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<clog_course_details>
<clog_member>rrwcgroup5
</clog_member>
<clog_password>y18rrwcgroup5
</clog_password>
<clog_last_update>20250129</clog_last_update>
<clog_notes>
<![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
〆no dictionaries
〆no language notes<!-- ! skip the listening task (will be completed in class) -->
→ complete as h/w 
(annotate the pdf or attach a docx file with your answers)
→ send back by e-mail by Friday 20230317
→ time allowed: 60min<!--40min-->
<a class="clog" target="about_blank" href="">(the url will be available here later)</a>
<a class="clog" target="about_blank" href="">(the file will be available here later)</a>

<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.

directions
from entrance 2
left down corridor
pass cafeteria on the right
lifts on the right
4th floor
left down corridor
up staircase
left down corridor
477a

from 477a
right
downstairs 
right
490a

from 477a
turn right down corridor to sofa

room 323
room 616

as of 20180801
Hotel Navchalnikov dorog
Басманный переулок, 1

Golman Aleksandr 8-903-163-18-71 or  499-262-57-57
advisor to deputy CEO

Maya
passenger service

Tatiana
law

      <img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png">

:%s/Optional homework/<img src="pix\/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework/g

      <img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Prepare for quarterly test

course outline - wish list
pronunciation
speaking
more reading of articles as prep

online attendance sheet
https://disk.yandex.ru/i/osf_M0t_XFbYKQ


<a class="clog" target="about_blank" href="https://www.rand.org/pubs/perspectives/PEA2510-1.html">https://www.rand.org/pubs/perspectives/PEA2510-1.html</a>

Vyacheslav Dubenin
Chinese use both parts of their brains (because their language depends on images)
Europeans use only one side of their brains

20240327 63 yo Nadezhda

20250123
У РЖД договор с компанией Skills First, они знают что Дункан к ним приходит о школы Skills First. Если ты уже упоминал Ready Skill, ничего страшного, можно сказать что это группа компаний. Ready Skill занимается массовыми проектами, Skills First бутиковая школа для ВИП клиентов
]]>
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<note>25 yo son</note>
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<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20191218</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Accepting apologies</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English B2.3 - Efekta System, Hult
pg 21 ex C vocab
pg 26 ex G H I grammar
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level></clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>106</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
pg 22 ex I speaking

Lesson 3

T / Cl
How would you apologise for saying something wrong?
(...)
Was it contrived?
(...)

<img src="pix/icons8-movie-100.png" width="35em" border="0" alt="video"> English Town Unit 3 lesson 3
english-town_general_english_level-12_unit-2_lesson_3.mp4 
<!-- 12-Upper\ Intermediate\ -\ Awkward\ situations\ -\ Unit6\ -\ English-3.mp4  -->

Would you accept the parents' apologies?
(...)


Communication
pg 23 ex A listening
05_ef_general_english_ef_ekta_hult_b2-3.mp3

pg 23 ex B listening
05_ef_general_english_ef_ekta_hult_b2-3.mp3

(to be continued)
pg 23 ex C listening
05_ef_general_english_ef_ekta_hult_b2-3.mp3

pg 23 ex D listening

pg 23 ex E speaking
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>105</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>wip</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>104</mdlid>
<clog_expressions>
considerate = always thinking of other people's wishes and feelings; careful not to hurt or upset others; thoughtful
contrived = (disapproving) planned in advance and not natural or genuine; written or arranged in a way that is not natural or realistic
prim (~ and proper) = (of a person) always behaving in a careful and formal way, and easily shocked by anything that is rude
tablespoon (BrEn) | soup spoon (AmEn) = large spoon, used especially for serving food
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>103</mdlid>
<clog_deco><![CDATA[
If you feel <strike>yourself </strike> that you belong to a group of people
The fact that people are on line so much <strike>that's why </strike> <strong>  means that </strong>  they are...
<strike>Less</strike> <strong>Fewer </strong> people <strike>keep </strike> <strong>  stick to | follow </strong> these rules
]]></clog_deco>
<clog_pig>
Reggie /'redʒi:/
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20191211</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Showing good manners</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English B2.3 - Efekta System, Hult
Unit 2 - Manners &amp; etiquette
pg 20 ex G writing
pg 20 ex J reading
pg 20 ex K writing
]]></clog_session_hw>
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<text></text>
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<text></text>
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<clog_session_hw_url>
<text></text>
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<clog_session_hw_review>
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<clog_session_flipped_lessons_contents>
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<clog_support_material>
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<clog_book_level></clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>102</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
T / Cl
When is it better to be not too punctual?
✓ at a birthday party, e.g. being late about 15min 
(...)

pg 20 ex G writing
feedback

pg 20 ex H speaking

pg 20 ex I speaking <!-- already covered in previous lesson -->

pg 20 ex J reading

pg 20 ex K writing

Lesson 2
Language builder
pg 21 ex A vocab

pg 21 ex B vocab

set for homework
pg 21 ex C vocab

pg 21 ex D listening
04_ef_general_english_ef_ekta_hult_b2-3.mp3

T / Cl
Are there any rules of thumb how to behave at a birthday party?
✓ arrive about 15min late

pg 21 ex E speaking

Grammar: Nominal clauses
→ no comma needed

pg 22 ex F G grammar

set for homework
pg 22 ex H grammar
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>101</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>wip</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>100</mdlid>
<clog_expressions>
to shrug = to raise your shoulders and then lower them to show that you do not know or care about sth, especially by way of expressing doubt, indifference, dislike, dread...
courtesy /'kə:təsi:/ = polite behaviour that shows respect for other people
courteous /ˈkə:tjəs/ = polite, especially in a way that shows respect
blunder = stupid or careless mistake
napkin = piece of fabric or paper used at meals for protecting your clothes and cleaning your lips and fingers
serviette = (BrEn) piece of fabric or paper used at meals for protecting your clothes and cleaning your lips and fingers
rule of thumb = practical method of doing or measuring sth, usually based on past experience rather than on exact measurement
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>99</mdlid>
<clog_deco><![CDATA[
I feel the difference coming late <strike>for </strike> <strong>to | at </strong>  a corporate meeting
People feel <strike>themselves</strike> uncomfortable if they're a little early
What about refusing <strike>of </strike>  gifts?
You can help elderly people to cross a <strike> pedestrian </strike>  <strong>zebra </strong> crossing
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20191204</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Dealing with contrived situations</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English B2.3 - Efekta System, Hult
Unit 2 - Manners &amp; etiquette
pg 19 ex D reading for detail
pg 19 ex E grammar
pg 19 ex F vocab


<img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Exit test results
Anna
<meter value="3" min="0" low="3" max="6"></meter> Vocab - Prepositions B2 - 03
<meter value="4" min="0" low="5" max="10"></meter> Grammar - Defining and non-defining clauses B2 - 02
<meter value="7" min="0" low="4" max="8"></meter> Listening - Corporate culture B2 - 03
<meter value="6" min="0" low="5" max="10"></meter> Writing B2 - 03
<meter value="20" min="0" low="17" max="34"></meter> Total 59% (lost points because of grammar)

Sergey
<meter value="3" min="0" low="3" max="6"></meter> Vocab - Prepositions B2 - 03
<meter value="7" min="0" low="5" max="10"></meter> Grammar - Defining and non-defining clauses B2 - 02
<meter value="7" min="0" low="4" max="8"></meter> Listening - Corporate culture B2 - 03
<meter value="6" min="0" low="5" max="10"></meter> Writing B2 - 03
<meter value="23" min="0" low="17" max="34"></meter> Total 68%

Tatiana
<meter value="5" min="0" low="3" max="6"></meter> Vocab - Prepositions B2 - 03
<meter value="10" min="0" low="5" max="10"></meter> Grammar - Defining and non-defining clauses B2 - 02
<meter value="7" min="0" low="4" max="8"></meter> Listening - Corporate culture B2 - 03
<meter value="7" min="0" low="5" max="10"></meter> Writing B2 - 03
<meter value="29" min="0" low="17" max="34"></meter> Total 85%

Nadezhda
<meter value="5" min="0" low="3" max="6"></meter> Vocab - Prepositions B2 - 03
<meter value="10" min="0" low="5" max="10"></meter> Grammar - Defining and non-defining clauses B2 - 02
<meter value="7" min="0" low="4" max="8"></meter> Listening - Corporate culture B2 - 03
<meter value="9" min="0" low="5" max="10"></meter> Writing B2 - 03
<meter value="31" min="0" low="17" max="34"></meter> Total 91% <!-- x2.94 -->
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<text></text>
<url></url>
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<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level></clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>98</mdlid>
<activity_id>exit_test_rrwcgroup5_20191127.xml</activity_id>
<activity_title>Exit test</activity_title>
<activity_status>active</activity_status>
<activity_type>quarterly_test_feedback</activity_type>
<activity_contents><![CDATA[
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>97</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
pg 19 ex D reading for detail

Grammar: Nominal &amp; participle clauses

T / Cl
Have you ever told anyone in person that they were incompetent?
(...)

pg 19 ex E grammar

pg 19 ex F vocab

Functional language: Having people at home

T / Cl
Does it feel contrived if people refuse to accept gifts?
(...)

set for homework
pg 20 ex G writing

<strike>pg 20 ex H writing </strike>  

pg 20 ex I speaking

set for homework
pg 20 ex J reading
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>96</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>wip</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>95</mdlid>
<clog_expressions>
in person = directly, face-to-face
contrived = (disapproving) planned in advance and not natural or genuine; written or arranged in a way that is not natural or realistic
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>94</mdlid>
<clog_deco><![CDATA[
How you can let <strong>people | someone </strong>   <strike>to </strike>   know that you <strike>get </strike> <strong>  got </strong> this e-mail
I should reply <strike>for </strike> <strong>  to </strong>  all of them
Sometimes when you can <strike> talk </strike>  <strong>  tell | voice </strong>  your opinion
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20191127</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Quarterly test, Defining netiquette</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
Rescheduled from previous lesson
<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.
EF General English B2.3 - Efekta System, Hult
Unit 2 - Manners &amp; etiquette
<a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/EFEKTA-GE-B2.3_U2[17-28].pdf">EFEKTA-GE-B2.3_U2[17-28].pdf</a>

<img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> exit test 
Review the following:
B2-3 Unit 1 (only)
Grammar: Relative clauses
Lexical material: Corporate culture
]]></clog_session_hw>
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<text></text>
<url></url>
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<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English B2.3 - Efekta System, Hult</clog_book_title>
<clog_book_level>B2.3</clog_book_level>
<clog_book_unit>Unit 2 Manners and etiquette </clog_book_unit>

<clog_activity>
<mdlid>93</mdlid>
<activity_id>exit_test_rrwcgroup5_20191127.xml</activity_id>
<activity_title>Exit test</activity_title>
<activity_status>active</activity_status>
<activity_type>quarterly_test</activity_type>
<activity_contents><![CDATA[
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>92</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
T / Cl
Are you ever impolite? Why?
✓ in the car when stuck in traffic jams
✓ at work when pushed to meet tight deadlines

pg 17 Let's start
<!--
<img src="pix/icons8-movie-100.png" width="35em" border="0" alt="video"> English Town Unit 2 lesson 1
english-town_general_english_level-12_unit-2_lesson_1.mp4
-->

T / Cl
If you are on the Internet, can you afford to be more impolite?
〆 you need netiquette

pg 19 ex A reading
pg 18 Memo - Netiquette we take seriously

pg 19 ex B C reading for detail

set for homework
pg 19 ex D reading for detail
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>91</mdlid>
<clog_expressions>
netiquette = rules of correct or polite behaviour on the Internet among internet users
wink = close one eye and open it again quickly, especially as a private signal to sb, or to show sth is a joke
emoticon = representation of a facial expression (as a smile or frown) created by typing a sequence of characters in sending email
courteous = polite, especially in a way that shows respect
use = general and employed much more widely than 'usage'
usage = use which implies something conventional or customary, such as how language is customarily spoken or written (for example, English usage).
to praise sb/sth (as sth) = to express your approval or admiration for sb/sth
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>90</mdlid>
<clog_deco><![CDATA[
Sometimes I can be rude in the car but nobody <strike> listens to </strike>  <strong>  can hear </strong> it
<strike>As usual </strike>  <strong>Usually </strong> it's a reaction <strike>on </strike> <strong>  to </strong>  something
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20191120</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Reinventing corporate culture without substantial staff turnover</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English B2.3 - Efekta System, Hult
pg 13 ex F vocab
pg 14 ex G writing

<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.
EF General English B2.3 - Efekta System, Hult
Unit 2 - Manners &amp; etiquette
<a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/EFEKTA-GE-B2.3_U2[17-28].pdf">EFEKTA-GE-B2.3_U2[17-28].pdf</a>

<img src="pix/icons8-schedule-100.png" width="35em" border="0" alt="schedule">
20191127 exit test
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English B2.3 - Efekta System, Hult</clog_book_title>
<clog_book_level>B2.3</clog_book_level>
<clog_book_unit>Unit 1 Corporate culture</clog_book_unit>

<clog_activity>
<mdlid>89</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
T / Cl
Are there any rites for people who join your company?
(...)
What is the mission statement of your company?
(...)
Have corporate values of your company changed over the years, or are they a little old-fashioned?
(...)

pg 13 ex F vocab
feedback

pg 14 ex G writing

<strike>pg 14 ex H writing </strike>  

pg 14 ex I J writing

T / Cl
Is it realistic to reinvent corporate culture without substantial staff turnover?
(...)

set for homework - to be confirmed
pg 14 ex K writing

Pre task
pg 15 ex A B

pg 15 ex C D discussion

<strike>pg 16 ex E task
pg 16 ex F G post task </strike>  
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>88</mdlid>
<clog_expressions>
resentment = feeling of anger or unhappiness about sth that you think is unfair
secrecy = fact of making sure that nothing is known about sth; the state of being secret
to gauge /'geidʒ/ = to make a judgement about sth, especially people's feelings or attitudes
retribution = severe punishment for sth seriously wrong that sb has done
to nurture = to care for and protect sb/sth while they are growing and developing; to help sb/sth to develop and be successful
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>87</mdlid>
<clog_deco><![CDATA[
Trade of armaments <strike> has the 3rd line </strike> <strong>comes | is ranked </strong>  third
... <strike>  within </strike>  <strong>  in </strong>  the world
It is one of our values to keep <strike>the </strike> discipline
I <strike>  changed </strike> <strong>  swapped | confused </strong> both
Can you explain <strike>  me </strike>  quantum communication <strong>  to me </strong>?
The majority of people can <strike>be disagreed </strike> <strong>  disagree </strong>  with this rule
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20191113</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Creating a positive corporate culture (sharing information)</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English B2.3 - Efekta System, Hult
Unit 1 Corporate culture
pg 10 ex D vocab
pg 11 ex H grammar

pg 13 ex A C reading for gist
pg 12 Positive corporate culture
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level></clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>86</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
Lesson 4

T / Cl
Do your managers share all information with their employees?
〆 only seldom
To what extent does corporate culture depend on a company's velocity?
〆 traditional companies are not agile

pg 13 ex A reading for gist
pg 12 Positive corporate culture

pg 13 ex B speaking

pg 13 ex C reading

<!--set for homework -->
pg 13 ex D reading

pg 13 ex E grammar
]]></activity_contents>
</clog_activity>

<!-- already covered w/ rrwcgroup5 -->
<clog_activity>
<mdlid>85</mdlid>
<activity_id>20191016-1947</activity_id>
<activity_title>Talking about the past, present and future expectations with 'supposed to'</activity_title>
<activity_status>wip</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
Your boss wants you to confirm a new contract
[I am supposed to sign a new contract | I suppose I will sign a new contract]
✓ I am supposed to
= it is expected (from you by your boss)
≠ you think

[It is supposed to be | There is supposed to be] a meeting next week
✓ There is supposed to be
= happening, taking place
↔ There is a meeting scheduled next week

[It is supposed to be | There is supposed to be] a presentation and not just a webinar
✓ It is supposed to be
↔ It should be a presentation and not just a webinar
= defines the object which is expected

[They are supposed to be | There are supposed to be] interesting lectures at the conference
✓ There are supposed to be interesting lectures at the conference
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>84</mdlid>
<clog_expressions>
rite = ceremony performed by a particular group of people, often for religious purposes
to perceive = to notice or become aware of sth; ~ sth (as sth) to understand or think of sth in a particular way
rite = ceremony performed by a particular group of people, often for religious purposes
to blame ~ sb/sth (for sth) | ~ sth on sb/sth = to think or say that sb/sth is responsible for sth bad
to occur = to happen
to empower = to give sb the power or authority to do sth
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>83</mdlid>
<clog_deco><![CDATA[
We don't need to <strike> study </strike> <strong>  train </strong>  them
It's very difficult to say <strike>it </strike> <strong>  so </strong>   in <strike>particular </strike> <strong>  detail </strong>  
In general, the <strike>high </strike>  <strong>higher the</strong> level <strong>of </strong> <strong>(</strong> the <strong>)</strong> managers, the more often <strong>(</strong> the <strong>)</strong> managers punish
I suppose <strike>the </strike>  most <strong>of </strong> employees of our company are loyal
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>



<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20191106</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Resting on your laurels or motivating staff</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English B2.3 - Efekta System, Hult
Unit 1 Corporate culture
pg 10 ex A B C vocab
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level></clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>82</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
(continuation of previous lesson)
Language builder
T / Cl
Should corporate culture encourage staff to rest on their laurels?
〆 probably not

pg 10 ex A B C vocab

set for homework
pg 10 ex D vocab

pg 10 ex E speaking
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>81</mdlid>
<activity_id>20191106-1800</activity_id>
<activity_title>Cleft sentences</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
Which sounds more convincing?
1. It is important that you send your reply by midday
2. What is important is that you send your reply by midday
✓ 2
What do you emphasise [subject | object]?
✓ object (reply)
= cleft sentence

How can you emphasise the following statement 'You made a mistake'?
✓ It was you who made a mistake
= cleft sentence
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>80</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
pg 11 ex F G grammar

set for homework
pg 11 ex H grammar

pg 11 ex I J speaking
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>79</mdlid>
<clog_expressions>
attire = (formal) clothes
to relate to = to be able to understand and have sympathy with sb/sth
to match up = to put in pairs or groups
to rest on one's laurels = to be satisfied with the success you have already won; stop trying to win new honours
intelligentsia /ɪnˌtelɪˈdʒentsɪə/ = people in a country or society who are well educated and are interested in culture, politics, literature, etc
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>78</mdlid>
<clog_deco><![CDATA[
I try to make a presentation without contention of <strong>(contradicting) </strong> their <strike>mind </strike> <strong>  way </strong> of thinking
I think these corporations are <strike> stand </strike> <strong>  standing </strong>  out
I <strong>was </strong> brought <strong>  up </strong> there <strike> up </strike>  
He is <strike>an </strike>  <strong>a member of the </strong> intelligentsia 
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20191030</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Pulling strings or team building</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English B2.3 - Efekta System, Hult
Unit 1 Corporate culture
pg 9 ex F G speaking
Prepare your answers
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level></clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>77</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
T / Cl
How do you establish corporate culture? Do you go for a drink together?
(...)

pg 9 ex F G speaking

pg 9 ex H role play


Lesson 3

T / Cl
Should respect for staff and their interests be part of corporate culture?
(...)

How do you show staff members they are valuable?
✓ provide feedback
✓ offer promotion opportunities, bonuses
(...)

What is an induction programme?
(...)

<img src="pix/icons8-movie-100.png" width="35em" border="0" alt="video"> English Town Unit 1 lesson 3
english-town_general_english_level-12_unit-1_lesson_3.mp4

T / Cl
What does Elisabeth want?
✓ Stewart should head up the intern programme
✓ all teams should be on the same page
✓ heads of dept should discuss short &amp; long term goals
≠ strong incentives
= hot air

Why is she flattering him?
✓ she stabbed him in the back...

What does Stewart want?
〆 less vagueness
✓ taking part in the decision-making process
✓ terms and conditions
✓ she should go by these requirements
(...)

Is she as fragile as she seems to be or is she just pretending &amp; manipulating?
✓ she needs him back
(...)


<img src="pix/icons8-movie-100.png" width="35em" border="0" alt="video"> English Town Unit 1 lesson 4
english-town_general_english_level-12_unit-1_lesson_4.mp4

T / Cl
Who will be pulling the strings?
(...)

Would you like to work with her?
〆 probably not
〆 she's deceitful
(...) 
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>76</mdlid>
<clog_expressions>
benefits = extra things that an employer gives you as well as your wages
fringe benefits = any non wage payment or benefit granted to employees by employers
commuting = travelling regularly by bus, train, car, etc. between your place of work and your home
insane = seriously mentally ill and unable to live in normal society; (informal) very stupid, crazy or dangerous
vagueness = condition of not having or giving enough information or details about sth, suggesting a lack of clear thought or attention
deceitful = behaving in a dishonest way by telling lies and making people believe things that are not true 
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>75</mdlid>
<clog_deco><![CDATA[
It can influence <strike>to </strike> corporate culture
I have to <strike>hear </strike>  <strong>  listen to </strong> what he <strike>speaks </strike><strong>says </strong>  
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20191023</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Obtaining leadership skills</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English B2.3 - Efekta System, Hult
Unit 1 Corporate culture
pg 7 ex G H grammar - supposed to
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English B2.3 - Efekta System, Hult</clog_book_title>
<clog_book_level>B2</clog_book_level>
<clog_book_unit>1 Corporate culture</clog_book_unit>

<clog_activity>
<mdlid>74</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
Lesson 2

<img src="pix/icons8-movie-100.png" width="35em" border="0" alt="video"> English Town Unit 1 lesson 2
english-town_general_english_level-12_unit-1_lesson_2.mp4

T / Cl
Should leadership be like a spreadsheet?
〆 no, it should be flexible, inspirational
(...)

Does he trust her? Why / Why not?
〆 no, he feels he's been stabbed in the back many times
(...)

What does he want?
✓ terms and conditions
(...)

pg 8 ex A B listening
03_ef_general_english_ef_ekta_hult_b2-3.mp3

pg 8 ex C D listening
03_ef_general_english_ef_ekta_hult_b2-3.mp3

pg 8 ex E role play
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>73</mdlid>
<clog_expressions>
leadership = ability to be a leader or the qualities a good leader should have
to eliminate ~ sth/sb (from sth) = to remove or get rid of sth/sb
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>72</mdlid>
<clog_deco><![CDATA[
She's been unfair <strike>with </strike>  <strong>  to </strong> him
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20191016</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Sharing a company's vision</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English B2.3 - Efekta System, Hult
Unit 1 - Corporate culture
pg 6 ex C
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level></clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>71</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
T / Cl
Do you share your company's vision? Why / Why not?
〆 set objectives don't always match the board's vision
(...)

T / Cl
What kind of employee is more important for a company [who is loyal | who performs well]?
✓ who shares the company's culture
(...)

pg 6 ex D speaking

pg 6 ex E speaking

T / Cl
Are you supposed to attend activities at weekends to build team spirit?
(...)
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>70</mdlid>
<activity_id>20191016-1947</activity_id>
<activity_title>Talking about the past, present and future expectations with 'supposed to'</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
Your boss wants you to confirm a new contract
[I am supposed to sign a new contract | I suppose I will sign a new contract]
✓ I am supposed to
= it is expected (from you by your boss)
≠ you think

[It is supposed to be | There is supposed to be] a meeting next week
✓ There is supposed to be
= happening, taking place
↔ There is a meeting scheduled next week

[It is supposed to be | There is supposed to be] a presentation and not just a webinar
✓ It is supposed to be
↔ It should be a presentation and not just a webinar
= defines the object which is expected

[They are supposed to be | There are supposed to be] interesting lectures at the conference
✓ There are supposed to be interesting lectures at the conference
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>69</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
pg 7 ex F G grammar

set for homework
pg 7 ex H

pg 7 ex I listening
01_ef_general_english_ef_ekta_hult_b2-3.mp3
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>68</mdlid>
<clog_expressions>
greed = strong desire for more wealth, possessions, power, etc. than a person needs
probation = time of training and testing when you start a new job to see if you are suitable for the work
contribution = action or a service that helps to cause or increase sth
perception = way you notice things, especially with the senses; ability to understand the true nature of sth; insight
deception = act of deliberately making sb believe sth that is not true
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>67</mdlid>
<clog_deco><![CDATA[
<strike>What for</strike><strong>Why</strong> we do it for 2 days?
I <strike>  divided </strike> <strong>  allocated </strong> locomotives
I think it's really <strike>exhausted </strike> <strong>exhausting </strong>  
... and asked questions to the <strike> auditory </strike>  <strong>  audience </strong>  
It <strike> doesn't </strike> <strong>isn't </strong>  connected to my work
We sold it (suburban transport) <strike>  for </strike> <strong>at </strong> a <strike>very funny </strike> <strong>ridiculous | ridiculously low </strong> price
I <strike>work </strike>  <strong>have been working </strong> for the company for many years
... our previous chief <strike>accounter </strike>  <strong>  accountant </strong> proposed to...
Are you supposed to attend... → In our dept we are not supposed <strong>  to </strong>.
We do it <strike>at</strike> <strong>on</strong>  our own <strong>  initiative </strong>  
]]></clog_deco>
<!-- sold for 2.5 billion  -->
<clog_pig>
satisfactory /,sætə'sfæktə:i:/
</clog_pig>
</clog_activity>

</clog_session>



<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20191009</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Defining corporate culture</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English C1.1 - Efekta System, Hult
Unit 2 - The Arts
pg 26 ex H defining vs non-defining clauses

<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.
EF General English B2.3 - Efekta System, Hult
Unit 1 - Corporate culture
<a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/EFEKTA-GE-B2.3_U1[05-16].pdf">EFEKTA-GE-B2.3_U1[05-16].pdf</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English B2.3 - Efekta System, Hult</clog_book_title>
<clog_book_level>B2</clog_book_level>
<clog_book_unit>1 Corporate culture</clog_book_unit>

<clog_activity>
<mdlid>66</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
<img src="pix/icons8-movie-100.png" width="35em" border="0" alt="video"> English Town Unit 1 lesson 1
english-town_general_english_level-12_unit-1_lesson_1.mp4

T / Cl
If you were fired from your job, how could they make it up for it?
✓ pay your salary for an extra 3-6 months
✓ offer a golden handshake
✓ help you find another job
(...)
Would you accept a job offer at a company which you have disagreed with in the past?
(...)
Do you think Stuart will accept the job offer?
(...)

T / Cl
What makes working at an office appealing to you?
✓ free English lessons (!)
(...)

pg 5 Let's start

T / Cl
What is corporate culture?
✓ shared values
✓ attitudes
✓ standards
✓ beliefs 
✓ characterizes members of an organization
✓ defines an organisation's nature
✓ rooted in an organization's goals, strategies, structure
✓ key in approaching labour, customers, investors, and the greater community

Language builder
Lexical material: Corporate culture
pg 6 ex A B vocab

set for homework
pg 6 ex C
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>65</mdlid>
<clog_expressions>
demolition = destruction by violence
shortcoming = fault in sb's character, a plan, a system, etc; defect
to rub it in = to remind a person again and again of an error or short-coming; tease; nag
to screw up = to make a mess of, destroy or ruin
to stab sb in the back = to do or say sth that harms sb who trusts you;betray
to make it up (to sb) = to do or give something to somebody in return
corporate culture = shared values, attitudes, standards, and beliefs that characterize members of an organization and define its nature. Is rooted in an organization's goals, strategies, structure, and approaches to labour, customers, investors, and the greater community
fit = way that sth, especially a piece of clothing, fits
to perceive = to come to understand
devotion = loyalty
match = fit, good choice
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>64</mdlid>
<clog_deco><![CDATA[
<strike>In case </strike> if you'd like to get some compensation...
If they <strike>break </strike>   <strong>don't observe </strong> my rights
If they break <strike>my rights </strike> <strong>the contract </strong>
There is <strike>no something </strike> <strong>  nothing </strong> awful
They left the company <strike>  by their own </strike>  <strong>  on their own initiative </strong> 
He needs some time to calm <strong> down </strong>  
There <strike>is </strike>  <strong>  are </strong> a lot of <strike>visiting </strike> meetings <strong>  to attend </strong>
I like to work <strike>in </strike> <strong>  at </strong>   my own <strike>temp </strike>  <strong>  pace </strong>  
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20191002</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Planning an exhibition</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English C1.1 - Efekta System, Hult
Unit 2 - The Arts
pg 25 ex C vocab
pg 26 ex F grammar
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer>After much reflecting and flurry they came up with a project to embark on [which | which, | that | that,] ♣ would catch on only in a remote future.
♣ would catch on only in a remote future
= defining clause
→ no comma
✓ which 
✓ that
</clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level></clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>63</mdlid>
<activity_id>20191002-1610</activity_id>
<activity_title>Defining vs non-defining clauses</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
The customers, who export our products, are not interested in spare parts.
'who export our products' [is | is not] important?
surrounding commas, like brackets ()
= non-defining clause
→ not important
Are all customers not interested in spare parts?
✓ yes

The customers that export our products are not interested in spare parts.
'that export our products' [is | is not] important?
no surrounding commas
= defining clause
→ important
Are all customers not interested in spare parts?
〆 no, only those that export products

My brother, who lives in London, is a lawyer
'who lives in London' [is | is not] important?
- commas
= non defining relative clause
→ not important
How many brothers have I got?
✓ only one
Note: use only 'who' for a person or 'which' for an object

My brother [that | who] lives in Manchester is a musician
✓ that
✓ who
no commas
= defining relative clause
→ important
Note: you can use 'that' for a person in a relative clause
How many brothers have I got?
✓ more than one
My brother who|that lives in London is a lawyer (but my brother who|that lives in Manchester is a musician...)
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>62</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
Grammar: Relative clauses
pg 26 F G grammar

set for homework
pg 26 ex H defining vs non-defining clauses

pg 26 ex I J speaking
<strike>  
Lesson 5
pg 27 ex A Pre task

pg 27 ex B C speaking

pg 27 ex D writing

Functional language: Making a plan for an exhibition
Task
pg 28 ex E F presentation

pg 28 ex G H post task </strike>  
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>61</mdlid>
<clog_expressions>
afield = far away from home; to or in places that are not near
to reject = to refuse to accept or consider sth
grossing = very obvious and unacceptable; very unpleasant
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>60</mdlid>
<clog_deco><![CDATA[
It's <strike> connect  </strike>  <strong>  connected | has to do </strong> with <strike>  the </strike> grammar
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20190925</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Quarterly test, Embarking on an artistic project</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
Rescheduled from previous lesson
EF General English C1.1 - Efekta System, Hult
Unit 2 - The Arts
pg 25 ex A B vocab

<img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Quarterly test results
Anna
<meter value="10" min="0" low="5" max="10"></meter> Vocab - The arts C1
<meter value="2" min="0" low="3" max="7"></meter> Grammar - Perfect aspect B2 - 02
<meter value="8" min="0" low="5" max="10"></meter>Listening - The arts C1 - 01  
<meter value="7" min="0" low="6" max="13"></meter> Writing C1 - 01
<meter value="27" min="0" low="19" max="40"></meter> total 68%

Aleksander
<meter value="6" min="0" low="5" max="10"></meter> Vocab - The arts C1
<meter value="4.5" min="0" low="3" max="7"></meter> Grammar - Perfect aspect B2 - 02
<meter value="4" min="0" low="5" max="10"></meter>Listening - The arts C1 - 01  
<meter value="8" min="0" low="6" max="13"></meter> Writing C1 - 01
<meter value="23" min="0" low="19" max="40"></meter> total 58%

Tatiana
<meter value="10" min="0" low="5" max="10"></meter> Vocab - The arts C1
<meter value="2.5" min="0" low="3" max="7"></meter> Grammar - Perfect aspect B2 - 02
<meter value="10" min="0" low="5" max="10"></meter>Listening - The arts C1 - 01  
<meter value="8" min="0" low="6" max="13"></meter> Writing C1 - 01
<meter value="31" min="0" low="19" max="40"></meter> total 78%
<!--
<meter value="" min="0" low="5" max="10"></meter> Vocab - The arts C1
<meter value="" min="0" low="3" max="7"></meter> Grammar - Perfect aspect B2 - 02
<meter value="" min="0" low="5" max="10"></meter>Listening - The arts C1 - 01  
<meter value="" min="0" low="6" max="13"></meter> Writing C1 - 01
<meter value="" min="0" low="19" max="40"></meter> total %
-->
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English C1.1 - Efekta System, Hult</clog_book_title>
<clog_book_level>C1.1</clog_book_level>
<clog_book_unit>2</clog_book_unit>

<clog_activity>
<mdlid>59</mdlid>
<activity_id>quarterly_test_rrwcgroup5_20190918.xml</activity_id>
<activity_title>Quarterly test</activity_title>
<activity_status>active</activity_status>
<activity_type>quarterly_test_feedback</activity_type>
<activity_contents><![CDATA[
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>58</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
<strike>  pg 24 ex F G speaking

pg 24 ex H discussion

pg 24 ex I interviewing

pg 24 ex J discussion
</strike> 

<img src="pix/icons8-movie-100.png" width="35em" border="0" alt="video"> English Town Unit 2 lesson 4

T / Cl
What are the best museums in the world?
(...)
What are the most must-see pieces of art in the world?
(...)
What is the best city in the world if you enjoy going to museums? Which city is called 'the city of the lights'?
✓ Paris 
(...)

Language builder
Lexical material: Phrasal verbs
pg 25 ex A B vocab

set for homework
pg 25 ex C vocab

T / Cl
What artistic project would you like to embark on?
(...)
Does this topic lend itself to a film?
(...)
Do you think this trend in arts will catch on?
(...)

pg 25 ex D E speaking 
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>57</mdlid>
<clog_expressions>
to catch on = to become popular or fashionable
to embark on = to begin a project or journey
to give rise to = to cause
to leap out at = to be obvious; visually easier to perceive
to come up with = to think of, invent, or create
to piece together = to link or join sections of a whole in order to mend or complete something
to reflect on = to think about or consider
to kick in = to begin to take effect
sombre = sad and serious
sequel = that continues the story of an earlier one
flurry = occasion when there is a lot of activity, interest, excitement, etc. within a short period of time
collector = person who collects things, either as a hobby, or as a job
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>56</mdlid>
<clog_deco><![CDATA[
I suppose there is no such <strike> criteria </strike>  <strong>  criterion </strong> 
I suppose there <strike>is </strike>  <strong>are </strong> no such criteria
Maybe it depends <strike> of </strike>  <strong>  on </strong>  the person's interest
They should <strike>have a thank you </strike> <strong> be thankful </strong>  for these investments
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>

<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20190918</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Quarterly test</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English C1.1 - Efekta System, Hult
Unit 2 - The Arts
pg 23 ex D listening

<img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Prepare for quarterly test
Review the following:
Grammar: Perfect tenses
<strike>emphatic structures with inversion </strike>  (not included because most students were absent)
Lexical material: The arts, film reviews
<!-- pg 23 ex E wri task -->
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English C1.1 - Efekta System, Hult</clog_book_title>
<clog_book_level>C1.1</clog_book_level>
<clog_book_unit>2</clog_book_unit>

<clog_activity>
<mdlid>55</mdlid>
<activity_id>quarterly_test_rrwcgroup5_20190918.xml</activity_id>
<activity_title>Quarterly test</activity_title>
<activity_status>active</activity_status>
<activity_type>quarterly_test</activity_type>
<activity_contents><![CDATA[
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_support_material>
<clog_book_title>EF General English C1.1 - Efekta System, Hult</clog_book_title>
<clog_book_level>C1.1</clog_book_level>
<clog_book_unit>2</clog_book_unit>

<clog_activity>
<mdlid>54</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
pg 22 ex I H
feedback
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>53</mdlid>
<clog_expressions>
praise (for) = words that show approval of or admiration for sb/sth
to major (AmEn) = to graduate (BrEn)
chilling = frightening, usually because it is connected with sth violent or cruel
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>52</mdlid>
<clog_deco><![CDATA[
I <strike>always </strike>   can't <strong> always </strong>  feel when it is...
When you try to write <strong>it </strong>  down <strike> it </strike> ...
When I reflect <strike> to </strike>  <strong>  on </strong>  those classes...
<strike>The </strike>  horror is not <strong> an </strong>  attractive thing in art
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20190911</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Defining art</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English C1.1 - Efekta System, Hult
Unit 2 - The Arts
pg 25 ex A B vocab

20190904-20190911 Nadezhda absent
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English C1.1 - Efekta System, Hult</clog_book_title>
<clog_book_level>C1.1</clog_book_level>
<clog_book_unit>2</clog_book_unit>

<clog_activity>
<mdlid>51</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
<img src="pix/icons8-movie-100.png" width="35em" border="0" alt="video"> English Town Unit 2 lesson 3

T / Cl
How do you define art?
(...)
Do you think utilitarian objects can be considered a piece of art too?
(...)
What is more important: that something looks like art or forces people to think?
(...)

Communication
pg 23 ex A B C listening
05_ef_general_english_ef_ekta_hult_c1-1.mp3

set for homework
pg 23 ex D listening

]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_support_material>
<clog_book_title>Bottoms up</clog_book_title>
<clog_book_level>B2</clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>50</mdlid>
<activity_id>20190912-1423</activity_id>
<activity_title>Inversion after negative adverbials</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
The contract is not ready. Which do 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

I seldom read a book when I haven't read its review
- seldom
= adverb
- I read 
= present simple (no auxiliary)

Seldom do I read a book when I haven't read its review
- seldom
= limiting adverbial in front position (for emphasis)
- do I read 
(added auxiliary 'do')
= inversion verb / subject (in the main clause)

The company will not give any refund
- Under no circumstances will the company give a refund
= emphasis on the restrictive or negative aspect
= negative adverbial phrase + inversion
✓ formal speech
✓ formal writing

<img src="pix/icons8-error-100.png" width="35em" border="0" alt="warning"> Watch out
After 'not until', 'only when' and 'only after' the inversion is in the main part of the sentence.

Which is more logical?
1) I read a book only after I have read its review
2) I read its review only after I have read the book
✓ 1)

Which is the main clause?
1) I read a book (only after) 2) I have read its review
✓ 1)
(only after) 2) I have read its review = restrictive condition 

Where is the inversion: clause 1) or clause 2)
〆 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
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>49</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
<div align="center"><img src="mindmaps/limiting_adverbials_mindmap.png" width="90%" alt="limiting adverbials mindmap"></div><br />
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>48</mdlid>
<clog_expressions>
utilitarian /ˌju:tɪlɪˈtɛərɪən/ = designed to be useful and practical rather than attractive
urinal /ˈjuərɪnl/ = type of toilet for men that is attached to the wall; a room or building containing urinals

awestruck = feeling very impressed by sth
preoccupied (with sth) = thinking and/or worrying continuously about sth so that you do not pay attention to other things:
to lend itself to = to be suitable for something
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>47</mdlid>
<clog_deco><![CDATA[
(oops - deleted all your mistakes, sorry)
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20190904</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Discussing arts</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English C1.1 - Efekta System, Hult
Unit 2 - The Arts
pg 22 ex F G  

20190904 Anna - Sergey absent
20190904-20190911 Nadezhda absent
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English C1.1 - Efekta System, Hult</clog_book_title>
<clog_book_level>C1.1</clog_book_level>
<clog_book_unit>2</clog_book_unit>

<clog_activity>
<mdlid>46</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
pg 22 ex F G  
feedback

pg 22 ex J K role play
]]></activity_contents>
</clog_activity>
</clog_support_material>

<clog_support_material>
<clog_book_title>Bottoms up</clog_book_title>
<clog_book_level>B2</clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>45</mdlid>
<activity_id>20190911-1809</activity_id>
<activity_title>Defining vs non-defining clauses</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
The customers, who export our products, are not interested in spare parts.
'who export our products' [is / is not] important?
surrounding commas, like brackets ()
= non-defining clause
→ not important
Are all customers not interested in spare parts?
✓ yes

The customers that export our products are not interested in spare parts.
'that export our products' [is / is not] important?
no surrounding commas
= defining clause
→ important
Are all customers not interested in spare parts?
〆 no, only those that export products

My brother, who lives in London, is a lawyer
'who lives in London' [is / is not] important?
- commas
= non defining relative clause
-> not important
How many brothers have I got?
✓ only one
Note: use only 'who' for a person or 'which' for an object

My brother [that / who] lives in Manchester is a musician
✓ that
✓ who
no commas
= defining relative clause
→ important
Note: you can use 'that' for a person in a relative clause
How many brothers have I got?
✓ more than one
My brother who|that lives in London is a lawyer (but my brother who|that lives in Manchester is a musician...)
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>44</mdlid>
<activity_id>20190904-1851</activity_id>
<activity_title>Oxford comma</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
1) The agreement was signed by our loyal customers, the Chinese and the Japanese.
How many customers have you got?
✓ 2
- the Chinese 
- the Japanese
Hint: you can use a colon (:) instead of the comma (,) 
↔ The agreement was signed by our loyal customers: the Chinese and the Japanese.

2) The agreement was signed by our loyal customers, the Chinese, and the Japanese.
How many customers have you got?
✓ more than 3
- the loyal customers (e.g. in Europe, the Middle east)
- the Chinese 
- the Japanese
Hint: you use the comma as the delimiter in a list

3) The agreement was signed by our loyal customers,(a) the Chinese,(b) and the Japanese.
Which comma indicates there are more than 3?
✓ (b)
= Oxford comma

Do you need an Oxford comma in the following sentence?
The terms of the draft,(1) the proposal (,)(2) and the contract were written quickly.
〆 Oxford comma (2) not needed (because the meaning is clear)
(terms of the) draft → proposal → contract 
= same document at different stages of its writing

The terms of the draft,(1) the proposal,(2) and the contract,(3) were written quickly.
use of commas like a colon (:)
either
(terms of the) draft → proposal → contract 
or
terms of the draft → terms of the proposal → terms of the contract 
→ emphasis on the 3 different stages of the writing process
= all were written quickly
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>43</mdlid>
<clog_expressions>
to wrap up = to complete sth such as an agreement or a meeting in a satisfactory way
to dare = to be brave enough to do sth
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>42</mdlid>
<clog_deco><![CDATA[
Everyone is <strike>in </strike>  <strong>  on </strong> holidays
In <strike> common </strike>  <strong>  general </strong> I remember that
Not only is <strong>  it </strong>  me who does my daughter's homework but also my mother-in-law
I didn't <strike>visit </strike>  <strong>  have (any) </strong>  drama <strong>  lessons </strong> 
]]></clog_deco>
<clog_pig>
requirement /ri'kwairmənt/
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20190828</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Describing a plot</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English C1.1 - Efekta System, Hult
Unit 2 - The Arts
pg 20 ex J K

pg 21 ex B vocab
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English C1.1 - Efekta System, Hult</clog_book_title>
<clog_book_level>C1.1</clog_book_level>
<clog_book_unit>2</clog_book_unit>

<clog_activity>
<mdlid>41</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
pg 21 ex B vocab
feedback

pg 21 ex C vocab

T / Cl
What does the plot of the film 'Irony of destiny' revolve about ?
(...)
Isn't the portrayal of Soviet lifestyle far-fetched?
(...)
Is it still refreshing after watching it every year?
(...)
Is it conformist because it unities Russians in the same way as watching the presidential talk on New Year's eve?
(...)
Is the recent sequel a flop?
(...)

pg 21 ex D listening
04_ef_general_english_ef_ekta_hult_c1-1.mp3

pg 21 ex E discussion

Grammar: Emphatic structures

T / Cl
You will never look at a painting the same way again
How can you make this sentence more dramatic?
✓ Never again will you look at a painting the same way
= emphatic structure

set for homework
pg 22 ex F G  

<div align="center"><img src="mindmaps/limiting_adverbials_mindmap.png" width="90%" alt="limiting adverbials mindmap"></div><br />
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>40</mdlid>
<clog_expressions>
needless to say = used to emphasize that the information you are giving is obvious
blatant = (disapproving) (of actions that are considered bad) done in an obvious and open way without caring if people object or are shocked
disregard = act of treating sb/sth as unimportant and not caring about them/it
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>39</mdlid>
<clog_deco><![CDATA[
I will spend there <strike> for </strike> 2-3 days and then I'll go to...
She is <strike> at </strike>  <strong>  on </strong> <strike>her </strike>   maternity leave
I would like to <strike>  introduce to </strike> <strong> see </strong> her baby
It's cheaper <strike> for </strike> <strong>  by </strong> 50 roubles
I <strike>join to </strike> <strong> share </strong> your opinion
]]></clog_deco>
<clog_pig>
conformist /kənˈfɔ:mɪst/
exaggerated /i'gzædʒə:,eitəd/
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20190821</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Making a critique</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English C1.1 - Efekta System, Hult
Unit 2 - The Arts
pg 20 ex G e-mail completion  

<img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Quarterly test results

Aleksander
<meter value="6" min="0" low="5" max="10"></meter> Vocab - success
<meter value="2" min="0" low="3" max="7"></meter> Grammar - Perfect aspect
<meter value="0" min="0" low="5" max="10"></meter><strike>Listening - Success C1 - 01 </strike> 
<meter value="11" min="0" low="10" max="20"></meter> Writing C1 - 01
<meter value="19" min="0" low="18" max="37"></meter> total 52% <!-- x2.7 = 100% -->


]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_incl></clog_incl>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English C1.1 - Efekta System, Hult</clog_book_title>
<clog_book_level>C1.1</clog_book_level>
<clog_book_unit>2</clog_book_unit>
<grammar></grammar>
<vocab></vocab>
<functional_language></functional_language>
<practical_skills></practical_skills>
<business_case></business_case>

<clog_activity>
<mdlid>38</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
pg 20 ex G e-mail completion  

T / Cl
Would you like to meet artists or authors of bestsellers?
(...)

pg 20 ex H
SSS give advice based on the mother's likely profile
demo:
- fussy, demanding, not easily impressed
- used to going to the theatre in London
- has perhaps yearly membership to various art galleries
→ could be keen on a pottery workshop?

Functional language: Writing a film review
<strike>  pg 20 ex I </strike>  

set for homework
pg 20 ex J K


Functional language: Criticising a piece of art

T / Cl
What do you call the person who criticises a piece of art?
[a critique /krɪˈti:k/ | a critic /ˈkrɪtɪk/]
〆 a critique 
✓  a critic  

Have you ever criticised a piece of art to impress your friends?
(...)
How do you critique a painting? How do you proceed?
(...)

<img src="pix/icons8-movie-100.png" width="35em" border="0" alt="video"> English Town Unit 2 lesson 2

<div align="center" class="zoom_1_5"><img src="pix/1893_edvard_munch_the_scream_painting.jpg" width="40%" alt="edvard_munch_the_scream_painting.jpg"></div><br />
<em>The Scream is the popular name given to a composition created by Norwegian Expressionist artist Edvard Munch in 1893. The original German title given by Munch to his work was Der Schrei der Natur (The Scream of Nature), and the Norwegian title is Skrik (Shriek).</em>

What stages should you follow to make a critique?
1) description
2) analysis
3) interpretation
4) judgement

Lexical material: Film reviews
pg 21 ex A vocab

set for homework
pg 21 ex B vocab
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>37</mdlid>
<clog_expressions>
to get to do sth = to have the opportunity to do sth
to tag along = to go along with, often uninvited
to let sb down = to disappoint sb
to appeal = to attract
all in all = in general
leaflet = printed sheet of paper or a few printed pages that are given free of charge to advertise or give information about sth
fussy (about sth) = too concerned or worried about details or standards, especially unimportant ones
trail = path through the countryside

quirky = strikingly unconventional
to revolve about = to have sb/sth as the main interest or subject
morbid = having or expressing a strong interest in sad or unpleasant things, especially disease or death

critic /ˈkrɪtɪk/ = person who expresses opinions about the good and bad qualities of books, music, etc; person who expresses disapproval of sb/sth and talks about their bad qualities, especially publicly
critique /krɪˈti:k/ = piece of written criticism of a set of ideas, a work of art, etc
to critique = to write or give your opinion of, or reaction to, a set of ideas, a work of art, etc

to bomb = to completely fail
intriguing = interesting and arousing curiosity
flop = failure
adaptation = something that has been changed to suit a different use (often of a novel or play)
flawed = having imperfections
far-fetched = almost impossible to believe
portrayal = description or representation of a person or character
conformist = fitting in with expected behaviour or customs
refreshing = something new or different that is invigorating and positive
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>36</mdlid>
<clog_deco><![CDATA[
... a module <strike>at </strike> <strong>in </strong> spring
For me, it's really <strong> a </strong> typical picture
For me, it's really a typical <strike>picture </strike>  
Maybe it (alcoholism) influences <strike>  to </strike>  him to express his internal world
There are a lot of <strike> informations </strike>  <strong>  pieces of information </strong> 
There <strike>  are </strike> <strong>  is </strong>   a lot of <strike>  informations </strike>  <strong>  information </strong> 
I would like to <strike>  consist </strike> <strong>  compare | contrast </strong> my own opinion <strike>  and </strike> <strong>  with the </strong>  opinion of <strong>a </strong>  professional guy <strong> (critic) </strong>  
]]></clog_deco>
<clog_pig>
choir /ˈkwaɪə/
schizophrenia /ˌskɪtsəuˈfri:njə/
</clog_pig>
</clog_activity>

</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20190814</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Understanding the arts</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
Rescheduled from previous lesson
<img src="pix/icons8-magazine-100.png" width="35em" border="0" alt=""> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Use the pdf sent by e-mail 
or 
<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.
EF General English C1.1 - Efekta System, Hult
Unit 2 - The Arts
pg 19 ex A C reading
pg 18 Believe in 'believe'
(this is a link to all units - you need only U2[17-28])
<a class="clog" target="about_blank" href="https://yadi.sk/d/x-XRexZH-w6RQQ">https://yadi.sk/d/x-XRexZH-w6RQQ</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English C1.1 - Efekta System, Hult</clog_book_title>
<clog_book_level>C1.1</clog_book_level>
<clog_book_unit>2</clog_book_unit>

<clog_activity>
<mdlid>35</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
<img src="pix/icons8-movie-100.png" width="35em" border="0" alt="video"> English Town Unit 2 lesson 1

T/ Cl
What do you know about Frieda Khalo?
(...)
Do you need to suffer to make art?
(...)
<!--
New Inside Out Upper Intermediate
see pg 92 for paintings -->

<div align="center" class="zoom_1_5"><img src="pix/1931_frida_khalo_and_diego_riviera.jpg" width="40%" alt="painting by Frieda Khalo"></div><div align="center" class="zoom_1_5"><img src="pix/1940_self_portrait_with_cropped_hair_frida_khalo.jpg" width="40%" alt="painting by Frieda Khalo"></div><br />

<div align="center" class="zoom_1_5"><img src="pix/1944_the_broken_frida_khalo.jpg" width="40%" alt="painting by Frieda Khalo"></div><div align="center" class="zoom_1_5"><img src="pix/1954_marxism_will_give_health_to_the_sick_by_frida_khalo.jpg" width="40%" alt="painting by Frieda Khalo"></div><br />
<!--

Marxism will give health to the sick - by Frieda Kahlo. ... This painting is one of those Frieda embraces the Utopian belief that she, and all the other people in this world, can be freed from pain and suffering and saved by the political convictions.
-->
Lexical material: The Arts  

pg 17 discussion
Let's start

(was set for homework)
pg 18 Believe in 'believe'

T / Cl
When were you last swept off your feet?
(...)

pg 19 ex <strike>A</strike>  B C reading

pg 19 ex D writing

pg 19 ex E reading for detail

Lexical material: Adjectives to describe art
pg 19 ex F vocab

SSS drill new expressions from ex F to describe a mesmerising performance
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>34</mdlid>
<clog_expressions>
to sweep sb off their feet = to make someone have feelings (as love or happiness) too strong to control; overcome with strong feeling; win sudden and complete acceptance by (someone) through the feelings
masterpiece = a work of exceptional quality, usually used to describe a piece of art
thought-provoking = somebody or something that inspires ideas and analysis
overbearing = (disapproving) trying to control other people in an unpleasant way
compelled = forced to do
to startle = to surprise sb suddenly in a way that slightly shocks or frightens them
buzz = news that people tell each other that may or may not be true
coveted = greatly desired
to vault (over) sth = to jump over an object in a single movement, using your hands or a pole to push you
stunning = of great beauty, leaves you speechless
underrated = not given the praise deserved
inspirational = so impressive it might cause you to change your course of action in life
risqué = showing or including images or scenes considered to be of an inappropriate sexual nature
villain = main bad character in a story, play, etc
bullying = act of intimidating a weaker person to make them do something
to appal = to shock sb very much
intricate = having a lot of different parts and small details that fit together
to hold one's breath = to stop breathing for a moment when you are excited or nervous
finale /fə'næli:/ = last part of a show or a piece of music
connoisseur = expert on matters involving the judgement of beauty, quality or skill in art, food or music
riddled with = full of sth, especially sth bad or unpleasant
mesmerizing = so impressive that it hypnotizes you, you literally can’t take your eyes away
to detract from sth | detract sth from sth (not used in the progressive tenses) = to make sth seem less good or enjoyable by taking away a part of sth, e.g. your attention was distracted by props
whirling = feeling confused and excited and not able to think clearly
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>33</mdlid>
<clog_deco><![CDATA[
... but <strike> what about </strike> <strong> as far as </strong> Pavarotti, Hitchcock... <strong>are concerned </strong>   they are all contemporary artists
We <strike>also </strike>  don't know Fred Astair <strong>either </strong>  
It is something <strike> another </strike> <strong>else | different </strong>  
<strike>How</strike> <strong>  What </strong>  can the set be called?
I was <strike>mesmerising of </strike>  <strong>  mesmerised by </strong> his fabulous stories
It doesn't belong <strike> for </strike> <strong>to </strong>  a certain <strike> time </strike>  <strong>  epoch </strong> 
]]></clog_deco>
<clog_pig>
hypnotize /ˈhɪpnətaɪz/
gender /ˈdʒendə/
risqué /,ri'skei/
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20190807</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Unveiling the secrets of success</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English C1.1 - Efekta System, Hult
Unit 1
pg 13 ex E vocab

<img src="pix/icons8-magazine-100.png" width="35em" border="0" alt=""> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Use the pdf sent by e-mail 
or 
<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.
EF General English C1.1 - Efekta System, Hult
Unit 2 - The Arts
pg 19 ex A C reading
pg 18 Believe in 'believe'
(this is a link to all units - you need only U2[17-28])
<a class="clog" target="about_blank" href="https://yadi.sk/d/x-XRexZH-w6RQQ">https://yadi.sk/d/x-XRexZH-w6RQQ</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English C1.1 - Efekta System, Hult</clog_book_title>
<clog_book_level>C1.1</clog_book_level>
<clog_book_unit>1</clog_book_unit>

<clog_activity>
<mdlid>32</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
Lexical material: Secrets of success
pg 14 ex F G writing

pg 14 ex H speaking

<!--set for homework-->
pg 14 ex I J

<strike>  
Pre task
pg 15 ex A speaking

pg 15 ex B C discussion
pg 15 ex D E role play

pg 16 ex F task

pg 16 ex G H I post tasks 
</strike> 
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>31</mdlid>
<clog_expressions>
sterling (~ example) = of excellent quality
to redeem = to make sb/sth seem less bad; to compensate for; to improve the opinion that people have of you, especially after you have done sth bad
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>30</mdlid>
<clog_deco><![CDATA[
I felt resentment <strong>(resentful)</strong> because of <strike> false words </strike> <strong>  lies </strong>  
What do you usually do <strong> in order not </strong>  to <strike>  being not </strike> <strong>be | get </strong>  stuck in the rut?
Do you often have <strike> clutters </strike>  <strong> clutter </strong> at work?
It <strike> 's not distracting</strike> <strong>  doesn't distract </strong>   me because I'm used to <strike> work </strike> <strong>working </strong> surrounded by clutter
she's quite <strike> influent </strike>  <strong>  influential </strong>  
The <strike>  redactor </strike>  <strong>  editor </strong>  changed everything
<strike>In </strike>  <strong>On </strong> the other hand
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20190731</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Thinking out of the box</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English C1.1 - Efekta System, Hult
pg 12 reading
10 keys to success
pg 13 ex A B reading

@ Anna
Check the writing task of your quarterly test

<img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
English Grammar in Use - Intermediate by Murphy, Cambridge University Press
Unit 25 when I do / when I've done / when and if
<a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit25_when_i_do_when_i_ve_done_w_key.pdf">english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit25_when_i_do_when_i_ve_done_w_key.pdf</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English C1.1 - Efekta System, Hult</clog_book_title>
<clog_book_level>C1.1</clog_book_level>
<clog_book_unit>1</clog_book_unit>

<clog_activity>
<mdlid>29</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
T / Cl
Have you had enough of your daily routine, of being stuck in a rut?
- ...
When do you usually set personal goals? how?
- think out of the box
- ...

(was set for homework)
pg 12 reading
10 keys to success

pg 13 ex A B reading

T / Cl
Can you concentrate on your work if you're surrounded by clutter?
- probably not
(...)

pg 13 ex C D

set for homework
pg 13 ex E vocab
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>28</mdlid>
<clog_expressions>
rut = boring way of life that does not change; deep track that a wheel makes in soft ground
to envy = to want to be in the same situation as sb else; to have the feeling of wanting sth that sb else has
to own up to sth = to admit or acknowledge a wrongdoing or error
resentment = feeling of anger or unhappiness about sth that you think is unfair
overwhelming = very great or very strong; so powerful that you cannot resist it or decide how to react
rife (with sth) = full of sth bad or unpleasant
nix (AmE, informal) = to prevent sth from happening by saying 'no' to it
inclement = (formal) (of the weather) not pleasant; cold, wet, etc
FOMO syndrome = fear of missing out
conducive (~ to) =  making it easy, possible or likely for sth to happen
clutter = (disapproving) a lot of things in an untidy state, especially things that are not necessary or are not being used; a state of disorder:

out-of-the-box thinking = thinking that moves away in diverging directions so as to involve a variety of aspects and which sometimes lead to novel ideas and solutions; associated with creativity
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>27</mdlid>
<clog_deco><![CDATA[
Daily routing is a very important part of <strong> our </strong> job
In <strike> total </strike> <strong>  general </strong> we have to <strike> make </strike>  <strong>  follow | observe | carry out | execute </strong> the same procedures
In <strike> common </strike>  <strong>  general </strong> it's interesting
Some time ago I <strike>visited </strike> <strong>  attended </strong> a time management course
]]></clog_deco>
<clog_pig>
rut /rʌt/
route /ru:t/
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20190724</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Making plans</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
Rescheduled from previous lesson
EF General English C1.1 - Efekta System, Hult
pg 11 ex G grammar

<img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Quarterly test results

Anna
<meter value="10" min="0" low="5" max="10"></meter> Vocab - success
<meter value="7" min="0" low="3" max="7"></meter> Grammar - Perfect aspect
<meter value="0" min="0" low="5" max="10"></meter><strike>Listening - Success C1 - 01 </strike> 
<meter value="12" min="0" low="10" max="20"></meter> Writing C1 - 01
<meter value="29" min="0" low="18" max="37"></meter> total 78% <!-- x2.7 = 100% -->


]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English C1.1 - Efekta System, Hult</clog_book_title>
<clog_book_level>C1.1</clog_book_level>
<clog_book_unit>1</clog_book_unit>

<clog_activity>
<mdlid>26</mdlid>
<activity_id>20190724-2308</activity_id>
<activity_title>Present simple instead of future after a time marker</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
I'll call you when I [am going to get | will get | get] home
✓ when I get
= present simple but action in the future
- when 
= time marker (e.g. as soon as, after...)
- I'll call 
= action in the future
Conclusion:
✓ both actions are in the future
→ use present simple in the subordinate clause

What will you do as soon as you [are / will be] on holiday?
✓ are
- as soon as, when, once...' 
= time marker
→ use present simple in the subordinate clause
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>25</mdlid>
<activity_id>20190724-2311</activity_id>
<activity_title>The perfect aspect</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
I have already spent 2hrs on this project
- have already spent
= present perfect
In an hour, I [will spend | will have spent] 3hrs on this project
✓ will have spent
= future perfect

For how many companies [will you have worked | will you have been working] by the end of your career?
✓ will you have worked
= future perfect
→ you won't work any more + focus on quantity (things achieved, completed)

I'll [have worked | have been working] here for 8 years (by the end of this year)
✓ have been working 
= future perfect continuous
→ ongoing situation + focus on length of time <!-- (- have worked = correct but less idiomatic) -->

I [am not going to finish | will not have finished] this project by next week
✓ will not have finished 
= can't finish because have not enough time!
- by
→ future perfect

〆not going to finish 
= this is a protest, he/she does NOT intend to finish
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>24</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
Grammar: Perfect tenses
was set for homework
pg 11 ex G grammar

pg 11 ex H grammar

pg 11 ex I speaking

pg 11 ex G role play   
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>23</mdlid>
<clog_expressions>
standing (~ employee) = being in a particular condition or situation
searing (~ heat) = so strong that it seems to burn you
single-handedly = without assistance
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>22</mdlid>
<clog_deco><![CDATA[
When this year <strike> will end </strike>  <strong> ends </strong>  
You <strike>  haven't needed </strike>  <strong>  didn't need | shouldn't have learnt </strong>  to learn English for such <strong> a </strong> long time to be eaten by sharks
I would like to describe <strike> you </strike>  that ... <strong> to you</strong>
You <strike>  probably </strike>   will <strong>  probably </strong> have been eaten by sharks
I hope I will <strike>  miss </strike>  <strong>skip (have skipped) </strong> all dangers
If you're just <strong>as </strong> brave as you are
]]></clog_deco>
<clog_pig>
equipped /ɪˈkwɪpt/
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20190717</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Learning from your mistakes</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
Rescheduled from previous lesson
EF General English C1.1 - Efekta System, Hult
pg 10 ex A vocab
pg 11 ex G grammar
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English C1.1 - Efekta System, Hult</clog_book_title>
<clog_book_level>C1.1</clog_book_level>
<clog_book_unit>1</clog_book_unit>

<clog_activity>
<mdlid>21</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
T / Cl
<!--What do you think the smart house of the future will do for you? -->Can machines learn from their mistakes and be more successful than people?
Who will help the other become more successful, mankind or the machine?
- ...

<img src="pix/icons8-movie-100.png" width="35em" border="0" alt="video"> SBERBANK | Mr Kettle 
<a class="clog" target="about_blank" href="https://www.youtube.com/watch?v=5PzvbSMJQuY">https://www.youtube.com/watch?v=5PzvbSMJQuY</a>

Language builder
was set for homework
pg 10 ex A

pg 10 ex B C <!-- typo pg 10 ex C pt 6 patience -->
pg 10 ex D discussion

Lexical material: English idioms &amp; proverbs
pg 10 ex E speaking
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>20</mdlid>
<clog_expressions>
decade = 10 years
to give up the ghost = to die; stop going
arresting (adjective) = (written) attracting a lot of attention; very attractive
conspicuous = easy to see or notice; likely to attract attention
rote (to learn by ~) = process of learning sth by repeating it until you remember it rather than by understanding the meaning of it
out of sight, out of mind = if one doesn't see something for an extended period of time, one tends to forget about it
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>19</mdlid>
<clog_deco><![CDATA[
If you <strike> would like to invent </strike>  <strong>  want to invent </strong>  a new process you should...
They would like to advise Russian Railways <strong> on how </strong> to invest in this tokenisation
They would like to <strike>advise </strike> <strong>  recommend </strong> <strike>Russian Railways  to invest </strike> <strong>  investing </strong>  in this tokenisation
I encourage <strike>  of </strike>  this process
Professionals are more <strike> demandable </strike>  <strong>  demanded | in demand | needed </strong> 
... in such a <strike>  speed </strike> <strong>speedy | fast | quick | rapid </strong>  way
]]></clog_deco>
<clog_pig>
elite /ə'li:t/
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20190626</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>(substitute lesson with Michael Wakelin)</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
Rescheduled from previous lesson
EF General English C1.1 - Efekta System, Hult
pg 10 ex A vocab
pg 11 ex G grammar

<img src="pix/icons8-schedule-100.png" width="35em" border="0" alt="schedule">
Duncan's holiday break 26.06-16.07

Contact details of your substitute teacher
Michael Wakelin 
+79161809660
michael.wakelin@yandex.com

<img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Quarterly test results

Nadezhda
<meter value="10" min="0" low="5" max="10"></meter> Vocab - success
<meter value="5" min="0" low="3" max="7"></meter> Grammar - Perfect aspect
<strike>  <meter value="0" min="0" low="5" max="10"></meter> Listening - Success C1 - 01 </strike> 
<meter value="15" min="0" low="10" max="20"></meter> Writing C1 - 01
<meter value="30" min="0" low="18" max="37"></meter> total 81% <!-- x2.7 = 100% -->

]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level></clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>18</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents>
speaking
SSS write down 5 problems
SSS exchange their list &amp; try to find a solution to their partner's problems
</activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>17</mdlid>
<clog_expressions>
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>16</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20190619 - late cancellation (charged)</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>lc</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title></clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English C1.1 - Efekta System, Hult
pg 10 ex A vocab
pg 11 ex G grammar

<img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Prepare for quarterly test
Review the following:
Grammar: Perfect aspect 
Lexical material: Success, personal achievements
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English C1.1 - Efekta System, Hult</clog_book_title>
<clog_book_level>C1.1</clog_book_level>
<clog_book_unit>1</clog_book_unit>

<clog_activity>
<mdlid>15</mdlid>
<activity_id>quarterly_test_rrwcgroup5_20190619.xml</activity_id>
<activity_title>Quarterly test</activity_title>
<activity_status>active</activity_status>
<activity_type>quarterly_test_feedback</activity_type>
<activity_contents><![CDATA[
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>14</mdlid>
<clog_expressions>
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>13</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20190605</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Describing successful people</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<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.
EF General English C1.1 - Efekta System, Hult
Unit 1 Lesson 2
pg 8 ex D listening
pg 9 ex F choose a brilliant example of a successful person
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English C1.1 - Efekta System, Hult</clog_book_title>
<clog_book_level>C1.1</clog_book_level>
<clog_book_unit>1</clog_book_unit>

<clog_activity>
<mdlid>12</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
pg 8 ex D listening
feedback
03_ef_general_english_ef_ekta_hult_c1-1.mp3

(continuation from previous lesson)
T / Cl
What would be in your list to define personal success?
- professional &amp; social recognition
- wealth
- being admired 
- being unique
- young age
(...)

What is the stereotype of a successful person?
- ...
pg 9 ex F G work in groups
<!-- nadine = favourite example -->

pg 9 ex H role play
- student A pretends to be their favourite successful person from ex F
- student B pretends to be a journalist 
- use expressions from pg 6 ex A
demo:
- Where does your success stem from?
- Did you have to toughen up much to achieve such success?
- Are you going to push on your career?
(...)
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>11</mdlid>
<clog_expressions>
groundbreaking = being or producing sth that has never been done, experienced or created before
widower = man whose wife has died and who has not married again
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>10</mdlid>
<clog_deco><![CDATA[
It's so hot outside but so <strike>  cold </strike>  <strong>  chilly </strong>  inside
You feel a gap in this kind of <strike> knowledges </strike>  <strong>  knowledge </strong> 
For one person the main <strike>  criteria </strike>  <strong>  criterion </strong> is <strike> good health </strike> <strong>  to be healthy </strong> 
What <strike> is lead up </strike> <strong> led </strong> you to be an author?
I was <strike>  planned </strike> <strong>  planning </strong>   to be an ordinary woman
<strike>I </strike> <strong> It </strong>   was planned <strong> that I would </strong>  <strike>  to </strike>   be an ordinary woman
As far as I remember <strike> me </strike>  I always wanted to be ...
You can <strike>  grow </strike>  <strong>  increase </strong> your wealth
I have eminent competitors from <strike> another </strike> <strong>  other </strong> clinics
Afterwards I <strike> have known </strike>  <strong>  found out </strong> that it is very difficult
We <strike> are so </strike>  admire <strike> of </strike> you <strong> so much </strong> 
We <strike> spread </strike>  <strong>  expand </strong>  our business <strike> for </strike> <strong>  to </strong> catering
I was a good <strike> cooker </strike>  <strong>  cook </strong>  at home
I can pay <strike> my </strike>  attention to my career
We try to follow <strike> tendency </strike>  <strong>  trends </strong>  
]]></clog_deco>
<clog_pig>
dream /'dri:m/
dreamt /'dremt/
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date><![CDATA[<strike>20190417 20190424 20190515 20190522</strike> 20190529]]></clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach>2</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_title>Getting successful</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
EF General English C1.1 - Efekta System, Hult
Unit 1 Lesson 1
pg 6 ex C language builder
pg 7 ex H grammar
]]></clog_session_hw>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English C1.1 - Efekta System, Hult</clog_book_title>
<clog_book_level>C1.1</clog_book_level>
<clog_book_unit>1</clog_book_unit>

<clog_activity>
<mdlid>9</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
Lesson 2 - Communication
T / Cl
How do people get successful?
(...)

pg 8 ex A B listening
03_ef_general_english_ef_ekta_hult_c1-1.mp3

pg 8 ex C listening
03_ef_general_english_ef_ekta_hult_c1-1.mp3

set for homework
pg 8 ex D listening

pg 8 ex E speaking
]]></activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>8</mdlid>
<clog_expressions>
committed = (approving) willing to work hard and give your time and energy to sth
fellow = (informal, becoming old-fashioned) a way of referring to a man or boy
bereavement /bə:'i:vmənt/ = state of having lost a relative or close friend because they have died
stiff = more difficult or severe than usual
durability = likely ability to last for a long time without breaking or getting weaker
like royalty = in a royal manner
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>7</mdlid>
<clog_deco><![CDATA[
You can be <strike> succeed </strike> <strong>  successful </strong>   in this project
If you have success <strike> at </strike>  <strong>  in </strong>  your work 
Can you say success <strike>  is more depend </strike>  <strong>  depends more </strong> on your luckiness?
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>


<clog_session>
<clog_session_number>1</clog_session_number>
<clog_session_date>20190410</clog_session_date>
<clog_session_ach>2</clog_session_ach>
<clog_session_status>active</clog_session_status>
<clog_session_title>Success</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
      <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.
EF General English C1.1 - Efekta System, Hult
Unit 1 - Success
(this is a link to all units - you need only U1[05-16])
<a class="clog" target="about_blank" href="https://yadi.sk/d/x-XRexZH-w6RQQ">https://yadi.sk/d/x-XRexZH-w6RQQ</a>

<img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
]]></clog_session_hw>
<clog_session_hw_review>
<list_of_reviews>grammar_prepositions_selection_b2_02.csv grammar_prepositions_selection_b2_03.csv  grammar_prepositions_selection_c1_01.csv</list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer>
Is success something internal or is it something everybody can see? 
Share examples of what you consider to be successes in your life or someone else’s life.
</clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>EF General English C1.1 - Efekta System, Hult</clog_book_title>
<clog_book_level>C1.1</clog_book_level>
<clog_book_unit>Unit 1 - Success</clog_book_unit>

<clog_activity>
<mdlid>6</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents>
T / Cl
Are vision or ethics necessary to be successful?
- ...

pg 5 qs 1 2 discussion

pg 6 ex A B language builder

freer practice
SSS ask each other questions using expressions from ex A
What does your success stem from?
- ...

set for homework
pg 6 ex C language builder

pg 6 ex D listening
02_ef_general_english_ef_ekta_hult_c1-1.mp3

pg 6 ex E discussion
</activity_contents>
</clog_activity>

<clog_activity>
<mdlid>5</mdlid>
<activity_id>20190406-1905</activity_id>
<activity_title>Perfect tenses</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents>
Present perfect vs past simple
He worked in this company for many years
- he used but he doesn't anymore
point in time
= past simple

He has worked in this company for many years
- he still works
experience &amp; relevance to today
= present perfect

time markers with past simple
yesterday - since - last night - just after you left - in 2016
before the meeting - earlier this morning 
yet (AmEn only)- already (AmEn only)- recently (AmEn only)

time markers with present perfect
so far - yet - already - since - for - just
it's the first time - recently (BrEn only)

time markers with both past simple and present perfect (BrEn / AmEn)
for years
</activity_contents>
</clog_activity>

<clog_activity>
<mdlid>4</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_type>textbook</activity_type>
<!--<activity_title>Some functional language to study</activity_title>
<activity_type>functional_language</activity_type> -->
<activity_status>active</activity_status>
<activity_contents>
pg 7 ex F G grammar

set for homework
pg 7 ex H grammar
tenses

pg 7 ex I speaking
</activity_contents>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>3</mdlid>
<clog_expressions>
to stem from = to be caused by something
to carry off = to succeed in doing something difficult
to devote oneself to sth = to invest time and energy into a specific task
to push on = to continue, keep going
to see (sth) through = to complete an undertaking, continue until the end
to succeed in = to be successful in something
to toughen up = to become emotionally or physically stronger
to lead up to = to result in, cause after a series of events
to vouch for = to give a seal of approval
conviction = act of finding sb guilty of a crime in a court of law
flamboyant /flæmˈbɔɪənt/ = (of people or their behaviour) different, confident and exciting in a way that attracts attention
to pull strings = to influence or control shrewdly or deviously
</clog_expressions>
</clog_activity>
<clog_activity>
<mdlid>2</mdlid>
<clog_deco><![CDATA[
We cannot <strike>  miss </strike>  <strong>  skip </strong>  any of them
If you <strike> drink </strike> <strong>  drank </strong>  this wine in Moscow it <strike>was another </strike> would be different </strong>  
I can estimate the success <strike> of</strike> <strong>  on </strong>   how <strike> many efforts</strike>  <strong>  much effort</strong> <strike> did </strike> I <strike> devote </strike>  <strong>  devoted </strong>  to it
<strike>  As </strike>  <strong>  The </strong>  more popular you are, the more...
How <strike>  many times </strike>  <strong>  much time </strong>  do you spend <strike>  to </strike>  <strong>  on </strong>   your training every week?
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>

</clog_session>



<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20180321 - 20190403</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time></clog_session_time>
<clog_session_ach></clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance></clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title></clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
(course log in deprecated html format below)
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>
<clog_session_hw_review>
<list_of_reviews></list_of_reviews>
</clog_session_hw_review>
<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
<list_of_ref></list_of_ref>
</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level></clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>1</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
<h2>20190403 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      Rescheduled from previous lesson
      <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.
      EF Business English Book 3 - Efekta System, Hult
      Unit 1 Effective sales letters
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/ef_business_english_student_book_3_efekta_Unit_01.pdf">ef_business_english_student_book_3_efekta_Unit_01.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      Rescheduled from 20181010
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file on 20181003)
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_language_leader_advanced_student_s_book_pg50-3_135_catwalk_controversies_cleft_sentences_inversion.pdf">new_language_leader_advanced_student_s_book_pg50-3_135_catwalk_controversies_cleft_sentences_inversion.pdf</a>
      New Language Leader Advanced
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> 
      pg 51 ex 8 emphatic structures<!-- pg 81 -->
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      1) Seldom do we see naturally sized models.
      2) Not only has he designed clothes for stars, but he has also opened stores all around the world.
      3) Under no circumstances must we use child labour. 
      4) It was the accusation about the use of sweatshops that the press officer denied / It was the press officer who denied the accusation about the use of sweatshops.
      5) It is the cost of a product, not its environmental impact that people are concerned about.
      6) What the fashion industry does is encourage young girls to worry about their body size.
      7) What the designer created was a new style using traditional materials.
      8) What I think is (that) fashion shows and models should be heavily regulated.
      </span>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      
      $list_of_reviews= "grammar_prepositions_selection_b2_02.csv grammar_prepositions_selection_b2_03.csv  grammar_prepositions_selection_c1_01.csv";
      include ('inc/csv_load_review.inc'); 


      EF Business English Book 3 - Efekta System, Hult
      Unit 1 Effective sales letters
      T / Cl
      Before you get the opportunity to pitch to your prospective customers, what do you need to catch their attention so that they call you? 
      - an effective sales letter
      (...)

      <img src="pix/icons8-movie-100.png" width="35em" border="0" alt="video"> Top 5 Ways to Convert Customers with Your Sales Letters
      Business Education - Boenisch Business Services GmbH
      http://MyOnlineBusinessEducation.eu 
      <a class="clog" target="about_blank" href="https://www.youtube.com/watch?v=K0nSpTzUI_I">https://www.youtube.com/watch?v=K0nSpTzUI_I</a>
      <!-- Top_5_Ways_to_Convert_Customers_with_Your_Sales_Letters-K0nSpTzUI_I.mkv -->
      
      pg 2 ex A vocab<!-- pg 59 -->

      pg 3 ex B reading<!-- pg 60 -->
      Letters that sell

      T / Cl
      How can you personalise your sales letter?
      - answer the FWIIM question
      = what's in it for me

      Functional language: Tips for writing effective sales letters
      pg 3 ex C <!-- pg 60 -->

      Grammar: The passive
      You have made a mistake.
      What is another way of saying the same in a less direct way?
      - use passive form
      → A mistake has been made <strike> by you </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

      Complete the 2nd sentence
      Teachers teach many languages at Tom's House
      Many languages ...
      - are taught <strike> by teachers </strike> at Tom's House
      = passive
      - by teachers 
      = agent (redundant in passive form so is NOT mentioned)

      pg 4 ex D passive<!-- pg 61 -->

      pg 4 ex E reading<!-- pg 61 -->

      pg 5 ex F <!-- pg 62 -->

      set for homework - tbc
      pg 5 ex G H writing a sales letter<!-- pg 62 -->
      
<u>new expressions</u>
      incentive ~ (for / to sb/sth) (to do sth) = something that encourages you to do sth
      stationery = materials for writing and for using in an office, for example paper, pens and envelopes; special paper for writing letters on
      to proofread = to read and correct a piece of written or printed work
      succinct = expressed clearly and in a few words; concise
      chatty = having a friendly informal style
      WIIFM = what's in it for me
      to spark ~ sth (off) = to cause sth to start or develop, especially suddenly

      clad ~ (in sth) (often used after an adverb or in compounds) = covered in a particular thing, e.g. ironclad

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

$deco_ref = "20190403-1856";
${'txt_'.$deco_ref} =" 
      Everything should be <strike> appeal </strike><strong>  appealing </strong>.
      You want to make <strike> that </strike>  <strong>  the </strong> impression that you want.
      Have you ever written <strike>the</strike> <strong>a</strong> sales letter?
      <strike>Didn't</strike> <strong>  Weren't</strong>  you afraid of attracting...
      You want to interest them <strike>  with</strike> <strong>in</strong>  your unique business <strike>sales</strike>  <strong>  offer </strong>.
      What was your mistakes <strike> to </strike><strong>  in </strong>  your opinion?
      Maybe <strike>more</strike> shorter.
      It's very important to answer <strike>for</strike> that question.
      It's understandable <strike>  from the first face </strike> <strong>  at first glance / sight </strong> .
      ";
include("inc/show_hide_mistakes.inc");

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

</pre>

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

<h2>20190327 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      Rescheduled from previous lesson
      <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.
      EF Business English Book 3 - Efekta System, Hult
      Unit 1 Effective sales letter
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/ef_business_english_student_book_3_efekta_Unit_01.pdf">ef_business_english_student_book_3_efekta_Unit_01.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      @ Mayya, Aleksander, Sergey
      If you wish, you may complete the quarterly test below at home and hand it in at our next lesson.
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/20190320_rrwcgroup5_quarterly_test.pdf">20190320_rrwcgroup5_quarterly_test.pdf</a>

      <img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Quarterly test results

      Nadezhda
      <meter value="2" min="0" low="3" max="6"></meter> Prepositions B2 - 02
      <meter value="6" min="0" low="4" max="8"></meter> Inversion after negative adverbials B2 - 03
      <meter value="4" min="0" low="2" max="4"></meter> Subjunctive and unreal past C1 - 01
      <meter value="4" min="0" low="5" max="12"></meter> Listening
      <meter value="14" min="0" low="4" max="20"></meter> Writing
      <meter value="30" min="0" low="25" max="50"></meter> total 60% 

      Anna
      <meter value="4" min="0" low="3" max="6"></meter> Prepositions B2 - 02
      <meter value="0" min="0" low="4" max="8"></meter> Inversion after negative adverbials B2 - 03
      <meter value="2" min="0" low="2" max="4"></meter> Subjunctive and unreal past C1 - 01
      <meter value="1" min="0" low="5" max="12"></meter> Listening
      <meter value="15" min="0" low="4" max="20"></meter> Writing
      <meter value="22" min="0" low="25" max="50"></meter> total 48% (probably worth ~55%)

      Tatiana
      <meter value="3" min="0" low="3" max="6"></meter> Prepositions B2 - 02
      <meter value="6" min="0" low="4" max="8"></meter> Inversion after negative adverbials B2 - 03
      <meter value="4" min="0" low="2" max="4"></meter> Subjunctive and unreal past C1 - 01
      <meter value="4" min="0" low="5" max="12"></meter> Listening
      <meter value="13" min="0" low="4" max="20"></meter> Writing
      <meter value="30" min="0" low="25" max="50"></meter> total 60% 
<!--
      <meter value="" min="0" low="3" max="6"></meter> Prepositions B2 - 02
      <meter value="" min="0" low="4" max="8"></meter> Inversion after negative adverbials B2 - 03
      <meter value="" min="0" low="2" max="4"></meter> Subjunctive and unreal past C1 - 01
      <meter value="" min="0" low="5" max="12"></meter> Listening
      <meter value="" min="0" low="4" max="20"></meter> Writing
      <meter value="" min="0" low="25" max="50"></meter> total % 
-->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      <img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Quarterly test
      Feedback
<!--add to quarterly_test_rrwcgroup5_20190320.xml -->
      
      <div align="center"><img src="pix/new_language_leader_advanced_pg19_ex6b_listening_key.jpg" width="90%" alt="visual support"></div><br />

      Grammar: Inversion after negative adverbs
      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

      I seldom read a book when I haven't read its review
      - seldom
      = adverb
      - I read 
      = present simple (no auxiliary)

      Seldom do I read a book when I haven't read its review
      - seldom
      = limiting adverbial in front position (for emphasis)
      - do I read 
      (added auxiliary 'do')
      = inversion verb / subject (in the main clause)

      The company will not give any compensation
      - Under no circumstances will the company give a refund
      = emphasis on the restrictive or negative aspect
      = negative adverbial phrase + inversion
      - formal speech
      - formal writing

      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
<!--
      <meter value="" min="0" low="5" max="10"></meter> Grammar (conditionals)
      <meter value="" min="0" low="4" max="8"></meter> Vocabulary (separable phrasal verbs with objects)
      <meter value="" min="0" low="7" max="12"></meter> Grammar (verb patterns with infinitive and/or gerund)
      <meter value="" min="0" low="5" max="10"></meter> Grammar (used to, would, will to talk about past and present habits)
      <meter value="" min="0" low="4" max="10"></meter> Communication skills (writing)
      <meter value="" min="0" low="25" max="50"></meter> total % 
-->
<!--  previous test results
      Nadezhda
      <meter value="8" min="0" max="10"></meter> Grammar (conditionals)
      <meter value="8" min="0" max="8"></meter> Vocabulary (separable phrasal verbs with objects)
      <meter value="8" min="0" max="12"></meter> Grammar (verb patterns with infinitive and/or gerund)
      <meter value="6" min="0" max="10"></meter> Grammar (used to, would, will to talk about past and present habits)
      <meter value="7" min="0" max="10"></meter> Communication skills (writing)
      <meter value="37" min="0" low="25" max="50"></meter> total 74% 

      Anna
      <meter value="8" min="0" max="10"></meter> Grammar (conditionals)
      <meter value="8" min="0" max="8"></meter> Vocabulary (separable phrasal verbs with objects)
      <meter value="6" min="0" max="12"></meter> Grammar (verb patterns with infinitive and/or gerund)
      <meter value="6" min="0" max="10"></meter> Grammar (used to, would, will to talk about past and present habits)
      <meter value="8" min="0" max="10"></meter> Communication skills (writing)
      <meter value="36" min="0" low="25" max="50"></meter> total 72% 

      Mayya
      <meter value="4" min="0" max="10"></meter> Grammar (conditionals)
      <meter value="4" min="0" max="8"></meter> Vocabulary (separable phrasal verbs with objects)
      <meter value="10" min="0" max="12"></meter> Grammar (verb patterns with infinitive and/or gerund)
      <meter value="4" min="0" max="10"></meter> Grammar (used to, would, will to talk about past and present habits)
      <meter value="8" min="0" max="10"></meter> Communication skills (writing)
      <meter value="30" min="0" low="25" max="50"></meter> total 60% 

      Aleksandr
      <meter value="4" min="0" max="10"></meter> Grammar (conditionals)
      <meter value="8" min="0" max="8"></meter> Vocabulary (separable phrasal verbs with objects)
      <meter value="7" min="0" max="12"></meter> Grammar (verb patterns with infinitive and/or gerund) <meter value="4" min="0" max="10"></meter> Grammar (used to, would, will to talk about past and present habits)
      <meter value="7" min="0" max="10"></meter> Communication skills (writing)
      <meter value="30" min="0" low="25" max="50"></meter> total 60% 

      Sergey
      <meter value="8" min="0" max="10"></meter> Grammar (conditionals)
      <meter value="4" min="0" max="8"></meter> Vocabulary (separable phrasal verbs with objects)
      <meter value="6" min="0" max="12"></meter> Grammar (verb patterns with infinitive and/or gerund)
      <meter value="2" min="0" low="5" max="10"></meter> Grammar (used to, would, will to talk about past and present habits)
      <meter value="6" min="0" max="10"></meter> Communication skills (writing)
      <meter value="26" min="0" low="25" max="50"></meter> total 52% 
-->
<u>new expressions</u>
      substantially = considerably

<u>deco - delayed error correction / favourite mistakes</u>
      <strike>  There is no </strike> <strong>It doesn't make </strong> sense to make a renovation
      everybody is <strike> waiting </strike> <strong>  expecting </strong>  that it should be signed

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

</pre>

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

<h2>20190320 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      EF Business English Book 3 - Efekta System, Hult
      Unit 1 Effective sales letter
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/ef_business_english_student_book_3_efekta_Unit_01.pdf">ef_business_english_student_book_3_efekta_Unit_01.pdf</a>

      <img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Prepare for quarterly test
      Review the following:
      Grammar: Prepositions, inversion after negative adverbials, subjunctive and unreal past
      Lexical material: Education & motivation, home ownership, dream jobs
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      deleted by mistake - look at flipchart
      was a review of negative adverbial
-->
<u>support materials covered</u>
      
      //$test_ref= "quarterly_test_rrwcgroup5_20180919.xml";
      //include ('inc/xml_load_quarterly_test.inc');
      //include ('inc/xml_load_review_in_csv.inc');

      //$test_ref= "exit_test_knaufind06.xml";
      //include ('inc/xml_load_quarterly_test_in_csv.inc');

      $test_ref= "quarterly_test_rrwcgroup5_20190320.xml";
      include ('inc/xml_load_quarterly_test_in_csv.inc');

      Recommended time
      18:33-18:53 1-3
      18:55-19:05 4 listening
      19:05-19:15 5 writing

<u>new expressions</u>
      without further ado = without more work, ceremony or fuss

<u>deco - delayed error correction / favourite mistakes</u>
      She wrote she is at <strike>  the </strike>  work

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

</pre>

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

<h2>20190313 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      The best job in the world
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/the_best_job_in_the_world_v2.pdf">the_best_job_in_the_world_v2.pdf</a>

      <img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Prepare for quarterly test
      scheduled 20190320
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>

$list_of_ref = "10-0-3";
include("inc/xml_load_file_ref_sbook.inc");
     
<u>new expressions</u>

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

$deco_ref = "20190306-1943";
${'txt_'.$deco_ref} =" 
      <strike>  To say serious </strike>  <strong>  Actually | Seriously speaking </strong> , I wanted to be a French teacher
      If I will <strike>  fall </strike>  <strong>  fail </strong>   these exams
      <strike>  What about me </strike> <strong>  As far as I  am concerned </strong>  , I suppose 
      And <strike>  after afterwards </strike>  <strong>  much later </strong>  I changed...
      It makes your life <strike>  senseful  </strike> <strong>  meaningful </strong>  
      a job which is very <strike>  bad </strike> <strong>  poorly </strong>   paid
      ";
include("inc/show_hide_mistakes.inc");

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

</pre>

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

<h2>20190306 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      Buy Your Own Home      
      <a class="clog" target="about_blank" href="https://yadi.sk/i/TuI1eZjXSZs19Q">https://yadi.sk/i/TuI1eZjXSZs19Q</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      If you wish, you may also download or print the updated pdf of our previous lesson.
      Don't give your kids cash as incentives to pass exams
      <a class="clog" target="about_blank" href="https://yadi.sk/i/2oHdO1YzkvaLvQ">https://yadi.sk/i/2oHdO1YzkvaLvQ</a>
<!-- original      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/Buy_Your_Own_Home_shortened_version.pdf">Buy_Your_Own_Home_shortened_version.pdf</a> -->
      <!-- NG
      <a class="clog" target="about_blank" href="http://www.youtube.com/watch?v=zFkXnuU2qew">http://www.youtube.com/watch?v=zFkXnuU2qew</a> -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>

$list_of_ref = "10-0-2";
include("inc/xml_load_file_ref_sbook.inc");
     
<u>new expressions</u>

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

$deco_ref = "20190306-1943";
${'txt_'.$deco_ref} =" 
      In any case, it <strike>  finals </strike>  <strong>  ends up </strong> with a backache
      It's a <strike> topic </strike> <strong>  matter </strong>   of agreement with <strong>  (It's subject to approval of) </strong> your offspring.
      <strike>  She </strike> <strong>  It </strong>   can <strike>  throw out </strike> <strong>  jump out of </strong> the window
      it gave <strike>  rights of social allowance </strike>  <strong> (social / financial) benefits | privileges </strong>  for living
      I decided to <strike> bring kids to this earth </strike>  <strong>  give birth | deliver </strong>  
      ";
include("inc/show_hide_mistakes.inc");

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

</pre>

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

<h2>20190227 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      Don't give your kids cash as incentives to pass exams
      <strike>  <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/ef_speaking_club_don_t_give_your_kids_cash_as_incentives_to_pass_exams.pdf">ef_speaking_club_don_t_give_your_kids_cash_as_incentives_to_pass_exams.pdf</a> </strike>  (old version)
      <a class="clog" target="about_blank" href="https://yadi.sk/i/2oHdO1YzkvaLvQ">https://yadi.sk/i/2oHdO1YzkvaLvQ</a> (new version)

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      Market Leader 3rd edition Upper Intermediate
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> pg 84 ex F vocab<!-- pg 81 -->
      <span class="show_key">
      1) go the distance
      2) lucky break
      3) hedge your bets
      4) Keep your ear to the ground
      </span>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
      SSS build word chains
      demo:
      breakfast => tea -> coffee -> porridge -> banana -> brunch -> snack -> fast-food -> junk food -> take-away => lunch

      exam => <span class="show_key"> exam results -> student -> graduate -> prestigious university -> labour market -> competition -> job interview </span> => employment

      education => <span class="show_key"> knowledgeable -> privileges screening -> kicked upstairs (promotion) -> well-thought of  </span> => career

      motivation => <span class="show_key"> financial incentive -> remuneration -> bonus -> KPI -> position -> professional recognition </span> => satisfaction
-->
<u>support materials covered</u>

$list_of_ref = "10-0-1";
include("inc/xml_load_file_ref_sbook.inc");

<u>new expressions</u>

// already included in sbook
//include("inc/xml_echo_expressions.inc");

<u>deco - delayed error correction / favourite mistakes</u>
      we try to punish <strike> by money </strike>  <strong>money-wise /  with a financial penalty </strong>  
      we have no <strike> any </strike> electronic diary
      they didn't pay a lot of attention <strike> for </strike> <strong>  to </strong>  their homework
      students prefer <strike>  never to remember </strike> <strong>  to forget </strong>  <strike> a </strike> half of the teachers

<u>pig - pronunciation & intonation guidelines</u>
      chicago /ʃə'kɔ,gəu/
</pre>

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

<h2>20190220 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      Market Leader Upper Intermediate
      <img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 84 ex B D reading <!-- pg 82 -->

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> pg 83 ex B vocab<!-- pg 81 -->
      <span class="show_key">
      pg 83 ex B
      1) black
      2) grant
      3) debtor
      4) A dividend
      5) liabilities
      6) A return
      7) liquidation
      8) Collateral
      </span>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Market Leader Upper Intermediate
      pg 83 ex B vocab<!-- pg 81 -->
      feedback

      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

      <strike>  pg 84 ex D discussion </strike> 

      Lexical material: Speed funding
  <!--      Speed funding: Pitching to angel investors in four minutes
      The Guardian
      <a class="clog" target="about_blank" href="https://www.theguardian.com/small-business-network/video/2014/sep/26/speed-funding-pitching-angel-investors-video">https://www.theguardian.com/small-business-network/video/2014/sep/26/speed-funding-pitching-angel-investors-video</a>
-->
      How to obtain Business Finance - Angels Den London Speed Funding Event 2013 
      <em>Angels Den is the foremost business financing and funding group in Europe 
      with over 6000 High Net Worth investors looking for businesses to invest in. 
      There are over 19,000 entrepreneurs worldwide on the Angels Den books 
      who have been helped with the expansion of their business. </em>
      <a class="clog" href="http://www.youtube.com/watch?v=CFevcqagxtQ" target="about_blank">http://www.youtube.com/watch?v=CFevcqagxtQ</a>

      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 -->
     
<u>new expressions</u>
      return (~ on investment, R.O.I) = 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).
      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
      overdraft = amount of money that you owe to a bank when you have spent more money than is in your bank account; an arrangement that allows you to do this

<u>deco - delayed error correction / favourite mistakes</u>
      a car very quickly loses <strike> price </strike> <strong>  value </strong> 
      <strike>  at </strike>  the <strike>  next </strike>  <strong>  following </strong> year
      what is the danger <strike>for be </strike>  <strong>of  being </strong> over credited
      they would like to have <strike>  a </strike>  control of <strong>  (over) </strong>   your company

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

</pre>

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

<h2>20190213 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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/tmp_pdf/market_leader_3rd_upper_intermediate_students_book_pg82-85_raising_finance_financial_terms.pdf">market_leader_3rd_upper_intermediate_students_book_pg82-85_raising_finance_financial_terms.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      Speak Out Advanced
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/speak_out_advanced_students_book_pg58-59-139_family_secrets_modal_verbs_should_ought_neednt_practice.pdf">speak_out_advanced_students_book_pg58-59-139_family_secrets_modal_verbs_should_ought_neednt_practice.pdf</a>
      pg 57 ex 7 practice<!-- pg 70 -->
      <!-- pg 137 Unit 5.1 ex 1 2--><!-- pg 70 -->
      <span class="show_key">
      pg 57 ex 7
      1) were never allowed to
      2) had to
      3) used to 
      4) should have
      5) ought to keep
      6) had to hide
      7) 'd better not
      8) was supposed to 
      9) could have
      10) would have
      </span>

      
      $list_of_reviews= "grammar_modal_verbs_selection_b2_03.csv";
      include ('inc/csv_load_homework.inc'); 
<!--      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      <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.
      English Grammar in Use - Advanced
      by Hewings, Cambridge University Press
      Unit 23 modals of deduction
      pg 47 ex 1 2 3 4 must and have got to
      Check your answers with the key at the end of the pdf
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/english_grammar_in_use_advanced_hewings_cambridge_unit23_24_must_have_got_to_modals_of_deduction_neednt_w_key.pdf">english_grammar_in_use_advanced_hewings_cambridge_unit23_24_must_have_got_to_modals_of_deduction_neednt_w_key.pdf</a> -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      T / Cl
      If you want to borrow money, do you need good credit history?
      (...)
<!--      Should anyone be able to check your credit history or is it confidential?
      (...)

      Amazing mind reader reveals his 'gift'
      <a class="clog" href="http://www.youtube.com/watch?v=F7pYHN9iC9I" target="about_blank">http://www.youtube.com/watch?v=F7pYHN9iC9I</a>
      T / Cl
      Do you believe in mind readers?
      (...)
          use pg 98 ex 4
      watch 1st part (till Dave was only warming up)
          What will Dave predict?
      watch 2nd part (till 'it's scary')
          What is going to happen?
      watch last part
      After watching this viral, will people be more careful?
      (...)
      Would you open an account in this bank?
      (...)
      rationale
          practise future forms, conditionals, must have been...
 -->
      Market Leader 3rd edition 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 / 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 B vocab<!-- pg 81 -->

      pg 83 ex C discussion<!-- pg 81 -->
   
<u>new expressions</u>
      credit standing = reputation of a person or organization with regard to capability and promptness in meeting financial obligations. Late payments can seriously affect your overall credit standing
      creditworthiness = trustworthiness with money as based on a person's credit history; a general qualification for borrowing
      creditworthy = able to be trusted to pay back money that is owed; safe to lend money to
      solvency = state of not being in debt (= not owing money)
      solvent = having enough money to pay your debts; not in debt
      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
      equity capital = finance raised by a company from issuing shares (rather than taking out loans)
      principal = original amount of a loan not including any interest charged
      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

<u>deco - delayed error correction / favourite mistakes</u>
      I know several <strong> of </strong>  my friends who never <strike> borrow </strike>  <strong>  lend </strong>  money without interest
      a loan with a high <strike> percentage </strike>  <strong>  interest rate </strong> 
      it can influence <strike> to </strike>  your relationships
      if I lend money <strike>  for </strike> <strong>  to </strong>  my friend...
      in <strike> common </strike>  <strong>  general </strong> I agree

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

</pre>

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

<h2>20190206 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      Speak Out Advanced
      Family secrets - modal verbs
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/speak_out_advanced_students_book_pg58-59-139_family_secrets_modal_verbs_should_ought_neednt_practice.pdf">speak_out_advanced_students_book_pg58-59-139_family_secrets_modal_verbs_should_ought_neednt_practice.pdf</a>

      We will continue this topic from the previous lesson.
      Make sure you have a copy with you.


      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> pg 125 ex 5 6 <!-- pg 131 -->
      Writing a letter of complaint
      Send in docx format for feedback 
      duncanpotter@yandex.ru 

      Rescheduled from previous lesson
      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      Grammar and vocabulary for CAE & Proficiency, Longman
      pg 83 ex 5 practice<!-- pg 265 -->
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/grammar_and_vocabulary_for_CAE_and_proficiency_Longman_Side_Wellman_pg82-83_subjunctives_and_unreal_w_key.pdf">grammar_and_vocabulary_for_CAE_and_proficiency_Longman_Side_Wellman_pg82-83_subjunctives_and_unreal_w_key.pdf</a>
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      pg 83 ex 5 a

      1) acquainted
      2) may
      3) be
      4) proceed
      5) contact

      pg 83 ex 5 b
      1) suppose / supposing
      2) had
      3) were
      4) was / were
      5) had 

      pg 83 ex 5 c
      1) spend
      2) go / goes
      3) Suffice
      4) could
      5) was / were
      </span>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Speak Out Advanced
      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 -->
<!--
      set for homework
      pg 152 vocabulary bank--><!-- pg 69 -->

      pg 56 ex 4 <!-- pg 68 -->

      Grammar: Modal verbs & phrases (had better/sooner, needn't...)
      T / Cl
      We'd better go now
      [we have to / it's a good idea]
      - it's a good idea
      'd is the contracted form of [would / had]
      - had

      You needn't have done that
      [you did it but it was not necessary / you did it but it wasn't a good idea]
      - it was not necessary

      pg 57 ex 5 <!-- pg 70 -->

      
      $list_of_reviews= "grammar_modal_verbs_selection_b2_03.csv";
      include ('inc/csv_load_review.inc'); 

      set for homework
      pg 137 Unit 5.1 ex 1 2<!-- pg 70 -->

      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/
-->
   <strike>    pg 57 ex 6 listening <!-- pg 70 -->
      speak_out_advanced_audio_cd01_29.ogg   
</strike> 
      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 -->
     
<u>new expressions</u>
      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

      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

      obliged /ə'blaidʒd/ = compulsory, which you have to do
      permissible ~ (for sb) (to do sth) = (formal) acceptable according to the law or a particular set of rules
      to dare = to be brave, bold enough to do sth; to have enough courage to do sth
      extravagance /iks'trævəgəns/ = act or habit of spending more money than you can afford or than is necessary; something that is impressive or noticeable because it is unusual or extreme
      once in a blue moon = seldom

      working party (to set up ~) (on sth) = a group of people chosen to study a particular problem or situation in order to suggest ways of dealing with it

<u>deco - delayed error correction / favourite mistakes</u>
      <strike>  in order </strike> <strong>so that </strong>  they may enter
      in order <strike> that they may </strike> <strong>  to </strong>   enter
      I thought <strike>  about </strike>  it is important when...
      even in case <strike> if </strike>   they have ...
      even <strike> in case </strike>  if they have ...

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

</pre>

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

<h2>20190130 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
     <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      New Inside Out Advanced
      Making an apology
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_advanced_students_book_pg124-5_saying_sorry_making_an_apology_responding_all_complaints.pdf">new_inside_out_advanced_students_book_pg124-5_saying_sorry_making_an_apology_responding_all_complaints.pdf</a>
 
      We will continue this topic from the previous lesson.
      Make sure you have a copy with you.


      <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.
      Speak Out Advanced
      Family secrets - modal verbs
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/speak_out_advanced_students_book_pg58-59-139_family_secrets_modal_verbs_should_ought_neednt_practice.pdf">speak_out_advanced_students_book_pg58-59-139_family_secrets_modal_verbs_should_ought_neednt_practice.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      Grammar and vocabulary for CAE & Proficiency, Longman
      pg 83 ex 5 practice<!-- pg 265 -->
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/grammar_and_vocabulary_for_CAE_and_proficiency_Longman_Side_Wellman_pg82-83_subjunctives_and_unreal_w_key.pdf">grammar_and_vocabulary_for_CAE_and_proficiency_Longman_Side_Wellman_pg82-83_subjunctives_and_unreal_w_key.pdf</a>
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      pg 83 ex 5 a

      1) acquainted
      2) may
      3) be
      4) proceed
      5) contact

      pg 83 ex 5 b
      1) suppose / supposing
      2) had
      3) were
      4) was / were
      5) had 

      pg 83 ex 5 c
      1) spend
      2) go / goes
      3) Suffice
      4) could
      5) was / were
      </span>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      New Inside Out Advanced
      (continuation from previous lesson)
      pg 125 ex 3 4 5 <!-- pg 131 -->

      set for homework - tbc
      pg 125 ex 5 6 <!-- pg 131 -->
      writing a letter of complaint
     

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

      Why and who do you seek advice from when you have a sensitive issue to deal with and need discretion?
      - to obtain third-party viewpoint
      - to feel relieved / reassured of doing the right thing
      - to restore confidence in dire straits
      (...)

      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>
      allegedly = that is declared but not proved; so-called, supposed
      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

      at the drop of a hat = without waiting; immediately; promptly; whenever you have a chance

<u>deco - delayed error correction / favourite mistakes</u>
      she said she <strong> will / would </strong>  <strike>  miss </strike>  <strong>  skip </strong>  <strike> today </strike>  our lesson <strong>  today </strong> 
      she <strike>  made an </strike> <strong>  gave her some </strong>  advice <strike>  to her for </strike>  <strong>  about </strong>  her behaviour
      <strike>  as </strike>  <strong>  if </strong>  I'm not mistaken 
      if he <strike>  will get success for </strike>  <strong>  succeeds to get / obtain </strong>   this reimbursement
      you can influence <strike>  on </strike>  people

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

</pre>

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

<h2>20190123 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      New Inside Out Advanced
      Making an apology
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_advanced_students_book_pg124-5_saying_sorry_making_an_apology_responding_all_complaints.pdf">new_inside_out_advanced_students_book_pg124-5_saying_sorry_making_an_apology_responding_all_complaints.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework

      
      $list_of_reviews= "grammar_subjunctive_and_unreal_past_selection_c1_01.csv";
      include ('inc/csv_load_homework.inc'); 

      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      Grammar and vocabulary for CAE & Proficiency, Longman
      pg 83 ex 2 4 practice<!-- pg 265 -->

      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      pg 83 ex 2
      a) Their decision that he be promoted is a good one
      b) It is essential that we be kept fully informed
      c) The UN's insistence that he accept the terms of the cease-fire seemed inflexible
      d) Whether the referee be right or not, the decision cannot be overturned
      e) Whatever she decides, we cannot change our plans
      f) She insisted that I not talk to anyone else about what I saw

      pg 83 ex 4
      a) If she be struck off, the consultant will never work again
      b) To hear our neighbour talk, you'd think he would own half of the country, wouldn't you?
      c) That cocky new boy talks as if he had had 10 years experience in the job
      d) Suppose you didn't have that calculator, could you work this out?
      e) If you had thought / If you had been thinking more carefully, we wouldn't have these problems
      </span>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Grammar and vocabulary for CAE & Proficiency, Longman
      pg 83 ex 2 4 practice<!-- pg 265 -->
      feedback

      New Inside Out Advanced
      Lexical material: Making an apology
      T / Cl
      Please, accept my [apologies / apologise]
      - apologies /ə'pɔlədʒi:z/
      = noun
      (to apologise /əˈpɔlədʒaɪz/ = verb)

      Your colleague missed an important meeting
      He [owes you an apology / over-reacts]
      - he owes you an apology 
      
      On the plane, a flight attendant spills coffee over your shirt
      You say:
      [easily done / no worries / you're welcome] 
      - easily done

      Why is it important to apologise at the right moment?
      - to clear the air
      = to remove angry feelings, misunderstanding, or confusion

      In an e-mail, you write
      Due to [circumstances / events / actions] beyond our control...
      - circumstances

      pg 124 ex 1 2 3 Useful phrases<!-- pg 130 -->
      listening
      new_inside_out_advanced_audio_cd03_42.ogg 
      new_inside_out_advanced_audio_cd03_43.ogg 
      new_inside_out_advanced_audio_cd03_44.ogg 
      new_inside_out_advanced_audio_cd03_45.ogg 
      new_inside_out_advanced_audio_cd03_46.ogg 
      new_inside_out_advanced_audio_cd03_47.ogg 

      Lexical material: Responding to an apology
      T / Cl
      Your colleague doesn't want to talk about sth
      He says [It slipped my mind / Drop it]
      - Drop it!

      Your colleague couldn't attend an important meeting
      He says 'I'm sorry I left you carry the can'
      carry the can
      [accept the unpleasant consequences of one's actions / be responsible for a meeting]
      - accept unpleasant consequences
      = face the music

      You make a mistake & say sorry
      Your colleague replies 'Yes, this time' means [he apologises / he forgives you]
      - he forgives you

      Your colleague is not really upset
      He says [Easily done / Drop it]
      - Easily done

      pg 124 ex 4 5 <!-- pg 130 -->


      Functional language: Uses of sorry (offering commiserations, drawing attention, breaking bad news...)

      T / Cl
      Sorry to hear about your  [drawing attention / offering commiseration]
      - offering commiseration

      pg 124 ex 6 <!-- pg 131 -->
      new_inside_out_advanced_audio_cd03_48.ogg 


      Functional language: Responding to a complaint
      T / Cl
      You're angry & want to criticise someone or sth, you speak [loud / under your breath]
      - under your breath

      How do you as a company accept responsibility for what has happened?
      - I regret the incident

      Lexical material: Shopping
      pg 125 ex 1<!-- pg 131 -->
      listening
      new_inside_out_advanced_audio_cd03_49.ogg 

      Functional language: Writing a letter of complaint
      pg 125 ex 2 3 writing extra<!-- pg 131 -->
      
<u>new expressions</u>
      touchy = easily irritated
      to carry the can = to face the music; accept unpleasant consequences of one's actions 
      to offer commiserations = expression of sympathy with another's grief; send your condolences
      clogs = footwear usually with wooden soles
      checkout counter = counter in a supermarket where you pay for your purchases
      checkout-assistant = person on the till
      cashier = person dealing with cash transactions in a shop, bank, etc
      under your breath = with low voice; very softly
      trolley = esp. Brit. a table, stand, or basket on wheels or castors for serving food, 
      transporting luggage or shopping, gathering purchases in a supermarket, etc
      exonerated = freed from any question of guilt
      reimbursement = compensation paid (to someone) for damages or losses or money already spent etc. 
      to make amends (to sb) (for sth / for doing sth) = to do sth for sb in order to show that you are sorry for sth wrong or unfair that you have done
      recurrence = happening again (especially at regular intervals) 
      goodwill gesture = something done as an indication of intention, e.g. intangible asset valued according to the advantage or reputation a business has acquired;
      to fly off the handle = to get very angry and fly into a rage
      to clear the air = to remove angry feelings, misunderstanding, or confusion

<u>deco - delayed error correction / favourite mistakes</u>
      it <strike> lets </strike>  <strong>  allows </strong>  us to understand English well
      in order <strong> for </strong> us to read & prepare
      <strike>  in order us to</strike>   <strong> so that we can </strong> read & prepare
      she said that <strike>  she </strike> <strong>  it </strong>   slipped her mind
      I'll make my apology <strike> for </strike> <strong>  to </strong>   your mother and <strike> for </strike> <strong>  to </strong>   you

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

</pre>

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

<h2>20190116 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      Grammar and vocabulary for CAE & Proficiency, Longman
      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      pg 82 subjunctives and unreal past - reading
      <!-- pg 83 ex 3 4 5 practice --><!-- pg 265 -->
      <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.
      New Inside Out Advanced
      Making an apology
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_advanced_students_book_pg124-5_saying_sorry_making_an_apology_responding_all_complaints.pdf">new_inside_out_advanced_students_book_pg124-5_saying_sorry_making_an_apology_responding_all_complaints.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Grammar: Subjunctive
      T / Cl
      I insist the contract [should be signed / is signed / be signed] today
      - be signed
      = present subjunctive
      => more formal

      I suggest the terms of the contract [should revised / are revised / be revised]
      - be revised
      = present subjunctive
      => more formal

      It is advisable the CEO [resigns / resign] asap
      - resign
      = present subjunctive
      => more formal


      Grammar and vocabulary for CAE & Proficiency, Longman
      pg 82 subjunctives and unreal past - reading
      pg 83 ex 1 3 practice<!-- pg 265 -->
      feedback

      
      $list_of_reviews= "grammar_subjunctive_and_unreal_past_selection_c1_01.csv";
      include ('inc/csv_load_review.inc'); 

      set for homework
      pg 83 ex 2 4 5 practice<!-- pg 265 -->

<u>new expressions</u>
      self-righteous = (disapproving) feeling or behaving as if what you say or do is always morally right, and other people are wrong
      for all the world = under no circumstances
      I can't hear myself think = not to be able to concentrate because of noisy surroundings
      suffice it to say = it's enough to say, you don't need to add more to explain that...
      come what may = whatever happens
      far be it from me to (do something) = it is not my place to do or say the particular thing stated after "to." 
      be that as it may = used to introduce a statement that is somehow different from what has just been said; you accept that a piece of information is true but it does not change your opinion of the subject you are discussing: Building a new children's home will cost a lot of money but, be that as it may, there is an urgent need for the facility
      cocky = (informal) too confident about yourself in a way that annoys other people

<u>deco - delayed error correction / favourite mistakes</u>
      I wish I <strike> have  </strike> <strong>  had </strong> my own computer
      I wish I <strike>knew </strike>  <strong>had known </strong> about it before I came to this job <strong> (workplace / office) </strong>  
      it is advisable that she does <strong> (do = subjunctive) </strong>  her homework

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

</pre>

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

<h2>20190109 (2ach)<hr align="center"></h2>

<h3>Homework</h3>
<pre class="homework">
      <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.
      Market Leader 3rd Edition Advanced
      The fashion screen - case study
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/market_leader_3rd_advanced_students_book_pg102-3_the_fashion_screen_case_study.pdf">market_leader_3rd_advanced_students_book_pg102-3_the_fashion_screen_case_study.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Market Leader 3rd Edition Advanced
      Case study - The fashion screen
      T / Cl
      Have you ever bought clothes that were not off-the-peg?
      - ...
      Should designer clothes be purchased on-line?
      - ...

      pg 102 background<!-- pg 97 -->
      reading

      pg 102 fashion blog<!-- pg 97 -->
      reading

      pg 102 task 1 - prioritising complaints

      priorities
      - dispel rumours asap
      - outsource media relations to reply to posts
      - speed up logistics for returning clothes
      - shoot videos to show how to measure oneself
      - rephrase 'hand-made in Paris'
      (e.g. asterisk pointing to other manufacturing locations)
      - re-design web-interface

      conclusions
      - focus on high profit margin & premium quality
      - discard large volumes, turnover & cut-price on-line fashion sites
      - work on greater exposure to target customers

      pg 102 listening<!-- pg 98 -->
      market_leader_3rd_advanced_audio_cd03_27.ogg 

      concl:
      - either recruit a social media manager
      - or also outsource some agency to cater for a broad range of skills (web-mastering, blogging in social media, PR...)
      - should be more assertive
  
      pg 103 task 2<!-- pg 98 -->
      social media presentation

      DVD case commentary Unit 10<!-- pg 98 -->
      <!-- vlc vts_01_2.vob 23:27 --> 
      <!-- next case study Unit 11 vlc vts_01_3.vob 01:50 --> 
      feedback
      - f2f measures involve the risk of slowing down the process
      - but should avoid having customers taking measures by themselves
      (who would be responsible in case clothes didn't fit?)
<!--
      set for homework - to be confirmed
      pg 103 writing a summary
      How to improve experience & sales
      - review proposals
      - justify your choice
      - use pg 145 writing file
     -->
<u>new expressions</u>
      off-the-peg = (especially of clothing) made in standard sizes and available from merchandise in stock
      garment = (formal) a piece of clothing
      pics / pix = pictures
      sweatshop = (disapproving) a place where people work for low wages in poor conditions
      BTW = by the way
      ill-fitting = not the right size or shape
      fickle = (of a person) often changing their mind in an unreasonable way so that you cannot rely on them
      petition ~ (against / for sth) = a written document signed by a large number of people that asks sb in a position of authority to do or change sth
      to dispel = to make sth, especially a feeling or belief, go away or disappear
      cohesive = forming a united whole
      lining = layer of material used to cover the inside surface of sth e.g. a pair of leather gloves with fur linings, e.g. Pin the lining to the outer fabric

<u>deco - delayed error correction / favourite mistakes</u>
      after the 90s <strike>  they appears </strike> <strong>  there were </strong> many clothes <strong>  became available </strong>  
      I <strike>  refused of </strike>  <strong> discarded / put aside /  gave up </strong> tailor's clothes
      I can <strike>  be measured </strike> <strong>  measure </strong> myself
      never <strike>  stay at a </strike> <strong>  keep a </strong>   silent <strike>  position </strike>  <strong>  attitude </strong>
      to <strike> answer </strike>  <strong>  deal with </strong>  every <strike> complain </strike>  <strong>  complaint </strong> 
      people will <strike>  wait </strike>  <strong>  expect </strong>   some personal approach
      to react <strike> on </strike> <strong>  to </strong>  every complaint
      they complain <strike>  with </strike>  <strong>  about  </strong>  information

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

</pre>

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

<h2>20181226 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      Market Leader 3rd Edition Advanced
      Delaney call centre - absenteeism
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/market_leader_3rd_advanced_students_book_pg50-51_delaney_call_centre_absenteeism.pdf">market_leader_3rd_advanced_students_book_pg50-51_delaney_call_centre_absenteeism.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      Case study - Delaney call centre absenteeism
      T / Cl
      What is absenteeism?
      - regular absence from work or school without a good reason
      Why are people absent?
      - ...

      pg 50 background reading<!-- pg 47 -->
      pg 50 report on absenteeism
    

      pg 50 task 1 role play<!-- pg 47 -->
      pg 151 student A - team leader (manager)
      pg 159 student B - agent
      solutions
      - consider 2 teams whose work breaks overlap to cover up for the other team
      - areas & facilities for breaks

      pg 50 consultant's findings <!-- pg 48 -->
      market_leader_3rd_advanced_audio_cd02_14.ogg 
      market_leader_3rd_advanced_audio_cd02_15.ogg 
      market_leader_3rd_advanced_audio_cd02_16.ogg 
      market_leader_3rd_advanced_audio_cd02_17.ogg 
      market_leader_3rd_advanced_audio_cd02_18.ogg 
      market_leader_3rd_advanced_audio_cd02_19.ogg 

      problems to resolve
      - workload pressure (need to meet strict performance targets)
      - time management (need to rush callers)
      - call monitoring (not popular)
      - lack of flexibility

      pg 51 task 2 decision meeting<!-- pg 48 -->

      draft e-mail
      feedback
      see pg 143 writing e-mails

      Case study on DVD
      <!-- vlc vts_01_1.vob 22:20 
      vlc vts_01_2.vob
      next 01:55 -->
      solutions
      - involve staff into productivity concerns
      - implement roto-patterns to chill out after a difficult call
      - give more freedom (not to be a cog in the machine)
      - improve environmental conditions (sofas, darts...)
      - structural framework (bonuses...)
      = retain staff longer by making them happier
      = improve quality of service provided
     
<u>new expressions</u>
      absenteeism = fact of being frequently away from work or school, especially without good reasons
      to cover for = to substitute for a person 
      ultimately = in the end; finally
      to occur = to happen
      to turn a blind eye to = to pretend not to see; not pay attention
      resentful = feeling bitter or angry about sth that you think is unfair
      to chill out = to become quiet or calm, especially after a state of agitation
      room for manoeuvre /məˈnu:və/ = the chance to change the way that sth happens and influence decisions that are made
      roto-patterns = short breaks during the work day thanks to other team members covering for each other's absence
      cogwheel = wheel with a series of teeth on the edge that fit between the teeth on the next wheel and cause it to move

<u>deco - delayed error correction / favourite mistakes</u>
      she's <strike>  at </strike>  <strong>  on </strong>  <strike>   her </strike>   vacation <strong>  (holiday) </strong>  today
      I tried <strike>  don't </strike> <strong>  not to </strong>   pay attention to it
      a hint <strike> for </strike> <strong>  to </strong>   our very <strike>  often </strike> <strong>  frequent</strong>  absence
      it depends on your <strike> sick </strike>  <strong>  sickness </strong>  
      some meetings are not <strike>  wishable </strike>  <strong>  desirable </strong> <strike>   to take part </strike>
      we'll have a <strike> broken </strike>  <strong>  missed </strong>  deadline
      if you are <strong> the </strong>  only person responsible <strike>  to </strike>  <strong>  for </strong>  sth
      I delegated <strike>  for </strike> <strong>  to </strong>   2 workers
      they can't meet <strike> with </strike>  deadlines
      it shouldn't be limited <strike>  for </strike> <strong>  to </strong>  every specific call
      to have her own approach how to influence <strike> on </strike>   her team
      <strike>  every </strike> <strong>  all </strong>  our actions are <strike>  monitoring </strike>  <strong>  monitored </strong> 

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

</pre>

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

<h2>20181219 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      Intelligent Business Upper Intermediate
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/intelligent_business_upper_intermediate_students_book_pg62-66_law_people_vs_usa_dilemma_beauty_and_business.pdf">intelligent_business_upper_intermediate_students_book_pg62-66_law_people_vs_usa_dilemma_beauty_and_business.pdf</a>

      We will continue this topic from the previous lesson.
      Make sure you have a copy with you.

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      Intelligent Business Upper Intermediate
      pg 63 ex 4 vocab<!-- pg 51 -->
      pg 63 practice<!-- pg 51 -->
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      pg 63 ex 4
      1) file
      2) make
      3) award
      4) reach
      5) take
      6) provide
      7) suffer

      pg 63 practice
      2) compensation / damages
      3) lawyer / attorney
      4) law firm
      5) legal action
      6) plaintiffs / litigants
      7) judge
      8) awards
      9) damages / compensation
      </span>

      UPDATED!
      <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>warmer</u>
-->
<u>support materials covered</u>
      Intelligent Business Upper Intermediate
      (continuation from previous lesson)
      pg 62 ex 2 3 vocab<!-- pg 51 -->
      <!-- already covered in previous lesson -->
      T / Cl
      If compensation awards are high, people will litigate [often / seldom]?
      - often
      = worth going through the trouble of a lawsuit

      pg 62 speaking

      pg 63 ex 1 2 vocab<!-- pg 51 -->

      pg 63 ex 3 vocab<!-- pg 51 -->

      was set for homework
      pg 63 ex 4 vocab<!-- pg 51 -->
      pg 63 practice vocab<!-- pg 51 -->

      pg 66 Dilemma - Beauty & business<!-- pg 54 -->
      use expressions from pg 65 career skills - negotiating

      task 2 - negotiating<!-- pg 54 -->
      listening
      intelligent_business_upper_intermediate_audio_cd01_track_24.ogg
    
<u>new expressions</u>
      in retrospect = looking back to the past
      blunder = mistake
      teeter = in danger of falling
      to teeter = to stand or move in an unsteady way so that you look as if you are going to fall
      to trigger = to activate
      on the face of it = at first sight, apparently
      to get out of hand = to become unmanageable
      incentive = ~ (for / to sb/sth) (to do sth) something that encourages you to do sth
      trace = a mark, an object or a sign that shows that sb/sth existed or was present
      to disclose = to reveal, unveil, make visible
      collision = accident in which two vehicles or people crash into each other; strong disagreement between two people or between opposing ideas, opinions, etc
      merely = used meaning 'only' or 'simply' to emphasize a fact or sth that you are saying
      conglomerate = large company formed by joining together different firms
      asbestos = soft grey mineral that does not burn, used especially in the past in building as a protection against fire or to prevent heat loss
      to pursue = to do sth or try to achieve sth over a period of time
      vast = large; important
      in essence = in principle, in theory
      to prompt = to cause sth to happen
      punitive /ˈpju:nɪtɪv/ = intended as punishment
      to compile = to produce a book, list, report, etc. by bringing together different items, articles, songs, etc

<u>deco - delayed error correction / favourite mistakes</u>
      about someone who <strike>  damaged </strike> <strong>  contaminated </strong> water
      this matter <strike>  is concerned to </strike> <strong>  concerns / has to do with </strong>  product liability
      people will spent time <strike> for </strike>  <strong>  on </strong>  litigation <strong> (litigating) </strong>  
      both companies have <strike>  an </strike>  <strong>  the </strong> ability to ...

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

</pre>

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

<h2>20181212 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      Intelligent Business Upper Intermediate
      <img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 61 The people vs the USA<!-- pg 50 -->
      pg 62 ex 2 reading comprehension<!-- pg 51 -->
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/intelligent_business_upper_intermediate_students_book_pg62-66_law_people_vs_usa_dilemma_beauty_and_business.pdf">intelligent_business_upper_intermediate_students_book_pg62-66_law_people_vs_usa_dilemma_beauty_and_business.pdf</a>

      <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>warmer</u>
-->
<u>support materials covered</u>
      Speak Out Advanced
      Unit 4.4 Blackadder
      pg 52 ex 1 DVD preview<!-- pg 65 -->

      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>
      trial = determination of a person's innocence or guilt by due process of law
      courtroom = a room in which a lawcourt sits
      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

      common law = body of law based on custom and general principles and that, embodied in case law, serves as precedent or is applied to situations not covered by statute
      civil law = body of law developed from Roman law and used in continental Europe; the basis of law in civil-law jurisdictions is statute, not custom; civil law is thus to be distinguished from common law. In civil law, judges apply principles embodied in statutes, or law codes, rather than turning to case precedent
      criminal law = body of law that defines criminal offences, regulates the apprehension, charging, and trial of suspected offenders, and fixes punishment for convicted persons
      labour law = body of law that applies to matters such as employment, wages, conditions of work, labour unions, and labour-management relations

<u>deco - delayed error correction / favourite mistakes</u>
      the court should answer <strike>  to </strike>   the plaintiff
      it may address <strike> to </strike>  the constitutional court
      it's not the first time he faces <strike>  to </strike>  the court
      he's not interested <strike>  to go </strike> <strong>  in going </strong>   to <strike>  the </strike>  court
      management have no <strike> any </strike> chance to win

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

</pre>

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

<h2>20181205 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      Intelligent Business Upper Intermediate
      <img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 61 The people vs the USA<!-- pg 50 -->
      pg 62 ex 2 reading comprehension<!-- pg 51 -->
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/intelligent_business_upper_intermediate_students_book_pg62-66_law_people_vs_usa_dilemma_beauty_and_business.pdf">intelligent_business_upper_intermediate_students_book_pg62-66_law_people_vs_usa_dilemma_beauty_and_business.pdf</a>

      Updated!
      <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.
      Presentations mindmap
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/presentations_mindmap.pdf">presentations_mindmap.pdf</a>

      Rescheduled from previous lesson
      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      <img src="pix/icons8-lecturer-100.png" width="35em" border="0" alt="icons8-lecturer-100.png"> Presentation
      - prepare a 2-3min presentation
      - any topic relevant to your needs
      - focus on introduction & conclusion
      - you may use 2-3 slides but not more 
      - rehearse oral delivery (pace, intonation, pitch, volume)

      You may also use any of the following support materials covered earlier:
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      Lifestyle Upper Intermediate
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> write a pitch for your business venture (2-3min only!)
      pg 23 ex 10

      OR
      In Company Upper Intermediate
      use examples from pg 27
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> write a pitch for your business venture
      prepare oral delivery to a panel of business angels / lions

      OR
      choose any product or topic
      - decide if you want to write all your speech or just have notes to look at (recommended)
      
      $stmt = $db2->prepare("SELECT * FROM cci_cel_courses WHERE url LIKE ? ORDER BY url_order ASC") or die ('failed to prepare');
      $stmt->execute(array("%preparing_for_the_delivery_of_a_presentation.inc%"));
      while($row = $stmt->fetch(PDO::FETCH_ASSOC)) { echo "<a class=\"clog\" target=\"about_blank\" href=\"pg.php?content=".$row['url']."\">". $row['file_name']."</a>"; }

      - practise signposting with the structure suggested in 
$stmt = $db2->prepare("SELECT * FROM cci_cel_courses WHERE url LIKE ? ORDER BY url_order ASC") or die ('failed to prepare');
$stmt->execute(array("%presentations.inc%"));
while($row = $stmt->fetch(PDO::FETCH_ASSOC)) { echo "<a class=\"clog\" target=\"about_blank\" href=\"pg.php?content=".$row['url']."\">". $row['file_name']."</a>"; }
      and 
$stmt = $db2->prepare("SELECT * FROM cci_cel_courses WHERE url LIKE ? ORDER BY url_order ASC") or die ('failed to prepare');
$stmt->execute(array("%presentation_keywords.inc%"));
while($row = $stmt->fetch(PDO::FETCH_ASSOC)) { echo "<a class=\"clog\" target=\"about_blank\" href=\"pg.php?content=".$row['url']."\">". $row['file_name']."</a>"; }
  
      - build a strong logical flow by using discourse markers from 
      $stmt = $db2->prepare("SELECT * FROM cci_cel_courses WHERE url LIKE ? ORDER BY url_order ASC") or die ('failed to prepare');
      $stmt->execute(array("%discourse_markers_mindmap.inc%"));
      while($row = $stmt->fetch(PDO::FETCH_ASSOC)) { echo "<a class=\"clog\" target=\"about_blank\" href=\"pg.php?content=".$row['url']."\">". $row['file_name']."</a>"; }


      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      pg 31 ex 5 writing a memo<!-- pg 30 -->
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      We realise that there is currently not enough parking space on the site, and we are making plans to solve the problem.
      The main difficulty at the moment is the area next to the logistics warehouse.
      If there was a fire, it would be very difficult for emergency vehicles to reach the fuel tanks behind the building. We must keep access roads to all buildings clear.
      Please remember that cars should only be parked in the official car parks. As from Monday 13 August we regret that we will have to remove any cars parked on access roads.
      Thank you for your cooperation.
      </span>


      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      
      $list_of_reviews= "grammar_conditionals_selection_b2_02.csv grammar_conditionals_selection_b2_03.csv";
      include ('inc/csv_load_homework.inc'); 
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<!--
      pitch delivery
      feedback re methodology
          4 intro
          3 rhetorical question(s)
            don't forget to use (short) rhetorical questions for greater impact
          3 intro breakdown
          3 parts
          3 transitions between parts
          3 conclusion
      visuals
          4 legibility
          4 information overload
          4 variety
      use of language
          3 vocab
          3 structures
      delivery
          3 pace (almost too fast)
          4 articulation
          4 intonation
          4 stress on keywords
          3 body language
          4 eye contact
      conclusion
          3 recap
          3 general conclusion
          1 recommendations
          1 opening
-->
      Intelligent Business Upper Intermediate
      Unit 7 Law
      Lexical material: Legal vocabulary
      T / Cl 
      If you want to write a will, you contact [a solicitor / a barrister]?
      - a solicitor
      If you disagree with a neighbour, you need [an attorney / a barrister]?
      - an attorney
      If you have to go to court, you need [an attorney / a barrister]?
      - a barrister

      T / Cl
      Have you ever sued somebody or a company?
      - ...
      If compensation awards are high, people will litigate [often / seldom]?
      - often
      = worth going through the trouble of a lawsuit

      pg 62 speaking <!-- cover before reading task -->

      Lexical material: Company liability
      <strike> pg 60 ex 1 reading </strike> 
      pg 62 reading for gist<!-- pg 50 -->
      The people vs the USA
<!--
      column 1 45"
      column 2 45"
      column 3 60" -->
      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 />

<u>new expressions</u>
      to litigate = to engage in legal proceedings, to file a lawsuit
      to sue ~ (sb) (for sth) = to make a claim against sb in a court of law about sth that they have said or done to harm you
      plaintiff / litigant = person who brings an action in a court of law
      defendant = person or institution against whom an action is brought in a court of law
      to settle out of court = to negotiate compensation w/o a litigation
      to award compensation != to dismiss a case
      to rule in favour of sb = to decide sb wins a case
      afore = before, earlier

      solicitor =  member of the legal profession qualified to deal with conveyancing, draw up wills, etc., and to advise clients and instruct barristers
      attorney = person trained and licensed to prepare, manage, and either prosecute or defend a court action as an agent for another and who also gives advice on legal matters that may or may not require court action; a person, esp. a lawyer, appointed to act for another in business or legal matters
      barrister = a person called to the bar and entitled to practise as an advocate in the higher courts
      advocate = person who supports or speaks in favour. 2 a person who pleads for another. 3 a professional pleader in a court of justice
      moral prejudice = strong feeling of disadvantage or loss, based on your own sense of what is right and fair, not on legal rights or duties, which results from someone's harmful, preconceived opinion, bias or partiality
      to plead guilty / not guilty = to state in a court of law that you are guilty or not guilty (i.e. innocent) of a crime
      antitrust law = any law restricting business practices that are considered unfair or monopolistic

<u>deco - delayed error correction / favourite mistakes</u>
      they didn't <strike>  attract </strike> <strong>get / find / persuade / interest / contract out </strong> a barrister for this situation
      they always argue <strike> between </strike> <strong>  with </strong> each other
      you should pay attention <strike> for </strike>  <strong> to </strong> this

<u>pig - pronunciation & intonation guidelines</u>
      judicial /dʒu:ˈdɪʃəl/
      sued /sju:d/
</pre>

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

<h2>20181128 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      Presentations mindmap
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/presentations_mindmap.pdf">presentations_mindmap.pdf</a>

      Rescheduled from previous lesson
      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      <img src="pix/icons8-lecturer-100.png" width="35em" border="0" alt="icons8-lecturer-100.png"> Presentation
      - prepare a 2-3min presentation
      - any topic relevant to your needs
      - focus on introduction & conclusion
      - you may use 2-3 slides but not more 
      - rehearse oral delivery (pace, intonation, pitch, volume)

      You may also use any of the following support materials covered earlier:
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      Lifestyle Upper Intermediate
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> write a pitch for your business venture (2-3min only!)
      pg 23 ex 10

      OR
      In Company Upper Intermediate
      use examples from pg 27
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> write a pitch for your business venture
      prepare oral delivery to a panel of business angels / lions

      OR
      choose any product or topic
      - decide if you want to write all your speech or just have notes to look at (recommended)
      
      $stmt = $db2->prepare("SELECT * FROM cci_cel_courses WHERE url LIKE ? ORDER BY url_order ASC") or die ('failed to prepare');
      $stmt->execute(array("%preparing_for_the_delivery_of_a_presentation.inc%"));
      while($row = $stmt->fetch(PDO::FETCH_ASSOC)) { echo "<a class=\"clog\" target=\"about_blank\" href=\"pg.php?content=".$row['url']."\">". $row['file_name']."</a>"; }

      - practise signposting with the structure suggested in 
$stmt = $db2->prepare("SELECT * FROM cci_cel_courses WHERE url LIKE ? ORDER BY url_order ASC") or die ('failed to prepare');
$stmt->execute(array("%presentations.inc%"));
while($row = $stmt->fetch(PDO::FETCH_ASSOC)) { echo "<a class=\"clog\" target=\"about_blank\" href=\"pg.php?content=".$row['url']."\">". $row['file_name']."</a>"; }
      and 
$stmt = $db2->prepare("SELECT * FROM cci_cel_courses WHERE url LIKE ? ORDER BY url_order ASC") or die ('failed to prepare');
$stmt->execute(array("%presentation_keywords.inc%"));
while($row = $stmt->fetch(PDO::FETCH_ASSOC)) { echo "<a class=\"clog\" target=\"about_blank\" href=\"pg.php?content=".$row['url']."\">". $row['file_name']."</a>"; }
  
      - build a strong logical flow by using discourse markers from 
      $stmt = $db2->prepare("SELECT * FROM cci_cel_courses WHERE url LIKE ? ORDER BY url_order ASC") or die ('failed to prepare');
      $stmt->execute(array("%discourse_markers_mindmap.inc%"));
      while($row = $stmt->fetch(PDO::FETCH_ASSOC)) { echo "<a class=\"clog\" target=\"about_blank\" href=\"pg.php?content=".$row['url']."\">". $row['file_name']."</a>"; }


      Rescheduled from previous lesson
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      The Business 2.0 Upper Intermediate
      Writing Memos <!-- pg 30 -->
      Officialese vs plain English
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/the_business_upper_intermediate_2_0_students_book_pg30-31_writing_memos_officialese_vs_plain_english.pdf">the_business_upper_intermediate_2_0_students_book_pg30-31_writing_memos_officialese_vs_plain_english.pdf</a>

       <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.

      Aleksander - Connecting EurAsia (highway Berlin - Beijing)
      <a class="clog" target="about_blank" href="https://yadi.sk/d/JuCMjphlpPNoIA">https://yadi.sk/d/JuCMjphlpPNoIA</a>

      Nadezhda - Pitch to the lions
      <a class="clog" target="about_blank" href="https://yadi.sk/d/b5Jt5eh0ENusmQ">https://yadi.sk/d/b5Jt5eh0ENusmQ</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      The Business 2.0 Upper Intermediate
      Writing Memos <!-- pg 30 -->
      pg 30 ex 1 discussion
      T / Cl
      Why do memos get ignored?
      - early / late notice
      - wrong addressing
      - irrelevant content
      - inappropriate register
      - illegible layout

      T / Cl 
      What is a target time frame?
      [schedule / deadline / objective for the future]
      - deadline 

      Functional language: Writing memos
      pg 30 ex 2 3 model & analysis<!-- pg 30 -->

      T / Cl
      If you want to communicate effectively:
      you need [plain / advanced] language
      - plain language
      = simply and clearly expressed, without using technical language
      != legalese

      examples of 'officialese'
      It is recognised jargon can speed up communication
      'it is recognised'
      Is it formal or informal?
      - formal
      Why?
      - passive form
      What is a less formal way of saying the same thing?
      - we... think, realise, reckon

      speed up
      Is it formal or informal?
      - informal
      What is a more formal way of saying the same thing?
      - jargon may enhance communication

      Find the mistake in register
      It is recognised jargon can speed up communication
      - mix of formal & informal register

      Which sentence has a [formal / informal] register?
      It is recognised jargon may enhance communication
      - formal
      We realise jargon can speed up communication
      - informal
 
      pg 31 ex 4 language focus<!-- pg 30 -->

      set for homework
      pg 31 ex 5 writing a memo<!-- pg 30 -->

      pg 31 ex 6 output<!-- pg 30 -->
      listening
      the_business_mac_millan_upper_intermediate_audio_cd01_41.ogg

      <strike>  
      pg 31 ex 7 role play

      set for homework
      pg 31 ex 8 9 
      </strike> 

       
      $list_of_reviews= "grammar_conditionals_selection_b2_02.csv grammar_conditionals_selection_b2_03.csv";
      include ('inc/csv_load_review.inc'); 

      Grammar: Review of conditionals
      
      $list_of_decks= "deck_of_phrases_conditionals.csv";
      include ('inc/csv_load_deck.inc'); 
 
<u>new expressions</u>
      ambiguous = open to two or more interpretations; or of uncertain nature or significance
      rigid = antonym of flexible
      prosecution = process of being officially charged with a crime in a court of law
      adjacent = next to
      alleviated = made easier to bear
      to alleviate = to lighten or lessen the force or weight of
      forthwith = immediately
      to solicit = to ask sb for sth, such as support, money, or information; to try to get sth or persuade sb to do sth

      herewith = (written) with this letter, book or document
      at liberty = free to go somewhere or do something; not shut in or stopped
      deemed = considered, judged
      in regard to = with respect to, concerning

<u>deco - delayed error correction / favourite mistakes</u>
      if it's information given by my <strike>  chef </strike>  <strong>  chief / boss </strong> 
      I can't give <strike> advices </strike> <strong>  pieces of advice </strong>  by myself
      it's not relevant <strike>  for </strike> <strong>  to </strong>  your tasks
      people send e-mails <strike>  don't </strike> <strong>  not </strong> thinking about <strike> it </strike>  <strong>  them </strong>  before  <strong>  (without giving much / enough thought) </strong>  
      you need to write down the <strike> topic </strike> <strong>  subject </strong> of the e-mail
      it's so <strike>  many </strike>  <strong> much </strong> information
      it's so many <strong> pieces of </strong> information

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

</pre>

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

<h2>20181121 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <strike>  Short test  (in the form of an individual, mini-presentation) </strike> not needed!

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      <img src="pix/icons8-lecturer-100.png" width="35em" border="0" alt="icons8-lecturer-100.png"> Presentation
      - prepare a 2-3min presentation
      - any topic relevant to your needs
      - focus on introduction & conclusion
      - you may use 2-3 slides but not more 
      - rehearse oral delivery (pace, intonation, pitch, volume)

      You may also use any of the following support materials covered earlier:
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      Lifestyle Upper Intermediate
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> write a pitch for your business venture (2-3min only!)
      pg 23 ex 10

      OR
      In Company Upper Intermediate
      use examples from pg 27
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> write a pitch for your business venture
      prepare oral delivery to a panel of business angels / lions

      OR
      choose any product or topic
      - decide if you want to write all your speech or just have notes to look at (recommended)
      
      $stmt = $db2->prepare("SELECT * FROM cci_cel_courses WHERE url LIKE ? ORDER BY url_order ASC") or die ('failed to prepare');
      $stmt->execute(array("%preparing_for_the_delivery_of_a_presentation.inc%"));
      while($row = $stmt->fetch(PDO::FETCH_ASSOC)) { echo "<a class=\"clog\" target=\"about_blank\" href=\"pg.php?content=".$row['url']."\">". $row['file_name']."</a>"; }

      - practise signposting with the structure suggested in 
$stmt = $db2->prepare("SELECT * FROM cci_cel_courses WHERE url LIKE ? ORDER BY url_order ASC") or die ('failed to prepare');
$stmt->execute(array("%presentations.inc%"));
while($row = $stmt->fetch(PDO::FETCH_ASSOC)) { echo "<a class=\"clog\" target=\"about_blank\" href=\"pg.php?content=".$row['url']."\">". $row['file_name']."</a>"; }
      and 
$stmt = $db2->prepare("SELECT * FROM cci_cel_courses WHERE url LIKE ? ORDER BY url_order ASC") or die ('failed to prepare');
$stmt->execute(array("%presentation_keywords.inc%"));
while($row = $stmt->fetch(PDO::FETCH_ASSOC)) { echo "<a class=\"clog\" target=\"about_blank\" href=\"pg.php?content=".$row['url']."\">". $row['file_name']."</a>"; }
  
      - build a strong logical flow by using discourse markers from 
      $stmt = $db2->prepare("SELECT * FROM cci_cel_courses WHERE url LIKE ? ORDER BY url_order ASC") or die ('failed to prepare');
      $stmt->execute(array("%discourse_markers_mindmap.inc%"));
      while($row = $stmt->fetch(PDO::FETCH_ASSOC)) { echo "<a class=\"clog\" target=\"about_blank\" href=\"pg.php?content=".$row['url']."\">". $row['file_name']."</a>"; }


      <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.
      The Business 2.0 Upper Intermediate
      Writing Memos <!-- pg 30 -->
      Officialese vs plain English
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/the_business_upper_intermediate_2_0_students_book_pg30-31_writing_memos_officialese_vs_plain_english.pdf">the_business_upper_intermediate_2_0_students_book_pg30-31_writing_memos_officialese_vs_plain_english.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Aleksander - Connecting EuroAsia (highway Berlin - Beijing)
      pitch delivery
      feedback re methodology
          1 intro
          1 rhetorical question(s)
            don't forget to use (short) rhetorical questions for greater impact
          1 intro breakdown
          2 parts
          2 transitions between parts
          1 conclusion
      visuals
          4 legibility
          4 information overload
          4 variety
      use of language
          3 vocab
          3 structures
          use grammatically balanced phrases in bullet points
      delivery
          3 pace (almost too fast)
          3 articulation
          3 intonation
          3 stress on keywords
          3 body language
          2 eye contact
      conclusion
          1 recap
          1 general conclusion
          1 recommendations
          1 opening
      => improve methodology
      use (short) rhetorical questions

      Nadezhda - Pitch to the lions
      pitch delivery
      feedback re methodology
          4 intro
          3 rhetorical question(s)
          3 intro breakdown
          3 parts
          3 transitions between parts
          3 conclusion
      visuals
          4 legibility
          4 information overload
          4 variety
      use of language
          3 vocab
          3 structures
          tripling
          quickly, efficiently and inexpensively
          independent, respect and very friendly web-site
          experience, cooperation & interplaying
      delivery
          3 pace 
          4 articulation
          4 intonation
          4 stress on keywords
          4 body language
          4 eye contact
      conclusion
          1 recap
          3 general conclusion
          1 recommendations
          1 opening
      => improve use of language
      add more personal examples to identify with

<!--
      pitch delivery
      feedback re methodology
          4 intro
          3 rhetorical question(s)
            don't forget to use (short) rhetorical questions for greater impact
          3 intro breakdown
          3 parts
          3 transitions between parts
          3 conclusion
      visuals
          4 legibility
          4 information overload
          4 variety
      use of language
          3 vocab
          3 structures
      delivery
          3 pace (almost too fast)
          4 articulation
          4 intonation
          4 stress on keywords
          3 body language
          4 eye contact
      conclusion
          3 recap
          3 general conclusion
          1 recommendations
          1 opening
-->
      <div align="center"><img src="mindmaps/presentations_mindmap.png" width="90%" alt="Presentations mindmap"></div><br />

<u>new expressions</u>
      dweller = person or an animal that lives in the particular place that is mentioned; inhabitant

<u>deco - delayed error correction / favourite mistakes</u>
      we haven't seen you <strike> forever </strike> <strong>  for ages </strong>  
      it<strike>  's </strike>  <strong>  was </strong>  launched about 20 years <strike> old </strike> <strong>  ago </strong> 
      do you suppose you can <strike> hang </strike>  <strong>  hook </strong>  your investors only <strike>  on </strike>  <strong>  by </strong>  ...
      I suppose you <strike>  do </strike>  <strong>  (have) had </strong>  (such difficulties)
      people who have experience in <strong> the </strong> internet
      confidence <strike> to </strike>  <strong>  in </strong>   it
      for people who are <strike> looking actual </strike>  <strong>  reading contemporary </strong>    Russian books
      we know how to make <strong>  (achieve / realise) </strong>  <strike>  capital return </strike>  <strong>  return on investment </strong>  
      to explain her <strike> crying </strike>  <strong>  desperate </strong>  situation

<u>pig - pronunciation & intonation guidelines</u>
      wagon /'wægən/
      expats /,ekˈspæts/ 
      experts /'ekspə:ts/
      for 3 months /'mənθs/ and NOT monthes /'mənθes/
</pre>

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

<h2>20181114 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      In Company Upper Intermediate
      (Anna & Sergey have already covered some of this lesson in their previous course)
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/in_company_2nd_edition_upper_intermediate_students_book_pg31-33_unit4_voice_shakespearian_debut_presentation_delivery.pdf">in_company_2nd_edition_upper_intermediate_students_book_pg31-33_unit4_voice_shakespearian_debut_presentation_delivery.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Communication skills: Space & audience management in presentations
      Imagine 3 layers (rows) in your audience, from close to far:

      # rows 1-2 (the closest)
      = the supporters 
      => find 2-3 'friendly faces' on the left & right at the beginning of your presentation to build self-confidence
          + are eager to participate
          + help narrative flow during delivery
          + ask relevant questions (sometimes zealously for the sake of the argument)
          - may hog the floor, steal the presentation, provoke long digressions
          (look at them if you want somebody to give their opinion)
          + bridge presenter with the rest of the audience

      # rows 3-4  
      = the judges
      => find 2-3 'friendly faces' on the left & right, and use them as indicators of listening comprehension
          + are ready to participate but remain careful
          - need to be charmed & convinced
          (look at them if you have rhetorical questions)
          - tend to ask trickier questions
          +/- can glue the audience together in favour of or against the presentation

      # row 5-6 (the furthest)
      = the sceptics
      => speculate who among them will leave first (consider your presentation successful if they're still present at the end)
          + passive participation 
          (you never know if they are satisfied by the presentation or not)
          - are less likely to ask questions
          - potential, nit-picking observers
          + give occasionally very pertinent feedback (after the presentation)
          - greater distance suggests a natural physical barrier which they have chosen
          (don't expect much body language or feedback)

      In Company Upper Intermediate
      T / Cl
      All presentations need some show
      Do you agree?
      - probably yes
      - ...
      Do you overdo it? Are you acting a little to communicate better?
      - probably yes
      - ...
      Does a brilliant speaker need to be an actor?
      - probably yes
      - ...

      pg 32 ex 7 <!-- pg 31 -->
      listening
      in_company_2nd_edition_upper_intermediate_audio_cd01_35.ogg

      What could actors teach business people?
      - manage stage fright
      - oral delivery
      - body language

      What makes someone a brilliant speaker?
      - leadership (or its acting)
      - belief in yourself
      - relation to the audience

      Shakespearian debut
      pg 32 ex 8 9 <!-- pg 31 -->
      <strike>  pg 33 SS practise speech re J.Caesar </strike>  
      listening
      in_company_2nd_edition_upper_intermediate_audio_cd02_01.ogg

      pg 32 ex 10 <!-- pg 31 -->
      Mark Antony's speech by Marlon Brando, Julius Caesar, Shakespeare
      <a class="clog" target="about_blank" href="http://www.youtube.com/watch?v=7X9C55TkUP8">http://www.youtube.com/watch?v=7X9C55TkUP8</a>
      <!-- <a class="clog" target="about_blank" href="">http://</a> -->     

      rationale
      - contemporary English doesn't lend itself to theatrical techniques w/o looking artificial
      - it's easier to practise w/ material which needs overdoing such as Shakespeare
<!--
      practice with controversial topic
      (focus on emotional impact)
      - nuclear power     
    -->     
      Functional language: Introduction to public speaking & giving presentations
      World Championship of Public Speaking: Part 2
      <em>Published on Nov 9, 2012
      Each year, Toastmasters International hosts the World Championship of Public Speaking. 
      After months of regional elimination rounds, 30,000 international competitors are whittled down to nine finalists,
      the best public speakers in the world.</em>
      <a class="clog" target="about_blank" href="http://www.youtube.com/watch?annotation_id=annotation_958291&feature=iv&src_vid=rvbg9kFDTxg&v=LK_N_3NvDbA">http://www.youtube.com/watch?annotation_id=annotation_958291&feature=iv&src_vid=rvbg9kFDTxg&v=LK_N_3NvDbA</a>

      focus on:
      - contents 
          . cohesiveness
          . use of language
      - delivery 
          . speech 
          . intonation
          . body language
      - rapport
          . contact with the audience
          . use of humour
          . emotional impact

<u>new expressions</u>
      to brush up = to refresh one's memory
      stage fright = nervous feelings felt by performers before they appear in front of an audience
      to avenge ~ sth | ~ yourself on sb (formal) to punish or hurt sb in return for sth bad or wrong that they have done to you, your family or friends
      to convince = to make sb/yourself believe that sth is true
      to persuade = to make sb/yourself believe that sth is true

<u>deco - delayed error correction / favourite mistakes</u>
      you should <strike> attract </strike> <strong>  pay </strong>  attention to your voice, gesticulation
      every time <strike> in </strike>  <strong>  with </strong>   every audience
      you should pay attention <strike> on </strike>  <strong>  to  </strong> details
      what <strike>  are </strike>  <strong>  is </strong>  his advice

<u>pig - pronunciation & intonation guidelines</u>
      empire /'empaiə:/
      emperor /'empə:ə:/
      Julius /ˈdʒu:lɪəs/ 
      Caesar /ˈsi:zə/
      honourable /ˈɔnərəbl/
      buried /'beri:d/
</pre>

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

<h2>20181107 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      The Business 2.0 Upper Intermediate
      Comparing solutions - asking for help
      
      We will continue this topic from the previous lesson.
      Make sure you have a copy with you.

      <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.
      In Company Upper Intermediate
      (Anna & Sergey have already covered some of this lesson in their previous course)
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/in_company_2nd_edition_upper_intermediate_students_book_pg31-33_unit4_voice_shakespearian_debut_presentation_delivery.pdf">in_company_2nd_edition_upper_intermediate_students_book_pg31-33_unit4_voice_shakespearian_debut_presentation_delivery.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      The Business 2.0 Upper Intermediate
      pg 27 ex 5 expanding notes<!-- pg 27 -->
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      pg 27 ex 5
      1) more beautiful than
      2) better and better
      3) as positive as
      4) more rapidly than
      5) more and more quickly
      6) slower
      7) bulkier
      8) less generous
      9) higher than
      10) less expensive      
      </span>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      The Business 2.0 Upper Intermediate
      pg 27 ex 6 7 expanding notes<!-- pg 27 -->

      Functional language: Dealing with requests
      T / Cl
      Do you mind if I open the window?
      <strike> Yes, please </strike> 
      <strong> No, I don't </strong> 

      Is it appropriate to always answer 'no'?
      - no
      Do you know any alternative answers?
      - I'm afraid I can't
      - I'm sorry I'm busy just now
      - I don't see why I couldn't, but perhaps, possibly, maybe later...
      - ...

      Can I ask you a favour?
      How can you make this sentence more polite?
      - Can you do me a favour?
      - Do you mind if I ask you a favour?
      - I was wondering if I could ask you a favour?

      I wonder / was wondering if you could give me a hand
      - to wonder
      = used as a polite way of asking a question or asking sb to do sth

      [should / could / would] you mind if I ask you a favour?
      - Would

      Use 'my asking' instead of 'I' to complete the following sentence
      I wonder if ___ a small favour
      I wonder if <strong> you'd mind my asking </strong>  a small favour
      = (very) polite

      pg 27 ex 8

      <strike>  pg 27 ex 9 negotiating </strike>  

      SSS write down 3 things they need to do
      - easy
      - difficult
      - impossible

      pairwork SSS practise asking a favour / saying no politely
      
<u>new expressions</u>

<u>deco - delayed error correction / favourite mistakes</u>
      the harder <strong> the </strong> labour, the more you earn
      the more money you earn, the more <strike>  money are </strike> <strong>it (money)  is </strong>   <strike>  inflated </strike> <strong>  depreciated </strong> 
      only people who sleep <strike>  small </strike> <strong>  few </strong>  hours a day can be president
      can I ask you <strike>  a favour </strike>   to make <strike>  a </strike> breakfast
      can I ask you a favour <strong> : (colon) </strong>  to make <strike>  a </strike> breakfast
      would you mind <strike> to give </strike> <strong>  giving </strong>   me <strike>  an </strike>  <strong>  some </strong>   advice
      I need you to stand <strike> behind my back </strike>  <strong>  next to me / by me / to support me</strong>  

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

</pre>

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

<h2>20181031 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      Lifestyle Upper Intermediate
      Elevator pitch
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/lifestyle_upper_intermediate_students_book_pg_23_elevator_pitch_flowchart.pdf">lifestyle_upper_intermediate_students_book_pg_23_elevator_pitch_flowchart.pdf</a>

      <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.
      The Business 2.0 Upper Intermediate
      Comparing solutions - asking for help
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/the_business_upper_intermediate_2_0_students_book_pg26-27_comparing_solutions_asking_for_help.pdf">the_business_upper_intermediate_2_0_students_book_pg26-27_comparing_solutions_asking_for_help.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Lifestyle Upper Intermediate
      T / Cl
      If you have a bright idea but you need money
      You meet a CEO in the lift
      How do you ask for his financial support?
      - make an elevator pitch

      pg 23 ex 3 4<!-- pg 31 -->

      word focus - structure a pitch
<strike>  
      pg 23 ex 5 6 listening<!-- pg 31 -->

      lifestyle_upper_intermediate_audio_cd01_17.ogg     

      Functional language: Elevator pitch, presentation delivery
      pg 23 ex 7 8 9<!-- pg 31 -->

      speaking
      SSS choose a topic from pg 131
      prepare a pitch
    </strike> 

      introduce optional h/w


      The Business 2.0 Upper Intermediate
      Grammar: Comparing solutions
      T / Cl
      What is the biggest risk?
      - ...
      - not taking any at all
      the biggest
      = superlative

      types of adjectives:
      short   ending    ending      longer          irregular
      adj      CVC*       with y        adj            forms
      er/est  er/est    ier/est   more/the most   

      cold      fat     happy       interesting     good
      high      hot     pretty      difficult       bad
      quiet     sad     lucky       relaxed         far

      pg 26 ex 1 2 3 language focus<!-- pg 26 -->

      pg 26 ex 4 discussion & presentation<!-- pg 26 -->
    
      set for homework
      pg 27 ex 5 expanding notes<!-- pg 27 -->

<u>new expressions</u>
      USP = unique selling point
      elevator pitch = 10-second to 1-minute pitch
      pitch = talk or arguments used by a person trying to sell things or persuade people to do sth
      rhetorical = asked only to make a statement or to produce an effect rather than to get an answer

      car-ferry = boat that transports cars
      bed and breakfast = (BrE) a service that provides a room to sleep in and a meal the next morning in private houses and small hotels
      carbon footprint = way of measuring the environmental impact of human activity
      to mind (doing sth) = to object to doing sth

<u>deco - delayed error correction / favourite mistakes</u>
      if it's very <strike> heavy </strike> <strong>  difficult </strong> to read, then...
      we can work <strike>  at </strike>  <strong>  on </strong>   our voice
      it can be <strike>  more </strike>  faster when...
      it (a coach) <strike> goes for </strike> <strong>runs  according to </strong>  the timetable
      Russia is the largest country <strike>  all over </strike>  <strong>  in </strong> the world
      it's ten times safer <strike> as </strike>  <strong>  than </strong>  a plane
      <strike>  if </strike>  <strong>  as </strong>  you know, you can go...
      I would like to cross the bridge, but not <strike> far </strike> <strong>(go / go any) further </strong>  

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

</pre>

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

<h2>20181024 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      Lifestyle Upper Intermediate
      Elevator pitch
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/lifestyle_upper_intermediate_students_book_pg_23_elevator_pitch_flowchart.pdf">lifestyle_upper_intermediate_students_book_pg_23_elevator_pitch_flowchart.pdf</a>

      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      In Company Upper Intermediate
      Case study: Cash or conscience

      We will continue this topic from the previous lesson.
      Make sure you have a copy with you.
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      In Company Upper Intermediate
      (reminder from previous lesson)
      pg 27 ex 7 listening<!--pg 25 -->
      in_company_2nd_edition_upper_intermediate_audio_cd01_27.ogg
      in_company_2nd_edition_upper_intermediate_audio_cd01_28.ogg

      (continuation from previous lesson)
      pg 27 ex 7 listening<!--pg 25 -->
      in_company_2nd_edition_upper_intermediate_audio_cd01_29.ogg
      in_company_2nd_edition_upper_intermediate_audio_cd01_30.ogg

      pg 27 ex 8 9
      see pg 156 - epilogues

<u>new expressions</u>
      township = (in South Africa in the past) a town or part of a town that black people had to live in, and where only black people lived 
      status-conscious society = concerned with appearance & status
      promotion through word-of-mouth = communication by oral rather than written means
      exit strategy = solution to pay back your debt in case of business failure
      deforestation = act of cutting down or burning the trees in an area
      drought /'draut/ = long period of time when there is little or no rain

<u>deco - delayed error correction / favourite mistakes</u>
      lots of people <strike> over </strike>  <strong>  around </strong>  you
      what <strike> is his </strike>   business idea <strong> does he want </strong>  <strike>   he wants </strike>  to pitch money <strong>  for </strong> 
      I haven't <strike>  catched </strike> <strong>  caught </strong>  this item
      they travelled without any <strike>   Russian knowledges </strike>  <strong>  knowledge of Russian (language) </strong> 

<u>pig - pronunciation & intonation guidelines</u>
      recipe /'resəpi:/
</pre>

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

<h2>20181017 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      In Company Upper Intermediate
      Case study: Cash or conscience
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/in_company_2nd_edition_upper_intermediate_students_book_pg21-22_cash_or_conscience_the_lions_share_pitching.pdf">in_company_2nd_edition_upper_intermediate_students_book_pg21-22_cash_or_conscience_the_lions_share_pitching.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      Speak Out Advanced
      pg 140 past participles Unit 7.2<!-- pg 93 -->
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      pg 140 ex 1
      1a) Making
      1b) Made
      2a) Told
      2b) Telling
      3a) Paying
      3b) Paid
      4a) worn
      4b) wearing
      5a) written 
      5b) Writing

      pg 140 ex 2
      <strike>Arming </strike>  Armed
      <strike>graduate </strike>  graduated
      <strike>to discuss </strike>  discussing
      <strike>Giving </strike>  Given
      <strike>Asking </strike>  Asked
      </span>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      In Company Upper Intermediate
      T / Cl
      Do you care how your money is invested or are you just interested in obtaining a good return?
      - ...
      Would you mind if your money was invested in the tobacco industry?
      - ...
      Can sharks have good conscience?
      - ...
      Would you invest only in ethically sound companies because of your conscience?
      - ...
      Can moral aspirations depend on generations?
      - ...

      Case study: Cash or conscience
      pg 26 ex 1 2 3 <!--pg 25 -->

      T / Cl
      If you have an idea, whom do you pitch for financing your start-up?
      - business angels

      Who are generation 'Y' people?
      - ...

      pg 26 ex 4 listening<!--pg 25 -->
      in_company_2nd_edition_upper_intermediate_audio_cd01_26.ogg

      <div align="center"><img src="pix/in_company_upper_intermdiate_2nd_edition_teacher_s_book_pg26_ex4_listening_lions_share_answers.jpg" width="700" border="0" alt="answers"></div>

      T / Cl
      Why are audience ratings dropping?
      - shift from a (young) money-grabbing professional audience to a younger age group, the Millennium generation Y
      - the Millennium generation Y has other aspirations, are tired of the egos, greed and sarcasm of business angels
      - they want more socially responsible businesses

      Should the programme be about lions or pussy cats?
      - ...
      = should not be a 'save-the-world' show

      What will happen if viewing figures drop further?
      - advertising revenues will decrease
      - will have to reschedule the show to off-peak time

      Should you tame the lions?
      - ...
      = to make the show more socially responsible

      pg 26 ex 5<!--pg 25 -->
      discussion

      pg 27 ex 6<!--pg 25 -->
      pick a profile

      pg 27 ex 7 listening<!--pg 25 -->
      in_company_2nd_edition_upper_intermediate_audio_cd01_27.ogg
      in_company_2nd_edition_upper_intermediate_audio_cd01_28.ogg

<u>new expressions</u>
      to overlook = to fail to notice; ignore
      overwhelming /ˌəuvəˈwelmɪŋ/ = irresistible by force of numbers, influence, amount, etc
      conscience = moral sense of right and wrong esp. as felt by a person and affecting behaviour 
      to fight tooth & nail = to fight with all weapons or ways of fighting as hard as possible; fiercely
      to tear to pieces = to destroy
      to tame = to make become less wild, domestic
      tamer = person who trains wild animals, e.g. a lion-tamer
      to slip in the ratings = to become less popular
      to lose momentum = to be slowing down
      money-grabbing generation = young adults who share rapacious proceedings esp. in politics and commerce,
      take greedily or unfairly, snatch
      empty-handed = without getting what you wanted; without taking sth to sb
      CSR = corporate social responsibility
      capital outlay = the amount of money that you have to spend in order to start a new business, activity [registered capital]
      USP = unique selling point
      elevator pitch = 10-second to 1-minute pitch
      pitch = talk or arguments used by a person trying to sell things or persuade people to do sth
      rhetorical = asked only to make a statement or to produce an effect rather than to get an answer

      virtuous = behaving in a very good and moral way
      afield = far away from home; to or in places that are not near
      baron /'bærən/ = person who owns or controls a large part of a particular industry; nobleman of the lowest rank
      to mastermind = to plan and direct a complicated project or activity (often one that involves a crime)
      status-conscious society = concerned with appearance & status
      promotion through word-of-mouth = communication by oral rather than written means
      exit strategy = solution to pay back your debt in case of business failure

<u>deco - delayed error correction / favourite mistakes</u>
      I'm interested <strike> to invest </strike> <strong>  in investing </strong> money in ...
      if a company <strike> takes </strike> <strong>pays </strong>  attention <strike> on </strike> <strong>  to </strong>  the environment...
      nowadays they <strike>  feel some troubles </strike>  <strong>  are in difficulty </strong> 
      <strike>  the </strike> <strong>  a </strong>  half of the million is <strike>  received by</strike>  <strong>  given  to </strong> the winner
      to make this programme more <strike>  ethic </strike> <strong>  ethical </strong> 

<u>pig - pronunciation & intonation guidelines</u>
      strengths /s'treŋkθs/ and NOT /s'treŋkθes/
</pre>

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

<h2>20181010 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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
      Speak Out Advanced
      Getting away from it all
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/speak_out_advanced_students_book_pg83-4_141-2_getting_away_from_it_all_relaxing_participle_clauses_practice.pdf">speak_out_advanced_students_book_pg83-4_141-2_getting_away_from_it_all_relaxing_participle_clauses_practice.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      New Language Leader Advanced
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> 
      pg 51 ex 8 emphatic structures<!-- pg 81 -->
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      1) Seldom do we see naturally sized models.
      2) Not only has he designed clothes for stars, but he has also opened stores all around the world.
      3) Under no circumstances must we use child labour. 
      4) It was the accusation about the use of sweatshops that the press officer denied / It was the press officer who denied the accusation about the use of sweatshops.
      5) It is the cost of a product, not its environmental impact that people are concerned about.
      6) What the fashion industry does is encourage young girls to worry about their body size.
      7) What the designer created was a new style using traditional materials.
      8) What I think is (that) fashion shows and models should be heavily regulated.
      </span>
 
      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      New Language Leader Advanced
      course book
      pg 135 ex 3 inversion
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      1) Little did the staff know that the company was going to close
      2) What Steve did was to run the London Marathon in a rabbit costume
      3) It was my accountant who alerted me to the tax problems
      4) Never has anyone been that rude to me before
      5) What is really difficult to bear is the humidity
      6) It is the humidity which is difficult to bear
      </span>
 </pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Speak Out Advanced
      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 -->

      <strike>  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)

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

      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 

      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 -->
    
<u>new expressions</u>
      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

      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>
      after a 12 <strike> hours </strike> <strong>  hour </strong>  stint you should...
      to go away from <strong>  the </strong> city
      I learnt to <strike>  go by </strike> <strong>  ride </strong>  a bike only 5 year ago
      <strike>  all the last years I did it and do it </strike> <strong>  I have been doing it for the past (number of / few) years </strong> 
      I prefer <strike> go </strike>  <strong>  going </strong> abroad
      you can reach any European <strike> countries </strike> <strong>  country </strong> 

<u>pig - pronunciation & intonation guidelines</u>
      breather /ˈbri:ðə/ 
</pre>

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

<h2>20181003 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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
      New Language Leader Advanced
      <img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 50 ex 2 A B reading <!-- pg 78 -->
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_language_leader_advanced_student_s_book_pg50-3_135_catwalk_controversies_cleft_sentences_inversion.pdf">new_language_leader_advanced_student_s_book_pg50-3_135_catwalk_controversies_cleft_sentences_inversion.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> Quarterly test
      Make corrections as suggested in the graded correction of your writing assignment.
      Send in docx format for feedback
      duncanpotter@yandex.ru 
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      New Language Leader Advanced
      course book
      Lexical material: Animal-rights protests, environmental sustainability, eco-consciousness, size-zero fashion industry, fast fashion
      T / Cl
      Is wearing a fur coat still fashionable in the 21st century?
      - ...

      pg 50 ex 2 A B reading <!-- pg 78 -->
      
      pg 50 ex 3 A B C vocab<!-- pg 79 -->

      pg 50 ex 4 A listening<!-- pg 79 -->
      new_language_leader_advanced_audio_cd01_26.ogg 

      Lexical material: Size-zero fashion industry
      pg 50 ex 4 B listening<!-- pg 79 -->
      new_language_leader_advanced_audio_cd01_27.ogg 

      pg 51 ex 4 C listening<!-- pg 80 -->
      new_language_leader_advanced_audio_cd01_27.ogg 
      SSS listen again & underline arguments in the audioscript on pg 170

      pg 51 ex 5 A B C arguing<!-- pg 80 -->


      Grammar: Emphatic structures (inversion)
      pg 51 ex 6 A listening<!-- pg 80 -->
      new_language_leader_advanced_audio_cd01_28.ogg 

      pg 51 ex 6 B<!-- pg 80 -->

      Grammar: Cleft sentences
      T / Cl
      1. It is important that you send your reply by midday
      2. What is important is that you send your reply by midday
      Which sounds more convincing?
      - 2
      What do you emphasise [subject / object]?
      - object (reply)
      = cleft sentence

      Emphasise the following statement:
      You made a mistake
      - It was you who made a mistake
      = cleft sentence

      Grammar: Inversion after negative adverbs
      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

      I seldom read a book when I haven't read its review
      - seldom
      = adverb
      - I read 
      = present simple (no auxiliary)

      Seldom do I read a book when I haven't read its review
      - seldom
      = limiting adverbial in front position (for emphasis)
      - do I read 
      (added auxiliary 'do')
      = inversion verb / subject (in the main clause)

      The company will not give any compensation
      - Under no circumstances will the company give a refund
      = emphasis on the restrictive or negative aspect
      = negative adverbial phrase + inversion
      - formal speech
      - formal writing

      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

      pg 51 ex 7 A listening
      <strike>  new_language_leader_advanced_audio_cd01_29.ogg  </strike> 
      no audio script 5.5 on pg 170 = publishing mistake
      <!-- read out from teacher's book answers pg 81 -->

      pg 51 ex 7 B C

      set for homework
      pg 51 ex 8 emphatic structures<!-- pg 81 -->

      set for homework 
      pg 135 ex 3 inversion

      pg 51 ex 9 speaking<!-- pg 81 -->
      practise emphatic structures
    
<u>new expressions</u>
      sweatshop = (disapproving) place where people work for low wages in poor conditions
      to follow suit = to do what someone else is doing; imitate
      to be all the rage = (fashion) be fashionable, set the fashion, cut a figure in society
      unrelenting = (of an unpleasant situation) not stopping or becoming less severe; relentless
      consciousness = ideas and opinions of a person or group; state of being able to use your senses and mental powers to understand what is happening
      violation = act that disregards an agreement or a right; infringement
      size zero = smallest clothes size in America
      damning /'dæmiŋ/ = critical of sb/sth; suggesting that sb is guilty
      to compel = to force

<u>deco - delayed error correction / favourite mistakes</u>
      reading is not good for <strike>  intermediate </strike>  <strong>  interactive </strong> contact
      it is an <strike> unlegal </strike> <strong>  illegal </strong> shop

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

</pre>

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

<h2>20180926 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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
      The Business 2.0 Upper Intermediate
      course book
      4.6 Case study - Trident Overseas
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/the_business_upper_intermediate_2_0_students_book_pg58-9_case_study_trident_overseas_differences_in_cultures.pdf">the_business_upper_intermediate_2_0_students_book_pg58-9_case_study_trident_overseas_differences_in_cultures.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      New Inside Out Upper Intermediate
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> pg 45 ex 5 phrasal verbs <!-- pg 45 -->
      <span class="show_key">
      a) with
      b) for
      c) with
      d) at
      e) with
      f) on
      </span>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      The Business 2.0 Upper Intermediate
      course book
      4.6 Case study - Trident Overseas
      Lexical material: Differences in work culture
      T / Cl
      How do you manage your manager?
      - ...

      In some cultures... e.g. in Africa <!-- tend to lie a lot... -->

      Should deadlines be met?
      - perhaps not
      Do you need to check staff understanding?
      - probably yes
      Is humour a good idea to develop a long lasting relationship?
      - probably not
      Should you avoid shouting?
      - on the contrary
      Is it acceptable to employ your relatives?
      - probably yes

      pg 58 ex 1 discussion<!-- pg 53 -->

      pg 58 ex 2 reading <!-- pg 54 -->
      pg 59 ex 3 organisational chart<!-- pg 54 -->


      pg 59 ex 4 5<!-- pg 54 -->
      listening
      the_business_mac_millan_upper_intermediate_audio_cd01_62.ogg
      the_business_mac_millan_upper_intermediate_audio_cd01_63.ogg
      the_business_mac_millan_upper_intermediate_audio_cd01_64.ogg

      pg 59 ex 6 
      solutions
      - help Mrs Mohamed by providing an assistant
      - appoint a temporary consultant / trainer
      - improve customer service by educating forecourt staff & their dealers

      pg 59 ex 7 8 <!-- pg 53 -->
      listening
      the_business_mac_millan_upper_intermediate_audio_cd01_65.ogg

      strategy
      Wambugu
          - as a dealer, owns his service station
          - doesn't approve Trident interfering with Kenyan management practices
          - is not likely to work any better with competitors anyway
      John Thorpe
          - needs to handle Wambugu with kid gloves
          - attempts to save business relationship
          - won't be able to change Wambugu's practices
      conclusion
          - at worst, should consider buying Wambugu's business & clientele
          - could appoint Mrs Mohamed as a district manager

<u>new expressions</u>
      forecourt staff = the part of a filling-station where petrol is supplied
      kid gloves (to handle with ~) = to handle with great care and sensitivity
      to work one's fingers to the bone = to work very hard
      to pull together = to join your efforts with those of others; to work on a task together; to cooperate
      to put up with = to accept patiently; bear
      late notice request = made at the last moment, usually unexpectedly
      to sack = to fire an employee
      favouritism = unfair favouring of one person or group at the expense of another
      nepotism = giving unfair advantages to your own family if you are in a position of power, especially by giving them jobs
      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
 
<u>deco - delayed error correction / favourite mistakes</u>
      I realise she is always keen <strike>  to </strike>  <strong>  on </strong>  figures
      I only shout <strike> on </strike>  <strong>  at </strong>  my daughter
      he went <strike>  down to </strike> <strong>  in </strong>   the field to <strike>  turn </strike>  <strong>  find </strong>   out what<strike> 's </strike>   happened
      we need to help <strike>  on </strike> this time
      it <strike> does not </strike>  <strong>  isn't </strong>  worth the money
      he's more motivated <strike> on </strike>  <strong>  by </strong>  being influential

<u>pig - pronunciation & intonation guidelines</u>
      rational /'ræʃənəl/
      schedule /ˈʃedju:l/ BrEn
      schedule /'skedʒu:l/ AmEn
</pre>

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

<h2>20180919 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-magazine-100.png" width="35em" border="0" alt="file already downloaded"> (You should have already downloaded and / or printed this file for the previous lesson)
      New Inside Out Upper Intermediate
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> pg 45 ex 2 phrasal verbs

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      Speak Out Upper Intermediate
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> pg 96 ex 5 A B grammar - ing form and infinitive Unit 8.2<!-- pg 110 -->
      pg 96 ex 7 A practice<!-- pg 110 -->
      pg 143 verb patterns Unit 8.2<!-- pg 110 -->
      (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/speak_out_upper_intermediate_students_book_pg96-143_verb_patterns_w_key.pdf">speak_out_upper_intermediate_students_book_pg96-143_verb_patterns_w_key.pdf</a>

      <img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Prepare for quarterly test
      (this time will be shorter...)
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      <img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Quarterly test
      
      $test_ref= "quarterly_test_rrwcgroup5_20180919.xml";
      include ('inc/xml_load_quarterly_test2.inc');
<!--
      ex \ time
      1-2 4min
      3-4 4min
      3 6-12  2min
      6 (wri) 12min

      <meter value="" min="0" low="5" max="10"></meter> Grammar (conditionals)
      <meter value="" min="0" low="4" max="8"></meter> Vocabulary (separable phrasal verbs with objects)
      <meter value="" min="0" low="7" max="12"></meter> Grammar (verb patterns with infinitive and/or gerund)
      <meter value="" min="0" low="5" max="10"></meter> Grammar (used to, would, will to talk about past and present habits)
      <meter value="" min="0" low="4" max="10"></meter> Communication skills (writing)
      <meter value="" min="0" low="25" max="50"></meter> total % 
-->
      Nadezhda
      <meter value="8" min="0" max="10"></meter> Grammar (conditionals)
      <meter value="8" min="0" max="8"></meter> Vocabulary (separable phrasal verbs with objects)
      <meter value="8" min="0" max="12"></meter> Grammar (verb patterns with infinitive and/or gerund)
      <meter value="6" min="0" max="10"></meter> Grammar (used to, would, will to talk about past and present habits)
      <meter value="7" min="0" max="10"></meter> Communication skills (writing)
      <meter value="37" min="0" low="25" max="50"></meter> total 74% 

      Anna
      <meter value="8" min="0" max="10"></meter> Grammar (conditionals)
      <meter value="8" min="0" max="8"></meter> Vocabulary (separable phrasal verbs with objects)
      <meter value="6" min="0" max="12"></meter> Grammar (verb patterns with infinitive and/or gerund)
      <meter value="6" min="0" max="10"></meter> Grammar (used to, would, will to talk about past and present habits)
      <meter value="8" min="0" max="10"></meter> Communication skills (writing)
      <meter value="36" min="0" low="25" max="50"></meter> total 72% 

      Mayya
      <meter value="4" min="0" max="10"></meter> Grammar (conditionals)
      <meter value="4" min="0" max="8"></meter> Vocabulary (separable phrasal verbs with objects)
      <meter value="10" min="0" max="12"></meter> Grammar (verb patterns with infinitive and/or gerund)
      <meter value="4" min="0" max="10"></meter> Grammar (used to, would, will to talk about past and present habits)
      <meter value="8" min="0" max="10"></meter> Communication skills (writing)
      <meter value="30" min="0" low="25" max="50"></meter> total 60% 

      Aleksandr
      <meter value="4" min="0" max="10"></meter> Grammar (conditionals)
      <meter value="8" min="0" max="8"></meter> Vocabulary (separable phrasal verbs with objects)
      <meter value="7" min="0" max="12"></meter> Grammar (verb patterns with infinitive and/or gerund)
      <meter value="4" min="0" max="10"></meter> Grammar (used to, would, will to talk about past and present habits)
      <meter value="7" min="0" max="10"></meter> Communication skills (writing)
      <meter value="30" min="0" low="25" max="50"></meter> total 60% 

      Sergey
      <meter value="8" min="0" max="10"></meter> Grammar (conditionals)
      <meter value="4" min="0" max="8"></meter> Vocabulary (separable phrasal verbs with objects)
      <meter value="6" min="0" max="12"></meter> Grammar (verb patterns with infinitive and/or gerund)
      <meter value="2" min="0" low="5" max="10"></meter> Grammar (used to, would, will to talk about past and present habits)
      <meter value="6" min="0" max="10"></meter> Communication skills (writing)
      <meter value="26" min="0" low="25" max="50"></meter> total 52% 


      New Inside Out Upper Intermediate
      (continuation from previous lesson)
      Lexical material: Phrasal verbs with take, get
      T / Cl
      your boss wants to promote you to a position in China 
      you [take up / turn down] the offer
      - (...)

      Functional language: Particles in phrasal verbs
<div align="left"><img src="mindmaps/particles_in_phrasal_verbs_mindmap.png" width="900" border="1" alt="particles in phrasal verbs mindmap"></div>

      pg 45 ex 1 2 3 Vocab extra - phrasal verbs<!-- pg 44 pdf 45 -->

      pg 45 ex 4 Vocab extra - phrasal verbs<!-- pg 44 pdf 45 -->

      set for optional homework
      pg 45 ex 5 Vocab extra - phrasal verbs<!-- pg 44 pdf 45 -->

<u>new expressions</u>
      to get over sth = to recover from (not separable)
      to let sb down = to make sb disappointed
      to give up = to quit
      to feel up to sth = to feel strong enough to do sth
      to come down with sth = to become ill
      to put sb off = to make sb dislike sth
      to take after sb = to be like an older relative
      to take sb up on sth = to accept sth that is offered or available
      to wear sb out = to make sb feel very tired
      to take up = to begin; to resume; to accept

      to give in = to stop fighting or arguing and do as the other person wants; give someone his own way; stop opposing someone 
      to let sb down = to make sb disappointed
      to drive sb away = make sb stop wanting to be with you
      to get over = to recover from 
      to feel up to sth / doing sth = to have enough strength or will 
      to keep up with sth = to be up to date
      to put sth off = to delay, make happen later
      to come up with = to invent
      to cut down on = to reduce [the consumption] of sth

<u>deco - delayed error correction / favourite mistakes</u>
      we crossed <strong> each other </strong>  sometimes<strike>  within </strike> <strong>  at </strong>   <strike> our job </strike> <strong>  work </strong>  
      do you find <strike>  the </strike>  grammar rules are <strike> easily </strike>  <strong>  easy </strong>   to take in?

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

</pre>

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

<h2>20180912 (2ach)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      <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
      New Inside Out Upper Intermediate
      <img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 42 ex 2 reading <!-- pg 41 pdf 42 -->
      I know it's bad...
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_upper_intermediate_students_book_pg42-3_45_smoking_separable_phrasal_verbs_w_objects.pdf">new_inside_out_upper_intermediate_students_book_pg42-3_45_smoking_separable_phrasal_verbs_w_objects.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      New Inside Out Upper Intermediate
      Lexical material: Reasons for giving up smoking
      pg 42 ex 1 2 3 reading <!-- pg 41 pdf 42 -->
      I know it's bad...

      Lexical material: Phrasal verbs with objects

      T / Cl
      Which is correct?
      1. He found the answer out 
      2. He found out the answer
      - 1. He found out the answer
      Which is correct?
      1. He found it out 
      2. He found out it
      - 1. He found it out 

      <!-- pronoun always between verb and particle -->

      I flicked [through the book / the book through]
      - I flicked through the book
      verb + particle + object
      = type 1 (not separable)

      I flicked [through it / it through] 
      - I flicked through it
      = type 1 (not separable) even with a pronoun

      I sorted [out the problem / the problem out]
      - I sorted the problem out
      verb + object + particle
      - I sorted out the problem
      verb + particle + object
      = type 2 (separable)

      I sorted [out it / it out]
      - I sorted it out
      verb + object (pronoun) + particle
      = type 2 always separable with a pronoun

      pg 43 ex 1 2 vocab - phrasal verbs<!-- pg 42 pdf 43 -->
      literal / idiomatic (figurative)

      pg 43 ex 3 vocab - phrasal verbs<!-- pg 42 pdf 43 -->

      T / Cl
      Would you feel up to giving up drinking altogether?
      - (...)
      How would you shake off a bad day?
      - (...)
      At what age are people usually worn out by parties?
      - (...)

      pg 43 ex 1 2 speaking

      (to be continued in next lesson)

<u>new expressions</u>
      to drive away = to force to go away
      that's saying something = used to suggest there is evidence to be investigated
      muddy = not clear, confusing

      to flick through = to move or make sth move with sudden quick movements
      temptation = desire to do or have sth that you know is bad or wrong

<u>deco - delayed error correction / favourite mistakes</u>
      he gave it up <strike>  at all </strike>  <strong>  altogether </strong>  
      <strike>  what about me </strike> <strong>  as far as I'm concerned </strong> 
      I'm not <strike>  also  </strike> trying to cut down on caffeine <strong>  either </strong>   
      you <strike>  stop </strike>  <strong>  get off </strong>  one bus stop earlier after your <strike> job </strike>  <strong>  work </strong>  

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

</pre>

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

<h2>20180905 (2ach)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      <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
      The Business Advanced
      <img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 16 ex 2 reading
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/the_business_mac_millan_advanced_students_book_pg16-17_the_glass_ceiling.pdf">the_business_mac_millan_advanced_students_book_pg16-17_the_glass_ceiling.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      (you should have already downloaded and / or printed this file for the previous lesson)
      New Inside Out Advanced
      pg 60 ex 2 4
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      pg 60 ex 2
      a) can't see
      b) couldn't see
      c) can't hear
      d) listening, hear
      e) could see, taste, feel
      f) could feel, couldn't hear
      g) smells
      h) tastes

      pg 60 ex 4
      1) A stative = ability to see
      1) B dynamic = to meet sb socially
      2) A stative = ability to hear
      2) B dynamic = people have been telling the speaker things about the other person
      3) A dynamic = consciousness of one's state of health
      3) B stative = ability to feel
      4) A dynamic = action of tasting
      4) B stative = ability to taste
      </span>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      The Business Advanced
      T / Cl
      Can gender impede career development?
      - yes
      What is a metaphor for professional discrimination?
      - the glass ceiling

      gender gap
      <em>      Until the 1980s men and women in the U.S. exhibited similar voting habits. 
      Since then, however, women have been more likely than men to support the Democratic Party and liberal policies, 
      particularly on issues such as equal employment opportunity, child care, and gun control. 
      In contrast, in western Europe women historically have been more likely than men to support 
      conservative political parties.</em>
      source Britannica Concise Encyclopedia

      What leads to a glass ceiling?
      [insufficient / excessive] gender gap 
      - excessive

      What leads to emancipation & equal opportunities?
      [gender role / gender gap]
      - gender gap

      The Business Advanced
      Lexical material: Gender equity, glass ceiling
      1.6 Case study - The glass ceiling
      pg 16 ex 1 2<!-- pg 18 pdf 13 -->

      pg 17 ex 3 
      listening<!-- pg 18 pdf 13 -->
      the_business_advanced_audio_cd01_12.ogg 

      pg 17 ex 4<!-- pg 18 pdf 13 -->
      Is Gemma writing more in American English or British English?
      to study [on / at] week ends
      - on = American English
      - at = British English

      <strike> pg 17 ex 5 </strike>  <!-- pg 18 pdf 13 -->
      
      pg 17 ex 6<!-- pg 18 pdf 13 -->
      listening
      the_business_advanced_audio_cd01_13.ogg 

      pg 17 ex 7 discussion<!-- pg 18 pdf 13 -->

<u>new expressions</u>
      gender role = overt expression of attitudes that indicate to others the degree of your maleness or femaleness
      gender gap = difference in opinions or attitudes between men and women concerning a variety of public 
      and private issues, including political candidates, parties, or programmes.
      to impede = to be a hindrance or obstacle to
      glass ceiling = ceiling based on attitudinal or organizational bias in the work force 
      that prevents minorities and women from advancing to leadership positions
      to overreach = to fail by aiming too high or trying too hard; to fail by trying to achieve more than is possible
      to reconcile = to make (one thing) compatible with (another)
      to hit below the belt = disregarding the rules (from the notion of an illegal low blow in boxing)
      self-starter = energetic person with unusual initiative
      to beg = request urgently or persistently

<u>deco - delayed error correction / favourite mistakes</u>
      we <strike> rest </strike> <strong> are staying / are stuck </strong> in a situation where ...
      she <strike>  visits </strike>  <strong>  goes to </strong>  a music school
      my last train <strike> to </strike>  home
      if you <strike> wasn't </strike>  <strong>  didn't </strong>   agree you wouldn't stay
      she's not <strike>  so </strike> <strong> as </strong>    strong as people think <strong> about it </strong>  
      she can <strike>  decide </strike>  <strong>  solve </strong>  problems with children
      she will blame him for her <strike> unappropriate </strike> <strong>  inappropriate </strong> life

<u>pig - pronunciation & intonation guidelines</u>
      expertise /,ekspə:'ti:z/
</pre>

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

<h2>20180829 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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/used_to_would_will_mindmap.pdf">http://www.ictnle.com/mindmaps/used_to_would_will_mindmap.pdf</a>

      <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/tmp_pdf/new_inside_out_advanced_students_book_pg59-139_state_vs_dynamic_verbs_of_the_senses.pdf">new_inside_out_advanced_students_book_pg59-139_state_vs_dynamic_verbs_of_the_senses.pdf</a>
      New Inside Out Advanced
      <img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 59 The man who mistook his wife for a hat<!-- pg 61 -->
      pg 60 verbs of senses & states
      @ Anna
      You had partly covered this material on 20170621 

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      (you should have already downloaded and / or printed this file for the previous lesson)
      New Inside Out Upper Intermediate 
      pg 48 ex 1 vocab Expressions with 'go'<!-- pg 47 -->   
      pg 49 ex 4 Grammar - present & past habits<!-- pg 49 pdf 50 -->
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      pg 48 ex 1
      a) have a go on
      b) in one go
      c) give it a go
      d) have a go at
      e) on the go
      f) make a go of it
      </span>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      New Inside Out Upper Intermediate 
      pg 49 ex 4 Grammar - present & past habits<!-- pg 49 pdf 50 -->
      pg 49 ex 1 speaking
      feedback

      New Inside Out Advanced
      Unit 6 Mind <!-- pg 60 -->
      pg 59 reading<!-- pg 61 -->
      The man who mistook his wife for a hat
      feedback

      SSS describe the Dr P's habits
      practise used to and would

      pg 60 ex 1 2 listening<!-- pg 62 -->
      new_inside_out_advanced_audio_cd02_010.ogg 
      new_inside_out_advanced_audio_cd02_011.ogg 
      new_inside_out_advanced_audio_cd02_012.ogg 
      new_inside_out_advanced_audio_cd02_013.ogg 
      new_inside_out_advanced_audio_cd02_014.ogg 

      Grammar: Verbs of the senses (stative vs dynamic meaning)
      T / Cl
      You can see your colleague 
      - can see
      = ability to see
      stative meaning 

      You're seeing your colleague tomorrow
      - are seeing
      = to meet someone in a near future
      dynamic meaning

      pg 60 ex 1 2 3 4 5<!-- pg 63 -->

      T / Cl
      Can you [watch / see] that man [watching / seeing] you?
      - see
      = ability
      stative meaning 
      - watching
      dynamic meaning


      set for homework
      pg 60 ex 6 <!-- pg 63 -->
      see pg 139 ex 1<!-- pg 63 -->

      freer practice - cooler
      SSS describe a real or fictional location
      use verbs of senses
      play with stative & dynamic meanings of verbs
      partners have to guess

<u>new expressions</u>
      to settle = to decide or arrange sth finally; to become established and stable in one's residence or life style; to come to terms; dispose of; make a financial settlement
      decay = process of gradually becoming inferior
      censorious = severely critical, fault-finding, eager to criticise
      hard-hitting = working hard to get things done; strong and active; stubbornly eager
      water-hydrant /ˈhaɪdrənt/ = a pipe (esp. in a street) with a nozzle to which a hose can be attached for drawing water from the main
      knob = a rounded protuberance, esp. at the end or on the surface of a thing; a handle of a door, drawer, etc., 
      shaped like a knob; a knob-shaped attachment for pulling, turning, etc.
      to dart = to move suddenly & quickly
      to take sth in = to spend time looking at sth

      to trigger = to initiate, start, stimulate
      bland = mild, not irritating, tasteless, not stimulating, insipid
      to sign up = join a club, an activity, etc. with the intention to join or participate; o promise to do something by signing your name

<u>deco - delayed error correction / favourite mistakes</u>
      I read very <strike>  small books </strike> <strong>  little </strong> in English
      I used to love <strike> watching </strike>  <strong>  going to the </strong>  cinema
      I didn't <strike> used </strike>  <strong>  use </strong> to like fast food
      a title for the whole <strike>  of the </strike>   book
      they look <strong>  (check) </strong>  <strike> how </strike> <strong>  what </strong>  <strike> do </strike>  they look like
      based on his very <strike>  very </strike>  <strong>  remote </strong>  past
      you <strike>  also </strike>   couldn't recognise gloves <strong> either </strong>  

<u>pig - pronunciation & intonation guidelines</u>
      illustrative /,i'ləstrətiv/
      psychologist /sai'kɔlədʒəst/
</pre>

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

<h2>20180822 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      New Inside Out Upper Intermediate 
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_upper_intermediate_students_book_will_would_used_to_habits_in_the_present_and_past_pg48_audioscript.pdf">new_inside_out_upper_intermediate_students_book_will_would_used_to_habits_in_the_present_and_past_pg48_audioscript.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      (you should have already downloaded and / or printed this file for the previous lesson)
      Inside Out Advanced
      pg 70 ex 3 lexis
      pg 71 ex 4 grammar
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      pg 70 ex 3 lexis
      a) to keep ahead of
      b) the turn of
      c) By far the most
      d) have a good chance of
      e) no limit to
      f) has in store for
      g) By the year
      h) at the expense of 
      i) come up against
      j) for economic reasons

      pg 71 ex 4 grammar
      a) will have taken
      b) probably won't go
      c) will be cooked / will have been cooked
      d) will probably be asked
      e) will be sitting
      f) will probably have had
      g) will probably have been cleaned 
      </span>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>warmer</u>
      Yesterday you will have thought about doing your homework but won't have had enough time as usual...

<u>support materials covered</u>
      Inside Out Advanced
      (continuation from previous lesson)
      pg 71 ex 8


      New Inside Out Upper Intermediate
      course book
      Unit 5 Ritual
      Lexical material: Rituals
      pg 48 ex 1 speaking

      pg 48 ex 1 2 listening & vocab<!-- pg 47 -->
      new_inside_out_upper_intermediate_audio_cd02_01.ogg

      set for homework
      Lexical material: Expressions with 'go'<!-- pg 48 -->
      pg 48 ex 1 2 vocab<!-- pg 47 -->   

      Grammar: Past & present habits
      T / Cl
      I used to work till 10pm on Thursdays
      habit [in the past / in the present]
      - in the past
      I [am used to work / work / will work] till 10pm on Thursdays
      - work
      - will work
      = present habit
      <strike>  am used to </strike>  not possible in the present


      Grammar: Will to describe expected actions & habits in the present
      T / Cl
      He'll drive his car at week ends
      Is it a habitual action or state?
      - habitual action
      Is it past, present or future?
      - present
      = will + infinitive to talk about a present habit [habitual action]

      He would drive his car at week ends
      Is it a habitual action or state?
      - habitual action
      Is it past, present or future?
      - past
      = would + infinitive to talk about a past habit [habitual action]

      <div align="center"><img src="mindmaps/used_to_would_will_mindmap.png" width="900" border="1" alt="used to - would - will mindmap"></div> 

      pg 49 ex 1 2 3 Grammar - present & past habits<!-- pg 49 pdf 50 -->

      Grammar: Would to describe expected actions & habits in the past
      T / Cl
      I [used to / would] have long hair
      - used to
      'used to' to talk about a past habit & past state [habitual action]
      'would + infinitive' to talk about a past habit [habitual action]

      When I was a child I used to go to the seaside every summer
      We used to drive to the same place every year
      We would jump into the cold water as soon as we got there
      We'd swim a bit then (we'd) come back shivering

      He is never late
      Is it a habitual action or state?
      - state 
      Can you use 'will' instead of 'is'?
      - no
  
      set for homework
      pg 49 ex 4 Grammar - present & past habits<!-- pg 49 pdf 50 -->

      pg 49 ex 5 Grammar - present & past habits<!-- pg 49 pdf 50 -->
      
<u>new expressions</u>
      urge = strong desire
      to slam = to close violently
      cosy = enjoying or affording comforting warmth and shelter especially in a small space
      to indulge [oneself] into = take pleasure freely

      to have a go at sth = to give sth a try
      to have a go on sth = to have a ride on sth
      to give sth a go = to try sth for the first time
      to make a go of sth = to succeed in doing sth 
      on the go = very busy or active

<u>deco - delayed error correction / favourite mistakes</u>
      <strike>  in order to</strike>  <strong>  so </strong>   that our travel will be OK
      after <strike>  passing </strike> <strong>  taking </strong>    an exam

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

</pre>

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

<h2>20180815 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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 & illustrate the following mindmap in your own way (use colours, symbols, etc)
      <a class="clog" target="about_blank" href="http://www.ictnle.com/mindmaps/hedging_mindmap.pdf">hedging_mindmap.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      (you should have already downloaded and / or printed this file for the previous lesson)
      New Inside Out Advanced
      pg 25 ex 4
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      pg 25 ex 4
      a) It would seem that most young people prefer to live in large cities because of the job opportunities
      b) There is little doubt that older people living on their own get very lonely in big cities
      c) There is some discussion about whether people who live in the country are generally more healthy than city dwellers
      d) It would not appear that life in the country is much less stimulating than life in a big city
      e) It is generally accepted that there is far less violent crime in the country
      f) There is little evidence that people suffer from sleep deprivation in big cities
</span>

      <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.
      Inside Out Advanced
      <img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 69 A brief history of the future
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/inside_out_advanced_students_book_th_version_pg69-72_future_for_assumptions.pdf">inside_out_advanced_students_book_th_version_pg69-72_future_for_assumptions.pdf</a>

      If you haven't yet...
      <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/future_forms_mindmap.pdf">http://www.ictnle.com/mindmaps/future_forms_mindmap.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Inside Out Advanced
      pg 69 ex 4 reading <!-- pg 80 -->
      A brief history of the future
      pg 70 ex 1 lexis
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/inside_out_advanced_students_book_th_version_pg69-72_future_for_assumptions.pdf">inside_out_advanced_students_book_th_version_pg69-72_future_for_assumptions.pdf</a>


      Grammar: Position of adverbs in future sentences
      We probably shan't be migrating to another planet by the end of this century
      - probably 
      = before modal verb

      T / Cl
      Rephrase the above sentence without the negative form
      - We shall probably be migrating to another planet by the end of this century
      - probably 
      = after modal verb but before lexical verb      


      Grammar: 'Will' for predictions & assumptions

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

      pg 70 ex 1 2 close up<!--pg 81 -->

      pg 71 ex 3 4 5<!--pg 81 -->

      pg 71 ex 6 7 8<!--pg 81 -->

      pg 72 ex 1 2 future world

      Grammar: 'Will' for predictions & assumptions
      T / Cl
      Complete the following sentence
      Since she's got a successful career she ______ (hunt) Mr Right on the internet for some time now
      - she has been hunting Mr Right on the internet for some time now
      = unmarked
      - she must have been hunting Mr Right on the internet for some time now
      = deduction

      - she'll probably have been hunting Mr Right on the internet for some time now.
      - since
      = because
      - she'll probably have been hunting
      = future perfect continuous
      past event      



      set for homework
      pg 69 ex 5 <!--pg 80 -->

      Lexical material: The future
      pg 70 ex 1 2 lexis<!--pg 80 -->

      pg 70 ex 3 lexis<!--pg 80 -->
 
<u>new expressions</u>
      earthworm = common long thin worm that lives in soil
      species = group into which animals, plants, etc. that are able to breed with each other are divided 
      by far = by a considerable margin
      at the expense of = at the cost of
      to the detriment = at the expense of
      quick-witted = able to think quickly; intelligent

<u>deco - delayed error correction / favourite mistakes</u>
      <strike>  the space for living </strike>  <strong>  there </strong>  is not too much <strong> space for living </strong>  
      there are not interested <strike> for </strike> <strong>  in </strong>   our science
      people have not <strike>  been extremely </strike>   changed <strong> extremely </strong> 
      it<strike>  's not </strike>  <strong>  doesn't </strong>  break any physical laws
      it's difficult if you're not a <strike>  physician </strike>  <strong> physicist / scientist </strong> 

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

</pre>

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

<h2>20180808 (2ach)<hr align="center"></h2>

<h3>Homework [from previous lesson]</h3>
<pre class="homework">
      <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.
      New Inside Out Advanced
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_advanced_students_book_pg25_136-7_hedging.pdf">new_inside_out_advanced_students_book_pg25_136-7_hedging.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      (you should have already downloaded and / or printed this file for the previous lesson)
      New Inside Out Advanced
      pg 123 ex 1 vocab <!-- pg 129 -->
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      pg 123 ex 1
      a) on his conscience
      b) an easy / clear conscience
      c) a guilty conscience
      d) eased my conscience
      e) in all conscience
      f) a clear / easy conscience
</span>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>warmer</u>
      It is commonly accepted that people in large cities suffer from sleep deprivation <!-- (after watching the Ivan Urgan show ;-) -->)
      - it is commonly accepted 
      distance yourself from facts or opinions that you cannot prove are true
      = hedging

<u>support materials covered</u>
      New Inside Out Advanced
      Unit 3 - City 
      T / Cl
      Listen out for phrases which express hedging

      pg 24 ex 1 2<!-- pg 23 -->
      listening
      new_inside_out_advanced_audio_cd01_023.ogg 

      Grammar: Hedging expressions

      <div align="center"><img src="mindmaps/hedging_mindmap.png" width="900" border="1" alt="hedging mindmap"></div> 

      T / Cl
      If opinions or facts are not true or uncertain,
      you want [to distance yourself / to be categorical]
      - distance yourself

      would appear [distance / categorical]
      - distance
      = hedging

      pg 25 ex 1<!-- pg 24 -->

      Lexical material: Expressing confidence or reservation (hedging)

      very strong evidence
      absolutely no question
      no doubt whatsoever

      fairly strong evidence
      it is widely recognised
      it is commonly accepted

      weak evidence
      it seems
      would appear
      there is some debate
      there is some discussion
      it's unclear as to

      unreliable evidence
      it's not known

      <div align="center"><img src="mindmaps/quantities_mindmap.png" width="900" border="1" alt="quantities mindmap"></div> 

      pg 25 ex 1 2 3<!-- pg 24 -->

      pg 25 ex 4<!-- pg 24 -->

      set for homework
      pg 25 ex 6<!-- pg 24 -->

<u>new expressions</u>
      hedging = intentionally non-committal or ambiguous statement
      overwhelming = so strong as to be irresistible
      sizeable = fairly large (~28%)

      whilst = while
      staggering = so large, shocking or surprising that it is difficult to believe 
      lure = to persuade or trick sb to go somewhere or to do sth by promising them a reward 
      
<u>deco - delayed error correction / favourite mistakes</u>
      <strike>  how </strike> <strong>  what </strong>  can we call the capital of?
      you should <strike> to </strike>  deal with it
      according <strong>  to </strong>  this survey
      <strike>  according to me</strike>  <strong>  in my opinion </strong> 
      I <strike>  try </strike> <strong>  am trying </strong> to say that there is little evidence
      people who are over 50 <strike> years </strike> 
      there is no doubt that you are <strike> true </strike>  <strong>  right </strong> 
      people <strike>  have </strike> <strong>  do some </strong> gardening

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

</pre>

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

<h2>20180801 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      New Language Leader Advanced
      Unit 5.1 Global consumerism      
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_language_leader_advanced_student_s_book_pg46-9_global_consumerism_future_in_the_past.pdf">new_language_leader_advanced_student_s_book_pg46-9_global_consumerism_future_in_the_past.pdf</a>
      <img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 46 ex 2 3 reading<!-- pg 74 --> 
      Global consumerism


      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      (you should have already printed this file for the previous lesson)
      New Inside Out Advanced
      pg 119 ex 2 3 grammar <!-- pg 126 -->
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      pg 119 ex 2
      None of them refer to the past except f)

      pg 119 ex 3
      (Suggested answers)
      a) stopped
      b) started
      c) gave / helped
      d) did
      e) gave / offered
      f) spent
      </span>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      
      $list_of_reviews= "grammar_conditionals_selection_b1_01.csv grammar_conditionals_selection_b2_02.csv grammar_conditionals_selection_b2_03.csv grammar_conditionals_selection_c1_01.csv";
      include ('inc/csv_load_homework.inc'); 


      @ Nadezhda, Anna
      (if you didn't have time to complete the review of conditionals in April you may want to do this during the holiday break...)
      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      English Grammar in Use - Advanced, Hewings
      Units 99 100 101 conditionals
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> Complete exercises 99.1-2-3 100.1-2-3 101.1-2-3
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/english_grammar_in_use_advanced_hewings_cambridge_unit99_100_101_conditional_sentences_w_key.pdf">english_grammar_in_use_advanced_hewings_cambridge_unit99_100_101_conditional_sentences_w_key.pdf</a>
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise"> Check key (answers) at the end of the pdf file
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      New Inside Out Advanced
<strike>  
      Lexical material: Guilty conscience
      If you forget your friend's birthday,
      have you got a guilty conscience?
      - ...

      pg 122 ex 1 2 reading <!-- pg 127 -->
      Ever had that guilty feeling?

      T / Cl
      If you break a promise, you [feel guilty / are doing yourself a favour]
      - ...
      What do you do to ease your conscience?
      - make you feel less guilty

      pg 123 ex 1 2 3 4 <!-- pg 128 -->
      listening
      new_inside_out_advanced_audio_cd03_41.ogg 

      T / Cl
      Do you have a guilty conscience when you go to work by car?
      - ...
      [In all conscience / To be honest] I don't care 
      - ...

      pg 123 ex 1 2 3 vocab <!-- pg 129 -->
</strike> 

      New Language Leader Advanced
      course book
      Unit 5 Fashion and consumerism

      Unit 5.1 Global consumerism
      Lexical material: 
      T / Cl
      Do you like shopping?
      - ...

      pg 46 ex 1 speaking<!-- pg 74 -->

      pg 46 ex 2 3 reading<!-- pg 74 --> 
      Global consumerism

      pg 47 ex 4 A listening<!-- pg 75 -->
      language_leader_audio_cd01_25.ogg 

      excerpts from audio script
      <em>
      Men’s earnings have decreased, so these days women don’t want to get married. It would mean a lowering of their standard of living. This has profound implications for family life in Japan. What we’re seeing now is a situation in which consumerism outweighs having children. It’s actually more attractive to be a consumer than to have kids.

      In recent years, people have started using the term ‘herbivores’ to describe young men who don’t want to get married or even have a girlfriend. Instead, they prefer to spend their money on personal grooming and Manga.

      Few are concerned by rampant materialism.</em>

      pg 47 ex 4 B speaking<!-- pg 75 -->

      Lexical material: Consumer collocations
      pg 47 ex 5 A vocab<!-- pg 75 -->

      pg 47 ex 5 B 

      pg 47 ex 6 speaking
      
<u>new expressions</u>
      materialistic = (disapproving) caring more about money and possessions than anything else
      mindset = set of attitudes or fixed ideas that sb has and that are often difficult to change
      fulfilment = feeling of satisfaction at having achieved your desires
      gulf ~ (between A and B) = a large difference between two people or groups in the way that they think, live or feel 
      to shrink = to become smaller, especially when washed in water that is too hot; to become or to make sth smaller in size or amount; to become or to make sth smaller in size or amount
      income = money that a person, a region, a country, etc. earns from work, from investing money from business
      influx (of sb/sth) (into ...) = the fact of a lot of people, money or things arriving somewhere
      rampant (of sth bad) = existing or spreading everywhere in a way that cannot be controlled
      carnivore = any animal that eats meat
      herbivore = any animal that eats only plants

<u>deco - delayed error correction / favourite mistakes</u>
      I prefer to buy <strike>  at </strike>  on-line
      <strike>  as </strike>  the more expensive, the better
      if one day I spend a lot of money <strike>  for </strike> <strong>  on </strong>   one thing
      with those <strike> rows </strike>  <strong>  queues </strong>  in shops
      they were <strike>  not </strike> <strong>  none </strong>   of them
      I don't understand what <strike>  are </strike> the pluses <strong> are </strong> 
      <strike>  everybody </strike> <strong>  all </strong> of them
      she <strike>  investigated </strike>  <strong>  surveyed </strong>  150 people
      you can feel <strike> yourself </strike>  more respectable

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

</pre>

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


<h2>20180627 (2ach) - last lesson before Duncan's holiday break<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      New Inside Out Advanced
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_advanced_students_book_pg118-123_conscience_special_uses_of_past_simple.pdf">new_inside_out_advanced_students_book_pg118-123_conscience_special_uses_of_past_simple.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      (you should have already printed this file for the previous lesson)
      New Inside Out Advanced
      pg 43 ex 4<!-- pg 42 -->

      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
      <span class="show_key">
      a) that is to say
      b) in particular
      c) at any rate
      d) <strike> by contrast </strike> similarly
      e) namely
      </span>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>warmer</u>
      We watched a slapstick comedy which was so side-splitting that absolutely everyone was in stitches

<u>support materials covered</u>
      Quarterly test
      feedback

      Grammar: Position of adverbs in future, affirmative & negative clauses
      I 1 will 2 go 3 to the conference 4 tomorrow
      - 2 probably, definitely
      = affirmative sentence

      I 1 won't 2 go 3 to the conference 4 tomorrow
      - 1 probably, definitely
      = negative form

      Functional language: Neutral register when giving examples
      Avoid using 'etc', 'and so on' (informal, spoken register)
      - such companies as Google <strike> etc </strike> <strong>to name but one </strong>
      - such companies as Google, Facebook, <strike> etc </strike>  <strong>  to name but a few </strong>  


      Unit 12 Conscience
      T / Cl
      Who says 'Penny for a cup o' tea'?
      - beggars
      Who else asks for money on the street?
      - street performers
      - ...
      Whom do you sympathise with and give money?
      - people who are work-shy?
      - ...

      pg 118 ex 1 <!-- pg 125 -->

      T / Cl
      Get off your bum!
      [Take your hat off / Stand up, get to work, take action]
      - stand up

      pg 118 ex 2 3 <!-- pg 125 -->
      listening
      new_inside_out_advanced_audio_cd03_34.ogg 
      new_inside_out_advanced_audio_cd03_35.ogg 
      new_inside_out_advanced_audio_cd03_36.ogg 
      new_inside_out_advanced_audio_cd03_37.ogg 
      new_inside_out_advanced_audio_cd03_38.ogg 
      new_inside_out_advanced_audio_cd03_39.ogg 

      Lexical material: The homeless
      T / Cl
      You want to complain to the police
      there is [a homeless / a vagrant / a wino] in front of your doorstep
      - homeless
      = neutral
      X vagrant, wino
      = potentially offensive

      pg 118 ex 1 2 3 vocab <!-- pg 126 -->

      Grammar: Special uses of the past simple
      T / Cl
      It's time you had a hair cut
      [your hair is too long / now is the right moment]
      - your hair is too long
      = use past simple to show disapproval of the present situation 

      The flat is old. It needs painting. 
      It's time we [do / did] something
      - did
      = use past simple to show disapproval of the present situation

      Imagine you had no car. Would you take the bus or the metro?
      If you had no car
      imagine = if 

      pg 119 ex 1 2 3 4<!-- pg 126 -->

      set for homework
      pg 119 ex 5
      see pg 145 ex 1 2 Grammar Extra 12 <!-- pg 127 -->

      pg 120 ex 1 2 3 4 5 reading<!-- pg 127 -->
      pg 121 article A
<strike>  
      pg 133 article B

      Functional language: Writing a tag line (punch line)
      pg 120 ex 5 <!-- pg 127 -->

      Lexical material: Changing life for the better
      pg 121 ex 1 <!-- pg 127 -->

      pg 121 ex 2 reading<!-- pg 127 -->
      pg 121 ex 3 4 </strike>  <!-- pg 127 -->

<u>new expressions</u>
      beggar = pauper (very poor person) who lives by begging
      bum = fleshy part of the human body that you sit on
      bag lady = homeless woman who carries all her possessions with her in bags
      busker = person who entertains people for money in public places 
      (as by singing or dancing), usually while asking for money
      down and out = without money; without a job or home; broke
      squeegee merchant = person selling shaped cleaning implement with a rubber edge across the top; 
      drawn across a surface to remove water (as in washing windows)
      tramp = disreputable vagrant
      vagrant /ˈveɪɡrənt/ = wanderer who has no established residence or visible means of support
      wino /ˈwaɪ.nəʊ/ = chronic drinker
      redevelopment authority = public administrative unit given responsibility for the renovation of blighted urban areas 
      blighted = not enjoying prosperity
      blurb = promotional statement (as found on the dust jackets of books)
      tag line = punch line
 
<u>deco - delayed error correction / favourite mistakes</u>
      it's <strike> the surface </strike> <strong>  in appearance (only) </strong>, in <strike> real </strike> <strong> reality </strong>  he's asking for money
      <strike>  See </strike> <strong>  (Look / Notice) </strong>  <strike>   how he's looking </strike> <strong>  what he looks like </strong>  
      especially if they play <strike>  good </strike>  <strong>  well </strong>  
      you can give or not <strike>  to </strike>  (give)
      they could be <strike>  chosed </strike>  <strong>  chosen </strong>  to be players

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

</pre>

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

<h2>20180620 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      There is no new pdf material to print.
      (you should have already printed this file for the previous lesson)
      New Inside Out Advanced
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_advanced_students_book_pg40-43_deception_con_jokes.pdf">new_inside_out_advanced_students_book_pg40-43_deception_con_jokes.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      New Inside Out Advanced
      pg 42 ex 1 2 reading<!-- pg 41 --> 
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
<span class="show_key">
      pg 42 ex 2
      b)  Humour across frontiers
</span>

      @ Aleksandr (Maya, Anastasia)
      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      <img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Complete the <a href="#quarterly_test_20180613">quarterly test</a> from the previous lesson and send by e-mail for correction.

      <img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Quarterly test 20180614
      (100/85 => x1.17)

      Tatiana
      <meter value="22" min="0" low="12" max="30"></meter> communication skills
      <meter value="6" min="0" low="7" max="15"></meter> grammar
      <meter value="30" min="0" low="20" max="40"></meter> writing
      <meter value="58" min="0" low="40" max="85"></meter> total 68% 

      Nadezhda
      <meter value="26" min="0" low="12" max="30"></meter> communication skills
      <meter value="15" min="0" low="7" max="15"></meter> grammar
      <meter value="30" min="0" low="20" max="40"></meter> writing
      <meter value="71" min="0" low="40" max="85"></meter> total 83%

      Anna
      <meter value="12" min="0" low="12" max="30"></meter> communication skills
      <meter value="3" min="0" low="7" max="15"></meter> grammar
      <meter value="20" min="0" low="20" max="40"></meter> writing
      <meter value="35" min="0" low="40" max="85"></meter> total 41%

      Aleksandr
      <meter value="20" min="0" low="12" max="30"></meter> communication skills
      <meter value="15" min="0" low="7" max="15"></meter> grammar
      <meter value="31" min="0" low="20" max="40"></meter> writing
      <meter value="66" min="0" low="40" max="85"></meter> total 67%

      Mayya
      <meter value="23" min="0" low="12" max="30"></meter> communication skills
      <meter value="15" min="0" low="7" max="15"></meter> grammar
      <meter value="30" min="0" low="20" max="40"></meter> writing
      <meter value="68" min="0" low="40" max="85"></meter> total 80%
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>warmer</u>
      When travelling across Russia tourists can easily be taken for a ride
      - be taken for a ride
      = you can be conned easily

<u>support materials covered</u>
<!--      template
      <meter value="0" min="0" low="12" max="30"></meter> communication skills
      <meter value="0" min="0" low="7" max="15"></meter> grammar
      <meter value="0" min="0" low="20" max="40"></meter> writing
      <meter value="0" min="0" low="45" max="85"></meter> total x1.17 % -->

      New Inside Out Advanced
      Lexical material: Senses of humour
      T / Cl
      if you poke fun at somebody, it is [pleasant / unkind]
      - unkind

      pg 42 ex 1 2 3<!-- pg 41 -->
      reading - Humour across frontiers

      pg 42 ex 4 5<!-- pg 42 -->

      T / Cl
      I like dry humour, particularly about politics
      - particularly 
      = adverb, discourse marker to build a logical flow

      Grammar: Discourse markers in writing
      pg 43 ex 1 2 3<!-- pg 42 -->

      set for homework
      pg 43 ex 5 Grammar Extra part 2 <!-- pg 43 -->
      see pg 136 ex 2

      Functional language: Reacting to jokes (punchline)
      T / Cl
      You're late, you see your boss
      you scamper [off / about]
      - off

      pg 43 ex 1<!-- pg 43 -->
      listening & speaking
      new_inside_out_advanced_audio_cd01_036.ogg 
      new_inside_out_advanced_audio_cd01_037.ogg 
      new_inside_out_advanced_audio_cd01_038.ogg 
      new_inside_out_advanced_audio_cd01_039.ogg 

      T  Cl 
      If you don't understand a joke
      it means [it leaves you cold / you don't get it]
      - you don't get it

      pg 43 ex 2 3 4 <!-- pg 43 -->
            
<u>new expressions</u>
      slapstick = comedy characterized by broad humour, absurd situations, and vigorous, often violent action
      dry humour = saying funny things in a serious way
      subtle = opposite of earthy (joke)
      pun = jokes involving a play on words
      to have someone in stitches = make someone laugh
      to poke fun at = make an unkind joke about sb/sth
      punchline = last line of a joke
      side-splitting = very funny
      incongruity = quality of disagreeing; being unsuitable and inappropriate
      weird = strange
      viz = namely
      to be accurate = strictly speaking
      say = for example
      not to say = used to intensify an adjective (e.g. it's weird, not to say eccentric)
      at any rate = at least

      hilarious = exceedingly funny
      to scamper = to move quickly, impulsively or playfully
      to scamper off = to run away quickly
      to scamper about = to wander
      to pester = to trouble or annoy, esp. with frequent or persistent requests
      to refuse point blank = to say no

<u>deco - delayed error correction / favourite mistakes</u>
      <strike>  how </strike> <strong>  what </strong>  can you call this trip?
      transporting <strike> the </strike> coal to <strike>  the </strike> Mars
      when a boss <strike>  makes a poke </strike>  <strong>  pokes </strong>  fun but laughs alone
      it's hard to <strike> remind </strike>  <strong>  remember </strong>  
      can you <strike> say </strike>  <strong> tell </strong> me how to get to the church
    
<u>pig - pronunciation & intonation guidelines</u>

</pre>

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

<h2>20180613 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      There is no new pdf material to print.
      (you should have already printed this file for the previous lesson)
      New Inside Out Advanced
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_advanced_students_book_pg40-43_deception_con_jokes.pdf">new_inside_out_advanced_students_book_pg40-43_deception_con_jokes.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      New Inside Out Advanced
      pg 41 ex 1 2 vocab<!-- pg 41 --> 
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
<span class="show_key">
      pg 41 ex 1
      a)  con
      b)  fall for
      c)  plausible
      d)  get taken for a ride
      e)  naive
      f)  sceptical
      g)  fishy
      h)  unfaithful

      pg 41 ex 2
      a)  gullible
      b)  tricked
      c)  plausible
      d)  made out
      e)  two-time
      f)  being taken in
      g)  at their word
      h)  naive
</span>

      <img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> Review your language notes for a (short) quarterly test.
</pre>

<a id="quarterly_test_20180613" name="quarterly_test_20180613"><h2><img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Quarterly test (40min)</h2></a>

<pre class="lesson_plan">
<h3>A - Communication skills [ / 30%]</h3>
      Answer the following questions in 60-90 words.
      Recommended time: 10min

      1) Would you buy a second-hand car from an individual? Why / Why not?
      <span class="show_key"></span>

      2) What would you do if a celebrity was injured by one of your products?
      <span class="show_key"></span>

      3) What does the following quotation by JFK mean: 'In a crisis, be aware of the danger - but recognise the opportunity'.
      <span class="show_key"></span>

<h3>B - Grammar [ / 15%]</h3><!--  '<,'>s/;/<span class="show_key">/g '<,'>s/<span/<! --<span/g '<,'>s/span>/span> - ->/g  -->
      Complete the gaps with the verb in brackets.
      Recommended time: 4min

      1) If I [ ] English fluently, I'd now be learning German (to speak)
      <span class="show_key">spoke = 2nd conditional</span> 
      2) If my uncle [ ] a doctor, I wouldn't have studied medicine (not to be) hint: Your uncle is still alive
      <span class="show_key">wasn't / weren't = mixed conditional type 1</span> 
      3) If shipping [ ]  a problem, we would have signed the contract by now (not to be)
      <span class="show_key"> wasn't / weren't = mixed conditional type 1</span> 
      4) Sales would reach our targets this month if we [ ] enough in R&D 2 years ago (to invest)
      <span class="show_key"> had invested = mixed conditional type 2</span> 
      5) We will be making some progress in negotiations if all [ ] according to our estimates (to go)
      <span class="show_key"> goes = 1st conditional</span> 
      6) (optional item +3%) If they [ ] the car, then who is responsible (not to scratch)?
      <span class="show_key">didn't scratch = 1st conditional (in the past)</span> 

<h3>C - Vocab [ / 15%]</h3> <!-- '<,'>s/=/<span class="show_key">/g '<,'>s/\./)/g   --> 
      SKIP THIS SECTION
      <strike>   
      Give a short definition of the following expressions.
      Recommended time: 6min

      1) to fall for sth 
      <span class="show_key"> to believe something told to fool you</span>
      2) to tamper 
      <span class="show_key"> to make changes to sth without permission, especially in order to damage it</span>
      3) to overcome 
      <span class="show_key"> to succeed in dealing with or controlling a problem that has been preventing you from achieving sth</span>
      4) containment 
      <span class="show_key"> act of keeping sth under control so that it cannot spread in a harmful way</span>
      5) to strangle at birth 
      <span class="show_key"> to stop sth as soon as it has begun</span>
      6 (optional item +3%) sound bite 
      <span class="show_key"> very short speech; usually on radio or television</span>
      </strike> 
<h3>D - Writing [ / 40%]</h3>
      Write a short essay ~ 150 words.
      Recommended time: 20min
      (optional task: use the following expressions +2% each)
      <span class="new_expressions">gullible</span><div class="voc_to_recycle">too willing to believe or accept what other people tell you and therefore easily tricked</div> &nbsp; <span class="new_expressions">contingency plan</span><div class="voc_to_recycle">plan devised for an outcome other than in the usual (expected) plan</div> &nbsp; <span class="new_expressions">to disclose</span><div class="voc_to_recycle"> to give sb information about sth, especially sth that was previously secret</div> &nbsp; <span class="new_expressions">to carry out</span><div class="voc_to_recycle"> to accomplish, execute, put in effect</div> 

      <em>Knowledge should be shared? Why / Why not?</em>
</pre>


<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>warmer</u>
      She fell for yet another cock-and-bull story though she's conned regularly
      - fell for
      = swallowed, believed in because she is too naive
<!--  depends on optional prep
      keep for next lesson
      When travelling across Russia tourists can easily be taken for a ride
      - be taken for a ride
      = you can be conned easily
-->
<u>support materials covered</u>
      (was set for prep)
      New Inside Out Advanced
      Lexical material: Deception & belief
      T / Cl
      If you're not on the ball, you should be [sceptical / gullible] when people recommend sth to you
      - sceptical

      'When you travel abroad, you can easily be taken for a ride'
      means [you can find a guide easily / you can be conned easily]
      - you can be conned easily

      pg 41 ex 1 2 <!-- pg 41 --> 
      vocab & speaking
      SSS practise new expressions
           
<u>new expressions</u>
      fishy = of dubious character, questionable, suspect
      astute /ə'stu:t/ = eagle-eyed; penetrating; skilled; discriminating; cunning
      streetwise = familiar with the ways of modern urban life
      unbeknownst /↗ʌnbɪ↗nɜʊnst/ = occurring or existing without the knowledge of

<u>deco - delayed error correction / favourite mistakes</u>
      you should <strike> to</strike>  concentrate on each word

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

</pre>

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

<h2>20180606 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      New Inside Out Advanced
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_advanced_students_book_pg40-43_deception_con_jokes.pdf">new_inside_out_advanced_students_book_pg40-43_deception_con_jokes.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      Market Leader 3rd Edition Upper Intermediate
      Dealing with crises
      reading
      pg 107 article A
      pg 107 article B
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      New Inside Out Advanced
      T / Cl
      If you had to buy a second-hand car, would you buy from an individual or a car dealer? Why?
      - ...

      How do you lower the price of a 2nd-hand car?
      - say the sound of the engine is worrying, it will probably soon break down
      = con

      pg 40 ex 1 2 3<!-- pg 38 -->
      listening
      new_inside_out_advanced_audio_cd01_030.ogg 
      new_inside_out_advanced_audio_cd01_031.ogg 
      new_inside_out_advanced_audio_cd01_032.ogg 
      new_inside_out_advanced_audio_cd01_033.ogg 

      Functional language: Being conned
      pg 40 ex 1 2 <!-- pg 40 -->
      vocabulary

      <!-- set as homework - tbc -->
      pg 40 ex 3 writing <!-- pg 40 -->
      use expressions from pg 40 ex 1 <!-- pg 40 -->

      Pronunciation: Weak vs strong form of auxiliary verbs 
      T / Cl
      If you don't stress a word, you use [the weak / the strong] form?
      - weak
      = /ə/

      How do you pronounce the auxiliary in a question?
      Have you got...?
      /həv/
      - weak form

      How do you pronounce the auxiliary to emphasise the answer?
      Yes, I have, actually
      /hæv/
      - strong form

      How do you pronounce the auxiliary in a question?
      Do you...?
      /də/
      - weak form

      How do you pronounce the auxiliary to emphasise the answer?
      Yes, I do, actually
      /du:/
      - strong form


      pg 41 ex 1 2 3<!-- pg 41 -->
      pronunciation
      new_inside_out_advanced_audio_cd01_034.ogg 
      new_inside_out_advanced_audio_cd01_035.ogg 

<u>new expressions</u>

include("inc/xml_echo_expressions.inc");
      con = trick, swindle; deceive (conned him into thinking he had won)
      to dodge = to cause trouble
      dodge = quick movement to avoid or evade something. 2 a clever trick or expedient
      to fall for sth = to believe something told to fool you
      gutted = very disappointed (to feel -)
      an old wives' tale = superstition or something deemed to be untrue and to be ridiculed 
      because women's knowledge was not valued by men. 
      It can be said sometimes to be a type of urban legend, said to be passed down by older women 
      to a younger generation. 
      sob story = story that makes you feel pity or sorrow; a tale that makes you tearful
      a cock-and-bull story = exaggerated or unbelievable story
      to swallow = to accept as possible a rather cock and bull story
      to be tricked into + gerund = to be led to believe sth as true
      to get taken for a ride = to be tricked, conned
      plausible = credible
      gullible = too willing to believe or accept what other people tell you and therefore easily tricked

<u>deco - delayed error correction / favourite mistakes</u>
      to spend a lot of money <strike>  for </strike> <strong>  on </strong>  children
      I'm afraid of being a car <strike>  individually </strike>  <strong>  alone / by myself / from an individual </strong>  
      I'll find some <strike> stitches </strike>  <strong>  scratches </strong> on the surface of the car
      I would <strike>  make </strike> <strong> convince </strong>    the seller <strike> sure </strike>   that ...
      it's difficult to find <strike> details </strike> <strong>  spare parts </strong> for this car
      he sold this car <strike> with </strike>  <strong>  at an </strong>   extremely low price

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

</pre>

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

<h2>20180530 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      There is no new material to print.
      We will be using support material from the previous lesson:

      Make sure you have a copy of <a class="clog" target="about_blank" href="http://www.ictnle.com/mindmaps/conditionals_mindmap.pdf">conditionals_mindmap.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      Total English Advanced
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> pg 91 ex 4 5 Grammar - Relative clauses 
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/total_english_advanced_students_book_pg90_91_relative_clauses.pdf">total_english_advanced_students_book_pg90_91_relative_clauses.pdf</a>
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise"> Check key (answers) with the following pdf
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/total_english_advanced_teacher_s_book_pg67-68_relative_clauses_key.pdf">total_english_advanced_teacher_s_book_pg67-68_relative_clauses_key.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>warmer</u>
      Once that a crisis has been identified, you need containment measures to keep control of the situation
      - that a crisis has been identified
      not a defining or non-defining clause

<u>support materials covered</u>

$list_of_ref = "";
include("inc/xml_load_file_ref.inc");
      (continuation from previous lesson)
      Market Leader 3rd Edition Upper Intermediate

      postpone to after pg 108 ex B
      practice: reading for gist
      Dealing with crises

      pg 108 ex A language review <!-- pg 100 -->
      feedback

      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')


      pg 108 ex B language review <!-- pg 100 -->

      pronunciation of [contracted] forms
      have /hæv/ - 've /əv/
      had /hæd/ - 'd /əd/

      contractions
      would /wud/
      would've /wudəv/
      wouldn't it /ˈwudn(t)ɪt/

      that'd be much too expensive
      = that would be
      /ðætəd bi:/

      linking / connected speech
      you would have
      you'd 've 
      /j[u:/u/ə] /dəv/


 <!-- cut -->
 <strike>      practice: reading for gist
      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 --> </strike>  
 <!-- cut -->
      pg 108 ex C language review <!-- pg 100 -->
      
<u>new expressions</u>
      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>  if we should believe in </strike> <strong>  according to </strong>  the forecast the temperature will <strike>  go down </strike> <strong>  drop </strong>  
      <strike>  it's </strike>  <strong>  it </strong>  consists of 4 letters
      if I <strike> would get </strike> <strong>  got </strong> a pay rise next year, I would travel abroad

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

</pre>

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

<h2>20180523 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      There is no new material to print.
      We will be using support material from the previous lesson:

      Make sure you have a copy of <a class="clog" target="about_blank" href="http://www.ictnle.com/mindmaps/conditionals_mindmap.pdf">conditionals_mindmap.pdf</a>

      Market Leader 3rd Edition Upper Intermediate

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      pg 105 ex B C vocab<!-- pg 98 -->
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
<span class="show_key">
      pg 105 ex B
      1)  speed of response
      2)  press conference
      3)  press release
      4)  flow of information
      5)  action plan
      6)  contingency plan
      7)  legal action
      8)  admission of liability
      9)  loss of confidence
      10) damage limitation

      pg 105 ex C
      1)  implement an action plan
      2)  issue a press release
      3)  take legal action
      4)  hold a press conference
      5)  suffer a loss of confidence
      6)  prepare a contingency plan
      7)  control the flow of information
</span>
</pre>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>warmer</u>
      The public opinion demanded that bottles which could be tampered with should be recalled.
      - which could be tampered with
      = defining clause

      The PR officer, who had a contingency plan, denied all accusations
      - who had a contingency plan
      = non-defining clause
    
<u>support materials covered</u>
      Grammar: Defining vs non-defining clauses
      T / Cl
      My brother, who lives in London, is a lawyer
      who lives in London is not important
      commas act like brackets
      = 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]
      no commas
      = defining relative clause
      How many brothers have I got?
      - more than one
      My brother that lives in London is a lawyer


      (continuation from previous lesson)
      Market Leader 3rd Edition Upper Intermediate
      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

      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

      <div align="center"><img src="mindmaps/conditionals_mindmap.png" width="900" border="1" alt="conditionals mindmap"></div> 
            
<u>new expressions</u>
      to carry out = to accomplish, execute, put in effect
      to overcome = to succeed in dealing with or controlling a problem that has been preventing you from achieving sth

<u>deco - delayed error correction / favourite mistakes</u>
      he writes the sentence <strike> at </strike>  <strong>  on </strong>   the <strike> desk </strike>  <strong>  board </strong> 
      when you telephone <strike> to </strike>  somebody
      this amount is <strike> raising </strike> <strong>  rising </strong>  
      I <strike>  catched </strike> <strong>  caught </strong>   only about to be tampered with
      reputation was lost because of <strike> for </strike>  some reasons

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

</pre>

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

<h2>20180516 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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/tmp_pdf/market_leader_3rd_upper_intermediate_students_book_pg104-108_crisis_management_conditionals.pdf">market_leader_3rd_upper_intermediate_students_book_pg104-108_crisis_management_conditionals.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      The Business Advanced
      Risk management
      pg 77 ex 5 alliteration<!-- pg 83 pdf 78 -->
      pg 77 ex 6 analogies<!-- pg 83 pdf 78 -->

      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
<span class="show_key">
      pg 77 ex 5 
      1) better
      2) sun / surf
      3) bank / business
      4) staff
      5) products
      6) food / fish / fruit
      7) happy
      8) effort, risk / emissions

      pg 77 ex 6 
      1c
      2f
      3a
      4e
      5b
      6d 
</span>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>

$list_of_ref = "";
include("inc/xml_load_file_ref.inc");
      Market Leader 3rd Edition Upper Intermediate
      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
      T / Cl
      Before a crisis we need to prepare a [contingency action / contingency plan]
      - contingency plan
      = collocation

      pg 105 ex A vocab<!-- pg 98 -->

      set for homework
      pg 105 ex B C vocab<!-- pg 98 -->

      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

<u>new expressions</u>

include("inc/xml_echo_expressions.inc");
      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)

      drill = way of learning sth by means of repeated exercises; practice of what to do in an emergency, for example if there is a fire

<u>deco - delayed error correction / favourite mistakes</u>
      my experience <strike>  gave me </strike> <strong>  confirms / shows / hints at </strong> such conclusion
      the situation has already <strike>  fulfilled </strike> <strong>  happened / taken place </strong>  
      if you don't understand what happened how could you handle <strike> with </strike>  it?
      we <strike> practise, practise, practise, practise </strike>  <strong>  drill </strong> 
      a business crisis is something <strike> more huge</strike>  <strong>greater (than a business problem) </strong> 
      from <strike> the </strike> scratch
      it is one sort of <strike>  the </strike> crisis
      all their systems stopped <strike> at all </strike>  <strong>  completely </strong>  
      it's something <strike> what </strike>  <strong>  which / that </strong>  happens and destroys your business
      it was complicated to <strike>  hear </strike>  <strong>  understand </strong>  the speaker

<u>pig - pronunciation & intonation guidelines</u>
      cyberattack /,saɪbə(r)əˈtæk /
</pre>

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

<h2>20180425 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      The Business Advanced
      Risk management
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/the_business_mac_millan_advanced_students_book_pg76-81_alliteration_risk_management.pdf">the_business_mac_millan_advanced_students_book_pg76-81_alliteration_risk_management.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      
      $list_of_reviews= "grammar_conditionals_selection_b1_01.csv grammar_conditionals_selection_b2_02.csv grammar_conditionals_selection_b2_03.csv grammar_conditionals_selection_c1_01.csv";
      include ('inc/csv_load_homework.inc'); 
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>

      The Business Advanced
      T / Cl
      What would you do if a celebrity was injured by one of your products?
      - ...

      Can journalists reveal their sources?
      - usually not
      = don't be led where you don't want to go 
      or speculating
      = do build a bridge from questions you can't answer to answers you want to give

      6.4 Management skills
      Functional language: Communication in crisis

      pg 76 ex 1 <!-- pg 82 pdf 77 --> 
      discussion
      feedback

      pg 76 ex 2<!-- pg 82 pdf 77 -->
      reading
      It will never happen to me
      dos / donts

      pg 77 ex 3 4<!-- pg 82 pdf 77 -->
      feedback after each recording
      listening
      the_business_advanced_audio_cd02_16.ogg 
      the_business_advanced_audio_cd02_17.ogg 
      the_business_advanced_audio_cd02_18.ogg 
      the_business_advanced_audio_cd02_19.ogg 
      the_business_advanced_audio_cd02_20.ogg 
      the_business_advanced_audio_cd02_21.ogg 
      the_business_advanced_audio_cd02_22.ogg <!-- insider trading -->
      the_business_advanced_audio_cd02_23.ogg 

      T / Cl
      You have worked 3 years in the same company
      You want a promotion, it's [automatic / legitimate]
      - legitimate

      pg 77 ex 4<!-- pg 82 pdf 77 -->

      set for homework
      pg 77 ex 5 alliteration<!-- pg 83 pdf 78 -->
      
      pg 77 ex 6 analogies<!-- pg 83 pdf 78 -->

      <strike> pg 77 ex 7 </strike> 

      pg 77 ex 8 9 speaking  
       
<u>new expressions</u>

include("inc/xml_echo_expressions.inc");
      to strangle at birth = to stop sth as soon as it has begun
      trick question = question that you do to deceive sb or to annoy sb as a joke
      tricky question = question that is difficult to answer
      sound bite = short comment that is taken from a longer conversation or speech and broadcast alone because it is more effective
      to fork out = to raise, or pitch with a fork; pay a lot of money for sth
      walking a tightrope = doing sth dangerous
      to beat (sb) to = do something before someone else does it
      insider trading = illegal use of insider information for profit in financial trading
      legitimate = lawful, proper, regular, conforming to the standard type; logically admissible
      alliteration = occurrence of the same letter or sound at the beginning of adjacent or closely connected words
      e.g. cool, calm, and collected 

      minute = very small, tiny
      sound bite = very short speech; usually on radio or television
      to clamp down = to make a determined attempt to stop people doing sth bad

      to quell = crush or put down (a rebellion etc.)
      reduce (rebels etc.) to submission; suppress (fear, anger, etc.)
      to quash = annul; reject as not valid, esp. by a legal procedure;  suppress; crush (a rebellion etc.)
      to allay = to diminish (fear, suspicion, etc.); relieve or alleviate (pain, hunger, etc.)
      to dispel = to force to go away; used both with concrete and metaphoric meanings; dissipate; disperse; scatter
      to give carte blanche = grant unconditional terms; unlimited authority
      to pre-empt = to prevent sth from happening by taking action to stop it

      investigation = official examination of the facts about a situation, crime, etc

<u>deco - delayed error correction / favourite mistakes</u>
      the main attention will be paid <strike>  on </strike>  <strong>  to </strong>  the celebrity
      it sounds <strike>  inofficial  </strike> <strong>  unofficial </strong>  
      we imagine the questions that could be <strike> happened </strike>  <strong>  asked </strong> 
      do you need to be fair <strike> with </strike>  <strong>  to / on </strong>  the press?
      we attract foreign work <strike> forces </strike>  <strong>  force </strong> 

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

</pre>

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

<h2>20180418 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      There is no new material to print.
      We will be using support material from the previous lesson:
      Market Leader 3rd Edition Advanced
      Working across cultures
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/market_leader_3rd_advanced_students_book_pg90-91_working_across_cultures_socialising.pdf">market_leader_3rd_advanced_students_book_pg90-91_working_across_cultures_socialising.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      English Grammar in Use - Advanced, Hewings
      Units 99 100 101 conditionals
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> Complete exercises 99.1-2-3 100.1-2-3 101.1-2-3
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/english_grammar_in_use_advanced_hewings_cambridge_unit99_100_101_conditional_sentences_w_key.pdf">english_grammar_in_use_advanced_hewings_cambridge_unit99_100_101_conditional_sentences_w_key.pdf</a>
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise"> Check key (answers) at the end of the pdf file
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      
      $list_of_reviews= "grammar_conditionals_selection_b1_01.csv grammar_conditionals_selection_b2_02.csv grammar_conditionals_selection_b2_03.csv grammar_conditionals_selection_c1_01.csv";
      include ('inc/csv_load_review.inc'); 

      Market Leader 3rd Edition Upper Intermediate
      Working across cultures
      (continuation of previous lesson)
      pg 90 ex C speaking<!-- 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 -->
      
<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
      
      roller-coaster = track at a FAIRGROUND that goes up and down very steep slopes and that people ride on in a small train for fun and excitement; situation that keeps changing very quickly
      to skyrocket = (of prices, etc.) to rise quickly to a very high level
      exchange rate = price of one country's money in relation to another's

<u>deco - delayed error correction / favourite mistakes</u>
      if Cameron hadn't initiated <strike>  the </strike> Brexit...
      if she <strike> had been </strike> <strong>  were </strong>   an alien she would have flown <strong>  (taken off)</strong> to the moon (mixed conditional type 1)
      the <strike>  course </strike>  <strong>  exchange rate </strong> of the rouble would skyrocket
      if Putin were not <strike>  Russia </strike>  <strong>  Russia's (option 1) </strong>   president <strong>  of Russia (option 2) </strong>   he wouldn't... (2nd conditional)
      if he <strike>  wasn't </strike>  <strong>  hadn't </strong>   been president so long there would have been more prime ministers (3rd conditional)
      they wouldn't share information <strike> too </strike> <strong>  either </strong>  

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

</pre>

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

<h2>20180411 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      Market Leader 3rd Edition Advanced
      Working across cultures
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/market_leader_3rd_advanced_students_book_pg90-91_working_across_cultures_socialising.pdf">market_leader_3rd_advanced_students_book_pg90-91_working_across_cultures_socialising.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      English Grammar in Use - intermediate 3rd ed - Murphy
      Unit 19 20 Present continuous vs going to
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> Complete exercises 19.1-2-3 20-1-2-3
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit19_20_present_continuous_vs_going_to_for_the_future_w_key.pdf">english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit19_20_(...)_w_key.pdf</a> 
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise"> Check key (answers) at the end of the pdf file

      @ Tatiana, Aleksandr 
      (others should already have a copy available)
      <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/conditionals_mindmap.pdf">conditionals_mindmap.pdf</a>

      <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/future_forms_mindmap.pdf">http://www.ictnle.com/mindmaps/future_forms_mindmap.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Grammar: Review of mixed conditionals
      
      $list_of_reviews= "grammar_conditionals_selection_b2_03.csv grammar_conditionals_selection_c1_01.csv";
      include ('inc/csv_load_review.inc'); 

      Grammar: Zero, first, second 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

      <div align="center"><img src="mindmaps/conditionals_mindmap.png" width="900" border="1" alt="conditionals mindmap"></div> 

      Market Leader 3rd Edition Advanced
      Working across cultures
      Functional language: Socialising
      T / Cl
      Should you say no if your host asks you to try their traditional dish?
      - probably not

      pg 90 ex A B C speaking<!-- pg 88 -->
      (to be continued)
     
<u>new expressions</u>

include("inc/xml_echo_expressions.inc");
      socialising = spending time when you are not working with friends or with other people in order to enjoy yourself
      to pull someone's leg = to play a joke on sb

<u>deco - delayed error correction / favourite mistakes</u>
      I <strike>  did </strike> <strong>  made </strong>  2 mistakes 
      she has just <strike> write </strike> <strong>  written </strong>  to me that she is <strong> ( would be) </strong>  late
      it's important not to <strike> rise </strike>  <strong>  raise </strong>  some topics
      if I hadn't <strike>  known </strike> <strong>  been told </strong>  about this ceremony <strong> (tradition / ritual </strong> I would have made a mistake
      I'm trying to refresh some <strike> moments </strike> <strong>  problems / mistakes </strong> 
      <strike>  how </strike> <strong>  what </strong>  do you think about it?
      <strike>  everybody didn't understand </strike> <strong>  nobody could understand </strong>  her
      I <strike>  tell </strike>  <strong>  'm telling / talking about </strong>  this girl because...

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

</pre>

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

<h2>20180404 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      The Business 2.0 Upper Intermediate
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/the_business_upper_intermediate_2_0_students_book_pg14-15_tenses_review_reunion_party_role_play_balloon_debate.pdf">the_business_upper_intermediate_2_0_students_book_pg14-15_tenses_review_reunion_party_role_play_balloon_debate.pdf</a>

      @ Tatiana
      Optional reading
      Market Leader 3rd edition Upper Intermediate
      pg 99 Customer service is changing the world<!-- pg 92 -->
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise"> Please find the key to the exercises re reading comprehension in the pdf below.
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/market_leader_3rd_upper_intermediate_teachers_book_pg96_changing_customer_service_reading_key.pdf">market_leader_3rd_upper_intermediate_teachers_book_pg96_changing_customer_service_reading_key.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      Install AnyMemo on your Android mobile phone 
      <a class="clog" target="about_blank" href="https://play.google.com/store/apps/details?id=org.liberty.android.fantastischmemo&hl=en"><img src="pix/anymemo_icon01.jpg" width="20" height="20" alt="logo"> AnyMemo</a> (free)

      or AnkiApp on your Iphone
      <a class="clog" target="about_blank" href="https://www.ankiapp.com/">https://www.ankiapp.com/</a>

      Review words from our previous lesson.
      
      $stmt = $db2->prepare("SELECT * FROM cci_cel_courses WHERE url LIKE ? ORDER BY url_order ASC") or die ('failed to prepare');
      $stmt->execute(array("%how_to_use_srs.inc%"));
      while($row = $stmt->fetch(PDO::FETCH_ASSOC)) { echo "<a class=\"clog\" target=\"about_blank\" href=\"pg.php?content=".$row['url']."\">". $row['file_name']."</a>"; }
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>

$list_of_ref = "";
include("inc/xml_load_file_ref.inc");
-->
<u>support materials covered</u>
      Grammar: Talking about the future
      <div align="center"><img src="mindmaps/future_forms_mindmap.png" width="900" border="1" alt="future forms mindmap"></div> 

      The Business 2.0 Upper Intermediate
      pg 14 ex 3 discussion<!-- pg 16 -->

      pg 14 ex 4 5 listening<!-- pg 16 -->
      the_business_upper_intermediate_2_0_audio_cd01_014.ogg

      pg 15 ex <strike> 6 7 </strike>  8 role play  
      - marketing manager:
          . very ambitious top ten target doesn't comply with cost cutting policy
      - personnel manager:
          . wrong objectives
          . longer holidays shouldn't be an objective
      - head of administration:
          . will have to be replaced by someone else anyway
          . is perhaps too old
      - director of studies:
          . questionable revolutionary methods of learning
          . guaranteeing success is risky
          . doesn't look serious
<!--      duties of marketing manager not a priority --> 
     
<u>new expressions</u>

include("inc/xml_echo_expressions.inc");
      to be fired = to be forced to leave their job for disciplinary reasons
      to be made redundant = without a job because there is no more work available for you in a company
      sabbatical = period of time when sb, especially a teacher at a university, is allowed to stop their normal work 
      to drop out = to leave school or an educational programme prematurely; 
      to give up in the face of defeat of lacking hope; admit defeat 
      to come along = to come into being or existence, or appear on the scene 
      e.g. Then the computer came along and changed our lives
      downsizing = reduction of expenditures in order to become financially stable
      streamlining = to make a system, an organization, etc. work better, especially in a way that saves money
      to come along = to arrive or become available
      to come a long way = to show much improvement; make great progress
 
<u>deco - delayed error correction / favourite mistakes</u>
      I have <strike> been </strike> planted  my first tree <strike>  for </strike>  25 years <strong>  ago </strong> 
      I have been <strike>  planted </strike>  <strong>  planting </strong> <strike>  my first tree </strike> <strong>  trees </strong>  for 25 years
      if I were extremely rich I would <strike>  buy </strike> <strong> have bought </strong> some oil companies and now I would not <strong> be  </strong> working for the Russian Railways
      he <strike> was </strike> dropped out
      what are the reasons to <strike>  redunt </strike> <strong> make </strong>  somebody <strong> redundant </strong> 

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

</pre>

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

<h2>20180328 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <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.
      The Business 2.0 Upper Intermediate
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/the_business_upper_intermediate_2_0_students_book_pg14-15_tenses_review_reunion_party_role_play_balloon_debate.pdf">the_business_upper_intermediate_2_0_students_book_pg14-15_tenses_review_reunion_party_role_play_balloon_debate.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      Market Leader 3rd edition Upper Intermediate
      pg 97 ex C<!-- pg 91 -->

      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
<span class="show_key">
      1 get to the bottom of the problem
      2 pass the buck
      3 ripped off
      4 slipped my mind
      5 talking at cross purposes
      6 the last straw
      7 go the extra mile
</span>

      Optional reading
      pg 99 Customer service is changing the world<!-- pg 92 -->

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      Install AnyMemo on your Android mobile phone 
      <a class="clog" target="about_blank" href="https://play.google.com/store/apps/details?id=org.liberty.android.fantastischmemo&hl=en"><img src="pix/anymemo_icon01.jpg" width="20" height="20" alt="logo"> AnyMemo</a> (free)

      or AnkiApp on your Iphone
      <a class="clog" target="about_blank" href="https://www.ankiapp.com/">https://www.ankiapp.com/</a>

      Review words from our previous lesson according to the guidelines below.
</pre>


<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      number of teaching hours per level (according to ALTE - Association of Language Testers of Europe)
      CEF (Common European Framework) Guide, Pearson
      <div align="left"><img src="pix/cef_guide_pearson_number_of_teaching_hours_per_level_alte.jpg" width="600" border="1" alt="Common European Framework, Guide in Pearson - number of teaching hours per level (accoridng to ALTE)"></div> 

      EF - levels & exams concordances
      <div align="left"><img src="pix/ef_map_levels_and_exams_w_hrs.jpg" width="900" border="1" alt="levels & exams, EF"></div> 

      <img valign="center" src="pix/bbc-blocks-dark.png" width="80em" alt="BBC logo"> Kemerovo fire: Russia crowd condemns officials over disaster

      <a class="clog" target="about_blank" href="http://www.bbc.com/news/world-europe-43552165">http://www.bbc.com/news/world-europe-43552165</a>

      <img align="center" src="pix/kemerovo_bbc_footage01.jpg" width="40%" alt="visual clue">


$list_of_ref = "12-0-1";
include("inc/xml_load_file_ref.inc");

<u>new expressions</u>

include("inc/xml_echo_expressions.inc");

<u>deco - delayed error correction / favourite mistakes</u>
      to avoid <strike>  the charge </strike> <strong>  responsibility </strong>  
      I didn't know <strike>  too </strike> <strong>  either </strong>  
      I can say <strike>  it </strike>  that everybody <strong> is </strong>   crying
      some <strike> meetings </strike>  <strong>  protests </strong> 
      <strike>  if we put on the weight </strike> <strong>  on the one hand..., and on the other hand</strong> 
      I can't imagine how <strike>  could </strike>  they <strong>  could </strong>  give permission
      if some scapegoat <strike>  would be </strike>  <strong>  is </strong>   found, some <strike>  retirement </strike> <strong>  resignations </strong>  will be expected
      they <strike> played </strike>  <strong>  rehearsed / drilled</strong> a situation

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

</pre>

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

<h2>20180321 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      Market Leader 3rd edition Upper Intermediate
      pg 98 ex A B C D E reading - Changing customer service <!-- pg 92 -->
      pg 99 Customer service is changing the world
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/market_leader_3rd_upper_intermediate_students_book_pg96-100_customer_service_complaints_gerunds_verb_patterns.pdf">market_leader_3rd_upper_intermediate_students_book_pg96-100_customer_service_complaints_gerunds_verb_patterns.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>

$list_of_ref = "11-0-1";
include("inc/xml_load_file_ref.inc");
      Market Leader 3rd edition Upper Intermediate
      Lexical material: Complaints
      T / Cl
      Why do customers usually complain? 
      - to feel better
      - to improve a service you use frequently
      - ...

      What do they hope to get?
      - to claim compensation
      - to obtain a refund
      - ...

      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?
      - (...)

      Lexical material: Customer service
      T / Cl
      What are the best and worst customer services 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

<strike>        pg 97 ex D role play
      student A pg 144
      student B pg 138
</strike> 

      T / Cl
      Do you think customer service nowadays is better nowadays than it used to be?
      - ...

<u>new expressions</u>
      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

      on one's last legs = failing; near the end

<u>deco - delayed error correction / favourite mistakes</u>
      I<strike> 'm </strike>  <strong>  have been </strong>  working in this dept for...
      I <strike>  work </strike>  <strong>  have been working </strong>  for 14 years <strike>  old </strike> 
      we should <strike>  connect </strike> <strong>  build rapport </strong>  with the customer
      we should <strike>  to </strike>  find the way to...
      if you <strike> will be </strike>  <strong>  are </strong>  the only one <strike>  at </strike>  <strong>  on </strong>  this market
      is it difficult to <strike> return the cash </strike> <strong>  obtain a refund </strong> 
      you want to know what <strike> do </strike>   they need
      you're always <strike>  following for </strike> <strong>  expecting </strong>  answers
      2 weeks ago my washing machine <strike> was </strike>  died (it was on its last legs)

<u>pig - pronunciation & intonation guidelines</u>
      consultant /kən'səltənt/
</pre>

<p align="center"><a id="#top" href="#top">[top]</a></p>
]]></activity_contents>
</clog_activity>
</clog_support_material>
</clog_session>

</root>
