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Exercise 11. Put students in pairs. Give them some time to study each of the
cases below. Ask them to decide which idiom best fits each case. Encourage
them to bring more examples and use the idioms for these situations.

1. 
   He had no experience of negotiating. All the same, he volunteered to
   discuss a settlement with a union leader who had been in the business for 40
   years.
   

He bit off more than he could chew.

2. 
   Asked to find out customer satisfaction rates, the managers at one
   call centre researched and produced all sorts of data: agent productive rates,
   answer delay times, average call times, percentage of problems solved first
   time, etc.
   

You can work on this exercise in your work book....
Exercise 12. (10 min) Ask students to read the text and say which of the
stress relieving things they regularly do. Students get a clue from the example:
I made list of what I need to do each day so that I wouldn't spend my day
worrying about what I hadn't done yet

LESSON TWO: PRESENTING WITH VISUAL AIDS

Dialogue: Can give clear, systematically developed descriptions and
presentations, with appropriate highlighting of significant points, and relevant
supporting detail.

Can describe events, real or imagined. Can narrate a story.

Monologue: Can give clear, detailed descriptions on a wide range of subjects
related to his/her field of interest.

Can give a clear, systematically developed presentation, with highlighting of
significant points, and relevant supporting detail.

Can depart spontaneously from a prepared text and follow up interesting
points raised by members of the audience, often showing remarkable fluency
and ease of expression.

Reading: Can understand lengthy, complex instructions in his field, including
details on conditions and warnings, provided he/she can reread difficult sections.

Study skills: Speaking on academic level

Reading for information and argument;