<root>
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<clog_last_update>20190415</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
<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.

Spimex 
= almost single commodity exchange in Russia
little competition
only need to satisfy international clients

Boris 
gaz market

Anna
documentation
more grammar & vocab

Sergey
marketing

Ilya
global marketing
6k swim ~ 2hrs in Armenia
7k swim 2.29min
Bialetti gazer coffee machine

20180924 
Boris
presentation re gas market
      What is so specific about...
      gas is the only commodity regulated by gvt
      no transparent price
      no one knows exact cost - it's confidential!
      huge infrastructure but no supply & demand mechanism
      no good investment decisions possible when can't evaluate future value of gas price in 5 years
      private companies have difficulty planning strategically
...

      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
<span class="show_key">
</span>

George Dannys Patrick Carlin
5 books
16 films
stand up


Nassim Nicholas Taleb
Black Swan
untraditional school of risk management
e.g. goose fed = successful
but suddenly is slaughtered = e.g. unpredictable crisis

KitKat rewards victim of car thief with chocolate bars
Car owner had car broken into by sb to steal lying bar in it
Twittered about it

Cambersands
Rye
beautiful old town
river
60 - 100 pounds / night

todo end of April as a review
see kaspergroup15
      <img src="pix/icons8-print-50.png" width="35em" border="0" alt="pix/icons8-print-50.png"> Print the following pdf for our next lesson
      Speak Out Advanced
      Unit 8.1 - Future seen from the past
      pg 92 ex 1 B 2 A reading
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/speak_out_advanced_students_book_pg92-3_141-2_time_capsule_future_seeen_from_the_past.pdf">speak_out_advanced_students_book_pg92-3_141-2_time_capsule_future_seeen_from_the_past.pdf</a>


]]>
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<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<h2>NO LESSONS UNTIL FURTHER NOTICE </h2><br />

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 Advanced
<img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 7 Top tips for getting on in the workplace
pg 6 ex 4 discussion   
<!--<img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 9 ex 5 reading 
The Peter Principle -->
<a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/the_business_mac_millan_advanced_students_book_pg6-13_career_development_peter_principle_smart_objectives_johari_window.pdf">the_business_mac_millan_advanced_students_book_pg6-13_career_development_peter_principle_(...).pdf</a>

We will continue this topic from the previous lesson.
Make sure you have a copy with you.
]]></clog_session_hw>
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</clog_session_hw_review>
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<clog_support_material>
<clog_book_title>The Business Advanced</clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit></clog_book_unit>

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<activity_id></activity_id>
<activity_title></activity_title>
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(scheduled as homework)
pg 6 ex 4 discussion   

T / Cl
[Are you not / Aren't you being] a bit over-confident, or should that be arrogant?
(...)

Grammar: Perfect aspect
pg 8 ex 1 listening<!-- pg 10 --> 
<!--result 10 / 12 -->
the_business_advanced_audio_cd01_04.ogg 

pg 8 ex 2 discussion<!-- pg 10 -->

Grammar: The passive

pg 8 ex 3 using the passive<!-- pg 12 pdf 7 -->
pg 9 ex 4

<!--
To be a queen in bondage is more vile
Than is a slave in base servility. Shak.
fawning = attempting to win favour from influential people by flattery
-->
<!-- next lesson see continuation nordgold133 - smart objectives, johari window-->

T / Cl
When you start a new project, you need to set objectives.
What do you expect from your manager?

Demo: 
Objectives should be...
- clear
- realistic

What collocates better with 'guidelines'
[clear / realistic]
- clear guidelines

pg 11 ex 6 collocations <!--pg 14 pdf 9 -->
setting goals

pg 11 ex 7 set as homework<!--pg 14 pdf 9 -->

pg 11 ex 8
SMART = specific, measurable, achievable, realistic, time-bound

pg 11 ex 9
set SMART objectives 

Functional language: Setting SMART objectives
1.4 Management skills - self awareness &amp; communication
pg 12 ex 1 2 3<!--pg 15 pdf 10 -->
obtaining feedback
    - peer observation
    - end of course questionnaires
    - references
    - customer feedback
    - appraisal interview
    - personality tests, quizzes
    - feedback from supervisors

pg 12 ex 4
listening
the_business_advanced_audio_cd01_06.ogg 

        known to you   not known to you
-----------------------------------------------
known 
to others     Arena       blind spot      
-----------------------------------------------
not known 
to others     Facade      unknown

pg 11 ex 5

pg 12 ex 6
examine the meaning of the largest panes in the window

Demo
Who is hiding something?
- 2
Who is a dark horse?      
- 3

choose a manager

<strike> pg 12 ex 7 <!-- pg 16 pdf 11 -->
look at the questions in the circle
listen out &amp; match each answer to one of the questions
the_business_advanced_audio_cd01_07.ogg 
the_business_advanced_audio_cd01_08.ogg 
the_business_advanced_audio_cd01_09.ogg 
the_business_advanced_audio_cd01_10.ogg 
the_business_advanced_audio_cd01_11.ogg  </strike> 

pg 12 ex 8 9  <!-- pg 16 pdf 11 -->

<strike> pg 12 ex 10 </strike> 

1.5 Writing - job descriptions
pg 14 ex 1 

pg 14 ex 2<!-- pg 16 pdf 11 --> 
demo:
full time [job title / job type]?
= job type

pg 14 ex 3 4<!-- pg 16 pdf 11 -->
</activity_contents>
</clog_activity>

</clog_support_material>

<clog_expressions>
cringing = totally submissive
grovelling = creep on the earth, or with the face to the ground; to lie prone, or move uneasily with the body prostrate on the earth
sycophancy = flattering obsequiousness
cock-up = mistake that spoils people's arrangements
waffle = language that uses a lot of words but does not say anything important or interesting

premise = statement that is assumed to be true and from which a conclusion can be drawn
aptitude = natural propensity or talent 
flawed = which has a mistake. error
thus = from that fact or reason or as a result, in the way indicated
performance appraisal = evaluation of work achieved
insight = clear or deep perception of a situation
to get the upper hand = to be in a controlling position
to juggle = to manage several tasks at the same time
to assert oneself = to behave in a firm, confident way

disconcerted = having self-possession upset; thrown into confusion 
non-committal /'nɔn kə'mitəl/ = not giving an opinion; not showing which side of an argument you agree with
grey cardinal = someone who is a Grey Cardinal exerts power behind the scenes, without drawing attention to himself or herself

defensive = attempting to justify or defend in speech or writing
responsive = readily reacting or replying to people or events or stimuli; showing emotion
upfront = frank and honest
self-assertive = aggressively self-assured
dignified = having or expressing dignity; especially formality or stateliness in bearing or appearance
dependable = worthy of reliance or trust
dark horse = political candidate who is not well known but could win unexpectedly

nitpicking = as nitpicking inherently requires fastidious, meticulous attention to detail, the term has become appropriated to describe the practice of meticulously searching for minor, even trivial errors in detail (often referred to as "nits" as well), and then criticising them (see hypercriticism)
</clog_expressions>
<clog_deco><![CDATA[

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<clog_session_date><![CDATA[<strike>20190422</strike> 20190429]]></clog_session_date>
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<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-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 Advanced
<img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 7 Top tips for getting on in the workplace
pg 6 ex 4 discussion   
<!--<img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 9 ex 5 reading 
The Peter Principle -->
<a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/the_business_mac_millan_advanced_students_book_pg6-13_career_development_peter_principle_smart_objectives_johari_window.pdf">the_business_mac_millan_advanced_students_book_pg6-13_career_development_peter_principle_(...).pdf</a>

We will continue this topic from the previous lesson.
Make sure you have a copy with you.
]]></clog_session_hw>
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<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20190415</clog_session_date>
<clog_session_ach>2</clog_session_ach>
<clog_session_status>active</clog_session_status>
<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[
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.
The Business Advanced
<img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 7 Top tips for getting on in the workplace
pg 6 ex 4 discussion   
<!--<img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 9 ex 5 reading 
The Peter Principle -->
<a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/the_business_mac_millan_advanced_students_book_pg6-13_career_development_peter_principle_smart_objectives_johari_window.pdf">the_business_mac_millan_advanced_students_book_pg6-13_career_development_peter_principle_(...).pdf</a>
]]></clog_session_hw>
<clog_session_hw_review>
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<clog_session_flipped_lessons_contents>
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</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title>The Business Advanced</clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<activity_id></activity_id>
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<activity_contents><![CDATA[
The Business Advanced
Personal development
Unit 1
T / Cl 
Nowadays, do you work more with or without your boss?
✓ without

What should managers tell you when setting objectives: 
[how to achieve / what to achieve]?
✓ what to achieve

In the 21st century, what is more important [control / empowerment]?
✓ empowerment

Team working becomes [more /less] important?
✓ probably more important

Interpersonal skills become [more /less] important?
✓ more important

In the 21st century, your career progression depends on [the corporate ladder / continuous learning]?
✓ continuous learning (to improve your employability)

T / Cl
If the workplace is like a minefield, it's [ruthless / friendly]
✓ ruthless
= exaggeration, suggests a rather humorous stance

<strike>  pg 6 ex 1 </strike>  <!-- pg 9 -->

Lexical material: Career development
T / Cl
When you achieve your targets, should you tell others about it?
✓ yes, you have to get yourself noticed

pg 6 ex 2 3 scan reading <!-- pg 9 -->

set for homework
pg 6 ex 4 discussion   

T / Cl
To get things done faster, do you [work alone / scratch a few backs]?
✓ scratch a few backs

To get promoted, do you [get more of your manager's mind-share / avoid reporting without any particular reason]
✓ avoid reporting if nothing to say (in a more modern environment)
✓ get your manager's mind share (in a more traditional environment)

pg 6 ex 5 listening<!-- pg 10 -->
the_business_advanced_audio_cd01_01.ogg 
the_business_advanced_audio_cd01_02.ogg 
the_business_advanced_audio_cd01_03.ogg 
]]></activity_contents>
</clog_activity>
</clog_support_material>

<clog_expressions>
ruthless = having no pity or compassion
stance = standpoint; an attitude of mind
self-confident = showing poise and confidence in your own worth
to steer clear = to avoid, direct (oneself) somewhere
PA = personal assistant
appraisal = assessment
pantomime = performance using gestures and body movements without words
mind-share = amount of time spent thinking on sth
to scratch a few backs = to do favours for people in the hope they will be returned, e.g. Scratch my back and I'll scratch yours

employability (long-term ~ / short term ~) = fact of having the skills and qualifications that will make sb want to employ you
</clog_expressions>
<clog_deco><![CDATA[
I spoke English really <strike>  good </strike>  <strong>  well </strong>  
It's all <strike> what </strike>  <strong>as </strong> it should be
It's a logical step to <strike>move by </strike> <strong> climb </strong> the career ladder
A telephone is maybe <strike>  forgot </strike>  <strong>  forgotten </strong> 5min later
I should <strike> do </strike>  <strong>  make </strong>  a report
]]></clog_deco>
<clog_pig>
steer /stiər/
secretary /'sekrətrɪ/
career paths /'pæθs/
expertise /,ekspə:'ti:z/
psychologist /sai'kɔlədʒəst/
</clog_pig>
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<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20190408</clog_session_date>
<clog_session_ach>2</clog_session_ach>
<clog_session_status></clog_session_status>
<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[
<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 9 ex 5 reading 
The Peter Principle
<a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/the_business_mac_millan_advanced_students_book_pg6-13_career_development_peter_principle_smart_objectives_johari_window.pdf">the_business_mac_millan_advanced_students_book_pg6-13_career_development_peter_principle_(...).pdf</a>
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<clog_support_material>
<clog_book_title>Liquified Natural Gas Weekly Analysis - Reuters</clog_book_title>
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<activity_type>textbook</activity_type>
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(only Boris present)

Sideways amid European gas hub spike
reading for gist
reading for detail

Lexical material: Liquified natural gas
T / Cl
If demand is subdued, it is [very active / not very active]
✓ not very active

Demand is subdued when [there is / there isn't] an acute spell of cold
✓ there isn't
acute = very serious or severe

High spot prices will [incentivise / stave off] contracting out more supply.
✓ stave off
= discourage, prevent from happening
</activity_contents>
</clog_activity>
</clog_support_material>

<clog_expressions>
spike = sharp rise followed by a sharp decline
to nudge = to push sb/sth gently or gradually in a particular direction
spot market = market in which a commodity is bought or sold for immediate delivery or delivery in the very near future
spot price = current delivery price of a commodity traded in the spot market
to entice /en'tais/ = to provoke someone to do something through (often false or exaggerated) promises or persuasion 
to stave off = to prevent the occurrence of; prevent from happening
uptick = transaction in the stock market at a price above the price of the preceding transaction
MMBTu = Million of Million British Thermal Units
to incentivise = (to do sth) something that encourages you to do sth
subdued = not very busy; with not much activity; (of a person) unusually quiet, and possibly unhappy
rebound = positive reaction that happens after sth negative
acute = very serious or severe
cold spell = period when the weather is colder than usual; cold snap
to dent = to damage sb's confidence, reputation, etc; to make a hollow place in a hard surface, usually by hitting it
ample = enough or more than enough
bcm = billion cubic metres
contango = Brit. Stock Exch. 1 the postponement of the transfer of stock from one account day to the next. 2 a percentage paid by the buyer for such a postponement
bearish = (finance) showing or expecting a fall in the prices of shares
to edge up = to push one's way into (a space); to 
trough = period of time when the level of sth is low, especially a time when a business or the economy is not growing
</clog_expressions>
<clog_deco><![CDATA[
The process is <strike> going </strike> <strong>  in | undergoing development </strong>.
This gas <strike> is not </strike>  <strong>  doesn't </strong>  evaporate at room temperature.
]]></clog_deco>
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<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)
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<text></text>
<url></url>
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<text></text>
<url></url>
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<url></url>
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<clog_session_warmer></clog_session_warmer>

<clog_session_flipped_lessons_contents>
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</clog_session_flipped_lessons_contents>

<clog_support_material>
<clog_book_title></clog_book_title>
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<grammar></grammar>
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<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
<h2>20190401 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      Market Leader Upper Intermediate
      course book
      pg 76 ex <strike> A </strike>  B <strike> C D </strike>  E reading <!-- pg 74 -->
      pg 77 Recipes for team building
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/market_leader_3rd_upper_intermediate_students_book_pg76-78_recipes_for_team_building_modal_perfect.pdf">market_leader_3rd_upper_intermediate_students_book_pg76-78_recipes_for_team_building_modal_perfect.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Market Leader Upper Intermediate
      course book
      Lexical material: Team building, team playing
      T / Cl
      Have you ever participated in a team building activity?
      - ...

      Building successful teams
      pg 76 ex A listening<!-- pg 73 -->
      market_leader_3rd_upper_intermediate_audio_cd02_025.ogg

      T / Cl
      Should you be limited by subject-heading thinking?
      - probably not

      Will you talk with colleagues without a specific need?
      - perhaps not because you are stuck in your daily work

      pg 76 ex B listening<!-- pg 73 -->
      market_leader_3rd_upper_intermediate_audio_cd02_026.ogg

      T / Cl
      Who pulls the team together?
      - the gluers
      What do they look after?
      - pastoral needs
      = relationship (emotional, 'spiritual') needs of people

      pg 76 ex C listening<!-- pg 74 -->
      market_leader_3rd_upper_intermediate_audio_cd02_027.ogg

      T / Cl
      What form of leadership is more popular in Russia [empowerment / command &amp; control]?
      - C2

      pg 76 ex D listening<!-- pg 74 -->
      market_leader_3rd_upper_intermediate_audio_cd02_028.ogg


      T / Cl
      What is arguably more effective for team-building?
      [competition / no competition]
      - no competition
      [formal atmosphere / not contrived atmosphere]
      - not contrived atmosphere

      <strike> pg 76 ex A B C D E reading </strike>  <!-- pg 74 -->
      pg 77 Recipes for team building

      pg 76 ex F <strike> G </strike>  <!-- pg 74 -->

<u>new expressions</u>
      to spring / come to mind = to be remembered
      pastoral /ˈpɑ:stərəl/ = relating to the work of a priest or teacher in giving help and advice on personal matters, 
      not just those connected with religion or education

      to foster = to promote the growth of
      to contrive = to make or work out a plan for; devise
      contrived = artificially formal; showing effects of planning or manipulation
      to persist = to refuse to stop; continue firmly or obstinately (in an opinion or a course of action) esp. despite obstacles, remonstrance...
      dab hand (at sth) = person who is very good at doing sth or using sth
      pedestrian = without any imagination or excitement; dull
      eponymous = eponymous character of a book, play, film/movie, etc. is the one mentioned in the title

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

$deco_ref = "20190401-1757";
${'txt_'.$deco_ref} =" 
      to trade with any <strike>  another </strike> <strong>  other </strong>  members
      They could have different <strike> preferations </strike>  <strong>  preferences </strong> 
      <strike>Any </strike> <strong>  No </strong> member of the team <strike>  doesn't realise </strike> <strong>  realises </strong> the spectrum
     I take <strike>  a </strike> <strong>  the </strong> role of the doer 
      a person feels <strike> himself </strike> like a baby <strong>(kidult = kid + adult) </strong>  
      It depends <strike> of </strike>  <strong>  on </strong>  the nature of the job
      She can <strike>  divide obligations </strike>  <strong>  share tasks </strong> among us
      ";
include("inc/show_hide_mistakes.inc");

<u>pig - pronunciation & intonation guidelines</u>
      character /ˈkærɪktə/
</pre>

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

<h2><strike>20190318</strike>  20190325 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      New Inside Out Advanced
      pg 38 ex 3 4 grammar - Future seen from the past<!-- pg 36 -->
      <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 38 ex 3
      a) to get 
      b) to see
      c) to study
      d) of going
      e) of winning
      f) to buy
      g) of giving up
      h) to move house

      pg 38 ex 4
      (possible answers)
      a) I was planning to go to the concert...
      b) I was on the verge of buying a new laptop...
      c) I had been hoping to go to medical school...
      d) I was think of going to the party...
      e) I was just about to have supper...
      f) I was going to have my nose pierced...
      g) I was on the point of accepting the job...
      </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.
      New Inside Out Advanced
      pg 16 ex 1 reading for gist
      Restaurant review
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_advanced_students_book_pg16-18_restaurant_review_fronting.pdf">new_inside_out_advanced_students_book_pg16-18_restaurant_review_fronting.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>warmer</u>
      【Venova】Fly Me To The Moon
      <a class="clog" target="about_blank" href="https://www.youtube.com/watch?v=XqvGcU57N2k">https://www.youtube.com/watch?v=XqvGcU57N2k</a>

      Venova Saxophone by Yamaha
      Venova Yamaha's original branched pipe structure made wind instrument simple and compact!
      <a class="clog" target="about_blank" href="https://www.youtube.com/watch?v=hZ0NL23EAos">https://www.youtube.com/watch?v=hZ0NL23EAos</a>

<u>support materials covered</u>
      New Inside Out Advanced
      T / Cl
      How do you choose a restaurant?
      - ...
      Do you read & follow reviews of The Michelin?
      - ...
      What kind of language do you need in a review [formal / informal / neutral]?
      - neutral

      What can you learn from such writing forms?
      - register (neither business nor plain spoken English)
      - range of vocab 
      - literate devices
      => make the reading more engaging

      When can you use such style?
      - in reports & presentations 
      => to catch target audience's interest

      pg 16 ex 1 2 3 4 <!-- pg 14 -->
      reading - Restaurant review
<!--      for individual lessons
      read first pg 17
      then read pg 128-->

      pg 17 ex 5 <!-- pg 15 -->

      T / Cl
      What is more important, to have [a thriving business / a family-business focusing on quality]
      - ...

      <strike>  set for homework
      Lexical material: Describing a thriving business
      pg 17 ex 1 2 vocab<!-- pg 15 -->
      (SSS B read pg 129 Unit 2 Vocab pg 17) </strike>  

      Grammar: Fronting
      T / Cl
      What sounds more dramatic?
      1. The days when we could sit & enjoy a quiet meal were gone
      2. Gone were the days when we could sit & enjoy a quiet meal
      - 2
      = fronting

      pg 18 ex 1 2 3<!-- pg 16 -->

      pg 18 ex 4<!-- pg 16 -->

<u>new expressions</u>
      advance bookings = booking ahead of time
      to blare = sound very loud, like a trumpet
      bobbing = cause to move in a short, jerking manner; to move (a thing) with a bob
      thriving = prosper or flourish; grow rich
      batter = semi-liquid mixture of several ingredients, as, flour, eggs, milk, etc., 
      beaten together and used in cookery
      chugged = emit a regular muffled explosive sound, as of an engine running slowly
      homely = comfortable, simple
      reverie = dreamy or musing state
      thrust = push with a sudden impulse or with force
      surrounding = that is near or around sth
      monstrosity /mɔnsˈtrɔsɪtɪ/ = something that is very large and very ugly, especially a building

      moving = expressive of or exciting sexual love or romance
      tear-jerker = excessively sentimental narrative

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

$deco_ref = "20190325-1837";
${'txt_'.$deco_ref} =" 
      it's difficult to talk to people at <strike> another </strike> <strong>the other </strong> side of the table
      It <strike> seems</strike>  <strong>looks </strong>    like our restaurant 'Chaika'
      It seems <strong> to be </strong> like our restaurant 'Chaika'
      If you look <strike>  to </strike>  <strong>  at </strong>  the situation from the <strike> side </strike> <strong>  perspective </strong>  of ...
      ";
include("inc/show_hide_mistakes.inc");

<u>pig - pronunciation & intonation guidelines</u>
      it varies /'veri:z/
      tiny /'taini:/
</pre>

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

<h2>20190311 (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
      Future seen from the past<!-- pg 36 -->
      pg 37 reading for gist
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_advanced_students_book_pg37-38_future_seen_from_the_past.pdf">new_inside_out_advanced_students_book_pg37-38_future_seen_from_the_past.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      New Inside Out Advanced
      T / Cl 
      Do you know anyone who was very unlikely to become famous, but finally became a household name?
      (...)<!-- ask questions from pg 36 ex 2 reading -->

      <strike>  pg 36 ex 1 2 3 4 reading<!-- pg 35 --> </strike>  
      pg 37 Michael Jackson

      Lexical material: Fame & its disadvantages
      pg 37 glossary <!-- pg 36 -->

      pg 38 ex 2 3 4 grammar - Future seen from the past<!-- pg 36 -->
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_advanced_students_book_pg37-38_future_seen_from_the_past.pdf">new_inside_out_advanced_students_book_pg37-38_future_seen_from_the_past.pdf</a>

      Grammar: Future as seen from the past<!-- New Inside Out Adv student's book pg 38 review B pg 67 / Speak Out SS book pg 142 -->
      
      $list_of_decks= "deck_of_phrases_future_in_the_past.csv";
      //$list_of_decks= "deck_of_phrases_future_forms.csv";
      include ('inc/csv_load_deck.inc'); 
 
      pg 38 ex 3 4 grammar - Future seen from the past<!-- pg 36 -->
     
<u>new expressions</u>
      to live up to = meet the requirements or expectations of
      to dog = to cause trouble over a long period
      to emerge ~ (from sth) = to come out of a dark, enclosed or hidden place; to become known
      lurid = ghastly, very frightening and unpleasant, because it involves pain, death; very pale, ing
      prurient = having an unhealthy obsession with sexual matters
      to be on the verge of = to be about to + infinitive
      merry-go-round = revolving machine with wooden horses or cars for riding on at a fair etc
      to dodge = to cause trouble
      dodge = quick movement to avoid or evade something; a clever trick or expedient
      staggering = extremely surprising
      mainstream = considered normal & accepted by most
      slick = impressive & seemingly without effort
      frail = physically weak & unhealthy
      hype = extravagant or intensive publicity promotion; cheating; a trick
      reclusive = living alone & avoiding other people
      to ward off = to avert, turn away, repel
      sheer = used to emphasize the size, degree or amount of sth; complete and without restriction or qualification
      magnum opus = work of art, music or literature that people think is the best that the artist, etc. has ever produced
      to rehearse ~ (for sth) = to practise or make people practise a play, piece of music, etc. in preparation for a public performance

      social stratum = class in a society

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

$deco_ref = "20190311111";
${'txt_'.$deco_ref} =" 
      I succeeded <strike>  to print </strike>  <strong>  in printing </strong>...
      From the point of <strike>  economical </strike>  <strong>  economic </strong>   efficiency...
      Sometimes it goes <strike>  at </strike>  <strong>  in </strong>   the opposite direction.
      I <strike>  have </strike>  <strong>  had </strong> no idea that he <strong>  (had) </strong> created a place of living based on his <strike> child </strike> <strong>  childhood </strong> dreams
      ";
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>20190304 (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
      Future seen from the past<!-- pg 36 -->
      pg 37 reading for gist
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_advanced_students_book_pg37-38_future_seen_from_the_past.pdf">new_inside_out_advanced_students_book_pg37-38_future_seen_from_the_past.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      no lesson - all students absent

<u>new expressions</u>

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

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

</pre>

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

<h2>20190225 (1.5ach)<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.
      New Language Leader Advanced
      course book
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_language_leader_advanced_student_s_book_pg48-9_design_classics_future_seen_from_the_past.pdf">new_language_leader_advanced_student_s_book_pg48-9_design_classics_future_seen_from_the_past.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      
      $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-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 137 Unit 5.1 ex 1 2--><!-- pg 70 -->
<!--      <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 -->
<!--      pg 49 ex 1 2 3 4 needn't next lesson -->
<!--      <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>
      New Language Leader Advanced
      course book
      Unit 5.2 Design classics
      pg 48 ex 1 speaking<!-- pg 76 -->

      pg 48 ex 2 A B reading<!-- pg 76 -->
      Birth of an icon

      pg 48 ex 3<!-- pg 77 -->

      Grammar: Future seen from the past
      pg 49 ex 4 A B C grammar<!-- pg 77 -->

      
      $list_of_decks= "deck_of_phrases_future_in_the_past.csv";
      //$list_of_decks= "deck_of_phrases_future_forms.csv";
      include ('inc/csv_load_deck.inc'); 


$grammar_ref = "20190304-1037";
${'txt_'.$grammar_ref} =" 
      Tuesday
      I'm meeting an important client tomorrow

      Wednesday
      I [was meeting / I was going to meet / I was supposed to meet / I was to have met] an important client this morning but it has been postponed
      - was going to meet 
      - was supposed to meet
      - was to have met 
      = future seen from the past

      You have a job interview in another town tomorrow but you have a tight budget.
      a) You tell your friend:
      I'm going to get up at 6am to catch the cheapest train

      b) You promise:
      I will travel 2nd class to cut costs

      The next day, you miss your train
      You tell your friend:
      a) I was going to get up at 6am to catch the cheapest train
      [you got up at 6am / you overslept]
      - you overslept
      intention, plan
      = future from the past

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

      Structures:
      was/were + to + infinitive
      formal
      = happened later

      would + infinitive
      formal
      = happened later

      was / were going to + infinitive
      = happened later
      informal

      was/were about to + infinitive
      informal
      = that happened soon afterwards

      was/were + to have + past participle
      formal
      = didn't happen later

      would have + past participle
      neutral
      = didn't happen later

      was / were supposed + to + infinitive
      neutral
      = didn't happen later
      ";
include("inc/show_hide_grammar.inc");
<!--
      I can't go to the party tonight because
      I [have completed / was to have completed] my presentation by 6pm
      - need / prerequisite / obligation in the past
      = expectation which didn't happen

      T / Cl
      I was going to go to the cinema
      [action in the past / intention which was completed / intention which didn't happen]
      - intention which didn't happen

      explanation
      I went to the cinema
      = action in the past
      I was going to the cinema when the telephone rang 
      = action in the past during another action
      != intention

      I was going to meet a friend at 7pm and go to the cinema
      = intention which didn't happen

      I was going to go to the cinema
      = intention which didn't happen

      We were supposed to go for a drink after
      = expectation which didn't happen

      We were expected to come back home by midnight
      (but we stayed on)
      - plan rather than just intention
      = expectation which didn't happen

      They were to fly to London next week but they got on a train this morning
      - future seen from the past 
      = to talk about an event in the future

      They were to have finished the report yesterday but they've asked their boss to postpone the deadline 
      - future seen from the past + perfect aspect
      = to talk about an event in the past that didn't happen

      WB further comparative analysis
      They were to finish the report next week but they've asked their boss to postpone the deadline 
      - future seen from the past 
      = to talk about an event in the future that didn't happen
-->

      <!--set for homework  -->
      pg 49 ex 5 6 practice <!-- pg 77 -->
<!--
      set for homework - tbc
      pg 135 ex 1 grammar
      pg 135 ex 5 vocab
-->
<strike>      pg 49 ex 7 vocab <!-- pg 77 -->

      Lexical material: Design-classic patterns in textiles, checked fabrics, hound's tooth check
      pg 49 ex 8 speaking<!-- pg 78 -->

      pg 49 ex 9 writing<!-- pg 78 -->
      Description of an item with an interesting design
</strike> 
<u>new expressions</u>
      design classic = elegant, but simple and traditional in style or design; not affected by changes in fashion
      iconic = acting as a sign or symbol of sth
      dismissive (of sb/sth) = showing that you do not believe a person or thing to be important or worth considering 
      watchdog = person or group of people whose job is to check that companies are not doing anything illegal or ignoring people's rights
      downturn = fall in the amount of business that is done; a time when the economy becomes weaker
      across the pond = (informal) on the other side of the Atlantic Ocean from Britain/the US
      to stand for = to express indirectly by an image, form, or model; be a symbol

      rhombus = (geometry) a flat shape with four equal sides and four angles which are not 90; diamond
      hound's-tooth check = textile with a pattern of small broken or jagged checks
      chevron = line or pattern in the shape of a V; piece of fabric in the shape of a V which soldiers and police officers wear on their uniforms to show their rank
      checked = having a pattern of squares, usually of two colours
      striped = marked with a pattern of stripes
      tweed = thick rough woollen fabric that has small spots of different coloured thread in it
      pigtail = hair that is tied together into one or two bunches and twisted into a plait or plaits, worn either at the back of the head or one on each side of the head
      plait = long piece of sth, especially hair, that is divided into three parts and woven together
      controversy ~ (over / about / surrounding sb/sth) = public discussion and argument about sth that many people strongly disagree about, disapprove of, or are shocked by
      renowned ~ (as / for sth) = famous and respected
      time-consuming = taking or needing a lot of time
      likely = probably
      decade /'dekeid/ = period of ten years
      red-tape = bureaucracy

      chalet = wooden house with a roof that slopes steeply down over the sides, usually built in mountain areas, especially in Switzerland
      log house = structure built with horizontal logs interlocked at the corners by notching. Logs may be round, squared or hewn to other shapes, either handcrafted or milled. The term "log cabin" generally refers to a smaller, more rustic log house, such as a hunting cabin in the woods, that may or may not have electricity or plumbing (src: Wikipedia)

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

$deco_ref = "20190225-1912";
${'txt_'.$deco_ref} =" 
      it <strike>  goes </strike> <strong>  runs </strong>  on Friday Channel
      it <strike> resembled </strike> <strong>  reminded </strong>   me <strong>  of </strong>   Auchan
      Mercedes produce very <strike> actually </strike>  <strong>  modern </strong> <strike>  sportish </strike>  <strong>  sporty </strong>    cars
      it was located <strike> to </strike>   nearby <strike>  the </strike>  transport roads
      they were not very successful compared to <strike>  with </strike>  German cars
      they were not very successful <strike>  compared to </strike>  <strong> in comparison </strong>  with German cars
      it seems <strike>  the </strike> Germany will win the most
      ";
include("inc/show_hide_mistakes.inc");

<u>pig - pronunciation & intonation guidelines</u>
      century /ˈsentʃurɪ/
      report /rə'pɔ:rt/
      longevity /lɔnˈdʒevɪtɪ/ 
      politician /ˌpɔlɪˈtɪʃən/
</pre>

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

<h2>20190218 (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.
      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>
</pre>

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

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

      pg 56 ex 4 <!-- pg 68 -->
</strike>
      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'); 
<strike>  
      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/
-->
      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>
      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

      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

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

$deco_ref = "20190225-2320";
${'txt_'.$deco_ref} =" 
      to <strike> get rid </strike> <strong>  relieve oneself </strong>  of the news
      do I have any <strike>  trustee </strike> <strong>  trustworthy </strong> people?
      I'm personally a victim of bad <strike> advices </strike> <strong>  (pieces of) advice </strong> 
      in this <strike>  economical </strike>  <strong>  economic </strong>  situation
      it's a kind of <strike> thin </strike>  <strong>  subtle </strong>  game
      you <strike>  should </strike>  <strong>  had </strong>  better not take a loan
      ";
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>20190211 (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
      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>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      no lesson - all students absent

<u>new expressions</u>

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

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

</pre>

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

<h2>20190204 (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
      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>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      no lesson - all students absent

<u>new expressions</u>

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

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

</pre>

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

<h2>20190128 (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 3rd edition Upper Intermediate
      Dealing with crises
      <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-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 106 ex A B C reading<!-- pg 99 -->
      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>
      Market Leader 3rd edition Upper Intermediate
      Dealing with crises
      T / Cl
      If there is a potential crisis,
      [you want to keep it secret / you run the risk of ruining your reputation but pre-empt any further consequences]
      (...)

      pg 106 ex A B C reading<!-- pg 99 -->
      pg 107 article A
      pg 107 article B

      pg 106 ex D reading<!-- pg 99 -->

      pg 106 ex E collocations<!-- pg 100 -->

      pg 106 ex F discussion<!-- pg 99 -->

      pg 108 ex B C language review <!-- pg 100 -->

      Grammar: Zero, first, second & third conditional
      T / Cl
      If / When it rains I take an umbrella
      present + present
      = real situation, habit (you can use 'when' instead of 'if')
      zero conditional

      If it rains I'll take an umbrella
      present simple + future
      = real situation
      1st conditional

      If I [was / were] on holiday, I [read / would read] a book
      - was + would read
      past simple + would - infinitive
      = real, hypothetical situation, speaking now
      2nd conditional

      If I [was / were] Chinese, I [ate / would eat] noodles
      - were / would eat
      past simple + would - infinitive
      = unreal, hypothetical situation, speaking now
      2nd conditional

      If I [knew / had known] about the traffic jams I [had left / would have left] earlier
      - had known / would have left
      past perfect + would have - past participle
      = past result of a past condition
      = unreal, hypothetical situation, past
      3rd conditional

      I would speak English better if you would (like to) help me
      [conditional sentence / polite request]
      - would in both clauses
      = polite request (hint: you can add 'like to')

      <div align="center"><img src="mindmaps/conditionals_mindmap.png" width="900" border="1" alt="conditionals mindmap"></div> 
<!--
      Grammar: Review of conditionals
      
      $list_of_decks= "deck_of_phrases_conditionals.csv";
      include ('inc/csv_load_deck.inc'); 

      
       /* 
        grammar_conditionals_selection_b1_01.csv
        grammar_conditionals_selection_b2_01.csv
        grammar_conditionals_selection_b2_02.csv
        grammar_conditionals_selection_b2_03.csv
        grammar_conditionals_selection_c1_01.csv
      */
      $list_of_reviews= "grammar_conditionals_selection_b2_03.csv grammar_conditionals_selection_b2_03.csv grammar_conditionals_selection_c1_01.csv";
      include ('inc/csv_load_review.inc'); 

      score ~80%

      SSS practise conditionals with the following visuals.

      <em>If I lived in this building, I would have parties in the swimming pool every night...</em>

      <div align="center"><img src="pix/architecture-blue-water-buildings-261102.jpg" width="90%" alt="visual support"></div><br />
      <div align="center"><img src="pix/back-black-and-white-buildings-1435194.jpg" width="90%" alt="visual support"></div><br />
      <div align="center"><img src="pix/board-broken-builder-209235.jpg" width="90%" alt="visual support"></div><br />
-->

      pg 108 ex A B C language review <!-- pg 100 -->
     
<u>new expressions</u>
      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

      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
      fallible /ˈfæləbl/ = able to make mistakes or be wrong

      to forge = to make an illegal copy of sth in order to deceive people
      to counterfeit = to make an exact copy of sth in order to trick people into thinking that it is the real thing
      to disclaim = to state publicly that you have no knowledge of sth, or that you are not responsible for sth
      rust = reddish-brown substance that is formed on some metals by the action of water and air
      to defy = to refuse to obey or show respect for sb in authority, a law, a rule, etc
  
<u>deco - delayed error correction / favourite mistakes</u>
      I'll <strike> remember </strike> <strong>  recall </strong>  the name of the country eventually
      to make children's life <strike>  safely </strike>  <strong>  safer </strong> 
      the manufacturer should <strike> stipulate </strike> <strong>  disclaim </strong>   that only...
      that could be easily <strike>  overcomed </strike> <strong>  overcome </strong>  
      in <strike> generally </strike> <strong>  general </strong> 
      he did his best to get <strike> into </strike>  <strong>  to </strong>   the point <strike> of it </strike> 

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

</pre>

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

<h2>20190121 (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>
</pre>

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

      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

<u>new expressions</u>
      containment = act of keeping sth under control so that it cannot spread in a harmful way

<u>deco - delayed error correction / favourite mistakes</u>
      to <strike> assemble </strike>  <strong>  put together </strong>  a team
      people are afraid of flying <strike>  aircrafts  </strike>  <strong>  aircraft </strong>  
      the most <strike> hurting pain </strike>  <strong>  painful </strong>  is
      when a <strike>  confidential </strike>  <strong>  trustworthy </strong>  person becomes a stranger
      the fire <strike> team </strike>  <strong>  brigade </strong> 
      I would use the 3rd <strike>  preposition </strike>  <strong> proposition </strong> 
      the leader should prepare the team according <strong>  to </strong>  the situation
      communication is the <strike> keystone </strike>  <strong>  milestone / cornerstone </strong> in a crisis

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

</pre>

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

<h2>20190114 (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

<!-- next lesson
see rrwcgroup5
      <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>
-->
     
<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>
      that's all your <strike>  job </strike> <strong>  work / task </strong> 
      the <strike>  less </strike>  <strong>  shorter </strong> the time, the better
      it's a low <strike> cost </strike>  <strong>  paid </strong>  job
      to address the issue <strike>  to </strike>  <strong>  by </strong>  e-mail

<u>pig - pronunciation & intonation guidelines</u>
      vary /ˈvɛərɪ/
</pre>

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

<h2>20181224 (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 
      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
      <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>
      Grammar: Talking about the future
      T / Cl
      What [are you doing / will you do / will you be doing / are you going to do] next year?
      - are you going to do
      = plan

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

      
      $list_of_decks= "deck_of_phrases_future_forms.csv";
      include ('inc/csv_load_deck.inc'); 

      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>
      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 
      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>
      she's managing one of their subsidiaries <strike> in </strike>  <strong>  up </strong>  north
      they <strike> redundant him </strike> <strong>  made him redundant </strong>  
      it sounds more like <strike>  work </strike>  <strong>  trade </strong> union

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

</pre>

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

<h2>20181217 (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 
      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-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
      Getting away from it all - participle clauses
      <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>

      We will <strong>  perhaps </strong> continue this topic from the previous lesson - depending on group interest
      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-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>
      only Sergey present
      partial repetition of previous lesson

      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  

      (not covered in previous lesson)
  
      Grammar: Participle clauses
      Speaking English I can travel everywhere
      - present participle
      'speaking English' means [because I speak English / at the moment I speak English]?
      - because I speak English
      = more formal <!-- gerundive clause tbc -->

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

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

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

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

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

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

      <strike>  set for homework
      pg 84 language bank<!-- pg 93 -->
      see pg 140 past participles Unit 7.2<!-- pg 93 -->
 </strike>  

      
      $list_of_reviews= "grammar_participle_clauses_selection_b2_03.csv";
      include ('inc/csv_load_review.inc'); 

<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
      roller-blades = type of roller skate having more than two wheels, aligned in a single row rather than in two rows
      ice-skating = skating on ice wearing an ice skate

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

<u>deco - delayed error correction / favourite mistakes</u>
      it <strike> 's lasting </strike>  <strong>  lasts </strong> 2.5 min
      you want to <strike>  immense </strike> <strong>  immerse </strong> yourself
      it requires a huge amount of <strong> concentration </strong> 

<u>pig - pronunciation & intonation guidelines</u>
      Thames /'temz/
      Pilates /pɪˈl:teɪz/
      tiny /'taini:/
</pre>

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

<h2>20181210 (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 
      Speak Out Advanced
      Getting away from it all - participle clauses
      <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>
</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  

<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

<u>deco - delayed error correction / favourite mistakes</u>
      it's hard because <strike>  of boring </strike> <strong>  it's boring </strong> 
      it's a way to pay attention to <strike>  another </strike> <strong>  other </strong> things
      I try to get to <strike> the job </strike> <strong> work </strong>  in <strike> a </strike> different <strike>  way </strike> <strong>  ways </strong>  
      I can use <strike>  or </strike>  <strong>  either </strong>  <strike>   a </strike>  <strong>  the </strong>  car, or <strike> a </strike> <strong>  the </strong> metro
      I usually listen to <strike>  the </strike> music
      maybe it will <strike>  stop me to </strike>   help <strike>  to switch </strike> <strong>  switching </strong>   off
      I <strike>  visited </strike> <strong>  went to </strong>  a dance club
      I try to remember <strike> how </strike> <strong> how </strong>   is it called
      1.30min to spend <strike> for </strike> <strong>  on </strong>  Qigong is too long

<u>pig - pronunciation & intonation guidelines</u>
      Thames /'temz/
      Pilates /pɪˈl:teɪz/
</pre>

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

<h2>20181203 (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/new_inside_out_upper_intermediate_students_book_pg52-53_verb_patterns_successful_marriage.pdf">new_inside_out_upper_intermediate_students_book_pg52-53_verb_patterns_successful_marriage.pdf</a>


      @ Boris
      If you want to try Linux without installing it on your computer...
      (Android is actually a simplified, commercial version of GNU Linux)
      <img src="pix/icons8-linux-100.png" width="30em" border="0" alt="warmer" /> Free & open-source alternative operating system

      Generic instructions:
      1) Download an iso image (you may want to download a few to choose from).
      2) Copy the image onto a usb stick (check details on-line how to do so).
      3) Reboot (= restart your computer) with the usb stick mounted.
      4) Your computer (if recent enough) should give you the choice to boot from the hard disk (as usual) or from the usb stick.
      5) You can now run all programs available on the usb stick (and even install more) without changing anything to your Windows system.
      Note: you could also download an iso image and 'burn' it on a cd or dvd but the system may be slower in operating and you won't be able to install more programs
      
      Ubuntu
      Step-by-step tutorial for beginners under Windows
      <a class="clog" target="about_blank" href="https://tutorials.ubuntu.com/tutorial/tutorial-create-a-usb-stick-on-windows#0">https://tutorials.ubuntu.com/tutorial/tutorial-create-a-usb-stick-on-windows#0</a>
      
      Alternatively, try also:
      Debian + Gnome (+ non-free firmware, easier for beginners)
      Read this:
      <a class="clog" target="about_blank" href="https://cdimage.debian.org/images/unofficial/non-free/images-including-firmware/9.6.0-live+nonfree/amd64/bt-hybrid/">https://cdimage.debian.org/images/unofficial/non-free/images-including-firmware/9.6.0-live+nonfree/amd64/bt-hybrid/</a>
      Download this (with bittorrent):
      <a class="clog" target="about_blank" href="https://cdimage.debian.org/images/unofficial/non-free/images-including-firmware/9.6.0-live+nonfree/amd64/bt-hybrid/debian-live-9.6.0-amd64-gnome+nonfree.iso.torrent">https://cdimage.debian.org/images/unofficial/non-free/images-including-firmware/9.6.0-live+nonfree/amd64/bt-hybrid/debian-live-9.6.0-amd64-gnome+nonfree.iso.torrent</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      New Inside Out Upper Intermediate
      course book
      T / Cl
      What are the secrets of a successful marriage?
      - ...

      pg 52 ex 1 2 reading <!-- pg 52 -->

      pg 52 ex 3 listening<!-- pg 52 -->
      new_inside_out_upper_intermediate_audio_cd02_06.ogg

      Grammar: Intonation patterns in questions
      Can I help you?
      = yes / no question
      - rising intonation /

      How can I help you?
      = open question
      - stress on question word + falling intonation \

      May I help you?
      = yes - no question
      - rising intonation /

      Which do you prefer, tea, or coffee?
      = option question
      stress on question word 'wh-'
      prefer \ 
      / tea 
      \ coffee

      Is it any good?
      Really?
      = expressing doubt, surprise
      ~ \/ 
      (stress usually on diphthong)


      Grammar: Verb patterns (infinitive + ing / + to) 
      T / Cl
      Do you mind [to open / opening] the window?
      - opening the window
      = verb + ing
      
      I enjoy...
      - playing golf
      = verb + ing

      He said to do this particular thing to me (but he said sth else to you!)
      = verb + to + infinitive + object

      He told me to do that
      = verb + object + to infinitive

      He helped me do this presentation
      = verb + object + infinitive

      Learning Chinese [means spending / means to spend] a lot of time studying
      - means spending
      = involves

      He [means to learn / means learning] Chinese
      - means to learn
      = intention

      He stopped [to smoke / smoking] because he gave up drinking
      - smoking
      stop + gerund
      = he completely finished something
      
      He stopped [to smoke / smoking] because he needed a drink
      - to smoke
      stop + to-infinitive
      = he paused in order to do something

      Concl:
      Verb patterns can sometimes change the meaning of verb

      Hint:
      verb + ing = about the past
      verb + to + infinitive = about the future


      Grammar: Verb patterns with ing
      T / Cl
      I regret [to buy / buying] this car
      - buying
      regret + verb + ing
      = verb pattern (always ing)

      Verb patterns with like to express different meanings
      T / Cl
      I don't like [to get up / getting up] early
      - both correct...

      I don't like getting up early
      - like +  ing
      = true feeling

      On a Monday morning, I like to get up early to plan my work for the week
      - like + infinitive
      = reason

      conclusion regarding 'to like'
      = verb pattern is not always +ing


      try + infinitive / gerund
      T / Cl
      I have tried [to call / calling] him in the morning (& finally got through)
      - to call
      = try + infinitive
      action completed

      I have tried [to call / calling] him all morning
      - calling
      = try + gerund
      failed


      Grammar: Verbs with ing
      * (verbs with both ing and infinitive - no or little difference in meaning)
      to admit [or to admit that] 
      to avoid 
      (to begin)
      to belong
      to carry on 
      to consider
      (to continue)
      to deny [or to deny that] 
      to enjoy 
      to fancy 
      to finish 
      to give up 
      to go on 
      to imagine  
      (to involve)
      to keep 
      to keep on 
      to mean
      to mind 
      to postpone 
      to put off 
      to risk 
      to seem
      (to start)
      to suggest [or to suggest that] 
      to think of
      to understand
      to weigh

      
      $list_of_reviews= "grammar_verb_patterns_selection_b1_02.csv grammar_verb_patterns_selection_b1_03.csv";
      //$list_of_reviews= "grammar_verb_patterns_selection_b2_01.csv";
      include ('inc/csv_load_review.inc'); 

      pg 53 ex 2 vocab & grammar
    
      set for homework
      pg 53 ex 3 vocab & grammar

<u>new expressions</u>
      caring = compassionate, esp. with reference to the professional care of the sick or elderly.
      to deserve = if sb/sth deserves sth, it is right that they should have it, because of the way they have behaved or because of what they are
      to remember + infinitive = to keep in mind you need to do sth and not to forget
      to remember + gerund = to recall a past action
      to try + gerund = to try & see what happens
      to try + infinitive = to try & get a result
      can't stand = to dislike very much

<u>deco - delayed error correction / favourite mistakes</u>
      near <strike> at </strike>  the south of Germany
      I hadn't <strike> an </strike> <strong>  any </strong>  idea of ...
      you have an obligation to <strike> grow </strike>  <strong>  bring up </strong>  children

<u>pig - pronunciation & intonation guidelines</u>
      beheaded /bə'hedəd/
</pre>

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

<h2>20181126 (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>
</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
      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>
      one girl <strong> of </strong>  the same age <strike>  with </strike>  <strong>  as </strong>  me
      when the gvt was <strike> thrown away </strike> <strong>  overthrown </strong>  
      I told <strike> to </strike>  the journalist about...
      competition <strike>  at </strike>  <strong>  on </strong>  the market
      she has a lot <strike>  of </strike>   to do
      everybody has <strike>  its </strike> <strong>  their </strong> opinion
      we need to see in comparison <strike>  to </strike>   <strong> with </strong>  other people
      a bad atmosphere for working <strike> good </strike>  <strong>  well </strong>  
      if the company doesn't <strike>  meet </strike>  <strong>  satisfy </strong>  these proposals

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

</pre>

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

<h2>20181119 (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
      The glass ceiling
      <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>
</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 5   <!-- 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>
      how to <strike> take off </strike>  <strong>  eliminate / get rid of </strong>   this difference
      it's for <strike>  another </strike>  people
      women are better <strike> in </strike> <strong>  at </strong>  certain things
      for this position she needs <strike>  a travel schedule </strike> <strong>  to be able to travel </strong>  
      she's <strike>  initiative </strike>  <strong>  intuitive </strong> 
      in the industry <strike>  it </strike>  <strong>  there </strong> 's not a <strike> wide </strike>  <strong>  great </strong>  amount of people

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

</pre>

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

<h2>20181112 (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
      Case study - Strategy for the skies
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/market_leader_3rd_advanced_students_book_pg89-90_case_study_strategy_for_the_skies.pdf">market_leader_3rd_advanced_students_book_pg89-90_case_study_strategy_for_the_skies.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"> Write a pitch for your business venture
      Paste your assignment in the Googledoc below
      <a class="clog" target="about_blank" href="https://docs.google.com/document/d/1Pssa038vLV1PFZIe3Ulq-5_rPeApJWr8qGB8SC7Cf_E/edit?usp=sharing">https://docs.google.com/document/d/1Pssa038vLV1PFZIe3Ulq-5_rPeApJWr8qGB8SC7Cf_E/edit?usp=sharing</a>

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

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Market Leader 3rd Edition Advanced
      Case study - Strategy for the skies
      T / Cl
      What kind of airlines do you fly, low-cost or well-established?
      - ...

      pg 88 background<!-- pg 84 -->
      reading

      T / Cl
      How has the company responded so far?
      - ...
      What else could they do?
      - form an alliance
      - ...

      pg 88 reading
      Not a stellar star
      Stella passengers numbers down
      e-mail

      T / Cl
      How to improve the airline's image & profits?
      - to hook up with an airline in Asia
      (...)

      pg 89 listening<!-- pg 85 -->
      feedback from managers
      market_leader_3rd_advanced_audio_cd03_10.ogg 
      market_leader_3rd_advanced_audio_cd03_11.ogg 
      market_leader_3rd_advanced_audio_cd03_12.ogg 
      feedback from staff
      market_leader_3rd_advanced_audio_cd03_13.ogg 
      market_leader_3rd_advanced_audio_cd03_14.ogg 
      market_leader_3rd_advanced_audio_cd03_15.ogg 

      pg 89 task 1<!-- pg 86 -->
      SWOT analysis <!-- use pg 86 table to complete table if SS have no ideas when brainstorming -->

      pg 89 ex 2<!-- pg 86 -->
      brainstorming
      - run the risk of weakening brand recognition

      DVD case commentary 
      <!-- vlc vts_01_2.vob 17:21 --> 
      
<u>new expressions</u>
      haul = distance covered in a particular journey; act of drawing or hauling something
      to batter ~ (at / on) sth = to hit sb/sth hard many times, especially in a way that causes serious damage
      to offset ~ sth (against sth) = to use one cost, payment or situation in order to cancel or reduce the effect of another
      route = way that you follow to get from one place to another
      ancillary = providing necessary support to the main work or activities of an organization; in addition to sth else but not as important
      to hook up = to connect or fit together
      to seize (~ a chance, an opportunity, the initiative, etc) = to be quick to make use of a chance, an opportunity, etc
      to counter = to do sth to reduce or prevent the bad effects of sth

<u>deco - delayed error correction / favourite mistakes</u>
      it's very narrow <strike> benches </strike> <strong>  seats </strong> <strike>  in </strike>  <strong>  on </strong>   low-cost flights
      the <strike>  aircraft </strike>  <strong>  airline </strong>  industry is not very profitable
      you can travel through all <strike>  the </strike> Europe
      we should pay for each <strong> of </strong>  our suitcases
      they decided to   compensate   <strong>for </strong>   the price of oil <strike>  on </strike> <strong>  by making </strong>  clients <strong> pay more </strong>  
      they decided to <strike>  compensate </strike>  <strong>offset </strong>   the price of oil <strike>  on </strike> <strong>  by making </strong>  clients <strong> pay more </strong>  
      and <strike>  its </strike> <strong>  in </strong>   turn it can recharge
      I don't know what <strike>  should </strike>  we <strong> should </strong>   do
      the <strike>  wasting </strike> <strong>  remaining </strong> aircraft </strong>  can be used for...
      there are not so <strike> much </strike>  <strong>  many </strong>  suppliers
      they should invest <strike>  to </strike>  <strong>  in </strong>  ... 
      they should use <strike>  more safe </strike> <strong>  safer </strong> airline producers
      negative <strike> curve </strike> <strong>  correlation </strong>  of price and demand in the luxury market
      it's reasonable to offer <strike> to </strike> them flights that are...
      <strike>  double subordinate </strike>  <strong>  overstaffing / hierarchical  </strong>   problems are inevitable

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

</pre>

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

<h2>20181029 (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
      Case study: Cash or conscience

      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-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png"> pg 27 ex 6 pick a profile<!--pg 25 -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      In Company Upper Intermediate
      pg 27 ex 6<!--pg 25 -->
      pick a profile

      pg 27 ex 7<!--pg 25 -->
      listening
      in_company_2nd_edition_upper_intermediate_audio_cd01_27.ogg
      in_company_2nd_edition_upper_intermediate_audio_cd01_28.ogg
      in_company_2nd_edition_upper_intermediate_audio_cd01_29.ogg

      pg 27 ex 7<!--pg 25 -->
      listening
      in_company_2nd_edition_upper_intermediate_audio_cd01_27.ogg
      in_company_2nd_edition_upper_intermediate_audio_cd01_28.ogg
      in_company_2nd_edition_upper_intermediate_audio_cd01_29.ogg

      pg 27 ex 8 9
      see pg 156 - epilogues
     
<u>new expressions</u>
      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)
      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>
      we have started <strike>  the </strike> <strong>  a </strong> topic about
      to change the structure of the <strike> auditory </strike>  <strong>  audience </strong>  
      let's give them <strike>  a </strike> half <strike> of the </strike>  <strong>  a </strong>  million
      not to drink <strike>  at </strike>  <strong>  on </strong>  holidays
      if we <strike>  take away </strike> <strong>  make abstraction of / put aside </strong>  this political situation
      the work <strike> labour </strike>  <strong>force </strong>   is quite cheap

<u>pig - pronunciation & intonation guidelines</u>
      prize /'praiz/
      price /'prais/
</pre>

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

<h2>20181022 (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.
      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>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<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<!--pg 25 -->
      listening
      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

<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
      CSR = corporate social responsibility
      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

      capital outlay = the amount of money that you have to spend in order to start a new business, activity [registered capital]

<u>deco - delayed error correction / favourite mistakes</u>
      if some industry <strike> would be fail </strike> <strong>  failed </strong> then ...
      it <strike> makes harm for </strike>  <strong>  harms </strong>  people
      doctors <strike>  which </strike> <strong>  who </strong>  <strike> are curious </strike>   <strong>  cure </strong>  <strike>  for </strike>   heart  <strong> diseases </strong>, i.e. cardiologists
      if we have a <strike> competiting </strike> <strong>  competing </strong> religion
      from a <strike> conscience </strike> <strong> moral </strong>  point of view
      the New Testament is completely <strike>  another </strike> <strong>  different </strong> 
      it (museum) doesn't say <strike> nothing </strike> <strong>  anything </strong>  about religion
      to save <strong>  (preserve) </strong>   this building for the next generation

<u>pig - pronunciation & intonation guidelines</u>
      atheist /'eiθi:əst/
</pre>

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

<h2>20181015 (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
      mixed conditionals 
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/lifestyle_upper_intermediate_students_book_pg_70-73_168_risk_assessment_mixed_conditionals.pdf">lifestyle_upper_intermediate_students_book_pg_70-73_168_risk_assessment_mixed_conditionals.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-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
      Shakespearian debut
      pg 32 ex 10 90-second presentation<!-- pg 31 -->
</pre>

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

      Lifestyle Upper Intermediate
      T / Cl
      How would you build the extension (a terminal) to an airport like Heathrow?
      - ...
      What problem areas are likely to happen?
      - ...

      pg 70 ex 2 listening<!-- pg 71 -->
      lifestyle_upper_intermediate_audio_cd02_1.ogg     

      Grammar: Mixed conditionals 
      pg 71 ex 4 5 6<!-- pg 72 -->
      <!--pg 168 read grammar reference -->

      Grammar: Elision + connected speech (linking)
      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
      you would have 
      you'd 've 
      /j[u:/u/ə] /dəv/

      pg 71 ex 7<!-- pg 72 -->

<u>new expressions</u>
      severe = serious
      to misplace = to put sth somewhere and then be unable to find it again, especially for a short time
      disruption = act of delaying or interrupting the continuity; perturbation
      bizarre = strange, odd

<u>deco - delayed error correction / favourite mistakes</u>
      all government <strike> establishments </strike>  <strong>  authorities </strong>  have to be ready to help
      I think the ground <strike> was </strike> <strong>  could be </strong>  frozen
      it could be difficult to do any <strike>  job </strike> <strong>  work </strong>   in winter
      the deadline could be  changed <strong> (postponed)</strong> 
      it's not <strike> safety </strike>  <strong>  safe </strong>  
      it's not <strike> comfortable </strike> <strong>  convenient </strong>  
      airport traffic can be <strike> slowly </strike>  <strong>  slow </strong>  
      because <strike>  of </strike>  they didn't finish on time
      I wouldn't be here now if I <strike>  hadn't been </strike> <strong>  wasn't / weren't </strong>  a clever a person

<u>pig - pronunciation & intonation guidelines</u>
      technical /'teknikəl/
</pre>

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

<h2>20181008 (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
      mixed conditionals 
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/lifestyle_upper_intermediate_students_book_pg_70-73_168_risk_assessment_mixed_conditionals.pdf">lifestyle_upper_intermediate_students_book_pg_70-73_168_risk_assessment_mixed_conditionals.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)
      In Company Upper Intermediate
      Shakespearian debut
      pg 32 ex 10 90-second presentation<!-- pg 31 -->
</pre>

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


      repetition of previous lesson contents for absent students
      (Tatiana, Sergey, Ilya)

      In Company Upper Intermediate

      T / Cl
      What are the key ingredients to the delivery of a presentation?
      - intensity (dB)
      - pitch (Hz)
      - flow (pace & pausing)
      - emotional impact (incl. body language)


      pg 31 ex 1 2 3 4 <!-- pg 31 -->
      listening
      in_company_2nd_edition_upper_intermediate_audio_cd01_32.ogg

      pg 31 ex 5 6 <!-- pg 31 -->
      look at sentences a and f only
      in pairs, SS underline keywords & mark pauses
      find connection

      listening
      in_company_2nd_edition_upper_intermediate_audio_cd01_33.ogg
      in_company_2nd_edition_upper_intermediate_audio_cd01_34.ogg


      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 -->
      pg 33 SS practise speech re J.Caesar
      listening
      in_company_2nd_edition_upper_intermediate_audio_cd02_01.ogg

      intro to homework
      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     
     
<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

<u>deco - delayed error correction / favourite mistakes</u>
      he <strike> shall </strike> <strong>  should </strong>   be <strike>  confirmed </strike> <strong>  confident </strong> 
      <strike>  for myself </strike>  <strong>  as far as I'm concerned </strong>  it's quite interesting to <strike> visit </strike> <strong>  attend </strong>   Ted
      in KitKat <strike>  company </strike>  they <strike>  had </strike> <strong>  have </strong>  an <strike>  occasion </strike> <strong>  a case / an anecdote </strong>  

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

</pre>

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

<h2>20181001 (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
      <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>
<!-- see key off line in tmp_pdf/in_company_2nd_edition_upper_intermediate_teachers_book_pg31-33_unit4_voice_shakespearian_debut_presentation_delivery_key.pdf -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      In Company Upper Intermediate
      pg 31 ex 1 2 3 4 <!-- pg 31 -->
      listening
      in_company_2nd_edition_upper_intermediate_audio_cd01_32.ogg

      pg 31 ex 5 6 <!-- pg 31 -->
      look at sentences a and f only
      in pairs, SS underline keywords & mark pauses
      find connection

      listening
      in_company_2nd_edition_upper_intermediate_audio_cd01_33.ogg
      in_company_2nd_edition_upper_intermediate_audio_cd01_34.ogg


      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 31 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 -->
      pg 33 SS practise speech re J.Caesar
      listening
      in_company_2nd_edition_upper_intermediate_audio_cd02_01.ogg

      intro to homework
      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     
     
<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

<u>deco - delayed error correction / favourite mistakes</u>
      If I have a chance I <strike> definitely </strike>   will <strong>  definitely </strong>   <strike> try </strike> <strong>  follow </strong>  this <strong> (piece of) </strong>   advice
      I don't remember <strike>  too </strike> <strong>  either </strong>  
      the last opinion is <strike>  more </strike>   closer than others

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

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

<h2>20180924 (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
      <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>
<!-- see key off line in tmp_pdf/in_company_2nd_edition_upper_intermediate_teachers_book_pg31-33_unit4_voice_shakespearian_debut_presentation_delivery_key.pdf -->

      <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
      - random topic 
      - focus on introduction & conclusion
<!--      - you may use the flowchart from pg 23 ex 3 Lifestyle Upper Intermediate -->
      - you may use 2-3 slides but not more 
      - rehearse oral delivery (pace, intonation, pitch, volume)
      - try to practise expressions from our 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)
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/market_leader_3rd_upper_intermediate_students_book_pg116-7_prediction_and_probability_making_a_presentation.pdf">market_leader_3rd_upper_intermediate_students_book_pg116-7_prediction_and_probability_making_a_presentation.pdf</a>
      pg 117 useful language<!-- pg 106 -->


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

      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>"; }


      Find examples of signposting & breakdown for your presentation's introduction & conclusion
      
      $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>"; }


      Choose 5-6 new expressions to vary your language
      
      $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>"; }


      Force yourself to use 5-6 new expressions to make your presentation more logical
      
      $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>"; }
<!--
      if possible,
      send your presentation notes / draft by e-mail 
      any format will do (txt, word, powerpoint...)
      duncanpotter@yandex.ru -->

      @ Tatiana
      <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 from our previous lessons
      <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>

      @ Tatiana (how to import wordlist*.tsv separated by tab into Anki) <!--
ffmpeg -f x11grab -s 1366x768 -r 30 -i :0.0 -qscale 0 -vcodec libx264 -preset ultrafast -threads 4 /home/duncan/www/ictnle.com2/films/anki_how_to_import_wordlists_demo.avi
ffmpeg -i anki_how_to_import_wordlists_demo.avi anki_how_to_import_wordlists_demo.webm
--> <!--<img src="pix/anki_how_to_import_wordlists.png"> -->
<div class="flowplayer" style="z-index: 500; max-width: 70%; margin-left : 30px; clear: both;" data-volume="0.5">
      <video controls autobuffer poster="pix/anki_how_to_import_wordlists.png">
      <source type="video/webm" src="films/anki_how_to_import_wordlists_demo.webm">
      Sorry, your browser does not support the html5 video tag...
      </video>
</pre>

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

      Anna
      Souvenirs from holidays ~ 3'10min
      + good use of new expressions
      + clear signposting
      + conclusion
      - reading too much 
      - lack of eye contact
      => use more intonation
      => work on interpersonal skills

      Tatiana 
      Opera ~ 11min
      + quite good eye contact
      + natural flow, intonation
      + rapport & emotional connection
      - too few conjunctions
      Also, I like Mozart a lot
      Also, I like Wagner a lot
      and I went to..., and I went to...
      - dropping voice at the end
      You have energy to overcome your difficulties in your personal life, for example
      - erratic vocab
      => control appearances 
      => use synonymous expressions for variety & improving style

      Boris
      Russian gas market
      9min
      + rhetorical questions
      + pauses
      + good comparisons (1/2 consumption of France, ~ consumption as the UK...)
      - wandering eyes rather than persuasive or supportive eye contact 
      - little signposting & too much thinking aloud
      - no conclusion
      => focus on fixed & standardised expressions to signpost & paragraph thoughts
      => review methodology of presentation delivery

      In Company Upper Intermediate
      Voice
      Functional language: Power of the pause in the delivery of a presentation
      T / Cl
      How can you emphasise a point in your argumentation?
      - stress a word
      - mark a pause
      (...)

      key ingredients to delivery
      - intensity
      - pitch
      - flow
      - emotional impact

<u>new expressions</u>
      whip = long thin piece of rope or leather, attached to a handle, used for making animals move or punishing people

<u>deco - delayed error correction / favourite mistakes</u>
      I <strike>  would like </strike>  <strong>wanted </strong>  to see it but it <strike>  didn't happen </strike> <strong>  wasn't possible </strong> 
      it <strike> 's exists </strike> <strong>  exists </strong>  
      the beginning is quite <strike> large </strike> <strong>  long </strong>  
      like a <strong> thread </strong>  between gods and earth
      it means <strike> a lot </strike>  you should read <strong> a lot </strong>  about <strong> it </strong>  
      King <strike> Ludwig </strike>  <strong>  Louis </strong>  the 2nd was <strike> sinked </strike>   drowned
      <strike>  to my mind  </strike> <strong>  in my opinion </strong> 
      the most <strong> (often) </strong>  staged opera
      it's different from <strike> Moscow </strike>   <strong> the Muscovite </strong> public
      visiting <strong> an </strong>  opera <strong>  house </strong>  fills your heart with joy
      <strike>  visiting </strike>   <strong> going to the </strong>  opera  fills your heart with joy
      they pronounce their words very <strike>  bad </strike> <strong>  badly </strong> 
      he decided to put <strike>  at </strike>  <strong>  on (OR he decided to) </strong>  stage xyz
      the gvt decided to improve <strong> the </strong> situation

<u>pig - pronunciation & intonation guidelines</u>
      hideous /'hidi:əs/
</pre>

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

<h2>20180917 (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
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/market_leader_3rd_upper_intermediate_students_book_pg116-7_prediction_and_probability_making_a_presentation.pdf">market_leader_3rd_upper_intermediate_students_book_pg116-7_prediction_and_probability_making_a_presentation.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>

      <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>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Speak Out Upper Intermediate
      Unit 6
      Living longer - Okinawa

      Lexical material: Healthy diet, life expectancy
      T / Cl
      Could you live long if you were unhappy?
      - ...
      What is the secret to a long life?
      - ...
      Is it happiness?
      - ...

      pg 76 ex 4 A B DVD view<!-- pg 91 -->
      <!-- vlc u6.flv  -->

      By the time you are a centenarian you [are going to / will have had] many stories to tell
      - will have had 

      Market Leader 3rd edition Upper Intermediate
      Grammar: Prediction & probability
      Grammar: The future (plans) - Future with present simple vs going to vs present continuous
      T / Cl
      My plane [takes off / will take off] tomorrow at 6am
       - takes off
      = regular event (perhaps the same plane you take every week)

      I [am getting / will get] a taxi tomorrow at 5am
      - am getting
      = arrangement (you have already called the taxi company)

      I [am having / am going to have / will have] a short night
      - am going to have
      = future result based on (visible / present) evidence

      <div align="center"><img src="mindmaps/future_forms_mindmap.png" width="900" border="1" alt="future forms mindmap"></div> 
<!--
      T / Cl
      The sky is dark blue, you hear thunder
      [It will / It's going to] rain
      - going to 
      = prediction based upon visible evidence
      a

      It's going to rain, [I'm going to take / I'll take] the car
      - I'll take
      = decision at the moment of speaking
      c

      It's the end of the week, I ['m shopping / 'm going to go shopping / will shop] tonight
      - 'm shopping ['m going to go shopping]
      = intention, fixed arrangement
      h

      I have to hurry up because the supermarket [closes / is going to close / will close] at 10pm
      - closes
      = habit, time schedule
      e

      I hate shopping in this supermarket. I [am going to be / will have been / will be] already 6 times this month
      - will have been
      = by some time in the future
      b

      It's Friday evening. I'm afraid I ['m going to queue / will queue / will be queuing] for ages at the till
      - will be queuing
      = future continuous
      f

      It's the end of the month. I have only 5000 rubles left. 
      I ['m not spending / 'm not going to spend / will not spend] more than 2000 rubles
      - will not spend
      = guess, calculate
      d

                   now
      --------------|--------------
      ----1----2----3----4----5----
      a 3-4 going to = prediction based on present evidence
      b 4-5 future perfect = by some time in the future
      c 3 will = decision at the moment of speaking
      d 3-4-5 will future = guess, calculate
      e 1 2 3 4 5 present simple = habit, time schedule
      f 4-5 future continuous
      g 2 (decision) - 4 (result) going to = plan & intention
      h 2 (decision) - 3/4 (result) present continuous = intention, fixed arrangement
-->
      pg 116 language review<!-- pg 106 -->

      pg 116 ex A <!-- pg 106 -->
<!--
      pg 116 ex B C--> <!-- pg 106 -->

      Functional language: Making a presentation
      pg 117 ex A B listening <!-- pg 106 -->
      market_leader_3rd_upper_intermediate_audio_cd03_30.ogg
      reasons for acquisitions
      - gap in the market
      - market conditions
      - opportunity for growth

      pg 117 ex C<!-- pg 106 -->

      Functional language: Referring back, looking forward, talking about the future 
      Functional language: Making points in threes (tripling), repetition, using emotive language

      T / Cl
      As I mentioned earlier
      [referring back / signposting]
      - referring back

      pg 117 useful language<!-- pg 106 -->

      <strike> pg 117 ex D role play<!-- pg 106 -->
      SSS use pg 116 ex C expressions + future perfect </strike>  
      set for homework
      pg 117 ex D making a presentation

<u>new expressions</u>
      longevity = long life; the fact of lasting a long time
      bloated = full of food and feeling uncomfortable; full of liquid or gas and therefore bigger than normal, in a way that is unpleasant; expanded, big, spread, large, swollen, expansive
      fad = something that people are interested in for only a short period of time
      to defy = to refuse to obey 
      swollen = (of a part of the body) larger than normal, especially as a result of a disease or an injury

      before long = in a short time

<u>deco - delayed error correction / favourite mistakes</u>
      he was left alone for the rest of his 30 <strike> years </strike> <strong>  year(-long) </strong>  life
      I'm not sure <strike> was </strike>  he <strong>  was </strong>  happy <strike> or not </strike>  
      I'm not sure <strong> if / whether </strong>   <strike> was </strike>  he <strong>  was </strong>  happy  (or not)
      if you <strike>  are waiting </strike>  <strong>  expect </strong>   some happiness
      he died <strike>  by the reason </strike> <strong>  because </strong>  of over-drinking
      I <strike>  missed </strike>  <strong>  skipped </strong>  breakfast and lunch
      you should work with a <strike>grass cutter </strike>  <strong>  lawnmower </strong>  
      you should <strike> begin to eat </strike>  <strong>  have been eating (following) </strong>   that grass <strong>  (diet) </strong>   <strike> from 5 years old </strike>  <strong>  since you were 5 / from the age of 5</strong>  
      if we <strike>  would say </strike> <strong>  said </strong>   'by this time next year' it would be a completed action
  
<u>pig - pronunciation & intonation guidelines</u>
      longevity /lɔ:n'dʒevəti:/
</pre>

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

<h2>20180910 (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 3rd edition Upper Intermediate
      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>

      <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 Upper Intermediate
      The happiness formula
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/speak_out_upper_intermediate_students_book_pg28-9_the_happiness_formula.pdf">speak_out_upper_intermediate_students_book_pg28-9_the_happiness_formula.pdf</a>
<!-- todo yandex link  -
      <img src="pix/icons8-cinema-100.png" width="35em" border="0" alt="video file"> Watch the following video file
      Speak Out Upper Intermediate
      The happiness formula
      Unit 2
      <a class="clog" target="about_blank" href="">speak_out_upper_intermediate_unit02_the_happiness_formula_h264_800k.avi</a> -->
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      Grammar: Gerunds
<!--      pg 150 pt 10
-->
      Grammar: Verb patterns
      Do you mind [to open / opening] the window?
      - opening the window
      = verb + ing
      
      I enjoy...
      - playing golf
      = verb + ing

      He said to do this particular thing to me (but he said sth else to you!)
      = verb + to + infinitive + object

      He told me to do that
      = verb + object + to infinitive

      He helped me do this presentation
      = verb + object + infinitive

      Learning Chinese [means spending / means to spend] a lot of time studying
      - means spending
      = involves

      He [means to learn / means learning] Chinese
      - means to learn
      = intention

      He stopped [to smoke / smoking] because he gave up drinking
      - smoking
      stop + gerund
      = he completely finished something
      
      He stopped [to smoke / smoking] because he needed a drink
      - to smoke
      stop + to-infinitive
      = he paused in order to do something

      Concl:
      Verb patterns can sometimes change the meaning of verb

      Hint:
      verb + ing = about the past
      verb + to + infinitive = about the future

      Grammar: Verbs with ing
      * (verbs with both ing and infinitive - no or little difference in meaning)
      to admit [or to admit that] 
      to avoid 
      (to begin)
      to belong
      to carry on 
      to consider
      (to continue)
      to deny [or to deny that] 
      to enjoy 
      to fancy 
      to finish 
      to give up 
      to go on 
      to imagine  
      (to involve)
      to keep 
      to keep on 
      to mean
      to mind 
      to postpone 
      to put off 
      to risk 
      to seem
      (to start)
      to suggest [or to suggest that] 
      to think of
      to understand
      to weigh

      pg 100 ex A B Language review<!-- pg 93 -->

      <strike>  set for homework
      pg 100 ex C Language review </strike>  <!-- pg 93 -->


      Speak Out Upper Intermediate
      Unit 2.4 The happiness formula

      T / Cl
      If you want to be happy, 
      [you want to make a career & earn more money / you want to work less]
      - ...
      If you want to be happy, 
      [you believe in work & buy ethic / you slow down]
      - ...
      Can economic growth make people happy?
      - ...
      - apparently not, just a step

      pg 28 ex 1 DVD preview<!-- pg 44 -->
      <!-- u2.flv -->
      pg 28 ex 2 reading 
      The happiness formula       

      Lexical material: Failure of consumerism to deliver happiness
      pg 28 ex 3 A B C DVD view

      Lexical material: Rat race, stuck on a treadmill
      pg 28 ex 3 D speaking

<u>new expressions</u>
      instalment = one of the parts of a story that appears regularly over a period of time in a newspaper, on television, etc
      rat race = exhausting routine that leaves no time for relaxation
      treadmill = exercise machine that has a moving surface that you can walk or run on while remaining in the same place;
      work or a way of life that is boring or tiring because it involves always doing the same things
      e.g. I'd like to escape the office treadmill
      to diminish = to reduce

      longevity = long life; the fact of lasting a long time
      bloated = full of food and feeling uncomfortable; full of liquid or gas and therefore bigger than normal, in a way that is unpleasant; expanded, big, spread, large, swollen, expansive
      fad = something that people are interested in for only a short period of time
      to defy = to refuse to obey 

      scarce /'skers/ = which is not enough of and which is only available in small quantities

<u>deco - delayed error correction / favourite mistakes</u>
      everybody strives <strike>  to </strike>  <strong>  for </strong>  freedom
      I'm sure they're happy about what <strike> do </strike>  they do
      <strike>  social payment </strike>  <strong>  allowances / social benefits </strong>   from the government
      if you just want to <strike>  waste your </strike> <strong>  kill </strong>  time
      when you spend it <strike>  for </strike> <strong>  on </strong>  something or emotions
      I spent <strike>  so </strike>  <strong>  as </strong>  much as I needed
      I went <strike> to </strike>  home

<u>pig - pronunciation & intonation guidelines</u>
      duties /'du:ti:z/
</pre>

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

<h2>20180903 (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
      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>

      Ilya absent
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      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 B C<!-- pg 91 -->

      T / Cl
      What advice can you give to make a customer happy?
      - (...)

      postpone to end of lesson
      pg 97 ex D role play

      Lexical material: Customer service
      T / Cl
      What are the best and worst customer service you've had in a restaurant?
      - (...)

      pg 98 ex A B listening<!-- pg 92 --><!-- tape script pg 164 -->
      market_leader_3rd_upper_intermediate_audio_cd03_10.ogg

      pg 98 ex C listening
      market_leader_3rd_upper_intermediate_audio_cd03_11.ogg

      pg 98 ex D listening
      market_leader_3rd_upper_intermediate_audio_cd03_12.ogg

      T / Cl
      Negative feedback [means there's a problem / is a treasure]
      - is a treasure

      pg 98 ex E listening
      market_leader_3rd_upper_intermediate_audio_cd03_13.ogg

<strike>        pg 97 ex D role play
      student A pg 144
      student B pg 138
</strike> 

      Lexical material: Customer service, retention, satisfaction and delight

      T / Cl
      Do you think customer service nowadays is better nowadays than it used to be?
      - ...

      pg 98 ex A B C D E reading - Changing customer service <!-- pg 92 -->
      pg 99 Customer service is changing the world

      pg 99 ex F <!-- pg 93 -->
      
<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

      retreat (from the norm) = quiet, private place that you go to in order to get away from your usual life
      mere = nothing more than specified (used when you want to emphasize how small, unimportant, etc)
      ethos /ˈi:θɔs/ = characteristic spirit or attitudes of a community, people, or system, or of a literary work etc
      empathy ~ (with sb/sth) | ~ (for sb/sth) | ~ (between A and B) = the ability to understand another person's feelings, experience
      high-end = very expensive

      engaged = busy (about a telephone line)
      chore = tedious or routine task, esp. domestic
      allegiance = act of binding yourself (intellectually or emotionally) to a course of action; loyalty

      bread and butter = person or company's main source of income
      cadre = small group of people who are specially chosen and trained for a particular purpose
      by word of mouth = by spoken rather than written means
      clunky = lacking grace in movement or posture; heavy & awkward to use
      pre-emption = right to purchase something in advance of others
      to pre-empt = to acquire or appropriate in advance
      to recoil (from) = to react to an idea or a situation with strong dislike or fear
      to pay lip service = say that you support or agree with sth without doing anything to prove it
      indulgence = (usually disapproving) the state or act of having or doing whatever you want; the state of allowing sb to have or do whatever they want

<u>deco - delayed error correction / favourite mistakes</u>
      <strong>  turning off the heating </strong> <strike>  they </strike>   slipped <strike> in </strike>  his or her mind <strike>  that they didn't turn off the heat </strike> 
      something <strike>  infamiliar </strike>  <strong>  unfamiliar </strong>  
      they are <strike> very </strike> <strong>  absolutely </strong>   delicious
      they <strike> are </strike>   all <strike>  agreeing </strike>  <strong>  agree </strong>  that this shift has become <strong>normal / the norm </strong> 

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

</pre>

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

<h2>20180827 (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
      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>
      only Ilya present
      
      random topics:
      futures market in RF
      domestic market is not mature yet

      How to improve the business climate in the RF?
      Lack of SME
      Little trust in banking system
      Significant disparities in education across the RF
      Market expectations are bogged down by limited purchasing power
      e.g. no middle class in the RF
      Only inhabitants of bigger towns (e.g. Moscow, St Pete) have & may realise ambitious, professional aspirations
      e.g. deepening ravine between political expectations of inhabitants of bigger towns and 'the regions'
      (see polls of 2012 elections according to which Putin would have lost in Moscow & St Pete)

      Centralised government administration
      Inhabitants of smaller towns depend heavily on local authorities' budget & a few (very) big (industrial) employers
      Infrastructure is crippled by years of absent depreciation of public assets
      e.g. some central streets in military towns like Kubinka probably haven't been maintained since the collapse of the USSR
      e.g. smaller towns are deserted by younger, job-seeking population

      Education in the RF has lost the prestige it enjoyed in the days of the Soviet Union.
      e.g. many of today's senior executives were taught (hardly over a decade ago) by lecturers who were often around 70 years old & still feel today their influence
      e.g. a Russian MBA is perceived as a 'lower-class' MBA

      A vicious circle
      The well-off groom their off-spring abroad
      e.g. often as much as perhaps half of seats on British Airways & Aeroflot flights to London are held by pupils
      This generation seems often more 'Western' than westerners themselves & have even less in common with Russia than their Russian parents
      e.g. only a minority (usually civil servants) seem to spend their holidays in the RF (to keep up with appearances) 
      If given the choice, where would you go skiing: in the Alps or Russia? Where would you go swimming: Italy or Crimea?
      Today's teenagers who could become tomorrow's political & business elite are neither British nor Russian because they are brought up in a cosmopolitan manner.
      They are likely to repeat their parents' behaviour, i.u not spending their wealth in the RF
      
      Urge to provide for better education & innovative thinking
      Russia has a very strong patriarchal culture (age & social position of men are more important than knowledge & gender equity)
      People who may play a role on the RF's scene stem either from the military or civil servants' circles (local authorities)
      Both groups are isolated (to some extent) from western influences & therefore likely to pursue the current political strategies of a generation tainted by Soviet practices & transitional super capitalism of the 90's
      e.g. civil servants can't spend their holidays abroad
      e.g. corruption & nepotism are still common practice in regions

<u>new expressions</u>
      nail in sb's / sth's coffin = something that makes the end or failure of an organization, sb's plans, etc. more likely to happen
      to be bogged down in = to stop progressing; to slow to a halt; to become entangled with a variety of obstacles making your efforts unproductive or unsatisfying
      disparity = difference, especially one connected with unfair treatment
      ravine /rə'vi:n/ = deep, very narrow valley with steep sides
      crippled = disabled in the feet or legs; deprived of strength, activity, or capability for service or use
      vicious = violent and cruel; very bad or severe
      to groom = ~ sb (for / as sth) to prepare or train sb for an important job or position; to clean or brush an animal
      urge = strong desire to do sth
      patriarchal = ruled or controlled by men; giving power and importance only to men
      to stem from = to be the result of sth
      to pursue = to do sth or try to achieve sth over a period of time; to follow or chase sb/sth, especially in order to catch them
      tainted = touched by rot or decay; corrupt
      nepotism = (disapproving) giving unfair advantages to your own family if you are in a position of power, especially by giving them jobs

<u>deco - delayed error correction / favourite mistakes</u>
      I <strike> changed </strike> <strong> replaced / substituted </strong>   him for that conference
      <strike>  for </strike> right now
      for <strike>  right now </strike> <strong>  the time being </strong> 
      to sit <strike> on the </strike>  <strong>  at </strong>   table
      the situation <strike>  changes </strike>  <strong>  is changing </strong> 
      it's better to trust <strike> to </strike>  a bank outside of Russia
      nobody <strike> already </strike>  uses big banknotes <strong>  anymore </strong> 
      <strike>  because of </strike> <strong>  for </strong> different reasons

<u>pig - pronunciation & intonation guidelines</u>
      technical /'teknikəl/
</pre>

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

<h2>20180820 (2ach) - start 18:10 exceptionally<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      New Inside Out Advanced
      pg 62 ex 4 5<!-- pg 63 -->
      <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 62 ex 4
      not: and not thinking it necessary... 

      pg 62 ex 5
      a) Not discouraged by the long climb...
      b) Not wanting to offend people...
      c) Knowing that not arriving on time...
</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
      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>
      Brief introduction to the Lindy Hop & swing dances
      
$stmt = $db2->prepare("SELECT * FROM ictnle_default_links WHERE url LIKE ? ORDER BY url_order ASC") or die ('failed to prepare');
$stmt->execute(array("%lh_intro_en.inc%"));
while($row = $stmt->fetch(PDO::FETCH_ASSOC)) { echo "<a class=\"clog\" target=\"about_blank\" href=\"pg.php?content=".$row['url']."\">". $row['file_name']."</a>"; }

      Market Leader 3rd edition Upper Intermediate
      Unit 10 Customer service
      T / Cl
      Customer service is [about dealing with customers / dealing with customers & making problem resolution easier]
      - dealing with customers & making problem resolution easier

      pg 96 ex A B starting up<!-- pg 90 -->


      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<!-- pg 91 -->
    
<u>new expressions</u>
      promptly = without delay
      one-off = made or happening only once and not regularly
      goodwill = friendly or helpful feelings towards other people or countries; good relationship between a business and its customers that is calculated as part of its value when it is sold

      customer delight = surprising a customer by exceeding his/her expectations and thus creating a positive emotional reaction.  This emotional reaction leads to Word of Mouth.  Directly affects sales and profitability of a company as it helps to distinguish the company and its products and services from the competition.  source: Wikipedia

      customer satisfaction = in the past customer has been seen as a key performance indicator.  Measures the extent to which the expectations of a customer are met (compared to expectations being exceeded).  However, it has been discovered that mere customer satisfaction does not create brand loyalty nor does it encourage positive word of mouth.  Customer Delight can be created by the product itself, by accompanied standard services and by interaction with people at the front line.  The interaction is the greatest source of opportunities to create delight as it can be personalized and tailored to the specific needs and wishes of the customer.  During contacts with touch points in the company, more than just customer service can be delivered.  The person at the front line can surprise by showing a sincere personal interest in the customer, offer small attentions that might please or find a solution specific to particular needs.  Those front line employees are able to develop a relationship between the customer and the brand source: Wikipedia

      customer retention = is more than giving the customer what they expect, it's about exceeding their expectations so that they become loyal advocates for your brand.  Creating customer loyalty puts ‘customer value rather than maximizing profits and shareholder value at the centre of business strategy’ The key differentiation in a competitive environment is often the delivery of a consistently high standard of customer service.  Customer retention has a direct impact on profitability.  Research by John Fleming and Jim Asplund indicates that engaged customers generate 1.7 times more revenue than normal customers, while having engaged employees and engaged customers returns a revenue gain of 3.4 times the norm.  source: Wikipedia

<u>deco - delayed error correction / favourite mistakes</u>
      it <strike> needs </strike> <strong>  calls for / requires / demands </strong>   some money to participate
      I need <strike> a lot of time </strike>  to wait for sth  <strong> a lot of time  </strong> 
      it doesn't matter <strong>  if they are </strong>  wrong <strike> him </strike> or not
      it depends what <strike>  do </strike>   you sell, what <strike>  do </strike>   you offer
      they want to <strike> split </strike> <strong>spread / educe  </strong>  their stress and buy nothing
      he is <strike>  good </strike>  <strong>  well </strong>  dressed
      when they put me on <strike>  the </strike> hold
      when I was in Korea during <strong> (at) </strong>   <strike> Happy </strike> new year
      they try to sell me as <strike> much </strike>  <strong>  many </strong>  things as possible

<u>pig - pronunciation & intonation guidelines</u>
      rapport /ræˈpɔ/
</pre>

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

<h2>20180813 cancelled<br />
20180814 (2ach) (lesson exceptionally on Tuesday) - CONFIRMED<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
      pg 61 ex 2 3 reading & vocab<!-- pg 64 -->
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_advanced_students_book_pg61-2_the_canine_cruncher_participle_clauses.pdf">new_inside_out_advanced_students_book_pg61-2_the_canine_cruncher_participle_clauses.pdf</a>
  
      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      Find wordlists relevant to your needs
      <a class="clog" target="about_blank" href="https://www.google.com/search?q=wordlist+general+english">https://www.google.com/search?q=wordlist+general+english</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Grammar: Examples of different accents
      /^/
      making a proposal about a hub
      speak_out_advanced_audio_cd01_19.ogg 

      /'(h)æv/
      talking about the homeless & squeegee merchants with a silent 'h'
      new_inside_out_advanced_audio_cd03_39.ogg 

      weak diphthong
      diphthong = combination of two vowel sounds or vowel letters, for example the sounds or the letters ou in doubt
      describing shoes
      new_inside_out_advanced_audio_cd03_16.ogg ~ 71%
<!--
      non-silent letters
      often /'ɔ:fən/
      often /'ɔ:ftən/
-->
      New Inside Out Advanced
      Lexical material: Descriptive language
      pg 61 ex 1 2 3 reading & vocab<!-- pg 64 -->

      Grammar: Participle clauses
      Speaking English I can travel everywhere
      'speaking English' means [because I speak English / at the moment I speak English]?
      - because I speak English
      [present / past / perfect] participle
      - present participle

      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

      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

      action in the main clause = [reason / consequence] 
      - consequence
<!--
      Do you speak Chinese?
      - no
      Not speaking Chinese I can't travel to China (easily) -->
<!--      check!
      past participle = passive sentence
-->
      pg 62 ex 1 2 3<!-- pg 63 -->

<!-- next h/w reparticiple clauses todo Hewings Unit 75 Participle clauses with adverbial meaning -->
<u>new expressions</u>
      hatred = very strong feeling of dislike for sb/sth
      anxiety /æŋˈzaɪətɪ/ = concern about an imminent danger, difficulty, etc
      canine /ˈkeɪnaɪn/ = of or belonging to the family Canidae, including dogs, wolves, foxes, etc
      to crunch = to crush noisily with the teeth
      docile = submissive, easily managed
      to rip = divide or separate the parts of, by cutting or tearing; to tear off or out by violence
      to tatter = to tear irregularly, like a torn piece of cloth or paper etc
      in tatters colloq. (of a negotiation, argument, etc.) ruined, demolished
      to scour /skauər/ = to search thoroughly;  rub hard with something rough, as sand or Bristol brick, 
      especially for the purpose of cleaning; to clean by friction; to make clean or bright; to cleanse from grease,
      dirt, etc
      sturdy = strong and not easily damaged
      modest = not very large, expensive, important, etc
      profusely = very much, producing in large amounts
      numb = when you cannot feel anything in it, for example because of cold; unable to feel, think or react in the normal way

<u>deco - delayed error correction / favourite mistakes</u>
      then <strike> she </strike> <strong>  it </strong>  turned <strike> to </strike>  <strong>  into </strong>   a crazy dog
      the cat <strike>  crunched </strike> <strong>ripped (?) </strong>   the sofa and <strike> another furnitures </strike>  <strong>  pieces of furniture </strong> 
      a tiger / crocodile crunched the sofa)
      I don't know <strike> how  does it look</strike> <strong>  what it looks </strong>   like

<u>pig - pronunciation & intonation guidelines</u>
      bananas /bə'nænəz/
      anxiety /æŋ'zaiəti:/
      duck /'dək/
      dog /'dɔg/
</pre>

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

<h2>20180806 (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 Upper Intermediate
      Case study - Rinnovar International
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/market_leader_3rd_upper_intermediate_students_book_pg118-119_case_study_rinnovar_international_acquisitions.pdf">market_leader_3rd_upper_intermediate_students_book_pg118-119_case_study_rinnovar_international_acquisitions.pdf</a>
 
      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      Download the following file & practise mixed conditionals with space repetition software.
      <a class="clog" target="about_blank" href="http://www.ictnle.com/inc_drills/mixed_conditionals.csv">mixed_conditionals.csv</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 - Rinnovar International
      T / Cl
      What approach is better when a company wants to grow?
      [organic growth / expansion by acquiring existing business]
      (organic growth = expansion by setting up your own branches & subsidiaries)

      expanding by acquiring existing business
      + ready-made growth
      - cross-cultural & corporate differences
      ...

      organic growth
      + more control over activities
      - hard slog

      pg 118 background - reading<!-- pg 108 -->

      preliminary conclusion
      - choose a combination of both organic growth & acquisitions

      pg 118 listening
      market_leader_3rd_upper_intermediate_audio_cd03_31.ogg

      pg 119 task 1 2 3 <!-- pg 109 -->
<!--
      pg 119 task 4 
      - use audio transcript for track 3.31 on pg 167 to collect data
      - calculate profitability rate of each company (see demo below)
      - rank in terms of suitability
      - use expressions from the useful language box pg 117

      example
      company       Hondo Beauty      Mumbai    Good Earth    Sheen Hair
      turnover      62                26        55        94
      net profit    14                6.9       3.2       8
      profitability 23% (=14/62)*100      26%      6%      8%

      profitability vs turnover
      - at least 20-25%
      - turnover / sales rep 
      product range
      - narrow / varied
      - luxury / high profile / top of the shelf
      - mass market
      - budget price
      market & dynamics
      - potential for growth
      - saturated
      - looming competition
      company culture
      - management style
      - ownership
      potential for growth

      common ranking by SSS
          Hondo Beauty Products
          Mumbai
          Sheen
          Good Earth
-->
      optional homework
      pg 119 writing<!-- pg 109 -->
      recommendations for acquisition
      see pg 131 writing file

<u>new expressions</u>
      organic growth = expansion by setting up your own branches & subsidiaries(as opposed to expanding by acquiring existing business)
      slog (hard ~) = period of hard work or effort
      fragrance = perfume
      to seek = to look for
      give and take (fixed expression) = mutual concession; exchange 
      before long = soon
      to break even = to attain a level at which there is neither gain nor loss, as in business
      consensual = which people in general agree with
      to top = to be higher than a particular amount
      case in point = precedent
       
<u>deco - delayed error correction / favourite mistakes</u>
      this competitor has <strike>  his </strike> <strong>  their </strong>  own branch
      if it gets worse I <strike> would </strike> <strong>  will </strong>   change fragrance
      when acquiring some <strike> others </strike>  <strong>  other </strong>  business
      they could take this <strike> in </strike>  <strong>  to </strong>   their advantage
      it's a <strike> household </strike> <strong>  family </strong>  business

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

</pre>

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

<h2>20180730 (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
      New Inside Out Upper Intermediate
      pg 29-31 conditionals<!-- pg 27 pdf 28 -->
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_upper_intermediate_students_book_pg29-31_conditionals_what_price_a_life.pdf">new_inside_out_upper_intermediate_students_book_pg29-31_conditionals_what_price_a_life.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/conditionals_mindmap.pdf">http://www.ictnle.com/mindmaps/conditionals_mindmap.pdf</a>

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      Download the following file & practise mixed conditionals with space repetition software.
      <a class="clog" target="about_blank" href="http://www.ictnle.com/inc_drills/mixed_conditionals.csv">mixed_conditionals.csv</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      random topic: 
      Holiday destinations

      New Inside Out Upper Intermediate
      pg 30 reading & vocab ex 1<!-- pg 29 pdf 30 -->
      pg 30 reading & vocab ex 2 3<!-- pg 29 pdf 30 -->
      What price a life? 

      Lexical material: Treasured possessions
      pg 31 ex 3 listening<!-- pg 30 pdf 31 -->
      new_inside_out_upper_intermediate_audio_cd01_27.ogg
      new_inside_out_upper_intermediate_audio_cd01_28.ogg
      new_inside_out_upper_intermediate_audio_cd01_29.ogg

      pg 31 anecdote
      <!--SSS look at questions to help describing a secret, treasured object
      partner has to guess -->
<u>new expressions</u>
      a bolt from the blue = sth unexpected
      to go through with sth = do as planned or agreed; not stop or fail to do
      to walk off = to leave
      at the root of = main cause of 
      to start afresh = to begin a new life
      job lot = miscellaneous collection of things sold together
      to have guts = to be bold, courageous

<u>deco - delayed error correction / favourite mistakes</u>
      I <strike>  didn't see </strike>  <strong> haven't seen </strong>  him for a long time
      I was <strike>  in </strike>  <strong>  on </strong> holiday
      I decided to go <strike>  in </strike>  <strong>  to </strong>  Italy
      it's <strike> very </strike> <strong> absolutely </strong>   delicious
      in some <strike> surrounded </strike> <strong>  surrounding </strong> area
      they want to change their life because they are <strike> boring </strike>  <strong> bored </strong> 
      but he couldn't use it because <strike> of </strike>   he is quite an old fashioned man

<u>pig - pronunciation & intonation guidelines</u>
      orchid /'ɔ:rkəd/
      relatives /'relətivz/
      bought /bɔ:t/ (BrEn)
      bought /bɔt/ (AmEn)
</pre>

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

<h2>20180625 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      Speak Out Advanced
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> complete pg 148 ex 1 A B  2 A B vocab bank
      pg 13 ex 7 A B speaking<!-- pg 28 -->
      Myers-Briggs test

      <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
      pg 29-31 conditionals<!-- pg 27 pdf 28 -->
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/new_inside_out_upper_intermediate_students_book_pg29-31_conditionals_what_price_a_life.pdf">new_inside_out_upper_intermediate_students_book_pg29-31_conditionals_what_price_a_life.pdf</a>

      <img src="pix/icons8-schedule-100.png" width="35em" border="0" alt="schedule">      
      last lesson before Duncan's holiday break
      next lesson 20180730 tbc
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>warmer</u>
      A sweeping generaliser would say tax officers are at best just too inquisitive while the majority may be nitpickers even with conscientious tax payers

<u>support materials covered</u>
      Market Leader 3rd edition Upper Intermediate
      DVD case study <!-- mount -t iso9660 -o loop market_leader_3rd_upper_intermediate_dvd.iso /media/cdrom -->
      Unit 12 - 3rd part of consultant's feedback
  
      Speak Out Advanced
      pg 13 ex 8 B vocab <!-- pg 31 8 A already completed -->
<!--      depending on time available - cover in class or set for h/w 
      pg 150-158 vocab bank -->
      pg 148 ex 1 A B  2 A B vocab bank<!-- pg 27 -->
      feedback

      New Inside Out Upper Intermediate
      course book
      pg 29 ex 1 2 conditional sentences<!-- pg 27 pdf 28 -->

      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

      Grammar: Mixed conditionals
      T / Cl
      If I had taken my umbrella this morning, I wouldn't be wet now
      = present result of a past condition
      mixed conditional type 2

      If time wasn't a problem I would have finished this project a long time ago
      = past result of a present or continuing condition 
      (general rule - habit)
      mixed conditional type 1

      pg 29 ex 3 4
      <div align="center"><img src="mindmaps/conditionals_mindmap.png" width="900" border="1" alt="conditionals mindmap"></div> 


$drills = "mixed_conditionals";
echo "<img valign=\"bottom\" src=\"pix/icons8-drill-100.png\" width=\"35\" border=\"0\" alt=\"wordlist adapted for sbook\"> <a class=\"clog\" target=\"about_blank\" href=\"http://www.ictnle.com/inc_drills/".$drills.".csv\">".$drills.".csv</a></u>\n";
include ('inc_drills/load_csv_drills.inc');
     
<u>new expressions</u>
      whiz kid = person who is remarkable or skilful in some respect (is a whiz at chess); brilliant or highly successful young person; someone whose career progresses rapidly
      busybody = someone who is too interested in other people's private activities
      life and soul = who enjoys special occasions & is fun to be with
      to be set in your ways = not likely to change habits & opinions
      reluctant ~ (to do sth) = hesitating before doing sth because you do not want to do it or because you are not sure that it is the right thing to do
      chatterbox = person who talks a lot, especially a child

      circumspect = thinking very carefully about sth before doing it, because there may be risks involved; cautious
      temperamental /,temprə'mentəl/ = having a tendency to become angry, excited or upset easily, and to behave in an unreasonable way
      impetuous /ɪmˈpetjuəs/ = acting or done rashly or with sudden energy
      gregarious = liking to be with other people
      wet blanket = person who is not enthusiastic about anything and who stops other people from enjoying themselves
      couch potato = person who spends a lot of time sitting and watching television
      big cheese = important influential person
      tough cookie = extremely determined, hard-headed person, or someone with whom it is unusually difficult to deal 
      dismal /ˈdɪzməl/ = causing or showing gloom; miserable

<u>deco - delayed error correction / favourite mistakes</u>
      even much <strike>  more close </strike>  <strong>  closer </strong> 
      I can write <strike>  by </strike>  <strong>  with </strong> a pen
      he's <strike> the </strike> <strong>  an </strong>   old hand

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

</pre>

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

<h2>20180618 (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
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/speak_out_advanced_pg14-150-158_vocab_personality_myers_briggs_test_indicator.pdf">speak_out_advanced_pg14-150-158_vocab_personality_myers_briggs_test_indicator.pdf</a>

      @ Sergey (how to import wordlist*.tsv separated by tab into Anki) <!--
ffmpeg -f x11grab -s 1366x768 -r 30 -i :0.0 -qscale 0 -vcodec libx264 -preset ultrafast -threads 4 /home/duncan/www/ictnle.com2/films/anki_how_to_import_wordlists_demo.avi
ffmpeg -i anki_how_to_import_wordlists_demo.avi anki_how_to_import_wordlists_demo.webm
--> <!--<img src="pix/anki_how_to_import_wordlists.png"> -->
<div class="flowplayer" style="z-index: 500; max-width: 70%; margin-left : 30px; clear: both;" data-volume="0.5">
      <video controls autobuffer poster="pix/anki_how_to_import_wordlists.png">
      <source type="video/webm" src="films/anki_how_to_import_wordlists_demo.webm">
      Sorry, your browser does not support the html5 video tag...
      </video>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>warmer</u>
      Some people seem to have flair for always bugging you at the wrong time 

<u>support materials covered</u>
      Speak Out Advanced
      Lexical material: Personality (Myers-Briggs test)
      T / Cl
      Children are [curious / inquisitive]
      - curious
      The police are [curious / inquisitive]
      - inquisitive

      pg 12 ex 4 A B C vocab <!-- pg 27 -->

      pg 12 ex 5 A B C listening<!-- pg 27 -->
      speak_out_advanced_audio_cd01_6.ogg 
      audio script pg 164
<!--      next lesson pg 42 The Business Advanced -->
      pg 12 ex 6 a b<!-- pg 27 -->
      pg 13 ex 7 speaking<!-- pg 28 -->
      Myers-Briggs test

      Lexical material: Idioms for people
      T / Cl
      Was Putin a dark horse when he was first elected?
      - ...

      pg 13 ex 8 B vocab <!-- pg 31 8 A already completed -->
<!--      depending on time available - cover in class or set for h/w 
      pg 150-158 vocab bank -->
      
<u>new expressions</u>
      thoughtful = characterized by careful thought; considerate of the feelings or well-being of others
      inquisitive = unduly curious; prying; seeking knowledge
      perceptive = sensitive; discerning; observant
      conscientious /ˌkɔnʃɪˈenʃəs/ = scrupulous, diligent, characterized by extreme care and great effort, 
      guided by or in accordance with conscience or sense of right and wrong
      prejudiced = having a belief or attitude formed beforehand

      sweeping generaliser = person who make statements that are too general 
      & do not consider all the facts
      junky = someone who is so ardently devoted to something that it resembles an addiction
      infuriating = extremely annoying or displeasing; causing intense anger
      busybody = someone who is too interested in other people's private activities
      life and soul = who enjoys special occasions & is fun to be with
      to be set in your ways = not likely to change habits & opinions
      meticulous = paying careful attention to every detail
      nitpicker = someone who makes small and unjustified criticisms
      flat-pack furniture = piece of furniture that is sold in pieces in a flat box and that you have to build yourself

      busybody = person who is too interested in what other people are doing
      dark horse = person who doesn't tell others much about himself/herself but has surprising qualities or abilities; 
      political candidate who is not well known but could win unexpectedly
      reluctant = not willing to do sth; not wanting or ready

<u>deco - delayed error correction / favourite mistakes</u>
      you <strike>  passed </strike>  <strong>  covered </strong>  a lot
      he's very <strike>  consciousness </strike> <strong>  conscientious </strong> 
      she works <strike>  at </strike>  <strong>  on </strong>  level <strike>  number </strike>   4
      they use the test to <strike> understand </strike>  <strong>  assess </strong>   the person they would like to take for work <strike>  or not </strike>
      the people with whom we work <strike> is </strike>  <strong>  are </strong> the biggest source of stress

<u>pig - pronunciation & intonation guidelines</u>
      character /ˈkærɪktə/
</pre>

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

<h2>20180604 (2ach)<hr align="center"></h2>

<h3>Prep</h3>
<pre class="homework">
      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      The Business 2.0 Upper Intermediate
      <img src="pix/icons8-hand-with-pen-100.png" width="35em" border="0" alt="icons8-hand-with-pen-100.png"> pg 39 ex 7 8 collocations<!-- pg 37 -->
      <img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
<span class="show_key">
      ex 7
      1e 2b 3a 4c 5d 6i 7j 8g 9f 10h

      ex 8
      1 resource management
      2 design fault
      3 customer expectations
      4 continuous improvement
      5 technical specifications
      6 industry standard
      7 measurable objectives
      8 statutory requirements
      9 best practice
      10 quality assurance
</span>

      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 
      Market Leader 3rd Intermediate
      Case study - Fast fitness
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/market_leader_3rd_intermediate_course_book_pg80-81_case_study_recruitment_dilemma_at_fast_fitness.pdf">market_leader_3rd_intermediate_course_book_pg80-81_case_study_recruitment_dilemma_at_fast_fitness.pdf</a>
</pre>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<!--<u>warmer</u>
-->
<u>support materials covered</u>
      Market Leader 3rd Intermediate
      Case study - Fast fitness
      T / Cl
      Do you practise sports on a regular basis? Why / Why not?
      - to be healthy rather than to look healthy
      - ...

      How do you attract people to fitness clubs?
      - ...

      pg 80 background<!-- pg 76 -->
      reading
  
      pg 80 task 1<!-- pg 76 -->
      reading pg 81 cards

      SSS rank candidates in terms of suitability 
      practise 'used to', 'would' and 'will' to describe habits

      pg 80 task 2 listening<!-- pg 76 -->
      market_leader_3rd_intermediate_audio_cd02_010.ogg
      market_leader_3rd_intermediate_audio_cd02_011.ogg
      market_leader_3rd_intermediate_audio_cd02_012.ogg
      market_leader_3rd_intermediate_audio_cd02_013.ogg

      DVD case study <!--mount -t iso9660 -o loop market_leader_3rd_intermediate_dvd.iso /media/cdrom -->      
      feedback

<u>new expressions</u>
      leisure = time that is spent doing what you enjoy when you are not working or studying
      martial = connected with fighting or war
      to put / to lay one's cards on the table = to let someone know your position and interest openly; deal honestly; act without trickery or secrets
      to bug = to annoy or irritate sb
      flair ~ for sth = a natural ability to do sth well
      to liaise (with sb) (especially BrE) = to work closely with sb and exchange information with them
      outstanding = extremely good; excellent
      to appeal = to attract, to interest
      outspoken ~ (in sth) = saying exactly what you think, even if this shocks or offends people
      to flock = to go or gather together somewhere in large numbers
      treadmill = exercise machine that has a moving surface that you can walk or run on while remaining in the same place
      employee turnover = rate at which employees leave a company and are replaced by new employees

<u>deco - delayed error correction / favourite mistakes</u>
      <strike>  Personally </strike>  <strong>  as far as </strong>  I <strong> am concerned I</strong>  do sports
      the <strike>  cheapest </strike>  <strong>  cheaper </strong>  the <strike> subscriptions </strike> <strong>  subscription </strong>   the more <strike>  the </strike> people will want to buy it
      I'm not keen <strike>  of </strike>  <strong>  on </strong>  fitness clubs
      it's the average <strike> year </strike>  <strong>  age </strong> 
      they arrived <strike> at </strike>  <strong>  in </strong>  great numbers
      he doesn't suit <strike>  for </strike>  the job
      he won't <strike> see </strike> <strong>  get </strong>  the whole <strike> idea </strike>  <strong>  picture </strong> 
      maybe make him <strike> the face of </strike> <strong>  endorse </strong>  the campaign
      <strike>  at </strike>  <strong>  in </strong>  our digital century
      a person with expertise <strike>  at </strike>  <strong>  in </strong>  her current job

<u>pig - pronunciation & intonation guidelines</u>
      luxurious /lə'gʒə:i:əs/
      communicative /kəm'yu:nəkətiv/
</pre>

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

<h2>20180528 (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 Intermediate
      Case study - Fast fitness
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/market_leader_3rd_intermediate_course_book_pg80-81_case_study_recruitment_dilemma_at_fast_fitness.pdf">market_leader_3rd_intermediate_course_book_pg80-81_case_study_recruitment_dilemma_at_fast_fitness.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-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following 
$param2 ="%grammatical_terminology.inc%";
$stmt = $db2->prepare("SELECT * FROM cci_cel_courses WHERE url LIKE ? ORDER BY url_order ASC") or die ('failed to prepare');
$stmt->execute(array($param2));
while($row = $stmt->fetch(PDO::FETCH_ASSOC)) {
  echo "<a href=\"pg.php?content=".$row['url']."\"> " . $row['file_name']. "</a>";
    }

      <img src="pix/icons8-carousel-100.png" width="35em" border="0" alt="optional homework"> Optional homework
      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>
      The craze for the latest Iphone and related fads is generally taken for granted 

<u>support materials covered</u>
      The Business 2.0 Upper Intermediate
      pg 38 ex 3 listening<!-- pg 36 -->
      the_business_mac_millan_upper_intermediate_audio_cd01_47.ogg
       the_business_mac_millan_upper_intermediate_audio_cd01_48.ogg
      the_business_mac_millan_upper_intermediate_audio_cd01_49.ogg

      pg 38 ex 4 word building<!-- pg 37 -->

      Lexical material: Adjectives describing quality positively & negatively
      pg 39 ex 5 6 speaking<!-- pg 37 -->

      Lexical material: Quality standards (industry standards, statutory requirements, best practice...)
      T / Cl
      [good / excellent / best] practice
      - best practice
      = the most suitable or efficient way of dong sth
      = collocation

      set for homework
      pg 39 ex 7 8 collocations<!-- pg 37 -->
<!--
      T / Cl
      What is a synonymous collocation of 'built-in flaw'?
      - design fault

      set for homework
      pg 39 ex 9 10 presentation & discussion--><!-- pg 37 -->
<u>new expressions</u>
      to bug = to annoy or irritate sb
      flair ~ for sth = a natural ability to do sth well
      to liaise (with sb) (especially BrE) = to work closely with sb and exchange information with them
      outstanding = extremely good; excellent

<u>deco - delayed error correction / favourite mistakes</u>
      He's <strike> moved </strike> <strong>  gone </strong>  to China
      <strike>  How </strike> <strong>  What </strong>  do we call ...?
      It sounds similar <strike>  for </strike> <strong>  to (the number)</strong>  'four'
      the four <strike> premiere </strike>  <strong>  first </strong> letters
      to conduct a marketing <strong> re</strong>search 
      it was <strike> a </strike> good value for money
      it has a built-in <strike>  flawed </strike>  <strong>  flaw </strong>  
      
<u>pig - pronunciation & intonation guidelines</u>
      apple /'æpəl/
      research (verb) /ri:'sə:tʃ/
      research (noun) /'ri:sə:tʃ/
      series /'siri:z/
</pre>

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

<h2>20180521 (2ach)<hr align="center"></h2>

<h3>Lesson plan</h3>
<pre class="lesson_plan">
<u>warmer</u>
      Sales wouldn't significantly increase if mobile phones were more durable
      The built-in obsolescence of white goods results from consumer trends

<u>support materials covered</u>

$list_of_ref = "";
include("inc/xml_load_file_ref.inc");
      The Business 2.0 Upper Intermediate
      pg 36 ex 3 scan reading 20' per paragraph <!-- pg 35 -->
      pg 37 Two kinds of quality
      - taken for granted quality
      = should be a standard in today's competing markets
      - enchanting quality
      = calls for innovation (e.g. IPhones)

      pg 36 ex 4 5 reading for detail<!-- pg 35 -->

      pg 38 ex 1 discussion

      pg 38 ex 2 reading <!-- pg 36 -->
      Quality is in the eye of the stakeholder
<!--
      T / Cl
      Who checks you work hand in hand with other departments?
      - auditors
      - ...
-->
      pg 38 ex 3 listening<!-- pg 36 -->
      the_business_mac_millan_upper_intermediate_audio_cd01_47.ogg
      (to be continued)

<u>new expressions</u>
      heading = title printed at the top of a page or at the beginning of a section of a book
      superficial = not studying or looking at sth thoroughly; seeing only what is obvious
      sake (for the - of sth) = because of the interest or value sth has, not because of the advantages it may bring
      enchanting = capturing interest as if by a spell
      craze = an interest followed with exaggerated zeal, sth which becomes suddenly very popular
      to take for granted = to accept without verification or proof; to suppose or understand to be true
      trap = a device in which something (usually an animal) can be caught and penned
      lean = (usually approving) (of people, especially men, or animals) without much flesh; thin and fit
      amid = surrounded by sth
      to rattle = to make a series of short loud sounds when hitting against sth hard; to make sth do this
      offspring = child of a particular person or couple; the young of an animal or plant
      fads = any form of behaviour that develops among a large population
      and is collectively followed with enthusiasm for some period, 
      generally as a result of the behaviour's being perceived as novel in some way;
      things which are fashionable for a short time
      sour = unpleasant, unsuccessful, having a stale taste

      shoddy = designed to deceive or mislead either deliberately or inadvertently
      heavy-duty = made for long or hard use; very strong
      flimsy = thin strong lightweight translucent paper used especially for making carbon copies, 
      lacking solidity or strength, not convincing
      to splash out = (informal) to spend a lot of money on sth
      compliance (in - with) = practice of obeying rules or requests made by people in authority
      disposable = item that can be disposed of after it has been used
      statutory /ˈstætjutərɪ/ = fixed by law; that must be done by law
      compulsory = obligatory
      design fault = flaw in a product which is due to it being poorly designed
      technical specifications = precise guidelines which establish how the product should be built
      industry standards = accepted norm in a particular field of business
      to impose = to force sb/sth to have to deal with sth that is difficult or unpleasant
      quality assurance = system put in place to ensure that quality targets are met
      to blame = to think or say that sb/sth is responsible for sth bad

      fracture = fact of sth breaking, especially a bone

<u>deco - delayed error correction / favourite mistakes</u>
      we <strike> didn't decide </strike> <strong>  haven't decided </strong>  yet
      <strike>  for </strike> <strong>  in </strong>  my opinion
      you really know what<strike>  's for it </strike> <strong>  it is for </strong> 
      they can be designed not <strike> good </strike>  <strong>  well </strong>  

<u>pig - pronunciation & intonation guidelines</u>
      fashion /'fæʃən/
      pub /'pəb/
</pre>

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

<h2>20180514 (1ach)<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_pg36-39_quality_vs_planned_obsolescence.pdf">the_business_upper_intermediate_2_0_students_book_pg36-39_quality_vs_planned_obsolescence.pdf</a>
</pre>

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

      The Business 2.0 Upper Intermediate
      Unit 3 Quality
      3.1 What quality means 
      pg 36 ex 1 2 discussion <!-- pg 35 -->

      postpone to next lesson
      pg 36 ex 3 4 5 reading for detail<!-- pg 35 -->

      pg 36 ex 6 7 listening<!-- pg 35 -->
      the_business_mac_millan_upper_intermediate_audio_cd01_46.ogg

      Lexical material: Quality & standards (planned obsolescence)
      pg 36 ex 8 discussion
      discuss using the following expressions
      - white goods
      - planned / built-in obsolescence
      - labour time
      - spare parts 
      - fashion
      - frequent upgrade
      - recycling
      - taken-for-granted quality
      - enchanting quality
      - depreciation of assets implemented by B2B

      Grammar: Mixed conditionals - brief intro
      If mobile phones were 99% recyclable I would have changed mine more often

<u>new expressions</u>
      durability = able to last long by resisting to stress or force
      white goods = domestic appliance, is usually defined as a large machine which accomplishes some routine housekeeping task, 
      which includes purposes such as cooking, or food preservation
      built-in / planned obsolescence = commercial strategy to decide of built quality and when goods could become old-fashioned; falling into disuse or becoming out of date

      shoddy = made or done badly and with not enough care

<u>deco - delayed error correction / favourite mistakes</u>
      I have <strong> to </strong> deal with a lot of documents
      it's <strong> a </strong> very <strike>   technic</strike> <strong>  technical </strong>   question

<u>pig - pronunciation & intonation guidelines</u>
      Red Hat /'hæt/
      Mercedes /mə:'seidi:z/
      legislation /,ledʒə'sleiʃən/
</pre>

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

<clog_activity>
<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_expressions>
</clog_expressions>
<clog_deco><![CDATA[
]]></clog_deco>
<clog_pig>
</clog_pig>

</clog_session>
</root>
