LESSON 11 • 30 MINUTES

Networking Event

Today I can: communicate clearly about networking event.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about networking event?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about networking event.

BSure. First, introduce yourself.

ACan you tell me about company?

BYes. exchange cards.

AWhat should we remember?

Bstay in touch.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about networking event.

BSure. First, .

ACan you tell me about company?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about networking event.

BSure. First, introduce yourself.

ACan you tell me about ?

BYes. exchange cards.

A should we remember?

Bstay in touch.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about networking event.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

introduce yourself, job title,
company — say it clearly.
exchange cards, contact details,
stay in touch — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about networking event.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about networking event. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 12 • 30 MINUTES

Leading a Stand-up

Today I can: communicate clearly about leading a stand-up.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about leading a stand-up?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about leading a stand-up.

BSure. First, today's priority.

ACan you tell me about blocker?

BYes. next step.

AWhat should we remember?

Bkeep it brief.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about leading a stand-up.

BSure. First, .

ACan you tell me about blocker?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about leading a stand-up.

BSure. First, today's priority.

ACan you tell me about ?

BYes. next step.

A should we remember?

Bkeep it brief.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about leading a stand-up.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

today's priority, progress update,
blocker — say it clearly.
next step, team question,
keep it brief — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about leading a stand-up.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about leading a stand-up. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 13 • 30 MINUTES

Negotiating Priorities

Today I can: communicate clearly about negotiating priorities.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about negotiating priorities?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about negotiating priorities.

BSure. First, urgent task.

ACan you tell me about trade-off?

BYes. available resources.

AWhat should we remember?

Brevised plan.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about negotiating priorities.

BSure. First, .

ACan you tell me about trade-off?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about negotiating priorities.

BSure. First, urgent task.

ACan you tell me about ?

BYes. available resources.

A should we remember?

Brevised plan.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about negotiating priorities.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

urgent task, deadline,
trade-off — say it clearly.
available resources, agree on priorities,
revised plan — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about negotiating priorities.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about negotiating priorities. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 14 • 30 MINUTES

Handling a Complaint

Today I can: communicate clearly about handling a complaint.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about handling a complaint?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about handling a complaint.

BSure. First, customer concern.

ACan you tell me about clarify the problem?

BYes. offer a solution.

AWhat should we remember?

Bfollow up.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about handling a complaint.

BSure. First, .

ACan you tell me about clarify the problem?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about handling a complaint.

BSure. First, customer concern.

ACan you tell me about ?

BYes. offer a solution.

A should we remember?

Bfollow up.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about handling a complaint.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

customer concern, apologize,
clarify the problem — say it clearly.
offer a solution, replacement,
follow up — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about handling a complaint.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about handling a complaint. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 15 • 30 MINUTES

Explaining Data

Today I can: communicate clearly about explaining data.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about explaining data?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about explaining data.

BSure. First, bar chart.

ACan you tell me about key figure?

BYes. comparison.

AWhat should we remember?

Bbusiness impact.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about explaining data.

BSure. First, .

ACan you tell me about key figure?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about explaining data.

BSure. First, bar chart.

ACan you tell me about ?

BYes. comparison.

A should we remember?

Bbusiness impact.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about explaining data.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

bar chart, upward trend,
key figure — say it clearly.
comparison, main finding,
business impact — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about explaining data.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about explaining data. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 16 • 30 MINUTES

Delegating Tasks

Today I can: communicate clearly about delegating tasks.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about delegating tasks?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about delegating tasks.

BSure. First, assign a task.

ACan you tell me about expected result?

BYes. due date.

AWhat should we remember?

Bask for support.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about delegating tasks.

BSure. First, .

ACan you tell me about expected result?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about delegating tasks.

BSure. First, assign a task.

ACan you tell me about ?

BYes. due date.

A should we remember?

Bask for support.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about delegating tasks.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

assign a task, responsibility,
expected result — say it clearly.
due date, check-in,
ask for support — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about delegating tasks.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about delegating tasks. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 17 • 30 MINUTES

Remote Collaboration

Today I can: communicate clearly about remote collaboration.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about remote collaboration?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about remote collaboration.

BSure. First, video call.

ACan you tell me about time zone?

BYes. mute button.

AWhat should we remember?

Bsend a summary.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about remote collaboration.

BSure. First, .

ACan you tell me about time zone?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about remote collaboration.

BSure. First, video call.

ACan you tell me about ?

BYes. mute button.

A should we remember?

Bsend a summary.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about remote collaboration.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

video call, shared document,
time zone — say it clearly.
mute button, action item,
send a summary — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about remote collaboration.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about remote collaboration. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 18 • 30 MINUTES

Performance Review

Today I can: communicate clearly about performance review.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about performance review?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about performance review.

BSure. First, achievement.

ACan you tell me about area to improve?

BYes. specific feedback.

AWhat should we remember?

Bdevelopment plan.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about performance review.

BSure. First, .

ACan you tell me about area to improve?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about performance review.

BSure. First, achievement.

ACan you tell me about ?

BYes. specific feedback.

A should we remember?

Bdevelopment plan.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about performance review.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

achievement, strength,
area to improve — say it clearly.
specific feedback, career goal,
development plan — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about performance review.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about performance review. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 19 • 30 MINUTES

Client Follow-up

Today I can: communicate clearly about client follow-up.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about client follow-up?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about client follow-up.

BSure. First, thank-you email.

ACan you tell me about open question?

BYes. next action.

AWhat should we remember?

Bconfirm receipt.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about client follow-up.

BSure. First, .

ACan you tell me about open question?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about client follow-up.

BSure. First, thank-you email.

ACan you tell me about ?

BYes. next action.

A should we remember?

Bconfirm receipt.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about client follow-up.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

thank-you email, meeting recap,
open question — say it clearly.
next action, delivery date,
confirm receipt — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about client follow-up.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about client follow-up. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 20 • 30 MINUTES

Project Handover

Today I can: communicate clearly about project handover.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about project handover?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about project handover.

BSure. First, project status.

ACan you tell me about file location?

BYes. pending issue.

AWhat should we remember?

Bfinal confirmation.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about project handover.

BSure. First, .

ACan you tell me about file location?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about project handover.

BSure. First, project status.

ACan you tell me about ?

BYes. pending issue.

A should we remember?

Bfinal confirmation.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about project handover.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

project status, key contact,
file location — say it clearly.
pending issue, handover notes,
final confirmation — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about project handover.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about project handover. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score