2. a risk interest or ownership right in property; 
      3. the common stock of a corporation
      indemnity = sum of money paid in compensation for loss or injury; legal exemption from liability for damages
      to go into administration = act of meting out justice according to the law
      instalment = sum of money due as one of several usu. equal payments for something, spread over an agreed period of time
      to default on a loan = to miss an instalment

      return = amount of profit made on investment
      to go into liquidation = when a company stops operating because of financial difficulties
      liabilities = total amounts of money owned by a business
      being in the black = to be in credit
      convertible bond = type of bond that the holder can convert into a specified number of shares of common stock 
      in the issuing company or cash of equal value. It is a hybrid security with debt- and equity-like features.
      below the radar screen = being confidential, not public
      churn = machine for making butter by agitating milk or cream
      to churn = to agitate or move (liquid) vigorously, causing it to foam; cause distress to; upset, agitate
      product churning = similar to the razor and blades business model.  
      This involves selling a basic product at a loss (or low profit margin), but receiving very high profit margins on associated products 
      that are necessary for the basic product's continued usage. 
      Example of this strategy include razors (and their blades), computer printers (and their ink cartridge refills), 
      cell phones (and their usage time), and cameras (and film).

<u>deco - delayed error correction / favourite mistakes</u>
      when you want to <strike> lend </strike>  <strong>  borrow </strong>   money from a bank
      you can't get <strike>  them </strike>  <strong>  it </strong>  back (money)
      they will need no <strike>  provements </strike>  <strong>  proof of your ability to pay back / guarantee / collateral </strong>

<u>pig - pronunciation & intonation guidelines</u>
      debt /'det/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180224 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      course book
      Case study: Motivating the sales team
      pg 80 background - reading <!-- pg 77 -->

      pg 84 ex B D E reading <!-- pg 82 -->
      pg 85 No more easy money
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Gluers pull the team together by looking after the pastoral needs of all members
      The empowered sales rep can't have felt contrived during this pedestrian presentation since he's a dab hand at delivering talks
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      course book
      (continuation from previous lesson)
      pg 79 ex B C listening <!-- pg 76 -->
      market_leader_3rd_upper_intermediate_audio_cd02_029.ogg

      Functional language: Expressing feelings, satisfaction, dissatisfaction, sympathy
      Functional language: Making suggestions, identifying the real problem, reviewing the situation, resolving the conflict

      pg 79 ex D  
      useful language

      Case study: Motivating the sales team
      T / Cl
      What problems can managers have when trying to motivate sales teams?
      - too much pressure
      - competition amongst sales reps
      - ...

      pg 80 background - reading<!-- pg 77 -->

      T / Cl
      What problems does David Seymour have?
      - sales below target
      - low morale
      - Asian expansion in doubt
      - launch of new products next year in doubt

      SSS read D.Seymour's notes
  
      T / Cl
      Do you agree with his ideas?
      - no individual commission might not be fair
      - being the least successful performer

      pg 80 sales meeting<!-- pg 77 -->
      listening
      market_leader_3rd_upper_intermediate_audio_cd02_030.ogg

      T / Cl
      Who is guilty of poor sales result [team / David]
      - probably David

      What would you recommend [fire David / move him to another department / provide him with training]?
      - ...

      Who needs training?
      - David (team-building)
      - Natalya (sales)
      - Hank (interpersonal skills)
      - ...

      pg 81 task 1 2 3 4 5 6  <!-- pg 76 -->

      Case study 
      <!-- mount -t iso9660 -o loop market_leader_3rd_upper_intermediate_dvd.iso /media/cdrom -->
      Conclusions
      - no common ground
      - no shared criteria
      - no alignment of the team
      - DS isn't a good listener
      - should encourage team to communicate together rather than one to one
      - celebrate success together

      monthly reports should:
      - celebrate success
      - indicate where help is required

<u>new expressions</u>

<u>deco - delayed error correction / favourite mistakes</u>
      the most <strong> common </strong>  issue when dealing with a team
      they will not <strike>  be competitive </strike>  <strong>  compete </strong> against each other 

<u>pig - pronunciation & intonation guidelines</u>
</pre>

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<h2>20180217 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd Upper Intermediate
      pg 75 ex A B C D vocab<!-- pg 73 -->

      pg 76 ex A B C D E reading <!-- pg 74 -->
      pg 77 Recipes for team building
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Market Leader 3rd Upper Intermediate
      course book

      rescheduled from previous lesson
      Lexical material: Prefixes
      T / Cl
      If you misunderstand
      [you don't understand at all / you don't understand well]
      - you don't understand well

      pg 75 ex A vocab<!-- pg 73 -->

      set for homework
      Lexical material: Team-building activities, debriefing & feedback sessions, follow-up strategies
      pg 75 ex B vocab<!-- pg 73 -->

      T / Cl
      Team building activities should [maximise / reduce] your individual potential?
      - maximise

      pg 75 ex C vocab<!-- pg 73 -->

      T / Cl
      If you sell confidential information, you are [unloyal / disloyal]?
      - disloyal

      pg 75 ex D vocab<!-- pg 73 -->
      SSS describe best or worst person they have worked with
      use adjective

      Lexical material: Team building
      T / Cl
      What is arguably more effective for team-building?
      [competition / no competition]
      - no competition
      [formal atmosphere / not contrived atmosphere]
      - not contrived atmosphere

      pg 76 ex A B C D E reading <!-- pg 74 -->
      pg 77 Recipes for team building

      pg 76 ex F speaking <!-- pg 74 -->

      <strike> pg 76 ex G </strike>  <!-- pg 74 -->

      Grammar: Modal perfect (perfect infinitive)

      Deadline-minded managers should have made a better agenda

      Your computer crashes, you have no backup.
      I ___ ___ ___ a backup (to make)
      - should have made
      modal + have + past participle
      = criticising & commenting on past actions

      You have not seen a colleague for a long time
      He ___ ___ ___ the company (to leave)
      - must have left
      = speculation about a past event

      Somebody deleted your files on your computer.
      You ___ ___ ___ your password (not give) to our new colleague
      - should not have given
      means [regret / speculation]?
      = regret
      
      You arrive 3hrs late.
      You ___ ___ ___ (be) in a traffic jam
      - must have been
      means [regret / speculation]?
      = speculation in an affirmative sentence
  
      Your car is broken.
      You ___ ___ ___ (come) by car to work
      - can't have come
      means [regret / speculation]?
      = speculation in a negative sentence

      pg 78 ex A <!-- pg 75 -->

      set for homework
      pg 78 ex B modal perfect<!-- pg 75 -->

      pg 78 ex C<!-- pg 75 -->

      pg 79 ex A Resolving conflict
      (to be continued)
      
<u>new expressions</u>
      esprit de corps = (from French) feelings of pride, care and support for each other, etc. that are shared by the members of a group; team spirit
      to let sb down = to fail to meet the hopes or expectations of
      debriefing = report of a mission or task
      to spring / come to mind = to be remembered

      C2 = command and control form of management (vertical)
      empowered management = form of management where someone is given an instruction and left to do it how the want

      to foster = to promote the growth of
      to contrive = to make or work out a plan for; devise
      contrived = artificially formal; showing effects of planning or manipulation
      to persist = to refuse to stop; continue firmly or obstinately (in an opinion or a course of action) esp. despite obstacles, remonstrance...
      dab hand (at sth) = person who is very good at doing sth or using sth
      pedestrian = without any imagination or excitement; dull
      DOS = Dept of State, federal department in the United States that sets and maintains foreign policies
      to cook up = to plan and put together; make up; invent
      storm = situation in which a lot of people suddenly express very strong feelings about sth

<u>deco - delayed error correction / favourite mistakes</u>
      he's trying to socialise with the team as much <strike> time </strike>  as possible
      in <strike> that time </strike> <strong>  those days </strong>   I was more independent
      <strike>  in </strike> <strong> at </strong>  that time    I was more independent
      she <strike>  mustn't </strike> <strong>  can't </strong>  have been very careful

<u>pig - pronunciation & intonation guidelines</u>
      bilateral /baɪˈlætərəl/
      barrier /'bæri:ə:/
      unimaginative /ənə'mæ,dʒinətiv/
      corps /kɔ:/
      staffed /'stæft/
      uncommunicative /ˈʌnkəˈmju:nɪkətɪv/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180210 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 73 writing a recommendation<!-- pg 69 -->
      use expressions from pg 67 ex D
      use expressions from pg 68 ex E
      see pg 131 writing a report (including an executive summary)
      ~ 250 words
      send in *docx format
      duncanpotter@yandex.ru

      pg 71 ex E presentation - oral delivery 
      describe a product you have bought recently
      use pg 71 useful language to structure your presentation
      ~ 150 words
      send in *docx format
      duncanpotter@yandex.ru
 </pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      The decisive manager was quite disheartening as he always demanded that all instructions be carried out to the letter
      By treading on everybody's toes the front-runner alienated staff & weakened their morale
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      course book
      Case study 
      <!-- mount -t iso9660 -o loop market_leader_3rd_upper_intermediate_dvd.iso /media/cdrom -->
      pg 73 writing a recommendation<!-- pg 69 -->
      see pg 131 writing a report (including an executive summary)
      feedback


      Unit 8 Team building
      What is important when building a team?
      [a great team of minds / a team of great minds]
      - a great team of minds
      = Meredith Belbin

      roles & competencies 
      - the implementer
      converts' team's plan into something achievable
      - the co-ordinator
      sets agendas, defines team members, keeps the objectives in view
      - the shaper
      defines issues, shapes ideas, leads action
      - the plant
      provides the original ideas, finds new approaches when the team is stuck
      - the resource investigator
      communicates with the outside world, finds new ways to get things done
      - the monitor evaluator
      evaluates information objectively, draws accurate conclusions
      - the team worker
      builds the team, supports others, reduces conflicts
      - the completer/finisher
      meeds deadlines, gets the detail right, makes sure nothing is forgotten

      The more people work on a project, the less productive individuals are
      - individuals work at 90% of their potential
      - teams of 2-3 people work at 70%
      - teams of 10 people work at 60%

      pg 74 ex A starting up <!-- pg 72 -->

      pg 74 ex B C quiz <!-- pg 72 -->

<strike>        Lexical material: Prefixes
      T / Cl
      If you misunderstand
      [you don't understand at all / you don't understand well]
      - you don't understand well

      pg 75 ex A vocab<!-- pg 73 -->

      set for homework
      Lexical material: Team-building activities, debriefing & feedback sessions, follow-up strategies
      pg 75 ex B vocab<!-- pg 73 -->

      T / Cl
      Team building activities should [maximise / reduce] your individual potential?
      - maximise

      set for homework
      pg 75 ex C vocab<!-- pg 73 -->

      T / Cl
      If you sell confidential information, you are [unloyal / disloyal]?
      - disloyal

      pg 75 ex D vocab<!-- pg 73 -->
      SSS describe best or worst person they have worked with
      use adjective
 </strike> 
      T / Cl
      Who encourages teams to work towards a common goal?
      - the team leader

      Building successful teams
      pg 76 ex A listening<!-- pg 73 -->
      market_leader_3rd_upper_intermediate_audio_cd02_025.ogg

      T / Cl
      Should you be limited by subject-heading thinking?
      - probably not

      Will you talk with colleagues without a specific need?
      - perhaps not because you are stuck in your daily work

      pg 76 ex B listening<!-- pg 73 -->
      market_leader_3rd_upper_intermediate_audio_cd02_026.ogg

      T / Cl
      Who pulls the team together?
      - the gluers
      What do they look after?
      - pastoral needs
      = relationship (emotional, 'spiritual') needs of people

      pg 76 ex C listening<!-- pg 74 -->
      market_leader_3rd_upper_intermediate_audio_cd02_027.ogg

      T / Cl
      What form of leadership is more popular in Russia [empowerment / command & control]?
      - C2
      What form of leadership is more popular in the US [empowerment / command & control]?
      - empowered form of leadership

      pg 76 ex D listening<!-- pg 74 -->
      market_leader_3rd_upper_intermediate_audio_cd02_028.ogg

<u>new expressions</u>
      pastoral /ˈpɑ:stərəl/ = relating to the work of a priest or teacher in giving help and advice on personal matters, 
      not just those connected with religion or education
      to steer = to take control of a situation and influence the way in which it develops;
      to control the direction in which a boat, car, etc. moves

<u>deco - delayed error correction / favourite mistakes</u>
<!--      they want to go <strike> at </strike> home -->
      to conduct a survey of <strong> the </strong>  S&L customer service
      to conduct a survey of S&L <strong> 's </strong> customer service
      I've <strike> known </strike> <strong>  found out </strong>  about it on youtube
      she <strike>  talked </strike>  <strong>  said </strong>  about Ruth that she is very focused
      she will let people <strike>  executive </strike>  <strong>  execute </strong> goals
      you have to think <strong>  about </strong> what you have done

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180203 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd Upper Intermediate
      pg 68 ex F<!-- pg 66 -->

      Case study
      pg 72 background <!-- pg 69 -->
      reading
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Market Leader 3rd Upper Intermediate
      course book
      Functional language: Presentation skills

      pg 70 ex A presentation skills<!-- pg 68 -->
      listening
      market_leader_3rd_upper_intermediate_audio_cd02_20.ogg
      market_leader_3rd_upper_intermediate_audio_cd02_21.ogg

      pg 71 ex B listening<!-- pg 68 -->
      market_leader_3rd_upper_intermediate_audio_cd02_20.ogg

      pg 71 ex C listening<!-- pg 68 -->
      market_leader_3rd_upper_intermediate_audio_cd02_21.ogg

      Functional language: Stating the purpose, involving the audience
      Functional language: Persuading, emphasising, exemplifying
      Functional language: Changing the subject, referring to visuals, discussing implications

      T / Cl
      Turning now to [emphasising a point / changing subject]
      - changing subject

      pg 71 ex D<!-- pg 68 -->
<!--
      Grammar: Spelling
      Practical English Usage - Michael Swan
<em>
      pg 551 spelling (5): final e
      node 560.1 final -e dropped before vowels
      When an ending that begins with a vowel (e.g. -ing, -able, -ous) is added to a word that ends in -e, 
      we usually drop the -e.
          hope > hoping
          note > notable
          shade > shady
          make > making
          fame > famous
      Some words that end in -e have two possible forms before -able and -age. 
      The form without -e is more common in most cases. Note:
          likeable (usually with e)
          mov(e)able (both forms common)
          mileage (only with e)
      Final -e is not dropped from words ending in -ee, -oe or -ye.
          see > seeing
          canoe > canoeist
          agree > agreeable
          dye > dyeing

      node 560.2 final -e not dropped before consonants
      Before endings that begin with a consonant, final -e is not normally dropped.
          excite > excitement
          complete > completeness
          definite > definitely
      Exceptions: words ending in -ue
          due > duly
          true > truly
          argue > argument
      In words that end with -ce or -ge, we do not drop -e before a or o.
          replace > replaceable
          courage > courageous
          (BUT charge > charging, face > facing)
      judg(e)ment and acknowledg(e)ment can be spelt with or without the -e after g

      pg 553 node 562 spelling (7): doubling final consonants
      spelling (7): doubling final consonants
      node 562.1 doubling before vowels
      We sometimes double the final consonant of a word before adding -ed, -er, -est, -ing, -able, -y
       (or any other ending that begins with a vowel).
          stop > stopped
          sit > sitting
          big > bigger

      node 562.5 spelling (7): doubling final consonants
      We only double consonants in stressed syllables. We do not double in longer words that end in unstressed syllables. 
      Compare:
          up'set > up'setting BUT 'visit => 'visiting
          be'gin > be'ginning BUT 'open => 'opening
          refer > re'ferring BUT 'offer => 'offering
      Note the spelling of these words:
          'gallop > 'galloping > 'galloped (NOT <strike> gallopping, gallopped </strike>  )
          de'velop > de'veloping > de'veloped (NOT <strike> developping, developped </strike> )
</em>
-->
      Case study
      Lexical material: Choosing the right manager & management style
      pg 72 background <!-- pg 69 -->
      reading
      
      T / Cl
      What management mistakes do you think Paul Johnstone made?
      - ...

      pg 72 management style of Paul<!-- pg 69 -->
      market_leader_3rd_upper_intermediate_audio_cd02_22.ogg
      market_leader_3rd_upper_intermediate_audio_cd02_23.ogg
      market_leader_3rd_upper_intermediate_audio_cd02_24.ogg

      suggest management styles
      see pg 67 ex D

      pg 72 replacing the project manager<!-- pg 69 -->
      pg 73 read descriptions<!-- pg 69 -->

      pg 73 task 1 2<!-- pg 69 -->
      rank candidates in terms of suitability
      - Isn't Ruth too decisive? (indeed, sales management consists in pushing people)
      - Will the team want to work 6-7 days a week with Kazuo when they're already exhausted?
      - Is Eduardo decisive enough?
      - Has Martina got sufficient interpersonal skills?

      pg 73 task 3 4<!-- pg 69 -->
      - Martina has limited experience in managing people (only IT, not multicultural)
      - Eduardo may set a better example for a customer service to retail outlets though is not goal oriented
      
<u>new expressions</u>
      to quench = to satisfy (thirst) 
      edge over the competition = slight competitive advantage
      to stand out = to look different; to distinguish oneself
      to reveal ~ sth (to sb) = to make sth known to sb; to show sth that previously could not be seen
      to appeal = to attract
      comprehensive = including all or everything
      outstanding = distinguished from others in excellence; of major significance or importance
      hand-out = free document that gives information about an event or a matter of public interest, or that states the views of a political party, etc

      disheartening = not to motivate or encourage
      distant = not friendly; not wanting a close relationship with sb
      morale /mə:'æl/ = amount of confidence and enthusiasm, etc. that a person or a group has at a particular time
      to the letter = in every detail
      ashamed ~ (of sth/sb / yourself) | ~ (that ...) | ~ (to be sth) = feeling shame or embarrassment about sb/sth or because of sth you have done
      to alienate /ˈeɪljəneɪt/ = to make sb less friendly or sympathetic towards you;
to make sb feel that they do not belong in a particular group
      front-runner = competitor thought likely to win
      rapport /ræ'pɔ:r/ (with sb) | ~ (between A and B) = a friendly relationship in which people understand each other very well
      tenacious = that does not stop holding sth or give up sth easily; determined;
      to overlook = to fail to notice
      to carry out = to execute, to perform

      to tread (on) = to put down or press the foot, place the foot
      to tread on one's toes = to do something that embarrasses or offends someone else
      ounce = unit for measuring weight, /16 of a pound, equal to 28.35 grams

<u>deco - delayed error correction / favourite mistakes</u>
      have you ever <strike> think </strike> <strong>  thought </strong> it is <strong>  (was)</strong>  possible to travel...
      in <strike> the </strike>  both part parts of the US
      it is full of <strike>  advices  </strike>  <strong>  pieces of advice </strong>  
      if he can motivate people <strike> for </strike> <strong>  to </strong>  work
      like <strong> (as) </strong> she said <strike>  themselves </strike>  <strong>  herself </strong> 

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180127 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 64-65 Unit B revision<!-- pg 61 -->

      pg 68 ex B C reading<!-- pg 66 -->
      pg 69 reading student A Anna Wintertour
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      The mediator had to interfere in the negotiations between the parties to reach a consensus
      The government's policy of laissez-faire involved consensual empowerment of the local authorities
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      course book

      Successful managers

      T / Cl
      Some managers are quite successful in some companies or countries and rather inefficient in others...
      What factors influence managerial functions?
      - ability to manage in an increasingly competitive, volatile changing business environment
      - concern for the recognition of the individual within the organisation 
      = international HR management

      pg 67 ex A listening <!-- pg 65 -->
      market_leader_3rd_upper_intermediate_audio_cd02_17.ogg

      pg 67 ex C D <!-- pg 65 -->
      feedback

      pg 67 ex E<!-- pg 65 -->

      T / Cl
      Which management style gets the best out of people?
      - when people are not owned by the organisation
      = let people bring their own perceptions, biases, personality, culture at work...

      pg 67 ex B listening <!-- pg 65 -->
      market_leader_3rd_upper_intermediate_audio_cd02_18.ogg

      Lexical material: Managerial philosophies
      1 consideration, respect & trust
      2 recognition & credit
      3 involvement & availability
      4 a sense of justice
      5 positive action on an individual basis
      6 emphasis on end results
 
<!--      Grammar: Expressing small & large proportions
      1 / 10 one in ten
      = small proportion
      4 / 10 four out of ten
      = large proportion
-->
      T / Cl
      Can managers in Russia believe in self-direction & self-control of their staff?
      - ...

      pg 67 ex C listening <!-- pg 66 -->
      market_leader_3rd_upper_intermediate_audio_cd02_19.ogg

      see audioscript pg 160

      T / Cl
      Can a manager be in someone else's shoes, i.e. change their management styles?
      - ...

      pg 67 ex D<!-- pg 66 -->
 
      pg 68 ex A reading<!-- pg 66 -->
      Management styles
      pg 68 ex B reading<!-- pg 66 -->
      pg 69 reading student A Anna Wintertour
      <strike> pg 145 reading student B Jim Buckmaster </strike> 

      pg 68 ex C reading<!-- pg 66 -->

      Lexical material: Ruthless vs approachable management styles
      pg 68 ex D E<!-- pg 66 -->

      set for homework
      pg 68 ex F<!-- pg 66 -->

      pg 69 ex G discussion

      Grammar: Reference words (it, this, that, the former, the latter)
      T / Cl
      Belka was the first dog in space
      Gagarin was the first man in space
      The [former / latter] was a dog
      - former
      The [former / latter] was a man
      - latter
      = reference word

      The terms & deadlines of the contract were difficult to settle
      but we've managed to fix the former
      the former refers to [terms / deadlines ]
      - terms 

      <strike> pg 70 ex A B C D </strike> 

      pg 70 ex E

<!--
      Practical English Usage, M.Swan
      node 590 pg 584 this/that it
      things that have just been mentioned
-->
      T / Cl
      What do you think about it?
      [you know / you don't know] what I'm talking about
      - you know
      it 
      = things which are 'in focus'
      = refer backwards to something that has already been mentioned

      What do you think about this?
      [you know / you don't know] what I'm talking about
      - you don't know
      this
      = refer forward to something that has not yet been mentioned

      1. She bought a new car. [it / this / that] costed a lot
      - it
      = referring back
      = no special emphasis

      2. She bought a new car. [it / this / that] costed a lot
      - this (+ more details later on)
      - that
      = referring back
      = emphasis

      3. She bought a new car. She crashed it in a lorry. [It / This] was quite damaged 
      - it 
      = car (main subject)
      - this 
      = lorry (last one mentioned)
      it + this / that = when more than one thing

      4. [it / this / that] is a good book
      - it
      = which has already been talked about
      = things which are 'in focus'

      [it / this / that] is the book I told you about
      - this
      = bring things 'into focus' before anything has been said about them

      5. What do you think about [it / this / that]?
      - this
      = refer forward to something that has not yet been mentioned

      The terms & deadlines of the contract were difficult to settle
      but we've managed to fix the deadlines
      - deadlines [former / latter]
      = latter

<strike>        set for homework - to be confirmed
      pg 70 ex F writing - profile of a manager </strike> 

<u>new expressions</u>
      to dispel = to force to go away; used both with concrete and metaphoric meanings; scatter
      to loathe = to regard with disgust; abominate, detest
      blurb = description of a book, esp. printed on its jacket, as promotion by its publishers
      to exert = to put to use; exercise (authority)
      ruthless = without mercy or pity
      brusque /brusk/ = abrupt or offhand in manner or speech; using very few words and sounding rude
      volatile /ˈvɔlətaɪl/ = marked by erratic changeableness in affections or attachments
      approachable = easy to meet or converse or do business with
      unsocial hours = (BrE) hours that are outside the normal working day

<u>deco - delayed error correction / favourite mistakes</u>
      he <strike> said </strike>  <strong>  talked </strong>   about countries like...
      the 2nd point was <strike>  about </strike>  that the world is changing
      you're not happy to do more <strike>  job </strike> <strong>  work </strong> 
      you can <strike>  know </strike>  <strong>  learn </strong> about the business
      it's a <strike> very </strike>  huge disadvantage that she is unapproachable
      it could <strike> be influent </strike> <strong>  influence </strong> their work
      they <strike> more </strike>   think <strong> more </strong>   about them (people) 

<u>pig - pronunciation & intonation guidelines</u>
      listened /'lisənd/
      weighed /'weid/
      punctuality /,pəŋktʃu:'æləti:/
      to bow /bau/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180120 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 62-63 Unit B revision <!--pg 60 -->
<!--
      optional homework
      pg 60 task - presentation (writing)
      Description of the business culture in a country of your choice
          use pg 60
          general information
          verbal / non-verbal communication
          use pg 61
          dress, punctuality & formality
          decision making in the workplace     
          qualities of a supervisor or manager
          relationship building
          socialising
          conclusion
      send in *docx format
      duncanpotter@yandex.ru
-->
      scheduled 20180127
      pg 64-65 Unit B revision<!-- pg 61 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Local staff will respond well if you possess certain qualities such as leadership, being knowledgeable and at the same time approachable

      This thorough offer is bound to appeal to investors who are willing to take risks in return for high profits
      - bound
      = likely to (see pg 58 background)
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 66 ex C starting up <!-- pg 64 --> <!-- use as warmer -->

      Lexical material: Management qualities
      What's the difference between 'competence' /'kɔmpətəns/ and 'competency' /'kɔmpətənsi:/ ?
      - none
      What's the opposite of 'decisive'?
      - indecisive

      pg 67 ex A<!-- pg 65 -->

      pg 67 ex B listening<!-- pg 65 -->
      market_leader_3rd_upper_intermediate_audio_cd02_16.ogg

      T / Cl
      What is more important to be for a manager [considerate / inspiring / efficient...]?
      - ...
    
<u>new expressions</u>
      empowerment =  to give sb the power or authority to do sth
      consensus ~ (among sb) | ~ (about sth) | ~ (that ...) = an opinion that all members of a group agree with
      consensual /kən'sensu:əl/ /kən'senʃu:əl/ = which people in general agree with
      
      to interfere = ~ (in sth) to get involved in and try to influence a situation that does not concern you, in a way that annoys other people
      mediator = person or an organization that tries to get agreement between people or groups who disagree with each other
      unorganised = having no organisation at all
      disorganised = very bad at arranging or planning things

      laissez-faire /,leɪseɪˈfɛə/ = allow to do;
      Widely accepted in the 19th century, laissez-faire assumed that the individual who pursues his own desires 
      contributes most successfully to society as a whole.
      The function of the state is to maintain order and avoid interfering with individual initiative. 
      The popularity of the laissez-faire doctrine waned in the late 19th century, 
      when it proved inadequate to deal with the social and economic problems caused by industrialization
      to emphasise = to stress, single out as important

      BRIC(K) = Brazil, Russia, India, China (South Korea)
      BRIMCK = Brazil, Russia, India, Mexico, China, South Korea

      downturn = worsening of business or economic activity
      to merit = to do sth to deserve praise, attention, etc

<u>deco - delayed error correction / favourite mistakes</u>
      I would to like to <strike> revisit </strike>  <strong>  return to </strong>  the delivery schedule ...
      I needed to look back <strike>  about </strike> <strong>  for </strong>  some words
      they should feel <strike> the  recognised of</strike>  <strong>  recognition </strong> from their superior
      in <strike> this time </strike> <strong>  those days / at that time </strong>    
      I <strike>  have a lack of collaboration </strike>  <strong>  lack collaborative skills </strong> 

<u>pig - pronunciation & intonation guidelines</u>
      collaborative /kə'læbə:,eitiv/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20180113 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd Upper Intermediate
      Case study 
      pg 59 Mining groups victim to African uncertainty
      writing
      ~ 250 words
      describe
      - how risky the venture is
      - what solutions are possible
      - when to invest
      make recommendations
      send in *docx format
      duncanpotter@yandex.ru

      rescheduled from previous lesson
      pg 60 ex C reading<!-- pg 59 -->
      pg 61 Business culture in Kazakhstan<!-- pg 59 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Market Leader 3rd Upper Intermediate
      course book
      Case study 
      <!-- mount -t iso9660 -o loop market_leader_3rd_upper_intermediate_dvd.iso /media/cdrom -->
      feedback
      - draft different scenarios
      - prepare different outcomes
      - need long term investment
      conclusion
      - attract sophisticated, long term investors


      Working in new markets
      pg 60 ex A <!-- pg 59 -->

      Lexical material: Working in new markets (adapting to business culture)
      T / Cl
      In your business culture,
      questions about your family at the beginning of negotiations [go down well / are considered impolite]?
      - ...

      pg 60 ex B listening<!-- pg 59 -->
      market_leader_3rd_upper_intermediate_audio_cd02_15.ogg

      pg 60 ex C D reading<!-- pg 59 -->
      pg 61 Business culture in Kazakhstan

      Functional language: Describing business culture in a given country
      introduction
      - general information
      - verbal / non-verbal communication
      professional life
      - dress, punctuality & formality
      - decision making in the workplace     
      - qualities of a supervisor or manager
      social life
      - relationship building
      - socialising
      conclusion

<!--      set for optional homework
      pg 60 task - presentation (writing)
      Description of the business culture in a country of your choice

      review writing file
      pg 126- 127
-->
      Unit 7 Management styles

      T / Cl
      What management styles do you know of?

      strong leadership
      - traditional, authoritarian manager
      - visionary, charismatic leader
      - decisions made in a top-down approach

      management by consensus
      - process of consultation
      - employees contribute to decision-making

      consensual management with coaching & mentoring
      - senior managers groom 'future' managers

      empowerment
      - decentralised decision-making 
      - less bureaucratic
      - employees motivated by company ownership

      pg 66 ex A starting up<!-- pg 64 -->

      Lexical material: Describing the role of a manager
      pg 66 ex B starting up<!-- pg 64 -->
      - leader
      - motivator
      - decision-maker

      
<u>new expressions</u>
      to come up with = to invent; to find; to offer
      to go with = to agree on; to accept
      (not) to go along with = to (dis)agree
      to recap = to summarize briefly
      approachable = friendly and easy to talk to; easy to understand
      When in Rome, do as the Romans do
      Kazakh / Kazakhstani = native or inhabitant of Kazakhstan 
      ethnic group = social group or category of the population that, in a larger society, is set apart and bound together by common ties of language, nationality, or culture
      thorough = performed comprehensively and completely
      clientele = all the customers or clients of a shop/store, restaurant, organization, etc

<u>deco - delayed error correction / favourite mistakes</u>
      you have to <strike>  downside </strike>  <strong>  downscale </strong> the risk
      they've <strike>  said </strike>  <strong>  talked </strong>  about health risks
      about <strike>  economical </strike>  <strong>  economic </strong>  risk
      they have to decide how <strike>  many </strike>  <strong>  much </strong>  money they want to invest
      to be <strike>  more close </strike>  <strong>  closer </strong> <strike>   with </strike> <strong>  to </strong>   the people
      to <strike> go </strike>  <strong>  get </strong>  down to <strike>  the </strike> business
      it will not be <strike> so </strike>  <strong>  as </strong>   profitable as they <strike>  think </strike> <strong>  had thought </strong> 
      more relaxed than in <strike> another </strike> <strong>  other </strong> countries
      I met people who are socialising outside <strike> the </strike> work with the manager

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20171223 (1hr) 08:30-09:30<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 58 Background <!-- pg 58 -->
      pg 58 Mining groups victim to African uncertainty

      (if time available)
      pg 60 ex C reading<!-- pg 59 -->
      pg 61 Business culture in Kazakhstan<!-- pg 59 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      course book
      Grammar: Adverbs of degree

      T / Cl
      It's an exceptionally good global campaign
      - good
      = gradable adjective
      - exceptionally 
      = adv of degree
      [strengthen / soften]
      - strengthen

      It's a reasonably good global campaign
      = adv of degree
      [strengthen / soften]
      - soften

      It's an absolutely brilliant global campaign
      - brilliant, global campaign
      = opinion adjective before fact
      - <strike> very </strike> <strong> absolutely </strong> brilliant
      brilliant = ungradable adjective

      T / Cl
      This is quite good news [positive / very positive]
      - depends on the intonation
    
      <em>In BrE quite has two meanings: I feel quite tired today (=fairly tired). With adjectives that describe an extreme state ('non-gradable' adjectives) it means 'completely' or 'absolutely': I feel quite exhausted. With some adjectives, both meanings are possible. The speaker's stress and intonation will show you which is meant: Your essay is quite good (= fairly good - it could be better); Your essay is quite good (= very good, especially when this is unexpected).
In AmE quite usually means something like 'very', not 'fairly' or 'rather'. Pretty is used instead for this sense.</em>
      source: Oxford Advanced Learner's Dictionary
      fairly < quite < rather

      pg 56 ex A B C language review<!-- pg 56 -->

      Functional language: Reaching an agreement
      pg 56 ex A listening<!-- pg 57 -->
      market_leader_3rd_upper_intermediate_audio_cd02_13.ogg

      Functional language: Asking for & giving opinions, agreeing & disagreeing
<!--      Functional language: Adding conditions, making suggestions, emphasising, summarising -->
      T / Cl
      I think it's important [giving opinion / emphasising]
      - giving opinion

      I do think it's important [giving opinion / emphasising]
      - emphasising

      pg 57 ex B<!-- pg 57 -->

      Useful language

      pg 57 ex C<!-- pg 57 -->
      Holding a meeting
 
      Case study - Winton Carter Mining
      Lexical material: Mitigating risks in a mining joint future
      T / Cl
      How can companies raise money to develop their activities?
      - go public
      - consider a joint-venture
      - ...
      What risks could a company run in a developing country?
      - ...
      What are the threats of government instability?
      - ...
      Would you, as a shareholder, want to invest in an unstable economy?
      - ...
      
      pg 58 Background <!-- pg 58 -->
      pg 58 Mining groups victim to African uncertainty
      reading 
      SSS discuss risks & hazards

      T / Cl
      Should you try to set up a joint venture with a state-run company?
      - ...

      pg 58 A difficult decision<!-- pg 58 -->
      reading
      SSS answer questions

      T / Cl
      Should they tell their future shareholders about their project?
      - ...

      pg 58 listening<!-- pg 58 -->
      market_leader_3rd_upper_intermediate_audio_cd02_14.ogg
      feedback
      - shareholders might hold back
      - competitors could enter the market first
      - ...
      conclusion
      - wait for report

      pg 59 tasks 1 2 3<!-- pg 58 -->
          director 1 - exploitation risk
          director 2 - security risk
          director 3 - health risk
          director 4 - economic risk
          director 5 - financial risk
      SSS consider 
      - how risky the venture is
      - what solutions are possible
      - when to invest

<u>new expressions</u>
      hazard (to sb/sth) | ~ (of sth / of doing sth) = something that can be dangerous or cause damage
      to appeal ~ (to sb) = to attract or interest sb
      to be bound to = to do / be sth certain or likely to happen, or to do or be sth
      uncertainty = something that you cannot be sure about; a situation that causes you to be or feel uncertain
      to struggle (~ for sth) = to try very hard to do sth when it is difficult or when there are a lot of problems
      to possess /pə'zes/ = to have or own sth
      abundant = existing in large quantities; more than enough; plentiful
      CFO = chief financial officer
      to hold back = to wait before acting
      blooming = doing very well, flourishing
      debris = pieces of wood, metal, brick, etc. that are left after sth has been destroyed; pieces of material that are not wanted and rubbish/garbage that are left somewhere
      expenditure = act of spending or using money; an amount of money spent
      to remedy = to correct or improve sth
      well = deep hole in the ground from which people obtain water

<u>deco - delayed error correction / favourite mistakes</u>
      I've been deeply disappointed <strong>  by </strong>  the weather last night
      I remember this meeting trying to <strike>  decide </strike>  <strong>  solve </strong>  a huge problem
      it will be very hard to listen <strong> to </strong>  different presentations
      we can see an <strike>  economical </strike>  <strong>  economic </strong>   problem

<u>pig - pronunciation & intonation guidelines</u>
      superbly /'su:pə:bli:/
      moderately /'mɔdə:ətli:/
      banquet /'bæŋkwət/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20171216 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      pg 53 ex B C D<!-- pg 54 -->
      <!-- pg 51 writing a set of guidelines--> <!-- pg 50 -->
      if time available
      pg 54 ex B C <strike> D </strike> E F reading<!-- pg 56 -->
      pg 55 Internalisation - risk or opportunity
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Management were not impressed with their experienced team leader that's why they sounded out staff to assess why relationships had gone sour
      - impressed with
      = marked in a positive way
      - sounded out
      = asked for their opinion

      The 4-figure salary p.a. quoted by the head hunter was below the accountant's expected range
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      course book
      Lexical material: Describing levels of risk (minuscule, negligible, substantial)
      pg 52 ex A vocab <!-- pg 53 -->
      pg 53 ex B<!-- pg 53 -->
    
      Lexical material: Substantial vs negligible risks
      T / Cl
      There's a remote chance 
      [possibility / small possibility]
      - small possibility

      pg 53 ex C D<!-- pg 54 -->

      pg 53 ex E discussion<!-- pg 54 -->
      SSS practise describing levels of risks with expressions from pg 53 ex C D

      Lexical material: Kinds of risks
      pg 53 ex A B listening<!-- pg 54 -->
      market_leader_3rd_upper_intermediate_audio_cd02_10.ogg

      pg 54 ex C listening<!-- pg 54 -->
      market_leader_3rd_upper_intermediate_audio_cd02_11.ogg

      pg 54 ex D listening<!-- pg 54 -->
      market_leader_3rd_upper_intermediate_audio_cd02_12.ogg
      <!-- solvability insurance in case of job loss 
      pay 6000rub/month 
      get 100 000 during 4 consecutive months -->

      Lexical material: Insuring trade risks
      T / Cl
      What is a liability insurance?
      - provides protection from claims arising from injuries or damage to other people or property

      pg 54 ex A reading<!-- pg 55 -->

      pg 54 ex B C <strike> D </strike> <!-- pg 56 -->
      pg 55 Internationalisation - risk or opportunity?

      pg 54 ex  E reading<!-- pg 56 -->

      pg 54 ex B C <strike> D </strike> E reading
      pg 55 Internalisation - risk or opportunity

      <!--set for homework -->
      pg 54 ex F reading<!-- pg 56 -->

      pg 55 ex G H<!-- pg 56 -->

<u>new expressions</u>
      trade-off = exchange that occurs as a compromise
      encounter = to come upon, as if by accident; meet; contend against an opponent in a sport, game, or battle
      to gauge /ɡeɪdʒ/ = to measure precisely and against a standard
      weigh up = show consideration for; take into account; 
      credit crunch = state in which there is a short supply of cash to lend to businesses and consumers and interest rates are high; liquidity crisis
      actuary = expert in statistics, esp. one who calculates insurance risks and premiums
      to mitigate = to lessen or to try to lessen the seriousness or extent of 
      to eliminate = to remove or get rid of sth/sb
      minuscule /ˈmɪnəskju:l/ = extremely small
      negligible = of very little importance or size and not worth considering
      imminent /ˈɪmɪnənt/ = (especially of sth unpleasant) likely to happen very soon
      substantial = important; fairly large
      top down to bottom up = organisation and / or information flow
      reckless = disregarding the consequences or danger
      to anticipate = to predict
      actuary = someone versed in the collection and interpretation of numerical data (especially someone who uses statistics to calculate insurance premiums)
      liquidity = being in cash or easily convertible to cash; debt paying ability


      reinsurance = insurance purchased by an insurance company (the "ceding company" or "cedant" or "cedent" under the arrangement);
      sharing the risk by insurance companies; part or all of the insurer's risk is assumed by other companies in return for part of the premium paid by the insured,       reinsurance enables a client to get coverage that would be too great for any one company to assume 
      from one or more other insurance companies (the "reinsurer") directly or through a broker as a means of risk management
      liability = state of being legally obliged and responsible; obligation to pay money to another party
      to devastate = to completely destroy a place or an area; to make sb feel very shocked and sad
      outlay = money that you have to spend in order to start a new project or to save yourself money or time later
      to bear the brunt (of sth) = to receive the main force of sth unpleasant
      to spring to mind = immediately think of sth
      severely = to a serious degree
      thoroughly = very much; completely; completely and with great attention to detail

      to come up with = to invent; to find; to offer
      to go with = to agree on; to accept
      (not) to go along with = to (dis)agree
      to recap = to summarize briefly

<u>deco - delayed error correction / favourite mistakes</u>
      there is a tremendous chance that <strong>  the </strong> reputation of Russia would <strike> be </strike>   get worse if Putin <strike>  will be </strike>  <strong>  was / were </strong> re-elected 
      to measure the <strike> influential </strike> <strong>  influence </strong>  of risks
      according <strong>  to </strong>  the most dangerous risks
      I don't think it <strike> very </strike>   works <strong> very well </strong> 
      they need to be insured <strike>  from </strike>  <strong>  against </strong> exchange rate changes
      we use <strike> not correct </strike>  the electricity <strong> not correctly </strong> 

<u>pig - pronunciation & intonation guidelines</u>
      assess /əˈses/
      typhoon /taɪˈfu:n/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20171209 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 50 background - reading<!-- pg 50 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Staff employed by foreign companies claim their input is perceived more as a valuable contribution to the firm's success than in Russian ones
      - employed by
      who are employed by
      = reduced passive form
      - is perceived
      is perceived by foreign companies
      = passive w/o agent because irrelevant

      Men seldom take up their paternity leave although they are entitled to by law
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 49 ex F role play<!-- pg 49 -->
      use expressions from the 'useful language' section

      Lexical material: Job satisfaction
      Case study - Just good friends?
      T / Cl
      Should employees socialise together outside work?
      - ...

      If employees work long hours, should they develop closer relationships?
      - ...

      Can you have a personal relationship with another colleague?
      - ...
    
      What happens if your relationship tuns sour?
      - won't be promoted?
      - ...

      pg 50 background - reading<!-- pg 50 -->
      SSS discuss pros & cons of this kind of environment
      + develop teamwork
      + facilitate information flow
      + increase commitment to work
      ~ reach a general consensus faster
      ~ decision making accepted more easily
      - face favouritism
      - result in biased feedback
      - wrong person could get promoted
      - someone could take revenge after a relationship having turned sour
      - ...

      pg 50 Relationships at work: 3 cases - reading

      pg 50 listening<!-- pg 50 -->
      market_leader_3rd_upper_intermediate_audio_cd02_09.ogg
      SSS take notes of the proposal
      - prohibit all relationships at work
      - allow relationships under a 'love' contract 
      (behaviour, disciplinary actions in case of...)
      e.g. no decision-making or business trips together
      - inform team leader (try to work in different depts)
      - do nothing

      pg 51 task 1 2 <!-- pg 50 -->

      cancelled due to poor skype connection
<strike>        Case study 
      <!-- mount -t iso9660 -o loop market_leader_3rd_upper_intermediate_dvd.iso /media/cdrom -->

      Functional language: Writing guidelines
      see pg 129<!-- pg 50 -->
</strike> 


      Unit 6 Risk
      T / Cl
      What kinds of risks can a company encounter?
      - financial risk      
      - corruption
      - fraud
      - criminal activity
      - industrial espionage
      - environmental risk
      - confiscation of assets by government

      What recommendations can you make?
      - understand trade off between risk & return
      - spread risk 
      - ensure payback of successful ventures compensates for losses of failures

      pg 52 ex A B C starting up<!-- pg 53 -->

<u>new expressions</u>
      substantial = important

      factor = anything that contributes causally to a result
      p.a. = per annum (per year)
      to bear in mind = to take into consideration
      sour /ˈsauə/ = (of a person, temper, etc.) harsh; morose; bitter
      biased /'baiəst/ ~ (toward(s) / against / in favour of sb/sth) = having a tendency to show favour towards or against one group of people or one opinion for personal reasons; making unfair judgements
      to brew (up) = (usually used in the progressive tenses) if sth unpleasant is brewing or brewing up, it seems likely to happen soon
      revenge (to take one's ~) = something that you do in order to make sb suffer because they have made you suffer

<u>deco - delayed error correction / favourite mistakes</u>
      I want to <strike>  hear </strike> <strong> speak to </strong>   Mr Potter
      a 6-<strike>  figures </strike> <strong>  figure </strong>  salary
      if you have a lot of <strike> job </strike> <strong>  work </strong>  you are interested to finish ...
      one of the worst cases which could <strike> be happened </strike> <strong>  happen </strong>  
      because of her <strike> ex </strike>  <strong>  former </strong>  relationships
      sometimes when you are under <strike> the </strike> pressure
      for me it's the most <strike> scared </strike>  <strong>  scary </strong> 
      <strike>  it's not </strike>  <strong>  there aren't </strong>   so many plane <strike>  catastrophe </strike>  <strong>  crashes / accidents </strong> 

<u>pig - pronunciation & intonation guidelines</u>
      Judith /'dʒu:dəθ/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20171202 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      rescheduled from previous lesson
      Market Leader 3rd edition Upper Intermediate
      pg 46 ex A B C reading<!-- pg 48 -->
      complete both roles A and B
      pg 47 Marriott Hotels International
      pg 135 KPMG
      pg 47 ex E

      optional homework
      pg 48 ex A B C passives
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      The CEO was dissatisfied by the perks and demanded a much higher severance payment than usually
      Staff should be praised for taking control of their own personal growth and wanting empowerment -->
<!--      already used by mistake in previous lesson
      Offering fringe benefits rather than a golden parachute ought to be a more effective way of retaining burnout employees 
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      (continuation from previous lesson)
      T / Cl
      How do you explain during a job interview that you are ready for self-actualisation?
      - ...

      pg 46 ex C listening <!-- pg 47 -->
      market_leader_3rd_upper_intermediate_audio_cd02_06.ogg

      people want
      - training & self actualisation
      - building self and skills as life long learners
      - growth & development through training and challenging assignments
      - leadership & ownership
      - feeling that a company is socially responsible
      - time out for voluntary work (putting back into society)
      - pride in workplace (that can be shared with families & friends)
      = useful arguments for a job interview


      Lexical material: Work in an ideal company (social responsibility, personal development, sense of well-being...)
      T / Cl
      What is most important when working for a company?
          - basic salary
          - sense of well-being
          - employee development
          - medical insurance
          - pension scheme
          - paternity leave
          - ...

      pg 46 ex A B C reading<!-- pg 48 -->
      Working for the best companies
      
      pg 47 Marriott Hotels International
      pg 135 KPMG
      reading

      pg 46 ex D word partnerships<!-- pg 48 -->
      pg 47 ex E reading<!-- pg 48 -->

      Grammar: Passives
      active form
      - We have made a mistake
      passive form
      - A mistake has been made <strike> by us </strike> 
      = subject is not important

      active
      HR are organising a new English course at the moment
      passive
      I've heard a new English course ______ at the moment
      - is being organised
      = object is more important than subject

      Kudrin fired 
      Kudrin  [is / has been / was]  fired  [by the president]
      - passive form + ellipsis
      = style used in journalism

      set for homework
      pg 48 ex B C passives <!-- pg 48 -->

      Lexical material: Cold calling
      pg 49 ex A<!-- pg 49 -->

      pg 49 ex B C<!-- pg 49 -->
      market_leader_3rd_upper_intermediate_audio_cd02_07.ogg

      pg 49 ex D E<!-- pg 49 -->
      market_leader_3rd_upper_intermediate_audio_cd02_08.ogg

      T / Cl
      A headhunter wants to interest somebody in a new job
      They say 'Would you like to know the salary range?'

      It means [persuading / dealing with objections]
      - persuading

      They say 'Wouldn't you like to know the salary range?'
      - dealing with objections

      It's a six-figure salary
      - persuading

      pg 49 ex E<!-- pg 49 -->

      Functional language: Sounding people out, persuading to consider an offer, dealing with objections

<u>new expressions</u>
      ophthalmologist = specialist in medical and surgical eye problems who may perform operations on eyes (hence are both surgical and medical specialists)
      ophthalmic optician = professionals trained to prescribe and fit lenses to improve vision, to diagnose and treat various eye diseases
      (medical) check-up = physical, medical or clinical examination by a medical professional who investigates the body of a patient for signs of disease. 
      medical history = account of the symptoms as experienced by the patient to diagnose and devise a treatment plan
      paternity leave = time that the father of a new baby is allowed to have away from work
      entitlement /en'taitəlmənt/ (to take up your -) = official right to have or do sth
      to sound (sb) out = try to learn someone's opinions and intentions

<u>deco - delayed error correction / favourite mistakes</u>
      people <strike> over </strike>  <strong>  above / higher than </strong> me are working hard
      <strike>  the </strike>  people are not under <strike>  the </strike> pressure
      they don't stop <strong>(hamper / slow down / disrupt) </strong>  women <strong>  's </strong>  careers
      it's very hard <strike> in case </strike> <strong>  if </strong> <strike>   of </strike>  <strong>   the </strong>   people <strong>  are </strong>  working for another company
      it's very hard  in <strong>  the </strong> case  of people <strong>(who are) </strong> working for another company
      minutes are some notes of what was <strike> talking </strike> <strong>  talked / discussed</strong>   about during the meeting
      she's not interested <strike> in </strike>  <strong>  at </strong>  this stage of her career <strong> (in such an offer) </strong>  

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20171118 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 46 ex A B C reading<!-- pg 48 -->
      complete both roles A and B
      pg 47 Marriott Hotels International
      pg 135 KPMG
      pg 47 ex E
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Because of the recession you need only little business acumen to take over distressed assets
      - business acumen 
      = keenness and quickness in understanding and dealing with a business situation
      - distressed 
      = facing or experiencing financial trouble or difficulty
-->
<!--
keep for advanced learners
      Given the forth-coming recession one needs only little business acumen to take over distressed assets
      Offering fringe benefits rather than the promise of a generous severance payment ought to be a more effective way of retaining burnout employees 
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      course book
      Unit 5 Job satisfaction
      T / Cl
      SSS define job satisfaction & motivation
      - feeling of happiness or pleasure because you have achieved something
      - eagerness or willingness to do something without needing to be told or forced to do it
      . intrinsic motivation
      . extrinsic motivation

      see Herzberg 2-factor theory
      reminiscent of extrinsic vs intrinsic motivation
      but hygiene factors are more important than motivators
      concl: motivators will fail if hygiene factors are not satisfactory
<!--  Lifestyle Up Int
      pg 43 ex 7 8 (pg 49 pdf 46)
      Case 1
      - clearly deserves some reward, though not urgent
      - flexible work hours could entail unfair share of the workload by others

      Case 2
      - could afford paying for an MBA by himself anyway
      - would accept to sign a study agreement 
      (e.g staying 2 years after graduating or paying back money for course)
      MBA = intrinsic motivator
      has probably some more emotional reason after 7 years hard work

      Case 3
      - needs an office to work more efficiently
      = hygiene factor
-->
      SSS discuss if agree with Goethe's quotation

      pg 44 ex A starting up <!--pg 46 -->

      pg 44 ex B listening<!--pg 46 -->
      market_leader_3rd_upper_intermediate_audio_cd02_01.ogg
      market_leader_3rd_upper_intermediate_audio_cd02_02.ogg
      market_leader_3rd_upper_intermediate_audio_cd02_03.ogg

      pg 44 ex C speaking <!--pg 46 -->
      SSS use expressions from pg 44 ex A

      pg 44 ex D quiz<!--pg 46 -->

      Lexical material: Job satisfaction & motivation
      T / Cl
      Which is stronger? [unsatisfied / dissatisfied]
      - dissatisfied

      pg 45 ex A B vocab synonyms & word building <!-- pg 47 -->

      pg 45 ex C<!-- pg 47 -->

      Lexical material: Staff satisfaction & empowerment
      pg 46 ex A <!-- pg 47 -->
      listening 
      market_leader_3rd_upper_intermediate_audio_cd02_04.ogg

      keys to success (with employees)
      - attract
      - retain
      - motivate

      ways to drive job satisfaction
      - be committed to people
      - reward & recognise people for their individual contribution

      pg 46 ex B 
      listening 
      market_leader_3rd_upper_intermediate_audio_cd02_05.ogg

      flexibility
          - driven by the changing role of women in the workplace
          - results from widespread technology & emerging generations 
          - more demand for sabbaticals
      
      drive for personal learning & growth
          - employees take control of own personal growth
          - employees don't expect to do the same type of work all their lives

      working for socially responsible organisations
          - need to be socially responsible to attract employees increasingly important
          - reduce carbon footprint & recycling
          - support local communities (e.g. prevent widespread of old-age poverty)

      what people want
          - training & self actualisation
          - building self & skills long-life learners
          - time-out for voluntary work
          - pride in workplace that can be shared with families and friends
 
<u>new expressions</u>
      praise = words that show approval of or admiration for sb/sth
      (not) to stand = to bear, tolerate, support
      to insist (~ on) = to demand that sth happens or that sb agrees to do sth
      debilitating = making you feel weak; exhausted
      to cower = to bend low and/or move backwards because you are frightened
      cursory = done quickly and without giving enough attention to details
      to hyperventilate = to breathe too quickly because you are very frightened or excited

      empowerment = autonomy; act of conferring legality or sanction or formal warrant; increasing the economic, political, social, 
      educational, gender, or spiritual strength of an entity or entities
      Sociological empowerment often addresses members of groups that social discrimination processes have excluded 
      from decision-making processes through - for example - discrimination based on disability, race, ethnicity, 
      religion, or gender. Empowerment as a methodology is often associated with feminism: see consciousness-raising (Wikipedia)
      red-tape = dealing with bureaucracy
      burnout = breakdown
      perks = fringe benefits
      severance payment = golden handshake
      table league = standings or rankings are listings which compare sports teams or individuals, institutions, nations, 
      companies, or other entities by ranking them in order of ability or achievement
      unsatisfied = worried and uneasy
      dissatisfied = sulky, sullen, morose, or silent; to be displeased by the want of something requisite; as, to be dissatisfied with one's fortune
      substantial = important
      two-pronged (approach) = divided

<u>deco - delayed error correction / favourite mistakes</u>
      I wish <strike> about </strike> <strong>  to have </strong>  more flexible hours
      we have more hours at <strike>  job </strike> <strong>  work </strong>   during the day
      I don't want to to get a lot of responsibilities <strike>during the job  </strike>  <strong> at work </strong>
      sometimes I get a lot of <strike> job </strike> <strong>work </strong>  during the week
      yes, <strike> it's </strike>  <strong>  there is </strong>  a lot of (i.e. red tape)

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20171111 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      course book
      Case study
      pg 42 Current situation<!-- pg 42 -->
      reading

      pg 45 ex A B vocab synonyms & word building <!-- pg 47 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Because of the recession you need only little business acumen to take over distressed assets
      - business acumen 
      = keenness and quickness in understanding and dealing with a business situation
      - distressed 
      = facing or experiencing financial trouble or difficulty
-->
<!--
keep for advanced learners
      Given the forth-coming recession one needs only little business acumen to take over distressed assets
      Offering fringe benefits rather than the promise of a generous severance payment ought to be a more effective way of retaining burnout employees 
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      course book
      Case study - Kensington United 
      T / Cl
      How can you make a football team successful?
      - contract out the best (and most expensive) players
      - ...

      How do you get sponsorship?
      - find which companies would like to entertain their clients
      - ...

      pg 42 Current situation<!-- pg 42 -->
      reading

      T / Cl
      How do you make a football club commercially successful?
      - ...

      pg 42 listening
      market_leader_3rd_upper_intermediate_audio_cd01_030.ogg
      SSS feedback
      - club travel agency
      - hospitality facilities (e.g. vip boxes for business people)
      - joint venture with insurance company
      - training courses in leadership
      - football boot manufacturing company

      pg 43 task 1 2<!-- important - must use pg 133 pg 144 -->
      SSS role play negotiation (use agenda)
      e.g. What fringe benefits should players get?
      <!-- mount -t iso9660 -o loop market_leader_3rd_upper_intermediate_dvd.iso /media/cdrom -->

      DVD case study - conclusions
      - batna (best alternative to a negotiated agreement)
      - coinage
      feedback

      How to prepare for a negotiation?
      - your position
      - your partner's position
      - ideal outcome
      - middle outcome
      - batna (bottom line below which you shouldn't go)
      = room for manoeuvre

      What is important to be a good negotiator?
      - understand the real needs of the other party
      - be a good listener
      = have a win-win attitude
      - focus on coinage
      = what doesn't cost you much but has high value for the other party

      Areas of sponsorship
      - opportunities for business development
      - opportunities for broader exposure
      = creative solutions (advertising)

<u>new expressions</u>
      to meet half way = to yield or concede half of the difference in order to effect a compromise or reconciliation with

      fringe benefits = extra things that an employer gives you as well as your wages
      BATNA = best alternative to a negotiated agreement.
      In negotiation theory, the Best Alternative to a Negotiated Agreement or BATNA is the most advantageous alternative course of action 
      a party can take if negotiations fail and an agreement cannot be reached
      coinage = process of inventing a word or phrase
      
<u>deco - delayed error correction / favourite mistakes</u>
      one of the main <strike>  trial </strike> <strong>  solutions </strong> to make a football team successful
      they can get <strike> a </strike> sponsorship from advertising
      in <strong> the </strong> case of <strong>  a </strong> football team
      there are a lot of <strike> investing to make </strike> <strong>  investments to be made </strong>  

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20171104 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 37 ex A B C D<!-- pg 39 -->

      pg 38 ex A B reading<!-- pg 39 -->
      pg 39 reading
      Profile Carlos Slim
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      They'd barely managed to draw up a plan to rip off the venture capitalist before negotiations started

      As their main contender had been outselling them repeatedly 
      they hastily decided to outbid their rivals and take over the Chinese supplier
      - hastily see pg 37 A vocab 
      = quickly, rapidly
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 38 ex A reading<!-- pg 39 -->
      pg 39 reading
      Profile Carlos Slim

      Lexical material: Spending spree, turning points & sales trends
      pg 39 ex B<!-- pg 40 -->
      <!-- set for homework -->
      pg 39 ex C<!-- pg 40 -->

      pg 39 ex D speaking<!-- pg 40 -->

      Grammar: Present & past tenses review
      pg 40 Language review <!-- pg 40 -->

      pg 40 ex A<!-- pg 40 -->

      Functional language: Negotiating, bargaining, checking understanding, signalling
      T / Cl
      How do you signal a question about a difficult issue?
      - I'm afraid I really need to ask you sth
      - ...

      pg 41 ex A<!-- pg 40 -->

      pg 41 ex B listening<!-- pg 40 -->
      market_leader_3rd_upper_intermediate_audio_cd01_029.ogg

      pg 41 ex C listening<!-- pg 40 -->
      market_leader_3rd_upper_intermediate_audio_cd01_029.ogg

      pg 41 ex D role play
      use pg 41 useful language
      pg 133 Spanish sales manager of briefcases 
      pg 142 Swiss retailer

<u>new expressions</u>
      household = the occupants of a house regarded as a unit; a house and its affairs; the essentials of home life
      spin-off = product made during the manufacture of something else
      (high / low) tide = when sea level rises / goes down

      acumen /əˈkju:men/ = shrewdness shown by keen insight
      business acumen = keenness and quickness in understanding and dealing with a business situation
      (buying / spending) spree = brief indulgence of your impulses
      distressed (assets) = facing or experiencing financial trouble or difficulty
      to divest = to get rid of sth
      frugal = to avoid waste
      to inject = to give money to an organization, a project, etc. so that it can function
      ledger = book in which a bank, a business, etc. records the money it has paid and received
      to surpass = to do or be better than sb/sth

<u>deco - delayed error correction / favourite mistakes</u>
      in spite of <strong>  the fact that </strong> he is very rich he is quite frugal
      in spite of <strike>  he is </strike> <strong>  being </strong>  very rich he is quite frugal

<u>pig - pronunciation & intonation guidelines</u>
      appetite /ˈæpɪtaɪt/
      possessive /pəˈzesɪv/
      enthusiasm /ɪnˈθju:zɪæzm/
      process /ˈprəuses/
      influencing /'in,flu:ənsiŋ/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20171028 (1hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd Upper Intermediate
      pg 34 revision A<!-- pg 35 -->
      pg 35 revision A<!-- pg 35 -->

      pg 29 writing a sales letter
      graded correction
      feedback

      optional homework (if time available)
      pg 31 task 3 writing
      advising on the best way to do business in Russia
      - describe relations needed with pg 23 ex A vocab
      - explain the importance of networking with pg 24 ex C reading
      - suggest the need for trust with pg 25 ex E vocab
      - practise pg 27 useful language
      send in *docx format
      duncanpotter@yandex.ru
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Market Leader 3rd Upper Intermediate
      course book
      Unit 4 Success
      T / Cl
      What do you need to be successful?
      - drive or just dedication
      - charisma or just looks
      - ruthlessness or just discipline
      - luck or just money

      pg 36 ex A B<!-- pg 38 -->

      Lexical material: Indicators of a success
      pg 36 ex C D<!-- pg 38 -->

      Grammar: Prefixes
      T / Cl
      'to outperform' means [to do worse / to do better] than the others
      - do better
      out = prefix meaning better / more than

      set for homework
      pg 37 ex A B C D<!-- pg 39 -->

      pg 38 ex E  debate / battle<!-- pg 39 -->

      T / Cl
      What makes technology innovation successful in a business?
      - accept long term return on investment
      - ...
      What do you need to take forward your vision?
      - passion
      - teamwork
      - ...

      pg 38 ex A <!-- pg 39 -->
      listening 
      market_leader_3rd_upper_intermediate_audio_cd01_026.ogg

      pg 38 ex B<!-- pg 39 -->
      listening 
      market_leader_3rd_upper_intermediate_audio_cd01_027.ogg

      skipped
<strike>        pg 38 ex C<!-- pg 39 -->
      listening 
      market_leader_3rd_upper_intermediate_audio_cd01_028.ogg
</strike> 
<u>new expressions</u>
      nepotism = favouritism shown to relatives or close friends by those in power (as by giving them jobs)
      ruthlessness = pitiless, mercilessness characterized by a lack of pity
      drive = strong desire to do things and achieve sth
      trophy partner/wife = wife who is an attractive young woman; seldom the first wife of an affluent older man

      rip-off = something that is not worth what you pay for it;
      ~ (of sth) a copy of sth, especially one that is less expensive or not as good as the original thing
      to draw up = make up plans or basic details for
      barely = only a very short time before

      hasty = said, made or done very quickly, especially when this has bad results
      venture capital = money that is lent to sb to buy buildings, equipment, etc. when they start a business
      to bid = to make a formal proposal to buy at a specified price
      to outbid = to bid higher than others
      essence = choicest or most essential or most vital part of some idea or experience
      to undercut = to sell goods or services at a lower price than your competitors
      tidal = connected with tides, i.e. the regular rise and fall of the sea 

<u>deco - delayed error correction / favourite mistakes</u>
      <strike>  it makes me wonder </strike>  <strong>  I wonder </strong>  if you could give me some facts & figures
      it depends how <strike> many </strike>  <strong>  much </strong>   money you have
      it's very <strike>  often </strike> <strong>  common </strong>  in Russia
      <strike>  is it can be</strike> <strong>  can it </strong>  be some celebrity?
      even <strong> if / though </strong> he doesn't look good he has a lot of money and success
      I really <strike> don't </strike> <strong>  am </strong>   sure if they are market leaders, even <strong>  if </strong>   they are market leaders
      it's important not to be <strike> ruthlessness </strike>  <strong>  ruthless </strong>  
      <strike>  during  </strike> <strong>  when / while </strong>  you are working for the company well
      it<strike>  's </strike>  can be not very successful because your reputation will not be very <strike>  well </strike>  <strong>  good </strong>  
      if <strike> the </strike> management <strike> did </strike> <strong>  made </strong>   a lot of mistakes
      <strike>  the </strike> management has <strike> closed any </strike> <strong>[cancelled / held back]  all </strong> promotions in our stores

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20171021 (1hr) (balance 0hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      course book
      pg 29 writing a sales letter
      send in *docx format
      duncanpotter@yandex.ru

      pg 32 revision A<!-- pg 35 -->
      pg 33 revision A<!-- pg 35 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      An IT specialist to a farmer: I see we are in the same line of business, we both deal with bugs

      After putting (1) the training (2) 4 times consecutively they decided to call (3) it (4) altogether
      Add the word 'off' twice in the sentence above

      key: After putting (off) the training (off) 4 times consecutively they decided to call it (off) altogether
      = reminder of previous lesson on phrasal verbs
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      course book
      Lexical material: Doing business internationally
      T / Cl
      How do you get a foothold in a new market?
      - adapt product, pricing policy, business model
      - show cultural awareness

      Should Mac Donald's sell kvas?
      - ...

      What is cultural awareness?
      - different attitudes
      - ways of behaving
      - using time
      - being patient
      - building (or not building) a relationship before doing business
      - taking decisions
      - ...

      pg 30 ex A B listening<!-- pg 33 -->
      market_leader_3rd_upper_intermediate_audio_cd01_022.ogg

      Task 1
      SSS find & rank mistakes

      <strike> pg 30 ex C </strike>  <!-- pg 33 -->

      T / Cl
      How can you get a feather in your cap?
      [sign a deal with an important client / go hunting with your client before signing the deal]
      - sign a deal with an important client 
      - sometimes you need to build a relationship first, though...

      pg 30 ex D E listening<!-- pg 33 -->
      market_leader_3rd_upper_intermediate_audio_cd01_023.ogg
      see audio script pg 156

      pg 31 ex F reading <!-- pg 33 -->

      T / Cl
      When Russians speak with foreigners, they are perceived as being [too polite / abrupt]
      - abrupt (direct & blunt)

      pg 31 ex G listening<!-- pg 34 -->
      market_leader_3rd_upper_intermediate_audio_cd01_024.ogg

      pg 31 task 3 writing
      advising on the best way to do business in Russia
      - describe relations needed with pg 23 ex A vocab
      - explain the importance of networking with pg 24 ex C reading
      - suggest the need for trust with pg 25 ex E vocab
      - practise pg 27 useful language

<u>new expressions</u>
      to munch ~ (on / at) = to eat sth steadily and often noisily, especially sth crisp
      consecutively /kənˈsekjutɪv/ = in unbroken or logical order; following continuously
      foothold = initial accomplishment that opens the way for further developments
      feather in my cap = something to be proud of; an honour
      abrupt = uneven; lacking continuity; curt
      pace = speed

<u>deco - delayed error correction / favourite mistakes</u>
      he <strike> was </strike>  disagreed
      they didn't <strike>  catch </strike> <strong>  take into account the fact </strong>   that traffic was very big in China
      he didn't listen to his <strike>  advices </strike> <strong>  pieces of advice </strong>  
      Russian <strike>  black </strike> <strong>  rye </strong>  bread
      it is going very <strike> slow </strike>  <strong>   slowly </strong>  
      we don't want to trust <strike> to </strike>  any other companies

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20171014 (1hr) (balance 0hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader 3rd Upper Intermediate
      Case study - Al Munir SPA Hotel & SPA group
      pg 28 background - reading
      results of customer satisfaction survey

      English Grammar in Use - Advanced by Hewings, Cambridge University Press
      Unit 56-62 articles  <!-- pg 305 pdf 315 -->
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/english_grammar_in_use_advanced_hewings_cambridge_unit56-62_articles_w_key.pdf">english_grammar_in_use_advanced_hewings_cambridge_unit56-62_articles_w_key.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>support materials covered</u>
      Market Leader 3rd Upper Intermediate
      course book
      (continuation from previous lesson)
      pg 27 ex B listening<!-- pg 30 -->
      market_leader_3rd_upper_intermediate_audio_cd01_021.ogg

      pg 27 ex C listening<!-- pg 30 -->
      market_leader_3rd_upper_intermediate_audio_cd01_020.ogg
      market_leader_3rd_upper_intermediate_audio_cd01_021.ogg


      Lexical material: Mentioning people you know, referring to previous meetings
      Lexical material: Establishing common interests, asking for help / contacts

      pg 27 ex D role play
      Useful language


      Case study - Al Munir SPA Hotel & SPA group
      T / Cl
      When you go on a business trip, do you always stay at the same chain of hotels?
      - probably not
      What can hotel managers do to improve repeat business and customer retention?
      - corporate offers
      - direct marketing
      (...)

      pg 28 background - reading
      results of customer satisfaction survey

      SSS review: 
      - possible reasons for disappointing trends
      - conclusions to be drawn
      - reasons for guests not returning to the hotel

      Lexical material: Customer satisfaction
      pg 28 listening
      market_leader_3rd_upper_intermediate_audio_cd01_022.ogg
      - recognise returning guests
      - provide a personalised service

      pg 29 agenda - reading
      pg 29 tasks 1 2 3 4
<!--
      - set up a database of guests for recognising returning customers
      - regular newsletter
      - seasonal direct mailing on an irregular basis (e.g. October Fest, Xmas markets in Strasbourg, etc)
-->
      DVD case study
      <!-- mount -t iso9660 -o loop market_leader_3rd_upper_intermediate_dvd.iso /media/cdrom -->
      set for homework - to be confirmed
      pg 29 writing a sales letter
      
<u>new expressions</u>
      acquaintance = person that you know but who is not a close friend
      amenities = things that make you comfortable and at ease
      at one's finger tips = within easy reach; quickly touched; nearby; 
      readily usable as knowledge or skill; familiar

<u>deco - delayed error correction / favourite mistakes</u>
      we <strike> have seen </strike> <strong>  saw / met </strong>  each other 2 years ago
      it depends <strike> of </strike>  <strong>  on </strong>  the country where we go
      to <strong> make them </strong>  feel <strike>  them </strike>   more special & valued
      they need to have some <strike> base </strike>  of the customers
      she provides <strike> an </strike>  advice
      we don't visit the same places <strike>  as well </strike> <strong>  either </strong>  

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20171007 (1hr)(balance 0hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader Upper Intermediate
      course book
      pg 23 ex C D <!-- pg 28 -->

      rescheduled from previous lesson
      pg 24 ex B C D reading - Business networks in China<!-- pg 28 -->
      pg 25 How East is meeting West

      pg 26 ex B C <!-- pg 29 -->

      pg 28 Case study
      background - reading
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Attempts to reduce carbon foot print in Europe have been undermined by unfair competition from emerging economies
      Fostering an ethical business model is soured when rivals' suppliers sever costs by resorting to child labour
-->
<!--
      After much perseverance they managed to tap into ethically-minded suppliers located in developing countries
-->
<u>support materials covered</u>
      Market Leader Upper Intermediate
      course book
      T / Cl
      What is more important when doing an MBA: [knowledge / connections]?
      - ...

      pg 24 ex A reading - Business networks in China<!-- pg 28 -->
      pg 25 How East is meeting West

      pg 24 ex B C D reading<!-- pg 28 -->

      pg 25 ex E<!-- pg 28 -->


      T / Cl
      I have [to put off the presentation / to put the presentation off]  until Thursday
      - to put off the presentation
      - to put the presentation off
      = separable phrasal verb

      pg 26 ex B C <!-- pg 29 -->

      Functional language: Networking

      T / Cl  
      Have we met somewhere before?
      [you have met before / you haven't met before but you want to break the ice]
      - you have met but you're not sure your interlocutor remembers you

      pg 27 ex A listening<!-- pg 30 -->
      market_leader_3rd_upper_intermediate_audio_cd01_020.ogg

<u>new expressions</u>
      to put off = to postpone
      to call off = to cancel
      to turn sth round = to change one's opinion; to change from one view or party to another
      to see somebody socially = to be in touch not for professional reasons

<u>deco - delayed error correction / favourite mistakes</u>
      MBA in Russia is not very good <strike> in case of</strike> <strong>  for </strong>  building knowledge
      if you're <strike>   interesting to sell </strike>  <strong>  interested in selling </strong>  instruments
      to participate in a lot of <strike> some </strike>   conferences
      Howard <strike> will </strike>   might have some problems

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20170930 (1hr) (balance 0hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader Upper Intermediate
      pg 21 writing - Launch of Physique
      ~ 400 words
      make recommendations using the agenda of the brainstorming session

      pg 24 ex B C D reading - Business networks in China<!-- pg 28 -->
      pg 25 How East is meeting West
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Don't hold back! That's an absolutely brilliant global campaign you've got there
      - brilliant, global campaign
      = opinion adjective before fact
      - <strike> very </strike> <strong> absolutely </strong> brilliant
      = ungradable adjective
      We know in talking to shareholders that you delivered an extremely thorough sales report 
      - in talking 
      = because we have talked
-->
<u>support materials covered</u>
      Market Leader Upper Intermediate
<!--
      pg 21 preparation for the international launch
      brainstorming session
      - different bottle sizes & more affordable pricing
      - not round but square
      . more channels of distribution (not only specialised stores for cosmetics)
      . sports events

      T / Cl
      How would you sell a fragrance by Hyundai?
      - ...
-->
<strike>        pg 21 writing - Launch of Physique
      feedback </strike>  

      pg 21 brainstorming session

      DVD case study
      <!-- mount -t iso9660 -o loop market_leader_3rd_upper_intermediate_dvd.iso /media/cdrom -->

      Conclusions
      - should remain the brand's best selling fragrance
      - going downmarket would damage reputation
      - mass market appeal contradicts initial brand image

      consider 2 international marketing campaigns 
      1. European launch
      - target ~ 10 countries in European market 
      - preserve initial brand image
      - change target buyers i.e. women rather than men
      . include more magazines for women
      -  consider launching a new fragrance instead for emerging markets

      2. international launch
      - target emerging markets, middle east, Asia
      - endorse with a 20-year younger Di Caprio like celebrity (reminiscent of J.Depp)
      - change slogan from 'Physique for the urban man' to 'Physique for the cosmopolitan man'
      - production in low cost countries means probably cheaper logistics
      but should still be made in France to appeal to new markets successfully
<!--      <div align="left"><img src="mindmaps/global_marketing_strategy_mindmap.png" width="900" border="1" alt="Global marketing strategy mindmap"></div>  -->


      Unit 3 Building relationships   
      T / Cl
      How do you build relationships?
      - take part in social activities & interact with others
      = socialise

      Can you afford not to keep up relationships?
      - ...

      pg 22 ex A B quiz<!-- pg 27 -->

      T / Cl
      How do you build a long-lasting business relationship?
      [satisfy / exceed] customer expectations
      - exceed

      pg 22 ex C
      listening
      market_leader_3rd_upper_intermediate_audio_cd01_015.ogg

      pg 22 ex D speaking<!-- pg 27 -->

      Lexical material: Describing relations
      T / Cl
      You have a new customer
      You want to [foster / sour] your relationship
      - foster

      Your supplier is always late
      You want to [sever / undermine] your relationship
      - sever 
      <!--
      introduce / remind fair trade principles
      Cadbury fair trade partnership with Ghana -->
      pg 23 ex A B <!-- pg 28 -->

      set for homework
      pg 23 ex C <!-- pg 28 -->

      <strike> pg 23 ex D </strike>  <!-- pg 28 -->

      Lexical material: Business partnerships
      pg 24 ex A<!-- pg 28 -->
      listening
      market_leader_3rd_upper_intermediate_audio_cd01_016.ogg

      pg 24 ex B<!-- pg 28 -->
      listening
      market_leader_3rd_upper_intermediate_audio_cd01_017.ogg

      pg 24 ex C<!-- pg 28 -->
      listening
      market_leader_3rd_upper_intermediate_audio_cd01_018.ogg

<u>new expressions</u>
      distinctive = having a quality or characteristic that makes sth different and easily noticed
      to cement /sɪˈment/ = to bind or join with or as if with cement
      to foster = to help develop, help grow
      to sour /ˈsauə/ = to spoil
      to undermine = destroy property or hinder normal operations
      to sever /ˈsevə/ =  to divide, break, or make separate, esp. by cutting
      to gain = to obtain or win sth, especially sth that you need or want
      fair trade = trade that satisfies certain criteria on the supply chain of the goods involved, 
      usually including fair payment for producers; often with other social and environmental considerations
      hostile = aggressive
      to strain = to try to make sth do more than it is able to do; to injure yourself or part of your body by making it work too hard
      imposition = act of introducing sth such as a new law or rule, or a new tax
      to disrupt = to make it difficult for sth to continue in the normal way

      guanxi = connections, network
      to land (a deal) = to get, obtain, make happen, implement a deal
      to tap into = use or take what you need from a supply of sth
      accountability = being responsible for what you do & willing to explain it or accept criticism
      perseverance (in) /ˌpə:sɪˈvɪərəns/ = determination to keep trying to do sth

<u>deco - delayed error correction / favourite mistakes</u>
      it should <strike>  more cheap </strike>  <strong>  cheaper </strong>  
      so maybe some <strike>  another </strike> <strong>  other </strong>  form
      it depends how <strike> many </strike>  <strong>  much </strong>  liquid it contains
      it can save money <strike>  for </strike> <strong>  on </strong>   logistics
      it's <strike> obviously </strike> <strong>  obvious </strong> that name should be changed
      they said about <strike> to have </strike> <strong>  having </strong>  a star to promote products
      they will <strike>  lost </strike>  <strong>  lose </strong>   the heritage of the brand

<u>pig - pronunciation & intonation guidelines</u>
      cocoa /'kəukəu/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20170923 (1hr) (balance 0hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader Upper Intermediate
      course book
      pg 18 ex A B C vocab<!-- pg 21 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      The presentation conveyed the need to expand into India & China to capture consumers who appreciate our product's USP
      The focus group pointed out that we shouldn't bring in the drawbacks of a product designed for a market niche
-->
<u>support materials covered</u>
      Market Leader Upper Intermediate
      course book
      How to market internationally 
      T / Cl
      How should you sell your products on different markets?
      [only 1 format / adapt it to different cultures?]
      - ...

      pg 17 ex A listening<!-- pg 20 -->
      market_leader_3rd_upper_intermediate_audio_cd01_09.ogg

      pg 17 ex B listening<!-- pg 20 -->
      market_leader_3rd_upper_intermediate_audio_cd01_010.ogg

      Language review 
      Grammar: Noun compounds & noun phrases
      T / Cl
      Which is shorter & has more impact?
      1. the department of human resources 
      2. the human resources department
      - 2
      = compound noun

      Which is shorter & has more impact?
      1. a relationship in business that lasts long
      2. a long-lasting business relationship
      - 2
      = noun phrase (i.e. there is no a lexical verb)

      was set for homework
      pg 18 ex A B C <!-- pg 21 -->

      <strike> pg 18 ex D listening<!-- pg 21 -->
      market_leader_3rd_upper_intermediate_audio_cd01_011.ogg </strike> 
<!--
      review
      Grammar: Order of gradable & non gradable adjectives
      word of adjectives (hint: opinion before fact, gradable before ungradable)
      gradable adjectives: 
        - opinion, size, quality, shape, age
      ungradable adjectives:
        - participle adjectives, origin, material, type, purpose
-->
      pg 19 ex A Brainstorming skills

      pg 19 ex B C D listening<!-- pg 21 -->
      market_leader_3rd_upper_intermediate_audio_cd01_012.ogg
      market_leader_3rd_upper_intermediate_audio_cd01_013.ogg

      Lexical material: Brainstorming
<!--  Lexical material: Stating objectives
      Lexical material: Expressing enthusiasm
      Lexical material: Encouraging contributions
      Lexical material: Agreeing -->
      pg 19 useful language

      <strike> pg 19 ex E
      role play </strike> 

      Case study - Henri Claude Cosmetics 
      Lexical material: International marketing, global marketing
      T / Cl
      How would you sell fragrances to men?
      - ...
      Aren't they too many products on the market already?
      - ...

      pg 20 background & key features<!-- pg 23 -->
      reading
      check connotations of 'physique'
      physique = size and shape of a person's body

      T / Cl
      How would you go global?
      - ... 

      Would you buy 'Physique' for your father / husband / brother?
      - ...
      What are the selling points?
      + French made
      + premium pricing
      + urban man
      - restricted target group?

      Should it be a mass market product at an affordable price?
      - probably not
      (too much competition)

      pg 20 listening - market research results
      market_leader_3rd_upper_intermediate_audio_cd01_013.ogg
      SSS compare notes
      - fierce competition among premium price fragrances and not cheaper ones!
      - lack of appeal to an international audience
      - mass market fragrance at an affordable price more profitable

      T / Cl
      What are the difference between 'aspiring' and 'adventurous' men?
      - aspiring
      = wanting to be successful in life
      ~ composed
      = calm and in control of your feelings
      hence more mature
      - adventurous
      = willing to take risks and try new ideas; enjoying being in new, exciting situations

      pg 21 task 1 2

      set for homework - to be confirmed
      pg 21 writing 
      action minutes for the brainstorming session

<u>new expressions</u>
      to hold back = refrain from doing; wait before acting; secure and keep for possible future use or application
      delegate = person appointed or elected to represent others

      fragrance = liquid that you put on your skin in order to make yourself smell nice; perfume
      perfume = liquid that you put on your skin in order to make yourself smell nice; fragrance
      physique = size and shape of a person's body
      cedar = tall evergreen tree with wide spreading branches
      screw-top = having a top or lid that screws onto it
      to hold back = to refrain from doing; wait before acting; secure and keep for possible future use or application
      delegate = person appointed or elected to represent others
      aspiring = wanting to be successful in life
      composed = calm and in control of your feelings
      adventurous = willing to take risks and try new ideas; enjoying being in new, exciting situations

<u>deco - delayed error correction / favourite mistakes</u>
      <strike>  like</strike> <strong>  as </strong>   an example he said <strong> (gave / mentioned) </strong>  ...
      good ideas can be <strike>  provide </strike> <strong>  provided / given / had </strong>  by everybody
      we don't know <strong> if </strong>  <strike>  a </strike>  fast feedback  <strike>  is it </strike> <strong>  is </strong>   a good idea or not
      they want <strike>  to achieve </strike>   to come up with some activities
      not all <strike>  the </strike>  people <strike> knows </strike> <strong> know </strong>   what physique means
      it<strike>  's reminded </strike> <strong>  reminds (me) </strong>   of sciences
      the best is to invest <strike>   to </strike> <strong> in </strong>  media  advertisement
      if I <strike> heard right </strike> <strong>  understood properly </strong> 

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20170916 (1hr) (credit 1hr balance 0hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader Upper Intermediate
      course book
      pg 16 ex B reading <!-- pg 20 -->
      Italian luxury

      pg 17 ex C D reading comprehension<!-- pg 20 -->

      pg 13 writing a follow up e-mail
      ~ 300 words
      - summarise decisions made
      - give reasons
      send in *docx format
      duncanpotter@yandex.ru
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      Manufacturing luxury products in low-cost countries jeopardises customer retention in mature markets
      - jeopardise
      /ˈdʒepədaɪz/
      'eo' /e/

      Their strategy's USP ought to convey more in the realms of know-how for discerning target customers
      - realm
      /relm/
      'ea' /e/
      pg 16 ex B reading line 12--> <!-- too difficult warmer - should be in next lesson -->

<u>support materials covered</u>
      Market Leader Upper Intermediate
      course book
      Marketing word partnership
      Lexical material: Marketing collocations
      T / Cl
      You say '[market / marketing] plan'?
      - marketing
      You say '[market / marketing] penetration'?
      - market
      = collocation

      pg 15 ex A B C vocab<!-- pg 19 -->

      pg 15 ex D<!-- pg 19 -->

      pg 16 ex A B reading <!-- pg 20 -->
      Italian luxury

      pg 17 ex C D reading comprehension<!-- pg 20 -->

      pg 17 ex E pt 2 3 <!-- keep as cooler -->
      use expressions from pg 15 ex A C

<u>new expressions</u>
      marketing = process of communicating the value of a product or service to customers, 
      for the purpose of selling that product or service
      STEP analysis = sociological, technological, economic, political analysis
      customer retention = more than giving the customer what they expect, 
      it’s about exceeding their expectations so that they become loyal advocates for your brand
      USP = unique selling point
      to bring in = a new person or object into a familiar environment
      to bring out = to launch

      to seduce = to persuade sb to have sex with you, especially sb who is younger or who has less experience than you; ~ sb (into sth / into doing sth) to persuade sb to do sth that they would not usually agree to do by making it seem very attractive
      discerning = able to show good judgement about the quality of sb/sth
      to anchor = to fix sth firmly in position so that it cannot move
      realm /relm/ = sphere or domain
      intent ~ on / upon sth | ~ on / upon doing sth (formal) determined to do sth, especially sth that will harm other people
      to aspire ~ (to sth) = to have a strong desire to achieve or to become sth
      relentlessly = not stopping or getting less strong; refusing to give up or be less strict or severe
      to dilute ~ sth (with sth) = to make a liquid weaker by adding water or another liquid to it; to make sth weaker or less effective
      to convey = to make known; pass on, of information; to transport or carry (goods, passengers, etc.)
      drawback = disadvantage
      planned / built-in obsolescence = scheduled life span of a product

<u>deco - delayed error correction / favourite mistakes</u>
      maybe there are more people in <strike> North </strike> <strong>  northern </strong> countries
      they have a <strike>  garden </strike>  <strong>  gardening section / dept</strong> 
      if money was no object I <strike> will </strike>  <strong>  would </strong> buy...
      maybe it<strike>  's rely </strike> <strong>  relies </strong>   on heritage 

<u>pig - pronunciation & intonation guidelines</u>

</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20170909 (1hr) (credit 1hr - balance 0hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader Upper Intermediate
      course book
      pg 10 ex C vocab<!-- pg 13 -->

      pg 11 ex D<!-- pg 13 -->
      (use audio script at the end of the book to complete the gaps)

      Case study - The price of success
      pg 12 background 
      reading 
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      I can hardly believe it! Did you hear that from the horse's mouth or on the grapevine?
      The bankrupt tour operator was beating about the bush when they had to explain  their losses
      They had obviously made things up carelessly because we couldn't make head nor tail of their excuse
--><!--
      I'm afraid I don't follow you; do you mind if we go over that penultimate point again?
-->
<u>support materials covered</u>
      Market Leader Upper Intermediate
      course book
      pg 11 ex E F<!-- pg 13 -->
<!--
      Lexical material: Asking for repetition
      Lexical material: Asking for clarification
      Lexical material: Checking information
      Lexical material: Problems with understanding
      Lexical material: Asking for further information
      Lexical material: Technical problems
      Lexical material: Summarising the call-->
      pg 11 useful language

      Case study - The price of success
      T / Cl
      If your company is successful & grows bigger,
      what could happen to communication within the company & with its clients?
      - ...

      pg 12 background <!-- pg 15 -->
      reading 

      T / Cl
      What mistakes were made in the way the problem was handled?
      - ...
      How could they be remedied?
      - ...
      Do they have the right procedures in place to deal with product defects?
      - ...

      Why did WCH lose an important client?
      - ...
      (Lawrence discount stores)
      Should the sales manager have been more pro-active or was it only W.Hooper's fault?
      - ...

      pg 12 problems & recommendations<!-- pg 15 -->
      reading

      pg 13 listening<!-- pg 15 --> <!-- SS listen out for 3 questions -->
      market_leader_3rd_upper_intermediate_audio_cd01_07.ogg
      - information overload

      - appointment of a new account manager will increase costs 
      - clients like personal approach

      - customer services to inform other depts
      - will be bureaucratic
      - time consuming
    
      market_leader_3rd_upper_intermediate_audio_cd01_08.ogg

      pg 13 task 1 2  
      SSS discuss problems & recommendations

      DVD case study
      <!-- mount -t iso9660 -o loop market_leader_3rd_upper_intermediate_dvd.iso /media/cdrom -->
      Conclusions
      - lack of communication can jeopardise company's growth
      - growth should not take place to the detriment of face to face communication
      - should convince managers of the need to implement an IT solution thanks to the use of KPIs
      - analyse risks incurred if they don't change their current workflow
      - compare with competition

      set for homework - to be confirmed
      pg 13 writing a follow up e-mail
      ~ 300 words
      - summarise decisions made
      - give reasons
      send in *docx format by Sunday 19.03 midday
      duncanpotter@yandex.ru


      Unit 2 International marketing
      T / Cl
      What is the target market & image of Ikea in Russia and in Europe?
      - ...

      pg 14 ex (A) B pt 3 4 (C) starting up<!-- pg 19 -->

<u>new expressions</u>
      to contribute ~ (sth) (to / towards sth) = to give sth, especially money or goods, to help sb/sth

      remedied /'remədi:d/ = corrected; relieved; healed; counteracted 
      to withdraw ~ (sb/sth) (from sth) = to move back or away from a place or situation; 
      to make sb/sth do this; to stop giving or offering sth to sb
      to jeopardise = to pose a threat to; present a danger to
      KPI = key performance indicator
      detriment (to the ~ of) = resulting in harm or damage to sb/sth

<u>deco - delayed error correction / favourite mistakes</u>
      it's hard to have <strike>  a </strike> good communication with clients
      managers should pay more attention <strike> for </strike> <strong>  to </strong>   customers in the company
      She <strike>  is totally agreed </strike> <strong>  totally agrees </strong>  with her boss
      she <strike>  doesn't </strike> <strong>  isn't </strong>  keen on paperwork because it doesn't generate sales
      it's very <strike>  comfortable </strike> <strong>  convenient </strong>   in this case

<u>pig - pronunciation & intonation guidelines</u>
      advertisement /ə'dvə:təzmənt/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20170902 (1hr) 09:45-10:45 (paid 2hr - balance 0hr)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      Market Leader Upper Intermediate
      pg 7 ex C vocab<!-- pg 11 -->

      pg 8 ex C D E F reading<!-- pg 12 -->
      pg 9 article by Luke Johnson
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      You should be coherent and avoid dumping lots of data on people
      Although efficient communicators will occasionally digress to add details, they won't ramble <!--and lose sight of their main message-->
      Even eloquent diplomats may have difficulty in engaging with inhibited central European counterparts
-->
<u>support materials covered</u>
      Market Leader Upper Intermediate
      E-mails - for & against
      pg 8 ex A B<!-- pg 12 -->

      pg 8 ex C D E F reading<!-- pg 12 -->
      pg 9 article by Luke Johnson

      pg 8 ex G<!-- pg 13 -->

      Lexical material: Idioms about telling the truth
      T / Cl
      You lost your car, your house and your job because financial markets crashed
      [you tell your wife succinctly / you beat about the bush]
      - you beat about the bush

      A speed camera caught you driving at 200km/hr in the town centre of St Petersburg
      [you pay the fine / you've never been to St Petersburg and you can't make head nor tail of it]
      - you can't make head nor tail

      pg 9 ex A vocab<!-- pg 13 -->
      pg 10 ex B vocab<!-- pg 13 -->

      set for homework
      pg 10 ex C vocab<!-- pg 13 -->

      pg 10 ex D <!-- pg 13 -->

      Functional language: Dealing with communication breakdown
      T / Cl
      On the phone, your interlocutor says
      'Could you expand on that, please?'
      [give more details / repeat]
      - give more details

      You want to ask your interlocutor if he understands
      'You're with me? / Got it? / Shall I spell that?'
      - You're with me?
      - Got it?

      Your interlocutor says
      'I can('t) talk to you now'
      = example of connected speech
      - BrEn accent
      = he is busy 
      - AmEn accent
      = he can talk to 

      pg 11 ex A<!-- pg 13 -->

      pg 11 ex B<!-- pg 13 -->
      listening 
      market_leader_3rd_upper_intermediate_audio_cd01_05.ogg

      pg 11 ex C<!-- pg 13 -->
      listening 
      market_leader_3rd_upper_intermediate_audio_cd01_06.ogg

      pg 11 ex D<!-- pg 13 -->
      listening 
      market_leader_3rd_upper_intermediate_audio_cd01_06.ogg

<u>new expressions</u>
      prosperity = state of being successful, especially financially
      facial = connected with a person's face
      offence = illegal act; crime
      abusive = (of behaviour) involving violence
      to reprimand = ~ sb (for sth) (formal) to tell sb officially that you do not approve of them or their actions
      to peek at = to look at sth quickly and secretly because you should not be looking at it
      to sling = to throw sth somewhere in a careless way
      to vow = to make a formal and serious promise to do sth or a formal statement that is true
      fester = (of bad feelings or thoughts) to become much worse because you do not deal with them successfully
      far-flung = spread over a wide area
face to face = involving close contact; confronting each other
      to get away with = do (something bad or wrong) without being caught or punished
      to make things up = to pretend sth is true in order to deceive people
      to pitch to someone = to aim an idea or product at someone, to promote by means of an argument and demonstration
      to be better off = in a more fortunate or prosperous condition
      to be posted = assign to a post; put into a post
      to beat about the bush = to approach a subject in an indirect way
      to hear on / through the grapevine = to hear about something the information has been passed from one person to another in conversation  
      a little bird told me = to have learned something from a mysterious, unknown, or secret source
      not to make head nor tail of th = to fail to understand anything
      to get the wrong end of the stick = not to understand sth
      to put sb in the picture = to give the latest information
      to talk at cross-purposes = not to understand someone
      to get it straight from the horse's mouth = to be told by someone who has direct knowledge of it
      to put it in a nutshell = to sum up

      to expand on sth = to develop, add detail
      to roll out = when a company plans to expand throughout a country 

<u>deco - delayed error correction / favourite mistakes</u>
      I prefer <strike> a </strike>  communication by e-mail
      you can think about your reply to make it more <strike> logically </strike> <strong>  logical </strong> 
      for business it's <strike>  more </strike>   easier, it's <strike>  more quickly </strike>  <strong>  quicker </strong> 
      there are some advantages which I <strike>  don't tell </strike>  <strong>  haven't told </strong>  
      it's <strike> more quickly</strike> <strong>  quicker </strong>  to find <strong> (reach / make) </strong>  a decision
      they had to go to <strike> the </strike>  Germany
      I'm not really <strike> irritated </strike>  <strong> irritable </strong> 
      we have <strike>  heard of </strike>  <strong>  have been hearing about </strong>  it for 2 years
      hold on <strike>  when </strike>  <strong>  until </strong>  I finish
      the <strike>  another </strike> <strong>  other </strong>  person <strike> haven't understand </strike>  <strong>  hasn't understood </strong>  some information

<u>pig - pronunciation & intonation guidelines</u>
      offence /əˈfens/
      relaxed /rə'lækst/
      punished /'pəniʃt/
      pitch /'pitʃ/
      peach /'pi:tʃ/
      economy /i'kɔnəmi:/
      technology /te'knɔlidʒi:/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>

<h2>20170826 (1hr) (balance -1hr due)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      download the following book
      Market Leader 3rd Ed Upper Intermediate
      <a class="clog" target="about_blank" href="https://yadi.sk/i/xnVxJ7QX3M92Qb">https://yadi.sk/i/xnVxJ7QX3M92Qb</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>background assessment</u>
      AOI (area of interest)
          - commercial dept
          - assistant purchase managers
          - power generators
          - B2C
      learning history
          - The Business Intermediate 2.0 (201504 - exit test 56%)
          - New Inside Out Upper Intermediate (201509 - exit test 82%)
      exposure to L2
          - once a week
          - correspondence
          - future negotiations
          - company language(s): Russian
      linguistic expectations
<!--          - min of h/w per lesson -->
          - mixed needs (professional & conversational)
      spelling
          - British
<!--          - undecided yet (American vs British, but French influence) -->
      <!--goals
          -
          - socialising during conference breaks
          - speaking
          - intonation -->

      <u>CEF guidelines - total hrs / level</u>
      The Association of Language Testers of Europe (ALTE), whose members have aligned 
      their language examinations with the CEF, provides guidance on the number 
      of guided teaching hours needed to fulfil the aims of each CEF level:
          A1  approximately 90-100 hours
          A2  approximately 180-200 hours
          B1  approximately 350-400 hours
          B2  approximately 500-600 hours
          C1  approximately 700-800 hours
          C2  approximately 1000-1200 hours

      course book options
      - business courses
        Market Leader Up Int / The Business Up Int
      - general English
        Speak Out Adv / New Inside Out Adv (only if had practice since 2015)

      Market Leader Upper Intermediate
      Unit 1 Communication
      T / Cl
      Do you need to speak loud to be a good communicator?
      - probably not

      For good communication, psychological competences are [more / less] important than language skills
      - probably more
      e.g. showing a sense of humour, building rapport
      
      pg 6 ex A B <strike> C  D </strike> starting up

      Lexical material: Describing good communicators
      A good communicator needs [rambling discourse / eloquence]
      - eloquence
      = ability to express himself readily, clearly, effectively 

      Detective Columbo is usually [articulate / rambling]?
      - rambling

      Detective Poirot is usually [extrovert / inhibited]?
      - inhibited
      = unable to relax or express your feelings in a natural way

      pg 6 ex A vocab <!-- pg 11 -->
      pg 7 ex B<!-- pg 11 -->

      set for homework
      pg 7 ex C vocab<!-- pg 11 -->

      pg 7 ex D listening - vocab<!-- pg 11 -->
      market_leader_3rd_upper_intermediate_audio_cd01_01.ogg

      pg 7 ex E speaking
      use expressions from pg 6 A vocab and pg 7 B vocab

      Functional language: Improving communication
      pg 7 ex A B listening <!-- pg 11 -->
      market_leader_3rd_upper_intermediate_audio_cd01_02.ogg
      - don't exceed (limited) span of attention
      - don't dump lots of data on people
      - listening as important as telling
      - need emotional connection
      see audio script pg 152

      pg 7 ex C listening <!-- pg 11 -->
      market_leader_3rd_upper_intermediate_audio_cd01_03.ogg

      pg 7 ex D listening <!-- pg 11 -->
      market_leader_3rd_upper_intermediate_audio_cd01_04.ogg

      <strike> pg 7 ex E speaking </strike> 

<u>new expressions</u>
      eloquent /ˈeləukwənt/ = expressing yourself readily, clearly, effectively
      rapport /ræˈpɔ:/ = relationship or communication, esp. when useful and harmonious
      inhibited = having a hesitancy or reluctance to exhibit normal emotional reactions, reluctant to speak;
      unable to relax or express your feelings in a natural way
      e.g. he was too inhibited to make friends easily
       concise = giving only the information that is necessary and important, using few words
      succinct = giving only the information that is necessary and important, using few words     
      to hinder = be a hindrance or obstacle to
      to digress = to start to talk about sth that is not connected with the main point of what you are saying
      articulate = to express or explain your thoughts or feelings clearly in words
      rambling = very long and confused; spreading in various directions with no particular pattern
      reluctant = hesitating before doing sth because you do not want to do it or because you are not sure that it is the right thing to do
      coherent = clear & easy to understand

<u>deco - delayed error correction / favourite mistakes</u>
      it's more<strike>  easy </strike>  <strong>  easier </strong>  to understand
      they can listen <strong>  to </strong>  you
      if you have an <strike> argue </strike> <strong>  argument </strong>  
      I don't know this one <strike> too </strike> <strong> either </strong>  
      he was <strike> talking </strike> <strong>  saying </strong>  that...
      you need to focus on people <strike>  can</strike> <strong>  being able to </strong>  get all the data
      if you <strike> tell </strike>  <strong>  give </strong>  her some advice

<u>pig - pronunciation & intonation guidelines</u>
      coherent /kəu'hirənt/
      argue /'ɔrgyu:/
</pre>

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