WEEK 1

INTRODUCTION
1. Time allowance: 250 minutes
2. Theme: Introduction + Teamwork skills
3. Objectives: By the end of the lesson, students will be able to
+ list the course objectives;
+ apply time management strategies to complete tasks assigned by the teacher during the course;
+ practice teamwork skills in order to accomplish group work assignments during the course.
4. Learning outcomes:
Procedures Time
Introduction Activity 1 7’
Make a short introduction of yourself and then allow students five minutes to ask questions if they would
like to.
Activity 2 30’
Deliver Handout 1 to each of the students. Give them two minutes to look at the questions. Explain the rule
if necessary, and then tell them to mingle and ask people the questions. When they find someone who says
yes to the questions, they should write the person’s name next to the question. Afterwards, ask class to get
back to their seats and call individuals to report their survey results.
Activity 3 15’
Give students Handout 2, explain that these are the course learning outcomes and this may help them to
keep the right track during the course. Allow them to ask any questions.
Activity 4 15’
Give students Handout 3 and allow them to ask any questions.
Grouping Ask students if they want to choose their group members or to be assigned to groups by the teacher. Then 20’
allow time for group forming. Explain that members in each group will stay together until the end of the
 course. They will have to work together to prepare for a presentation on a topic assigned by the teacher. In
the last week, groups will take turns delivering their presentations.
Time Activity 1 8’
management Begin class discussion by asking students to name one thing they feel they never have time to do. Ask the
class to think of what is causing them to feel that they don't have enough time. Make note of any common
themes in student responses.
Activity 2 15’
Show the video on time management/setting priorities, then ask class what can be done to create more time
for the things they want to do. After students respond, explain that, while we can't actually get any more
time, what we CAN do is manage time.
Activity 3 10’
Explain to class that, in order to manage time, we must: Consider everything we HAVE to do and WANT
to do during the day; Understand how much time each activity in a day will take and make a plan that helps
us get through the day. Explain to students that, if they learn to manage their time, they might be surprised
at how much they can get done. The real reward to time management, though, is feeling less stressed and
more in control.
Activity 4 10’
Have each student take out a piece of notebook paper. On the front side of the paper, have students make
two columns. One column is titled “Have-to’s” and the other column is called “Want-to’s”. Number from
1-10 in each column. Students must list all their "Have-to's" and "Want-to's'. Instruct students to write
things that have to get done every day under the "Have-to’s" column, and all the things that they want to do
but don't have to do in the "Want-to" column. Tell them they might want to start with what they listed in
the beginning of class as the thing they feel they never have enough time to do. Ask them to estimate the
amount of time each activity will require and write it down next to it on the list.
Activity 5 10’
Now that students have looked at what takes up time in their lives, they can make a "Time Budget" to fit it
 all together. Instruct students to turn their notebook paper over to the back side, where they must fill in
their time budget. They should list their activities from the "Have-to’s" and "Want-to’s" lists, and the time
it takes for each activity. The time budget should add up to 24 hours (one day), so students might have to
add or subtract time from some of their activities in order to "balance" their budgets. When students
complete their time budgets, ask them to share what they learned with the class. Teacher should help
students reflect on how they can control their time.
Activity 6 15’
Give students Handout 4. Ask them What can you see in the Handout? How many strategies are
mentioned? How many of them have you tried? and then ask them to read in pairs to make a list of tips that
they have tried and tips they might try in the future. Get some pairs to report their thoughts to class.
Teamwork Activity 1 5’
skills Ask students What is a team? Elicit answers from class before giving the below definition:
A team is a group of people formed to achieve a goal. Teams can be temporary, or indefinite. With
individuals sharing responsibility, the group as a whole can take advantage of all of the collective talent,
knowledge, and experience of each team member. 20’
Activity 2
Ask students to study Handout 5 (four stages of group developmental processes). Discuss with class what
happens in each of the stages, and then ask groups to make a list of things they would do in each stage in
order to accomplish the task their group has been assigned. Groups then exchange their lists.
Activity 3
Ask students to work in their group and study Handout 6 together. They should then assign roles to each 15’
member in the group and report the conclusion to the teacher.
Activity 4
Cut Handout 7 into two halves: A and B. Deliver part A to half of the class and part B to the other half. 30’
Ask students to read their part individually.
Activity 5
 When the class is ready, ask them to pair up with a person who has the other half of the Handout. Each pair
then exchange information so that they can have the complete version of the Handout. 25’
Homework Students make a plan for their teamwork process.
 HANDOUT 1
FIND SOMEONE WHO
1. ____________________ Find someone who has a pet.
2. ____________________ Find someone who has at least one grandparent still alive.
3. ____________________ Find someone who takes showers instead of baths.
4. ____________________ Find someone who ate at McDonalds in the last week.
5. ____________________ Find someone who drives to school every day.
6. ____________________ Find someone who owns more than two watches.
7. ____________________ Find someone who was born south of the equator.
8. ____________________ Find someone who drank coffee at breakfast today.
9. ____________________ Find someone who has visited more than five countries.
10. ___________________ Find someone who speaks more than two languages.
11. ___________________ Find someone who was born in January.
12. ___________________ Find someone who has visited Canada.
13. ___________________ Find someone who is good at math.
14. ___________________ Find someone who does not like broccoli.
15. ___________________ Find someone who is an only child.
16. ___________________ Find someone who likes rice better than potatoes.
17. ___________________ Find someone who likes pizza.
18. ___________________ Find someone who likes blue better than red or orange.
19. ___________________ Find someone who was born in August.
20. ___________________ Find someone who can swim well.
 HANDOUT 2
CHUẨN ĐẦU RA HỌC PHẦN
Mục tiêu Mục tiêu Mô tả CĐR Mức độ giảng
dạy (I, T, U)
G1 G1.1 Phân biệt các vấn đề ngữ pháp được sử dụng nhiều trong giao tiếp bằng tiếng Anh ở TU
trình độ cuối bậc 2 đầu bậc 3 theo khung NLNN 6 bậc.
G1.2 Giải thích nghĩa của từ vựng ở các chủ đề trong chương trình học ở trình độ cuối bậc 2 TU
đầu bậc 3 theo khung NLNN 6 bậc.
G1.3 Nhận biết các vấn đề ngữ âm cơ bản ở trình độ cuối bậc 2 đầu bậc 3 theo khung NLNN TU
6 bậc.
G1.4 Thể hiện kỹ năng Nghe và Nói bằng tiếng Anh ở trình độ cuối bậc 2 đầu bậc 3 theo TU
khung NLNN 6 bậc.
G1.5 Áp dụng các kỹ năng đọc để hiểu được ý nghĩa của văn bản tiếng Anh ở trình độ cuối TU
bậc 2 đầu bậc 3 theo khung NLNN 6 bậc.
G1.6 Thiết lập câu trong văn viết và đánh giá văn bản bằng tiếng Anh ở trình độ cuối bậc 2 TU
đầu bậc 3 theo khung NLNN 6 bậc.
G1.7 Nhận biết các chức năng ngôn ngữ ở trình độ cuối bậc 2 đầu bậc 3 theo khung NLNN TU
6 bậc.
G2 G2.1 Thể hiện khả năng tư duy sáng tạo khi giải quyết các nhiệm vụ ngôn ngữ ở trình độ TU
cuối bậc 2 đầu bậc 3 theo khung NLNN 6 bậc.
G2.2 Thể hiện khả năng tư duy phản biện khi giải quyết các vấn đề ngôn ngữ ở trình độ cuối TU
bậc 2 đầu bậc 3 theo khung NLNN 6 bậc.
Mục tiêu Mục tiêu Mô tả CĐR Mức độ giảng
dạy (I, T, U)
G2.3 Thể hiện khả năng tự nhận thức, nhận thức về kiến thức và tích hợp kiến thức liên TU
quan đến các chủ đề ở trình độ cuối bậc 2 đầu bậc 3 theo khung NLNN 6 bậc.
G2.4 Thể hiện khả năng quản lý thời gian và các nguồn lực để đạt được các mục tiêu học TU
tập.
G3 G3.1 Xây dựng mục tiêu và kế hoạch làm việc nhóm để thực hiện bài thuyết trình ở trình độ TU
cuối bậc 2 đầu bậc 3 theo khung NLNN 6 bậc.
G3.2 Triển khai, phát triển và dẫn dắt hoạt động nhóm để hoàn thành bài thuyết trình ở trình TU
độ cuối bậc 2 đầu bậc 3 theo khung NLNN 6 bậc.
G4 G4.1 Thể hiện kỹ năng thuyết trình về các chủ đề ở trình độ cuối bậc 2 đầu bậc 3 theo khung TU
NLNN 6 bậc.
G4.2 Vận dụng các chiến lược giao tiếp trong giao tiếp bằng tiếng Anh ở trình độ cuối bậc 2 TU
đầu bậc 3 theo khung NLNN 6 bậc.
G5 G5.1 Phân tích bối cảnh lịch sử và văn hóa dân tộc khi giao tiếp bằng tiếng Anh ở trình độ T
cuối bậc 2 đầu bậc 3 theo khung NLNN 6 bậc.
G5.2 Nhận diện các giá trị cuộc sống và các giá trị đương đại thông qua việc thảo luận về T
các chủ đề trong chương trình học.
G5.3 Liên hệ bối cảnh toàn cầu liên quan đến các chủ đề trong chương trình học khi giao T
tiếp ở trình độ cuối bậc 2 đầu bậc 3 theo khung NLNN 6 bậc.
 HANDOUT 3
ĐÁNH GIÁ HỌC PHẦN
Thành phần đánh giá Bài đánh giá CĐR môn học Tỷ lệ (%)

A1. Đánh giá quá trình 60%

A1.1 Ý thức học tập 10%
Chuyên cần A1.1.1 Có mặt tối thiểu 80% số giờ lên lớp G2.4 5%
Thái độ A1.1.2 Tham gia tích cực vào các hoạt động trên lớp G2.4
A1.2 Hồ sơ học tập 20%
A1.2.1 Thuyết trình về một chủ đề (áp dụng kiến thức ngôn G2.1, G2.2, G2.3, G3.1, G3.2,
Thuyết trình ngữ và kỹ năng thuyết trình đã học) G4.1 10%
(Tiêu chí đánh giá: Xem phụ lục) G4.2, G5.1, G5.2, G5.3
A1.2.2 Nghe các đoạn hội thoại và hoàn thành các nhiệm vụ G1.4
Nghe hiểu 10%
ngôn ngữ
A1.3 Đánh giá định kỳ 30%
G1.1, G1.2, G1.3, G1.5, G1.6,
A1.3.1 Bài thi trắc nghiệm lần 1: Kiểm tra kiến thức từ vựng,
Lần 1 G1.7 15%
ngữ pháp, đọc hiểu, viết, ngữ âm, chức năng ngôn ngữ
G2.2
G1.1, G1.2, G1.3, G1.5, G1.6,
A1.3.2 Bài thi trắc nghiệm lần 2: Kiểm tra kiến thức từ vựng,
Lần 2 G1.7 15%
ngữ pháp, đọc hiểu, viết, ngữ âm, chức năng ngôn ngữ
G2.2
A2. Đánh giá cuối kỳ 40%
G1.1, G1.2, G1.3, G1.5,
Bài thi trắc nghiệm: Kiểm tra kiến thức từ vựng, ngữ pháp,
Bài kiểm tra cuối kỳ G1.6, G1.7 40%
đọc hiểu, viết, ngữ âm, chức năng ngôn ngữ
G2.2
 HANDOUT 4
TIPS FOR TIME MANAGEMENT
1. Organize your time
Life improves when you decide to do things differently. In this case, the goal is to gain control over time, rather than letting it control
you. It is about taking ownership of time, which is the essence of your life. The main objective of time management is for you to have
a clear picture of your upcoming days, weeks, and months. It is a way for you to discover what time you have available to devote to
study, recreation, or other activities. Make the decision to be the master of your life, rather than its suffering slave!
2. Assess your time
Many students genuinely believe that they study a lot. Some even protest that they study all the time! In reality, this is far from the
truth. The only way you will discover how many hours of your busy day you actually study is by completing a personal time
assessment. The method requires you to keep track of everything you do for an entire week, from the time you wake up to the time
you fall asleep. That means recording every single detail.
At the end of the week, add up the totals. For example, count the number of hours spent on eating, traveling, studying, talking on the
phone, shopping, exercising, smoking, watching TV, being online, etc, until you have a complete picture of where your time goes. If
you find you are losing a lot of time to activities other than studying, try to balance your schedule. Start eliminating the time bandits
by making small adjustments in your habits and behavior in order to get better control of your precious time.
3. Set your priorities
The objective of time management is to allocate time wisely, so you can achieve your goals. If you wanted to be an Olympic swimmer
or ice skater, you would have to practice several hours a day for years. In the same way, to be a top student you must have a good idea
of the study requirements. Even though each subject places different demands on you – reading, writing, research, experiments,
assignments, essays, projects, papers, presentations, tests, and exams – by prioritizing, you will increase your chances of success.
For each subject, decide how to complete all required tasks, over a weekly, monthly, and yearly basis. This advance planning will
increase your awareness, making it less likely for you to squander time away meaninglessly.
4. Make a schedule
After establishing your priorities, set up a schedule which respects your priorities. A wide variety of student organizers, diaries,
planners, electronic tools and time management systems are available on the market. Choose or create whatever seems best for you.
Many students select weekly planners that enable them to see the big picture more easily. Make sure your system is something you are
very comfortable with as you will be referring to it often. Then, set up your schedule in this order:
+ Mark in all your fixed commitments such as classes, seminars, tutorials, and part-time jobs. These are the givens, which you
cannot change.
+ Add in study time. Block off large sections of your day, reserved for studying alone, as well as shorter review periods.
+ Organize your peak study times to coincide with the times of day when you are most awake and alert.
+ Mark in other non-study activities. These are the important but lower priority items, such as exercise, recreational classes, or
socializing, which you will fit in when possible.
5. Use a calendar
In addition to your weekly planner, invest in a large monthly wall calendar. Jot down all the important dues dates, deadlines, exams,
etc. so they are in front of you as a visual reminder. This will make you more aware of important dates and allow you to adjust or
rearrange plans if you are behind schedule.
6. Use review cards
Always keep some review cards with you to read over when you are waiting for something else to happen. This could include when
you are travelling or waiting in line at the bus stop, bank, supermarket, cafeteria and so on. You could also place review cards in
common locations which you pass frequently in your house, such as on the fridge door, bathroom mirror, etc. Frequent repetition and
review is one of the keys to remembering information easily and effectively.
7. Plan activities logically
Get to know your bodily cycle; then schedule activities around it as much as possible. If you always feel sleepy after lunch, for
example, use the time to get in your daily walk, instead of fighting to keep your eyes open over a history book.
8. Plan some down time
You are not a robot! Schedule some time to relax so you can rest and refresh your mind and body. This will enable you to study more
effectively. Get enough sleep as well. A sleep-deprived student is not going to be able to perform at his or her best.
 HANDOUT 5
FOUR-STAGE MODEL OF GROUP DEVELOPMENTAL PROCESSES
 The Forming Stage: Groups initially concern themselves with orientation accomplished primarily through testing. Such
testing serves to identify the boundaries of both interpersonal and task behaviors. Coincident with testing in the interpersonal
realm is the establishment of dependency relationships with leaders, other group members, or pre-existing standards. It may be
said that orientation, testing, and dependence constitute the group process of forming.
 The Storming Stage: The second point in the sequence is characterized by conflict and polarization around interpersonal
issues, with concomitant emotional responding in the task sphere. These behaviors serve as resistance to group influence and
task requirements and may be labeled as storming.
 The Norming Stage: Resistance is overcome in the third stage in which in-group feeling and cohesiveness develop, new
standards evolve, and new roles are adopted. In the task realm, intimate, personal opinions are expressed. Thus, we have the
stage of norming.
 The Performing Stage: Finally, the group attains the fourth and final stage in which interpersonal structure becomes the tool
of task activities. Roles become flexible and functional, and group energy is channeled into the task. Structural issues have
been resolved, and structure can now become supportive of task performance. This stage can be labeled as performing.
(Tucman & Jensen, 1965)
 HANDOUT 6
ROLES IN TEAMWORK
Role Responsibilities
Team Leader  Moves the team to accomplish its task
 Provides a conducive environment for getting the work done (location, resources)
 Communicates with the team
Team  Makes things happen with ease
Facilitator  Helps the group with the process
 Enables the group to produce the "how" decisions
Note: Facilitators may be members or non-members of the team.
Team  Writes down the team's key points, ideas and decisions
Recorder  Documents the team's process, discussions, and decisions
Time Keeper  Monitors how long the team is taking to accomplish its tasks
 Provides regular updates to the team on how well or poorly they are using their time
 Collaborates with the team leader, facilitator and others to determine new time schedules if the agenda
has to be adjusted
Team  Displays enthusiasm and commitment to the team's purpose
Members  Behaves honestly; maintain confidential information behind closed doors
 Shares responsibility to rotate through other team roles
 Shares knowledge and expertise and not withhold information
 Asks questions
 Respects the opinions and positions of others on the team, even if the person has an opposing view or
different opinion
 HANDOUT 7
7 KEYS TO TEAMWORKING
It is often said that if you want to arrive fast, you should walk alone and if the objective is to arrive far, you should do it in a team.
Beyond any philosophical issue, the truth is that few people are self-sufficient, especially when the target is one of high impact and big
objectives. We should work in teams! No way! Even, if the team is just of two people. There are certain clues to be taken into account.
1. Know the strengths and assign roles according to them
Everyone has its own preferences about the role that takes in the team and there are certain key profiles in order to commit the goal.
Belbin points out that there are 9 of these alternatives: The Implementer, the creative and also the one to be inclined to improve the
work atmosphere. There are functions in which we feel more comfortable and thus, our performance is more efficient individually and
in the team. In order to identify the strengths, the preferences and skills makes it easier to achieve the goals. All this involves a good
self-evaluation/assessment skill.
2. Discuss more than argue
Discuss is more interesting since it shows the quality of the arguments and the weakness of your interlocutors. The part that proves an
advantageous position will win. Nevertheless, a better dialog is the one that emphasizes the positive points of the other part, agrees
and builds a good synthesis accepting tensions as part of the process.
3. Listen more than hear
Hand in hand with the previous point, one can achieve a positive dialog stemming from an active and acute listening. It is useless to
defend an unshakeable position if there is an ultimate goal.
4. Accept chaos and incorporate creativity
Go beyond flexibility: A team that lets its creative energy flow may achieve great innovations that others may not.
5. Accept the mistake and learn from it
Learning is more effective when it comes from experience. This takes place when the experience is positive, but, there are instances in
which this is not the case. Incorporate learning in a proactive way is key, not only for the work of the team but for everyone
individually as well.
6. Apprehend the mission
If all the members of a team commit with the objective, actions will come smoothly. Without this basic idea, there is no project that
can accomplish in its whole capacity. Besides, the objective must be a challenging one and strive everyone out of their comfort zone,
which is the only way to learn.
7. Establish a dynamic in common
With guidelines, coherent ways of working, respecting others, being responsible and committed and being flexible enough so that the
energy is kept (see point 4). To accomplish this, it requires a strong dozes of knowledge of the team; therefore, it will assure everyone
to be comfortable to rely on each other.
(Retrieved from http://blog.sabf.org.ar/english/2015/07/15/the-7-keys-to-
teamworking/?gclid=EAIaIQobChMI8uTzx8j21QIVjIC9Ch3QWgWREAMYASAAEgIl9PD_BwE)
 WEEK 2
UNIT 1: HEALTH
Unit Opener + Lesson 1A
1. Time allowance: 50
2. Theme: How well do you sleep?
3. Objectives: By the end of the lesson, students will be able to
+ recognize different pronunciations of ed after verbs;
+ use the present simple questions to write a health quiz;
+ use the present simple and adverbs of frequency to talk about how healthy they are;
4. Learning outcomes:
Procedures Time
Unit opener Activity 1 2’
Ask students to read the list of features for this unit, on the left of the Student’s Book page. Ask them to
talk to a partner and decide which of the topics they think the photo is connected to and why. Ask for
suggestions from the whole class, eliciting reasons.
Activity 2 2’
Ask students to look at the people in the picture and discuss how they think the people feel, and why. Then,
ask them to work in pairs, and discuss the question in the Student’s Book. Elicit some answers and ask
students to comment on other pairs’ ideas.
Sample answer: They look happy/They look as if they are having fun. Perhaps dancing makes them happy.
Activity 3 3’
Ask students to read the three questions on page 9 Student’s Book. Play the recording right through while
they listen. Ask them to work in pairs and discuss the answers to the questions. If there is something they
haven’t understood, play the recording again, concentrating particularly on the part where the problems lie.
Answers:
 1. Mary and Gerald - good friends
2. every week
3. It’s both physical exercise and mental exercise, because you have to learn new movements.
Lead-in Ask students to work in groups of three or four to ask and answer questions about their sleeping habits. 2’
Elicit some example questions before they start (e.g. What time do you usually go to bed? What time do
you get up on weekdays/at the weekend?)
Reading and Activity 1 3’
Listening Ask students to work in pairs and answer the questions. Elicit answers from the whole class, and try to
elicit some different feelings - from very tired to wide awake - and the reason for them.
Activity 2 2’
Ask students to do the quiz on page 10 individually. Check that they understand the expressions fall asleep
and take a nap before they start (see the glossary at the bottom of the quiz).
Listening Ask students to read the options for the answers on page 10 Student’s Book. Play the recording through 4’
while they tick the correct answers. Elicit and discuss their answers.
Answers: 1, 2, 3, and 5 are all true.
Grammar Activity 1 2’
Present simple Ask students to match the sentences from the quiz with the uses of the present tense, individually. Ask
students to read the examples of present simple forms in the grammar box and check that they are familiar
with these forms.
Activity 2 3’
Ask students to complete the article with the correct present simple form of the verbs given, as is shown in
the example.
Answers:
2. spend 7. go
3. don’t (do not) know 8. do we sleep
 4. do humans have 9. depends
5. don’t (do not) get 10. need
6. work 11. Don’t (do not) sleep
12. take
Pronunciation Activity 1 3’
/s/, /z/, and /iz/ Discuss the fact that there are three different ways to pronounce the s/es endings of the third person
singular present simple verbs: /s/, /z/ and /iz/. Play the recording and let students listen to the words first,
then play it again for them write the correct pronunciation. They can then check it with a partner. Elicit the
answers from the whole class. If necessary, play the recording again to check any disputed answers. Play
the recording for students to practice saying the words chorally and individually.
Answers:
2. /z/ 4. /s/ 6. /iz/ 8. /s/
3. /iz/ 5. /z/ 7. /z/
Activity 2 2’
Give students the list of verbs below and ask them to write the endings as in Activity 1.
1. talks 6. washes
2. plays 7. makes
3. catches 8. writes
4. reads 9. listens
5. gives 10. wishes
Vocabulary Activity 1 4’
Adverbs of Ask students to read and think about the questions on page 11 Student’s Book (8) for a minute or two.
frequency Then elicit some ideas and different options from around the class. Encourage them to give reasons for
what they say, by asking Why…? questions.
Activity 2 1’
 Ask students to underline all the adverbs of frequency from the quiz in Grammar - Activity 1, and then
decide which are missing from the table and write them in. Elicit the answers from the class.
Answers:
1. Often 2. Sometimes 3. Never
Activity 3 4’
Ask students to read and complete the rules about adverb position with the correct option. Read and discuss
the examples of adverbs and expressions of frequency in the grammar box.
Activity 4
Ask students to work in pairs to ask each other questions, using the adverbs and expressions of frequency 3’
in the box. They should respond with answers that are true for them. Read the examples with them before
they start.
Speaking and Activity 1 6’
writing Ask the class to get into an even number of groups (e.g. four groups of four students; six groups of three
students) according to your class size. They should produce a set of questions about healthy lifestyle as
indicated on page 11 Student’s Book - 12, with three answers to choose from. Circulate and check correct
question formation and other language features in their work.
Activity 2 4’
Ask each group to join another group, then each group asks the other group its questions. They then discuss
how healthy they are. Elicit information from each group and discuss which group has a healthy lifestyle.
Homework Ask students to write a paragraph describing their weekly routines in relation to sleep and healthy exercise,
e.g. From Monday to Friday I always get up at seven o’clock to get to work by nine o’clock. After work on
Monday and Thursday, I usually go to the gym for an hour. etc.
 WEEK 2
UNIT 1: HEALTH
Lesson 1B
1. Time allowance: 50
2. Theme: The secret of long life?
3. Objectives: By the end of the lesson, students will be able to
+ use the verbs go, do, play in appropriate collocations to talk about secrets of long life;
+ use the present simple and present continuous to talk about their current life;
4. Learning outcomes:
Procedures Time
Lead-in Ask students if they know where Okinawa is (Japan). Then ask them to work in groups of four to discuss 5’
what they know about Japan and the Japanese way of life, and in particular, what kinds of food they eat.
Elicit ideas from the groups and discuss them with the whole class.
Reading Activity 1 2’
Ask students to think about the answers to the questions on page 12 in Student’s Book. They can then get
into a group of three or four to discuss their answers and to discuss the reasons for their long life.
Activity 2 3’
Ask students to read the two questions, then read the article to find the answers. For the second question,
ask them to find three general answers from the specific information given.
Answers:
1. Because of the high number of people who live to be over 100 years old.
2. They eat healthy food (fish, homegrown vegetables, no convenience food), take regular exercise
(gardening, cycling, walking, swimming) and spend time with friends.
Activity 3 5’
 Ask students to tell a partner about healthy aspects of their life.
Vocabulary Activity 1 2’
Do, go, play Ask students to complete the table on page 12 with activities from the article which use do, go and play.
Answers:
Do: exercise, gardening
Go: cycling, swimming
Play: games
Activity 2 5’
Ask students to look at Exercise 5 in Student’s Book. Before doing the exercise, they should read the
information about verb + noun collocations in the Wordbuilding box below. Then ask students to write the
nouns from the box in the correct column of the table. Make sure there are dictionaries available in the
classroom for students to check any collocations they are not sure of. Ask students to think of an additional
activity for each of the three verbs. If you feel students need more explanation and practice, refer to page
11 of the Workbook.
Answers:
Do: homework, nothing, yoga, karate
Go: hiking, running, shopping, surfing
Play: cards, tennis, the piano, football
Listening Activity 1 5’
Ask the class to read the questions on page 13, then play the recording. Elicit answers from the whole
class. Play the recording again if there are comprehension problems.
Answers:
1. Why people in some places are still healthy at 100.
2. He wants to know why in Sardinia men normally die younger.
Activity 2 6’
 Ask students to read through the six sentences on page 13. Suggest that if they think they know the answers
already, they should put T or F after those sentences in pencil. Then play the track again for them to check
and complete their answers. They can check with a partner, then listen once more. Elicit the answers from
the whole class, having them read the sentence then say if it is true or false.
Answers:
1. T 2. F 3. F 4. T 5. F 6. T
Grammar Activity 1 2’
Present simple Ask students to read the sentences on page 13 and do the task individually. They can then check with a
and present partner. Elicit the answers from the whole class, having them read out the sentence before saying what
continuous tense it uses and why.
Answers:
3. because it is talking about things which are always true
4. because it is talking about a routine (Every Sunday)
Activity 2 5’
Ask the class to look at the sentences again and say how the present continuous is formed. Then ask them
to match the sentences from Activity 1 with the uses a-c individually. They can then check with a partner.
Elicit answers from the whole class, having them read out the sentence before saying which use a-c it
matches. Read and discuss the examples of present continuous form in the grammar box.
Answers
We form the present continuous tense with the present simple of the verb to be + present participle of the
main verb (e.g. reading, saying).
1. b 2. a 5. c
Activity 3 2’
Ask students to complete the sentences individually, then check with a partner. Elicit the answers as
complete sentences.
Answers
 2. spend 6. isn’t eating
3. ‘m checking 7. don’t do
4. do…go 8. are … playing
5. ‘m reading
Speaking Activity 1 8’
Ask the class to get into pairs to ask and answer the questions using the present simple and present
continuous. Students can then tell the class some facts about their partner.
Homework Choose one of the five areas in Exercise 11 Student’s Book and write a detailed paragraph about it.
 WEEK 2
UNIT 1: HEALTH
Lesson 1C

1. Time allowance: 50
2. Theme: Health and Happiness
3. Objectives: By the end of the lesson, students will be able to
+ use the verb feel in appropriate collocations to talk about happiness and how to measure happiness;
+ identify the main argument in a reading passage;
4. Learning outcomes:
Procedures Time
Lead-in Ask students to order the five things listed individually, then discuss their answers with a partner. 5’
Encourage them to explain why the things make them feel more or less happy.
Critical Ask students to read the three statements on page 14, Number 2, and then the whole article, and decide 6’
thinking which statement best sums up the content of the article.
the main Answer
argument 3
Reading Ask students to read through the questions on page 14, Number 3, then read the article again, and answer 5’
the questions individually. Then can then check with a partner. Elicit the answers from the whole class.
Answers:
1. c 2. c 3. b 4. a 5. b 6. b 7. a
Word focus Activity 1 4’
feel Ask students to do exercise 4 on page 14 individually, then check their answers with a partner. Elicit the
answers, asking students to read the sentence and then add the meaning of feel. (e.g. Denmark feels happier
 than other countries. Here ‘feel’ means ‘to talk about an emotion’.)
Answers
1. c 2. b 3. a 4. d
Activity 2 3’
Ask students to do the exercise individually again, then check their answers with a partner. Elicit the
answers, asking one student to read the question and another the correct response.
Answers
a. a 2. c 3. b 4’
Activity 3
Ask students to ask and answer the questions on page 14 Number 5. Make sure they realize they have to
answer the questions truthfully about their own feelings, not just copy the sentences in the book. They can
then work with a new partner and ask and answer the questions again. If you feel they should have more
practice.
Speaking Activity 1 15’
Ask students to work in groups of four to discuss the questions on page 14, Number 8, and prepare a short
presentation of their ideas. Afterwards, depending on the size of your class, have each group report back to
the class. If you have more than 16 students (i.e. four reports), then it may be a good idea to have two sets
of groups reporting back to each other. Have a brief class discussion of the issues.
Activity 2 8’
Ask the class to work in the same groups to make a list of categories for measuring happiness, then use the
categories to measure their own happiness. Discuss the results as a class.
Homework Ask students to write a paragraph about their feelings about projects like Krikortz’s, where there are large
public installations and the public interact with them, detailing the pros and cons of such things, and giving
reasons for their feelings.
 WEEK 2
UNIT 1: HEALTH
Lesson 1D + 1E

1. Time allowance: 50
2. Theme: At the doctor’s + Medical advice online
3. Objectives: By the end of the lesson, students will be able to
+ recognize different spellings of the same sound;
+ use health vocabulary to talk about medical problems and illness;
4. Learning outcomes:
Procedures Time
Lead-in Ask students to get into pairs and talk about their feelings about going to the doctor’s. Suggest some 3’
questions or write the following on the board for them to use as prompts: Where do you go? What is the
doctor like? How often do you go? How do you feel when you go? What do you think about the service you
get? Elicit some responses from the whole class.
Vocabulary Read through the list of medical problems with the class, making sure that they understand them all. Then 5’
Medical ask them to match the problems with the pictures. Ask students to give their answers, saying, for example,
problems Picture 1 - I’ve got back ache.
Answers
1. b 3. g 5. h 7. d
2. c 4. a 6. f 8. e
Pronunciation Activity 1 3’
Sound and Ask students to match the same-sounding words individually, then check with a partner.
spelling Activity 2 5’
 Play the recording for students to check which words have the same sound. Then have the class repeat the
words chorally and individually.
Answers:
1. head bed
2. sore saw
3. throat note
4. cough off
5. ache wake
6. ear here
Activity 3 3’
Ask students to categorize the medical problems individually, then compare their responses with a partner.
Elicit suggestions from the class and compare their ideas.
Sample answers
1. f
2. a/c/e/g/h
3. b/d
Real life Activity 1 7’
functions Ask students to read through the table on page 16, Number 4 before they listen, and make sure they
Talking about understand what they have to do. Then play the recording. If necessary, play It again, then students can
illness check their answers with a partner. Ask for answers from the whole class.
Answers
Conversation 1:
Sore throat / runny nose
Take this medicine twice a day / drink hot water with honey and lemon. / buy a box of tissues
Conversation 2
Earache / temperature
 Take one oil twice a day / drink a lot of water
Activity 2 6’
Ask students to read the sentences on page 16, Number 5, then play the recording again for the students to
complete them. Play the recording one more time if necessary. Students can then check their answers with
a partner. Ask for the answers as complete phrases.
Answers:
1. I’ve got a sore throat. (medical problem)
2. You should take this medicine. (medical advice)
3. It’s good for a sore throat. (medical advice)
4. You need a box of tissues. (medical advice)
5. If you still feel ill in a few days, see a doctor. (medical advice)
6. Let me have a look. (medical problem)
7. Do you feel sick? (medical problem)
8. Let me check your temperature. (medical problem)
Activity 3 10
Read through the expressions for talking about illness with the class, and have them practice the phrases
chorally and individually. Ask the class to get into pairs and do the roleplay together. They should take it in
turns to practice several illness and pieces of advice.
Writing Activity 1 5’
Online advice Ask students to think about the issue raised (page 17, Number 1) individually, then discuss it in a group of
three or four. Elicit ideas from the whole class, and try to get a discussion going if students have different
opinions.
Activity 2 4’
Ask students to read and answer individually, then check with a partner. Elicit the answers from the whole
class.
Answers
 a. Petra feels sick, Seth can’t sleep, Sabine doesn’t exercise
2. Students’ own answers
3. Students’ own answers
Homework Ask students to write a dialogue of their own between themselves and a doctor or a pharmacist modeled on
the ones in the recording.
 WEEK 2
UNIT 1: HEALTH
Lesson 1E + 1F

1. Time allowance: 50 minutes

2. Theme: Medical advice online + slow food
3. Objectives: By the end of the lesson, students will be able to
+ write a piece of online advice using conjunctions and, or, so, because, but;
+ talk about slow food using the language elements learned from the previous lessons in the unit.
4. Learning outcomes:
Procedures Time
Writing skill Activity 1 3’
Ask students to find the connectors in the text, then complete the sentences to say how they are used. They
can then check their answers with a partner. Ask for the answers as complete sentences.
Answers
2. but 3. so 4. because 5. or
Activity 2 4’
Ask students to complete the sentences using the connectors from Activity 1, then check with a partner.
Ask for the answers as complete sentences.
Answers
1. and 2. but 3. or 4. because 5. So
Activity 4 3’
Ask students to choose a medical problem and write to Doctor Joe for advice, using the forum messages on
page 17, Number 2 as models. They should work individually.
Activity 5 4’
 Ask students to exchange messages with a partner, and reply to their partner’s message with some advice.
They should each read their partner’s reply and discuss whether it is good advice or not.
Slow food Activity 1 5’
Ask students to work in groups. Ask them to look at the photo and the title of the video and discuss the
questions. Take feedback from the class.
Activity 2 3’
Ask students to predict which things from the box they think they will see in the video.’
Activity 3 4’
Play the video for students to check their answers to Exercise 2 on page 17. They should not try to
understand everything at this stage.
Answers
We see countryside, farmers and people making food, relaxed people enjoying food.
Activity 4 4’
Give students time to read the sentences on page 17, Number 4. Then play the video again and ask students
to decide if they are true or false.
Answers
1. F 2. T 3. T 4. F 5. T 6. F 7. F 8. F
Activity 5 4’
Give students time to read the questions on page 17, Number 5, then play the video for them to answer.
Answers
1. It is a centre for traditional products from the region.
2. four
3. to stop the towns from becoming fast cities
4. more than 66,000
5. because of the slow food movement
6. the same pizza and hamburgers
 Activity 6 3’
Students read the quotes a-d on page 17, Number 6 and match them to the people 1-4.
Answers
1. c 2. b 3. a 4. D
Activity 7 5’
Students work in pairs to roleplay an interview with Salvatore Toscano, according to the instructions on
page 17, Number 7.
Activity 8 3’
Elicit ideas from the class about what the quote means and whether they agree with it.
Activity 9 5’
Students work in groups to ask and answer the questions.
Homework Students do the review exercises on pages 18.
 WEEK 3
UNIT 2: COMPETITIONS
Unit Opener + Lesson 2A
1. Time allowance: 50
2. Theme: Competitive sports
3. Objectives: By the end of the lesson, students will be able to
+ recognize the sound-letter correspondence of /ƞ/ and pronounce it correctly;
+ talk about sports using verb+-ing forms and vocabulary of sports;
+ guessing the ambition using ‘d like to and would/wouldn’t.
4. Learning outcomes:
Procedures Time
Unit opener Activity 1 4’
Ask students to think about all the competitions they’ve been in - as children, at school, as adults. Ask: Do
you like competitions? Why/Why not? How do you feel when you take part? Have you ever won
competitions? Do you think competitions are important for people? Why/Why not?
Ask them to get into pairs to ask and answer the questions, then elicit some of their ideas and experiences.
Activity 2 2’
Ask students to look at the list of features for the Unit, and encourage them to look through the pages in the
unit to see what topics will be covered. Some of the vocabulary may be new to them (e.g. wrestling), so
explain these briefly if necessary to give an overview of the topic. Ask them which topics they find
interesting and why.
Activity 3 2’
Ask students to talk about the photo on page 22 in pairs, then elicit comments about what they think is
happening. Do not confirm their ideas at this point, as they will find out more from the listening.
Answers
 The picture shows swimmers at the Ironman championships.
Activity 4 4’
Ask students to read the questions, then play the recording and elicit the answers. If necessary play the
recording again. In feedback, explain some of the language from the listening (see vocabulary note below).
Answers
1. swimming, cycling, running
2. in Hawaii
3. because they want to see someone win the ultimate test of fitness.
Lead-in Ask students to work in pairs to talk about a famous and successful sportsperson that they like. Ask them to 2’
think about the following questions:
What adjectives would you use to describe this person?
What do you think makes them successful in their sport?
Reading and Ask students to read the quotations on page 22, Number 1, then discuss them and the questions with a 4’
Speaking partner. Elicit answers to the questions from the class.
Answers
1. They all say that to be a champion, wanting to win is the most important thing.
2. Students’ own answers
Grammar Activity 1 2’
Verb + -ing Read through the box on page 22, Number 2 with students before they attempt the exercise, so that they are
forms clear about the grammar involved. Look at page 156 with them if needed. Then ask them to do the activity
individually before checking with a partner. Elicit the answers and discuss them with the whole class.
Answers:
1. Winning isn’t everything but wanting it is.
Swimming isn’t everything, winning is.
2. I just love winning. I hate losing.
 3. I never thought of losing.
A champion is afraid of losing. Everyone else is afraid of winning.
Activity 2 3’
Ask students to correct the conversations individually, then check their answers with a partner. Elicit
answers as complete sentences.
Answers
A: The Tour de France is on TV tonight! I love watching it.
B: On no! Cycling is so boring.
A: I really enjoy seeing the cyclists on the mountains.
B: But it lasts for days! I hate waiting for the end.
A: Today is the final day. It’s exciting.
B: Sitting in front of the TV is not exciting. I prefer doing something. Hey! Are you good at playing tennis?
WE could play this afternoon.
A: But I want to watch this.
B: I see. Are you afraid of losing against me or something?
Pronunciation Activity 1 2’
/s/, /z/, and /iz/ Ask students to read the words to themselves and think about their pronunciation. Introduce the /ƞ/ sound
to them, then read the rubric with them and make sure they understand what they have to do. Play the
recording and ask them to answer the question. Check the answer, then play the track again, pausing for the
class to repeat the words chorally and individually.
Answers:ing
Activity 2
Ask students to read the conversations on page 22, Number 3 in pairs, and to pay particular attention to 3’
each other’s pronunciation of /ƞ/. Circulate and monitor their pronunciation.
Activity 3
Ask students to work in pairs to find out which sports (or other leisure activities) their partner likes and 3’
 dislikes, then complete the sentences with the information. Point out the speech bubbles with the three
model questions they can use. They should work with a partner with whom they haven’t already discussed
these things.
Answers
Students’ own answers
Vocabulary Activity 1 3’
and listening Ask students to read through the words in the box on page 23, Number 6, and make sure they are familiar
Talking about with them. You can practice saying any which are new and they find difficult (goggles, racquet, perhaps).
sports They should then write sentences about the sports played by the famous sports people quoted in the
previous activity, following the example sentences. Remind them to use the correct verb (go, play, or do) to
collocate with the sport. Ask them to think of another two sports to describe in the same way.
Answers
1. You do boxing in a boxing ring. You need boxing gloves.
2. You do motor racing on a track. You need gloves, goggles and a racing car.
3. You go swimming in a pool. You need goggles.
5. You play tennis on a tennis court. You need a net, a racquet and balls.
6. You play cricket on a cricket pitch. You need a ball, a bat and gloves.
Activity 2 2’
Read the example on page 23, Number 7 with the class, then ask them to work in pairs to play the guessing
game. They can introduce any sports they want.
Activity 3 3’
Ask students to read the rubric and the grid on page 23, Number 8, and check that they understand what
they have to listen for. Play the recording while they complete the information; you may need to play it
once or twice more until they have all of the information. Then they can check their answers with a partner.
Elicit answers from the while class.
Answers
 Meg swimming like because she has back problems
Paul running dislike because he has to/ the teacher tells him to
Kirsty tennins like because she likes it and she wants to become a professional player
Grammar Activity 1 3’
Like -ing/‘d Ask students to read the sentences, then listen to the recording of Kirsty again and complete them. Elicit
like to the full sentences. Then ask students to answer the two questions. Check the answers and read the
additional examples of the ‘d like to structure in the grammar box.
Activity 2 3’
Ask students to make sentences as directed on page 23, Number 10. They should do this individually, then
check with a partner. Elicit the answers from the class.
Answers
1. He loves driving formula one cars.
2. He’d love to drive formula one cars.
2. She’d like to play golf.
2. She likes playing golf.
1. He doesn’t like losing.
2. He wouldn’t like to lose.
Speaking Read the rubric and examples on page 23 with the class. And then ask students to write their three 5’
sentences. They then work with a partner to guess their true and false ambitions. If there is time they can
then change partner and do it again.
Homework 1. Students write a paragraph about any competitions they take part in, describing what they have to do,
and how they feel when they are competing. If they do not take part in any competitions they could write
about any competitions they like to watch, either live or on TV.
2. Students write a dialogue like the one on page 22, Number 3, but substituting sports - or other activities -
which they really feel passionate about.
 WEEK 3
UNIT 2: COMPETITIONS
Lesson 2B
1. Time allowance: 50
2. Theme: Crazy competitions
3. Objectives: By the end of the lesson, students will be able to
+ use vocabulary of competitions to talk about competition rules.
+ talk about rules for a competition using modal verbs for rules;
4. Learning outcomes:
5. Notes: Dictionaries are needed.
Procedures Time
Lead-in Ask students to think about festivals they have been to or know about. Ask: Where and when do they take 2’
place? Are they annual events? What happens at them? Elicit some responses from the whole class.
Reading Activity 1 3’
Ask students to look at the photos and discuss the question on page 24, Number 1 with a partner. Elicit
some responses from the while class. Don’t tell them what the answer is, just listen to their reasons.
Activity 2 3’
Ask students to read the texts and check their answers.
Answers
A. race B. match C. fight
Activity 3 4’
Check students understand the meaning of the words in the vocabulary notes before they start the matching
exercise. Ask them to do it individually, then check their answers with a partner.
Answers
 1. A 3. C 5. C 7. A, B
2. C 4. A, C 6. B 8. B
Activity 4 4’
Ask students to discuss these questions in groups of three or four, then report back to the whole class.
Grammar Activity 1 2’
Modal verbs Ask students to look at the sentence on page 15, Number 5, and then choose the correct meaning from the
for rules four possibilities. Ensure they understand the words necessary, allowed and obligation before they do so.
Answer
1
Activity 2 4’
Ask students to find the modal verbs in the first paragraph of the text and match them to the meanings in
Activity 1. They should do this individually, then check with a partner. Elicit answers from the class, than
ask them to read and discuss the information in the grammar box.
Answers
Can decorate 2 can choose 2
Can’t change 4 must arrive 1
Have to start and finish 1 mustn’t finish 4
Activity 3 4’
Ask students to complete the sentences individually, then check with a partner. Elicit the answers as
complete sentences. In feedback, check that they have understood the sentences and explain any new
vocabulary.
Answers
1. have to 5. can
2. mustn’t 6. doesn’t have to
3. can’t 7. has to
4. must 8. don’t have to
Listening Activity 1 4’
Ask students to read the rubric on page 25, Number 8 and the three possible answers, then play the
recording. Elicit the answer.
Answer:
2. the rules of the competition
Activity 2 5’
Ask students to read the questions carefully, then play the recording again. You might need to play it twice
for them to answer all the questions. They can then check their answers with a partner before you check
with the whole class.
Answers:
1. every year
2. You can be any age
3. No, you can buy one at the competition.
4. No
5. $1,000
Vocabulary Ask students to do the exercise on page 25, Number 10 individually, then check with a partner. Elicit the 5’
Competitions answers as complete sentences.
Answers:
1. beat, win
2. win, score
3. fans, spectators
4. referee, judge
5. trophy, prize
Speaking Read through the instructions with the whole class and ensure that they understand what to do. Ask them to 10’
get into groups of four. One person should be the secretary and keep notes of everything. When they come
 to present their competition to the class, they should take it in turns to speak, so all four in the group take
part. They will therefore need to plan who will say that.
Homework Students write a description of a real or an invented competition, giving all the necessary details.
 WEEK 3
UNIT 2: COMPETITIONS
Lesson 2C + 2D
1. Time allowance: 50
2. Theme: Bolivian wrestlers + Joining a club
3. Objectives: By the end of the lesson, students will be able to
+ use different meanings of the verb like to talk about sport.
+ read between the lines when reading a text to guess how people feel about sports.
4. Learning outcomes:
Procedures Time
Lead-in If some students don’t know the word wrestling or wrestlers, elicit or explain it briefly. Ask the whole class 2’
to say something about how the sport is done. What they have seen on TV or elsewhere, whether they find
it interesting or not, and why.
Reading Activity 1 3’
Ask students to read the three statements on page 26, Number 1, then look at the pictures on pages 26 and
27 and decide which statements are true and which are false. Elicit predictions and encourage students to
explain their choices and discuss. Don’t give any answers. Then ask students to read the article and find out
the real answers.
Answers
1. T 2. F 3. F
Activity 2 5’
Ask students to read the topics (a-f) on page 26, Number 2, then read the article again and match the topics
with the correct paragraphs.
Answers
 a. 2 b. 4 c. 1 d. 5 e. 6 f. 3
Activity 3 4’
Read the rubric on page 26, Number 3 and ask students to find the words in the article to match the
definitions. They can then check their answers with a partner before the teacher elicits the answers.
Answers
1. audience, spectators, crowd 5. escape
2. shout, scream 6. Jump, spin, throw
3. applaud 7. baddie
4. fans 8. goodie
Activity 4
Ask students to discuss these questions in groups of three or four, then report back to the whole class.
Critical Ask students to do the matching on page 26, Number 4, then check their answers with a partner. Elicit 4’
thinking answers and the reasons for them from the class.
Reading Answer
between the 1. b 2. c 3. c
lines
Word focus Activity 1 4’
like Ask students to read the sentences on page 26, Number 5, and match them with the uses individually, then
check their answers with a partner. Elicit answers from the class.
Answers:
1. b 2. c 3. a 4. d
Speaking Ask students to discuss the questions on page 26, Number 6 in groups of four, each group should appoint a 10’
secretary to keep notes on their ideas, and report back to the whole class in a general discussion.
Introducing Ask students in pairs to name as many clubs and local groups as they can. Suggest that they think of sports, 7’
the theme arts, music and other leisure activities that people do in groups. Brainstorm ideas as a class.
Joining a club
Speaking Activity 1 6’
Ask students to work in groups of four to ask and answer the questions on page 28, Number 1. Then have a
class feedback session to find out who belongs to which clubs, and discuss their benefits.
Activity 2 5’
Ask students to read the three adverts on page 28, Number 2, and decide which of questions 1-4 in Exercise
1 they answer. They should do this individually, then check with a partner. Elicit answers from the whole
class.
Answers
1. A, B, C all meet regularly (a once a week; B doesn’t say; C twice a week)
2. B has a membership fee (15 euros)
3. A get fit; B speakers, competitions, prizes; C enjoyment
4. A is non-competitive, B has competitions.
Homework Ask students to write a paragraph giving their opinions about women taking part in sports like wrestling.
They should present some arguments for and against it, and then conclude with their own opinion with
reasons.
 WEEK 3
UNIT 2: COMPETITIONS
Lesson 2D + 2E
1. Time allowance: 50
2. Theme: Joining a club + Advertising for members
3. Objectives: By the end of the lesson, students will be able to
+ talk about interests using expressions ‘d like, like/dislike +Verb-ing, good at, wouldn’t like, be interested in;
+ recognize silent letters in words;
+ write an advert and a notice following a given structure;
+ check the adverts they write.
4. Learning outcomes:
5. Notes: Bring in some effective adverts from newspapers or magazines for students to use as models
Procedures Time
Real life Activity 1 2’
Talking about Ask students to listen and number adverts A-C on page 26 in the order they are mentioned.
interests Answers
1. B 2. C 3. A 5’
Activity 2
Ask students to read through the sentences on page 26, Number 4, and note what they think is missing in
each one. Then play the recording for them to check their ideas. Play it twice if necessary. Elicit the
answers as complete sentences.
Answers
1. good at 5. not very
2. what about 6. on, enjoy
3. interested in 7. prefer to
 4. hate 8. looks, Why don’t
Activity 3 2’
Ask students to do Exercise 5 on page 28 individually, then check with a partner. Elicit the answers from
the whole class.
Answers
Asking about interests: 2/3
Talking about interests (likes/dislikes): 1/4/5/7
Recommending and encouraging: 6/8
Pronunciation Activity 1 4’
Silent letters Ask students to read the words on page 28, Number 6, to themselves and draw a pencil line under the
letters they think are not pronounced. Then play the recording for them to listen and check. Play it twice if
needed. They can then check their answers with a partner. Elicit the answers. Play the recording again,
pausing after each word for students to repeats it chorally and individually.
Activity 2 6’
Ask students to get into pairs and choose a club from those in Exercise 2. Suggest that if neither of them
are interested in the three options, they should discuss what their interests really are, and find something in
common, then discuss what kind of club they would like to join. Encourage them to use phrases from the
dialogue.
Lead-in to the Distribute the adverts you brought in and ask students to discuss them in groups of three or four. They 6’
new theme should decide whether they look good and whether they think they are effective, saying why. Elicit ideas
Advertising for from the whole class.
members
Writing Activity 1 7’
Writing an Ask students to read the rubric and advice, then answer the questions on page 29, Number 1 individually.
advert or They can then discuss their answers with a partner. Elicit their ideas and discuss them with the whole class.
notice Answers:
1. A is the closest: it has a good headline with a question; it explains the benefits and includes all the
necessary information. It doesn’t offer a prize although it does offer other benefits (make friends). It
doesn’t have a picture but it does have an attractive design.
2. B could have information about the benefits and about when and where meetings are. C could have a
better headline, and more information about the benefits, and about when and where meetings are.
Activity 2 8’
Ask students to work in pairs to plan their club. They should consider all the questions and make notes
about what they decide.
Activity 3 10’
Once students have planned their club, they should write an advert for it, using the examples on the
previous page and the suggestions in Activity 1 to help them.
Homework 1. Ask students to write a paragraph about a club they are a member of, or one they want to join.
2. Ask students to find a new newspaper or magazine advert, and cut it out. They should then write a
description of it, saying why they think it is or isn’t effective, based on what they have discussed in this
unit. They should bring the paragraph and the advert to class next time, and share their ideas with others.
 WEEK 3
UNIT 2: COMPETITIONS
Lesson 2E + 2F
1. Time allowance: 50
2. Theme: Advertising for members + Cheese rolling
3. Objectives: By the end of the lesson, students will be able to
+ check the adverts they write;
+ conduct an interview about a race using the previously learned language.
4. Learning outcomes:
Procedures Time
Writing skill Activity 1 4’
Checking your Ask students to match the sentences with the types of mistakes. They should do this individually and then
writing check their answers with a partner. Ask them to say what the errors are and how to correct them.
Answers
1. c (question mark, not full stop)
2. a (exciting, not exciteing)
3. e (playing, not play)
4. d (on, not at)
5. b ( a fun way)
6. f (new club, not club new)
7. h (do yoga, not play yoga)
8. g (Peter, not peter)
Activity 2 6’
Ask students to check their own advert for these kinds of errors. They should also write it our neatly and in
the form that it would appear in the newspaper. If they are including a picture, they should either draw
 what they want in a box, or write a description of the picture inside the box.
Activity 3 7’
Display the adverts around the classroom, then ask students to go round individually, with paper and pen,
and make notes about the adverts, answering the questions on page 29, Number 5. When they have looked
at all of them, they should discuss their ideas with a partner. After that, elicit ideas from the whole class
and discuss which are the best adverts.
Video Activity 1 2’
watching Students work in groups. Ask them to look at the photo and discuss the questions, using the glossary to
help them.
Activity 2 3’
Ask students to complete the summary on page 31, Number 2, with words from the glossary.
Activity 3 5’
Play the whole of the video, for students to check their answers from Activity 2.
Answers
1. traditions
2. race
3. competitors
4. top
5. steep
6. bottom
7. prize
8. spectators
9. injured
10. crash barriers
Activity 4 5’
Give students time to read the people and events on page 31, Number 4, then play the video again and ask
 students to order the items in the order they see them.
Answers
1. c 2. f 3. e 4. a 5. d 6. b
Activity 5 5’
Give students time to read the sentences on page 31, Number 5. Then play the video again and ask students
to decide if they are true or false.
Answers
1. T 2. F 3. F 4. T 5. F 6. T 7. F
Activity 6 5’
Students work in pairs to roleplay an interview with Craig Brown, according to the instructions on page 31,
Number 6.
Activity 7 4’
Elicit ideas from the class about what the quote on page 31, Number 7, means.
Activity 8 4’
Students work in groups to discuss the questions on page 31, Number 8.
Homework 1. Ask students to write a paragraph about a club they are a member of, or one they want to join.
2. Ask students to find a new newspaper or magazine advert, and cut it out. They should then write a
description of it, saying why they think it is or isn’t effective, based on what they have discussed in this
unit. They should bring the paragraph and the advert to class next time, and share their ideas with others.
3. Students do the exercises on the Review Page.
 WEEK 4
UNIT 3: Transport
Unit Opener + Lesson 1A
1. Time allowance: 50
2. Theme: Transport in the future
3. Objectives: By the end of the lesson, students will be able to
+ Explain the meanings of transport nouns
+ Use transport vocabulary to talk about predictions.
4. Learning outcomes:
Procedures Time
Unit opener Activity 1 3’
Ask students to think about which form of transport they use most often and what they like or dislike about
it. They should then discuss their ideas with a partner. Elicit some details from the class, and discuss what
they say.
Activity 2 5’
Ask students to look at the photo on page 33, Number 1 and think about the questions. They should then
discuss them with a partner, then share their ideas with the whole class. Accept any suggestions.
Activity 3 4’
Ask students to listen to the recording for information about the woman in the photo. Check their answer to
the questions here and in Activity 2.
Answer:
The woman is sitting between the carriages because there is no room anywhere else.
Activity 4 10’
Read through the box of means of transport on page 33, Number 3 with the class and make sure students
are familiar with them all (e.g. ferry may be new to some, and they may know the American English word
 truck rather than the British English word lorry). They then match the type of transport to the activities 1-
10, according to what they would use. They should be able to explain their answers, e.g. I visit my relatives
on foot, because most of them live near me. / I visit my relatives in my car, because they live a long way
away and there aren’t many buses or trains there. Elicit example answers from round the class.
Sample answers
1. by train, on foot, by bus, in my car
2. by lorry
3. in a taxi / in my car/ by bus/ by train
4. in my car / by bus/ on a motorbike / by bicycle
5. on a ferry
6. by bus/ in my car/ on a motorbike/ by bicycle/ in a taxi / on foot
7. by bus/ in my car/ on foot/ in a taxi
8. by bus/ in my car/ on foot/ by bicycle
9. on a ship/ on a ferry/ on a plane
10. in my car/ on foot/ by bus/ by train
Activity 5 5’
Ask students to think about the questions on page 33, Number 4 and discuss their answer with a partner.
Elicit some responses from the whole class for discussion.
Reading Activity 1 3’
Ask students: Do you know the meaning of the word commuting? If they don’t know the word already, ask
them to read the rubric to Exercise 1 on page 34 and guess the meaning from the context. Add the words
commuter (the person who commutes) and possibly the commuter belt (the area around a city where a lot
of people who work in the city live). Make sure that students realize that the concept of commuting is a
longer journey to work - not just a 10-minute bus ride, but usually something over 30 minutes.
Activity 2 5’
Ask the whole class to answer the questions on page 34, Number 2 and discuss their experiences of
 commuting.
Activity 3 4’
Ask students to read the texts and answer the questions individually. Elicit answers from the whole class.
Answers
1. electric cars
2. People can recharge their cars easily at the office, in town and on the motorway. The roads are quieter
and there is less pollution.
Activity 4 4’
Ask students to read and answer the questions individually, then check their answers with a partner. Elicit
answers from students around the class. Check that students remember how to make correct short answers
to questions before they start.
Answers
1. Bob 5. Bob
2. Sonia 6. Justin
3. their neighbors 7. Justin
4. none of them 8. Bob
Vocabulary Activity 1 4’
transport Ask students to find the words in the texts on page 34 to match the definitions. They should do this
individually, then check their answers with a partner. Elicit answers from the whole class. Read the
information in the Wordbuilding box with students and if necessary refer to page 27 of the Workbook for
more information and practice.
Answers
1. vehicles 5. road works
2. commuters 6. petrol station
3. rush hour 7. speed limit
4. traffic jam 8. pedestrians
 Activity 2 5’
Students discuss in pairs what they think about the image of the future described in the text. Elicit ideas
from the class and have a whole-class discussion. To encourage participation you could ask students to
vote on whether or not they would have an electric car by a show of hands.
Homework 1. Students write about a journey they made which used several different forms of transport (e.g. on foot to
the bus station, bus to the airport, plane to Heathrow, train to central London, taxi to their hotel), describing
each one in detail.
 WEEK 4
UNIT 3: Transport
Lesson 1A
1. Time allowance: 50
2. Theme: Transport in the future
3. Objectives: By the end of the lesson, students will be able to
+ Recognize and produce the two different forms of pronunciation of than;
+ Use comparatives and superlatives to talk about transport in the city;
+ Use comparatives and superlatives to write reports on their views of transport.
4. Learning outcomes:
Procedures Time
Listening Activity 1 7’
Ask students to listen to the two people talking about electric cars, and note the reasons they mention for
and against. Elicit answers from the whole class.
Answers
For: electric cars are cleaner and have more efficient types for engine.
Against: they are much more expensive.
Activity 2 6’
Ask students to read through the sentences, then listen and underline the correct word in each sentence.
They can check with a partner before eliciting their answers.
Answers
1. cleaner 4. worst
2. most efficient 5. better
3. more expensive
Grammar Make sure students are familiar with what comparative and superlative adjective means before starting this
Comparatives exercise. Ask them to find the answers individually, then check with a partner. Read and discuss the
and information in the grammar box with the class. 7’
superlatives Answers
1. You add -er and -est. You put more and most in front of longer adjectives.
2. better (good), best; worst (bad), worst
3. comparative + than, the + superlative
4. much
Pronunciation Activity 1
than Ask students to listen to the two sample sentences on page 35, Number 9, several times and note the weak
pronunciation of than. Then play and pause the recording for them to repeat. They can then practice the
two sentences in pairs and check each other’s pronunciation.
8’
Activity 2
Ask students to complete the extract on page 35, Number 10, individually, then check with a partner. Elicit
the answers as complete sentences from the text.
Answers
6’
1. most popular 5. better
2. The largest 6. more popular
3. the fastest 7. most expensive
4. biggest 8. later
Speaking and Activity 1 7’
writing Decide on the best way to do the exercise on page 35, Number 11, according to the numbers in your class;
with a small group, everyone might be able to interview everyone else, but with a large class, you might
want to break them into groups of six, or two halves of the class. The activity should be done as a mingling
activity, with everyone walking around asking and answering questions, and keeping a written note of the
 answers from each person they talk to.
Activity 2 9’
Ask students to work in pairs (if you split the class into groups for Activity 1, get people from the different
groups to work together as a pair). They should work together to produce their repost. Some of these can be
presented to the whole class.
Homework Ask students to write a paragraph about a transport problem they once had, or regularly have.
 WEEK 4
UNIT 3: Transport
Lesson 1B
1. Time allowance: 50
2. Theme: Animal transport
3. Objectives: By the end of the lesson, students will be able to
+ recognize stressed words in a sentence;
+ talk about attitudes to animals using comparatives as…as/not as…as;
4. Learning outcomes:
Procedures Time
Lead-in With books closed, ask students to work in pairs and come up with a list of methods of animal transport, 4’
including methods which were used in the past and those which are still used around the world, e.g. horse,
horse and cart, ox cart, donkey, mule, stage-coach, horse-drawn bus, horse-drawn tram, pony and trap, dog
(husky) sledge, reindeer sledge, elephant, camel.
Listening Activity 1 3’
Ask students to look at the pictures and discuss the questions with a partner. Then elicit suggestions from
the class.
Answers
1. a person
2. logs
Activity 2 4’
Ask students to listen to the recording and focus on listening for the answer to the question.
Answer
They compare an elephant to a car and a horse to a lorry.
 Activity 3 4’
Ask students to read the questions, and think about whether they remember the answers from the recording.
Then play the recording again for them to check and write their answers. They can check their answers
with a partner, before you discuss them with the whole class.
Answers
1. Documentary 1
1. a wedding
2. They transported soldiers and worked in the forests.
3. They transport tourists and people on special occasions
Documentary 2
1. They cut down trees,
5. They don’t damage the forest and they don’t make as much noise.
Grammar Activity 1 4’
as … as Ask students to read the sentence on page 36, Number 4 and answer the questions. Elicit answers from the
class. In feedback, read the information about the as…as structure in the grammar box. If you feel students
need more explanation and practice, go to page 158.
Answers
1. Yes, they are.
2. No, they don’t.
Activity 2 4’
Ask students to complete the second sentence on page 36, Number 5, using as…as so that it has the same
meaning as the first sentence. They can then check their answers with a partner. Elicit answers from the
class as complete sentences.
Answers
1. comfortable as cars
2. as important
 3. good as
4. aren’t … strong
5. aren’t as noisy
Pronunciation Activity 1 7’
Sentence stress Ask students to read the four sentences to themselves first and think how they sound. They play the
recording and let them listen a couple of times. They play the recording again, pausing after each sentence
for them to repeat chorally and individually. Then ask them to practice in pairs and check each other’s
pronunciation.
Activity 2 3’
Ask students to work in the same pairs to write sentences comparing the animals using prompts on page 37,
Number 7.
Activity 3 3’
Ask students to get together with another pair, and practice saying some of their sentences for the other pair
to check their pronunciation and intonation.
Reading Activity 1 5’
Ask students to read the article and fill in the gaps with words from the box. They should then check with a
partner before you elicit the answers.
Answers
1. the 5. than
2. as 6. longest
3. best 7. more
4. fast 8. much
Activity 2 3’
Ask students to read the three questions and then find the answers with the whole class.
Answers
 1. They’re slower than snowmobiles; they’re more environmentally friendly; they’re quieter; they make the
journey more enjoyable.
2. Possible answers: because the race is 1600 km long and it’s very cold, and because the dogs are made
to pull heavy weights.
3. Students’ own answers
Speaking Ask students to read the four comments, then get into groups of four to discuss the statements. Read the 7’
expressions given for expressing an opinion together first. After they have discussed the comments in their
groups, elicit ideas from the whole class. Encourage groups to express their opinions, and counter what
others say.
Homework Ask students to write a paragraph about the arguments for and against using animals for transport.
 WEEK 4
UNIT 3: Transport
Lesson 1C +1D
1. Time allowance: 50
2. Theme: Last day of the rickshaw + Getting around town
3. Objectives: By the end of the lesson, students will be able to
+ debate for and against keeping rickshaw using transport verbs;
+ read between the lines for identify people’s opinion from a text.
+ talk about going on a journey;
4. Learning outcomes:
Procedures Time
Lead-in Ask students to think about what traditional means of transport were in their country 50 and 100 years ago. 3’
How did their grandparents and great-grandparents get around? How is that different from the way people
get around now in the city, in the countryside and for longer distances (e.g. from one city to another). Elicit
some thoughts and ideas from the whole class.
Ask students to look at the photos of the rickshaw on page 39 and read the title of the articles (Last days of
the rickshaw). Ask: What do you think the title means? What do you think this section will be about? What
can you see in the photo? What do you know about rickshaws?
Reading Activity 1 3’
Ask students to answer questions on page 38, Number 1
Activity 2
Read through the words on page 38, Number 2 with the class and make sure they understand them. Then
ask them to read the first paragraph and choose the words that describe Kolkata.
Answers
 Busy, highly-populated, noisy, polluted 4’
Answer
They compare an elephant to a car and a horse to a lorry.
Activity 3
Ask students to read through the list of advantages on page 38, Number 3 then read the article to find out 4’
which ones are given.
Answers
1, 4, 6
Activity 1
Ask students to read the three reasons on page 38, Number 4, then find out which is correct by reading the
final paragraph. Before they start, check that they understand the key words.
Answer
1
Vocabulary Activity 1 4’
Transport Ask students to find and underline the verbs in the article, with the noun that follows.
(verbs) Answers: take the underground, puck up two children, miss your buss, drop you off outside your home, get
on/off rickshaw, go by rickshaw
Activity 2
Ask students to match the verbs in Activity 1 to the words in bold in the sentences on page 38, Number 6.
They should use the context to help them, and particularly the noun following the verb that they have
underlined in the article. Ask them to do the exercise individually, then check their answers with a partner. 4’
Elicit the answers from the class as complete sentences.
Answers
2. get off
3. catch
4. miss
 5. take
6. drop off
Critical Ask students to read the statements on page 38, Number 7 and decide the answers individually, then check 7’
thinking their answers with a partner. Elicit answers from the whole class.
Reading Answers
between the 2, 4
lines
Speaking Activity 1 5’
Ask students to work in groups of five to list reasons for and against rickshaw. Each students should note
down all the ideas the group comes up with.
Activity 2
Ask each person in the group to choose one of the five roles listed (each person should have a different
role). They should then each decide which of the arguments for or against rickshaws apply to them, and
plan how they will argue their case. They should then hold a debate on the topic. Point out the example
sentences for presenting opinions, in the speech bubbles at the bottom of the page.
Lead-in Ask the class which airports in your country they have used, and how often. Ask how they travel to the 2’
Lesson 1D airports, and what the journey is like.
Vocabulary Activity 1
and listening Ask students to do this activity individually, then check with a partner. They might use a dictionary for
words they are unfamiliar with.
Answers
1. stop b rank a
2. fare a price b
3. change a receipt b
4. gate b platform a
 5. book a check in b
Activity 2
Ask students to read the questions to help them focus on the information they need, then play the recording
once or twice. Ask them to check their answers in pairs, then elicit answers from the class. If there are any
disagreements or they don’t understand something, play the particular section causing the problems again.
Answers
1. the train station
2. 6.30 pounds; no, he doesn’t
3. the airport, north terminal; a single ticket
4. 14.50 pounds; platform 6
5. online; no, she doesn’t
Real life Ask students to read the expressions for going on a journey in the box on page 40, Number 3, then listen to
function recording and tick the ones they hear. They can check their answer with a partner before you elicit the
Going on a answers form the class.
journey Answers
I’d like to go to the station, please.
You can drop me off here.
How much is that?
Do you have change?
Do you want a receipt?
Do you stop at the airport?
A single or return ticket?
That’s two pounds.
A return ticket to the airport please.
First or second class?
Which platform is it?
 Can I see your passport?
How many bags are you checking in?
I only have this carry on.
Window or aisle?
Can I have a seat next to my friend?
Homework Ask students to write two new dialogues of their own between themselves (as passenger) and a driver, and
at an airport check-in desk.
 WEEK 4
UNIT 3: Transport
Lesson 1D +1E + 1F
1. Time allowance: 50
2. Theme: Getting around town + Quick communication
3. Objectives: By the end of the lesson, students will be able to
+ recognize intonation patterns (up and down) in incomplete sentences as questions.
+ identify the structures of notes and messages;
+ write notes and messages using previously learned language items;
+ illustrate the differences between trains in India and trains in Vietnam.
4. Learning outcomes:
Procedures Time
Pronunciation Activity 1 3’
Ask students to read the phrases and think about how they might sound. They play the recording for them
just to listen; then play it again for them to mark the intonation, and once more to check. Elicit answers
from the class.
Activity 2 3’
Ask students to re-read the phrases in the communication box, then work in pairs to role-play the
conversations as indicated in the rubric. Encourage them to speak with expression. Circulate and monitor
their conversations.
Activity 3 3’
Students swap roles and repeat the conversations in Activity 2.
Lead-in to Activity 1 1’
Lesson 3e Ask the class to say what the last note they wrote was, and who it was to.
Writing Ask students to read the notes on page 41, Number 2, and match them with the reasons for writing 2’
Notes and individually, then check with a partner. Elicit the answers from the whole class.
messages Answers
1d 2b 3e 4c 5a 6c 7d 8b
Writing skills Activity 1 3’
Writing in note Read the rubric and examples on page 41, Number 1 with the class, then ask students to find more
form examples in the notes. Elicit the answers from the class.
Answers:
Articles: 1 the airport 2 the bus 4 the train 5. the tickets
Pronouns: 1 meet me 2 I am sorry, I will be
Auxiliary verbs: 1 is that OK? 2 bus is late
Polite forms: 1 Can we meet 3 Can you call
Activity 2 3’
Read the examples, then ask students to do the same with sentences 2-5 on page 41, Number 2. Ask them
to check with a partner before eliciting the answers.
Activity 3 6’
Ask students to work in pairs to write a message for each situation.
Activity 4 6’
Ask students to work in pairs to do this activity. Once they’ve passed their message to one partner, they can
pass another one.
Video Activity 1 2’
watching Students work in groups. Ask them to look at the photo and caption and discuss the questions on page 43,
Number 1.
Activity 2 2’
Before watching the video, ask students to complete the sentences with the option they think is correct.
Activity 3 5’
Play the video for students to check their answers from Activity 2.
Answers
1 two million
2 one million
3 nineteenth
4 38,000
5 1929
6 four billion
7 one and a half million
Activity 4 5’
Give students time to read the questions on page 43, Number 4, then play the video again and ask students
to answer the questions.
Answers
1 1853
2 yes
3 to make sure the track is in good condition
4 people selling food, performance artists
5 talk, play games and tell stories
Activity 5 2’
Ask students to complete the phrases with words from the glossary.
Answers
1 rush hour
2 impressive
3 employer
4 workforce
 Activity 6 3’
Students work in pairs to role-play a conversation between passengers, according to the instructions.
Activity 7 2’
Elicit ideas from the class about what the quote on page 43, Number 7 means.
Activity 8 3’
Students work in pairs to discuss the questions.
Homework 1. Ask students to write two new dialogues of their own between themselves (as passenger) and a driver,
and at an airport check-in desk.
2. Ask students to write four full messages of their own, and then produce the shortened version of each.
 WEEK 5
UNIT 4
Unit Opener + Lesson 4A
1. Time allowance: 50
2. Theme: Adventures of the year
3. Objectives: By the end of the lesson, students will be able to
+ use the simple past tense to write about the biography of someone;
+ recognize different pronunciations /d/, /t/ or /d/ with regular verbs of the simple past tense;
4. Learning outcomes:
Procedures Time
Unit opener Activity 1
Ask students to read the three questions and think about possible answerers, then play the recording and 2’
have them answer the questions.
Answers:
1. Because he goes caving; it's a dangerous activity where you have to take risks.
2. Because you have to climb up and down and crawl on your hands and knees.
3. It's an incredible place, a gigantic room, like a different world.
Activity 2 3’
Give three words with different definitions. Then, ask them to work in pairs to match the words and their
definitions. Elicit some answers and ask students to comment on other pairs’ ideas.
Answers:
1. a 2 c 3. b
3. It’s both physical exercise and mental exercise, because you have to learn new movements.
Lead-in Ask students to think for a minute or two about an adventure that they want to have in the future. They 3’
should discuss it with a partner first, who should ask questions about their ideas. They should then take it
in turns to describe what they want to do.
Reading: Activity 1 4’
Ask students to read the six phrases they have to categorise before they read the article. Also, check that
they understand how the Venn Diagram works, with things that only one of the two people does in the
circles on the left and right, and things that they both do in the overlapping centre. Ask students check
with a partner and elicit answers from the whole class. Give them a poster to fill in.
Answer:
Edurne Passaban: 3, 4, 6
Both of them: 2, 5
Steven Shoppman: 1 4’
Activity 2
Ask students to work in pairs to read and answer the questions, then check with a partner. Elicit the
answers from the whole lass.
a. What was Edurne’s biggest challenge?
b. Why is she famous?
c. What was Steven and Stephen’s ambition?
d. What was their biggest risk?
Answer:
a. Climbing the world’s 14 tallest mountains
b. Because of her climbing achievement
c. To go on a road trip round the world
d. Going across a minefield
Grammar Activity 1 4’
Past simple Ask students to work in pair and underline the verbs and answer the two questions. In feedback, read the
tense examples in the gram mar box on page 47 with the class.
Answer:
Verbs: lived/ climbed / studied /didn't want/ finished/ didn't climb
1. -ed 2. did
Pronunciation Activity 1 2’
Pronunciation Ask students to say the first three verbs in the exercise (lived, finished, wanted) and notice the way the -
/d/, /t/ or /d/ ed ending is pronounced differently: /d/, /t/ and /id/.
Activity 2 4’
Ask students to read through the other verbs themselves and try to decide what the ending should be.
Then play the recording through a couple of times and ask them to write the sound they hear. Elicit the
answers from the whole class. Then play or say the verbs again and have students repeat them chorally
and individually.
Answer: 3’
4. /id/ 5. /id/ 6. /t/ 7./id/ 8./d/
Activity 3
Ask students to work in pair read through the list of irregular verbs and then find the past simple forms in
the text. Give them handouts. Elicit the answers from the whole class.
Answer:
2. drove 7. had
3. found 8. knew 3’
4. got 9. took
5. went 10. thought
6. grew up
Activity4
Ask students to complete the text individually, then check with a partner. Elicit the answers by having
them read complete sentences.
Answer: 4’
2. studied 6. didn't want
3. didn't become 7. went
4. loved 8. took
5. got
Activity5
Ask students to read through the questions and then answer them individually; they can then check with a
partner. Elicit the answers by having different students ask the questions and others give the answers.
Read the grammar box about past simple questions with students and check that they understand the
information.
Answer: 4’
1. in 1952
2. at the university in Tehran
3. photography
4. He got a job with a local newspaper.
5. No, he didn't.
6. in 1978
Activity6
Ask students work in pairs. They should read through the answers, then reread the article before writing
the questions. Elicit the answers by having different students ask the questions and others give the
answers.
Answer:
1. Where did Edurne Pasaban live?
2. When did she climb her first mountain?
 3. What did she study at university?
4. When did Steven Shoppman and Stephen Bouey drive around the world?
5. What did they go across?
6. What did they find?
Speaking Activity1 9’
Ask students to read through the prompts, and then write eight to ten questions to ask their partner. If
students already know each other welt ask them to write questions about things they don't know about
each other and would like to find out. Alternatively, ask them to work with someone in the group who
they do not know well, if this is possible. Help them to form these questions if they do not have the
necessary vocabulary. Circulate and check that their questions are correct. Ask students to get into their
pairs, ask their questions and note down the answers. Ask students to work with a new partner and tell
them about their first partner's life. Encourage them to ask follow-up questions about the information they
are given.
Homework Ask students to write up the biography of their first partner into a paragraph or two. Then in the next
class they should exchange their writing with the first partner, and check for factual and linguistic
accuracy.
 WEEK 5
UNIT 4: ADVENTURE
Lesson 4B
1. Time allowance: 50
2. Theme: The survivors
3. Objectives: By the end of the lesson, students will be able to
+ use vocabulary to talk about personal qualities;
+ use the past continuous tense to talk about the events the attended in the past;
+ pronounce the word was.
4. Learning outcomes:
Procedures Time
Lead-in Ask students what they understand by the word “survivor”. Teacher can start a mind map of ideas 4’
connected to it., e.g. start with situation and elicit what that might be (a war, a terrible accident etc.),
then write Who? and elicit that the survivors are the ones who didn't die. You could also include? (e.g.
salvaging food from a wreck, building shelters, finding wild food, getting help etc.)
Vocabulary and Activity 1 4’
speaking Ask students to look at the picture and make suggestions about what is happening and where the people
personal are. Elicit answers to the questions in the book.
qualities Answer
1. Very dangerous, especially if you are not fit or well prepared.
2. People who enjoy adventure and who are very determined and competitive.
Read through the adjectives with the class, and check that they understand what they mean. 4’
Activity 2
Ask students to work individually read through the sentences 1-8 and match one adjective to each
 sentence. Elicit the answers and read the information in the word building box with the class.
Answer:
1. experienced 5. patient
2. determined 6. reliable
3. ambitious 7. intelligent
4. careful 8. decisive 4’
Activity 3
Read the list of people with the class and ask students to write the sentences in pairs. Then ask them to
share their sentences with the rest of the class and compare their ideas.
Sample answer
1. A close friend is reliable; you know you will always have their help and support.
2. A language learner should be patient and determined, it takes time to learn a language well.
3. A news photographer is decisive; they need to move quickly to get important photos.
4. A President is ambitious and determined to get to such an important position.
5. A sports competitor needs t o be determined to do well.
6. A TV presenter is decisive. You need to be able to make quick decisions.
Listening Activity 1 3’
Ask students to read the names of the three supervisors in pair and the three situations before playing the
recording. Eliciting the answer.
Answer:
1. b 2. c 3. a 5’
Activity2
Ask students to read the four sentences and possible conclusions and write any answers they think they
remember. Ask students to check with a partner before eliciting the answer. Play the recording possibly
twice and then ask them to check with a partner before eliciting the answers. If there are any particular
problems, isolate the relevant part of the listening and play it two or three times more.
 Answer:
1. c 2. c 3. a 4. a
Grammar past Activity 1 4’
continuous Ask students to read the extract and look at the highlighted verbs and answer the questions individually,
then check their answers with a partner. Elicit the answers from the whole class, then read the examples
and explanation in the grammar box.
Answer:
1. Yes, they do.
2. saw, climbed out
3. was sitting, were running
4. was I were + -ing; the auxiliary is the past simple of 4’
the verb to be; the main verb is in the –ing form (the present participle)
Activity 2
Ask students to do this text completion activity individually, then check with a partner. Elicit the
answers
Answer:
1. was shining 5. didn't have
2. was surfing 6. saw 4’
3. swam 7. weren't working
4. were sailing 8. were running
Activity 3
Ask students to work in groups of four to discuss the three stories and decide which was the most
amazing and why. They can then tell the rest of the class, and the whole class can discuss it.
Pronunciation: Ask students to read the sentences to themselves first, and predict how was should be pronounced. Play 3’
was the recording twice or three times while they just listen. Then play it again and pause after the first
 sentence for students to repeat it chorally and individually.
Speaking Activity 1 5’
Ask students to read through the list of events, and see which of them apply to them. They should then
think of appropriate sentences like the one in the example, using past continuous and past simple.
Activity 2
Ask students to think of three other events from their own past where they can combine past continuous 5’
and past simple correctly.
Homework Find a story about a survivor and write about what the person did and which of the survival skills were
shown in their own words.
 WEEK 5
UNIT 4: ADVENTURE
Lesson 4C
1. Time allowance: 50
2. Theme: The right decision?
3. Objectives: By the end of the lesson, students will be able to
+ use vocabulary to write about geographical features;
+ use the prepositions in, on, or at to talk about the events related to dates and describe the position of a
thing;
+ talk about an adventure;
4. Learning outcomes:
Procedures Time
Lead-in Ask students how they make big decisions in their lives. Do you make a list of advantages and 6’
disadvantages? Do you always discuss them with someone else? Are you quick or slow to decide? Ask
them to discuss it with a partner, and compare their strategies. Elicit a few of their processes from the
whole class.
Reading Activity 1 5’
Ask students to work in pairs and think about the two questions and read the text to find the answers.
Elicit the answers from the whole class.
Answer:
1. Yates decided to cut the rope, letting Simpson fall, in order to save himself.
2. Simpson decided to abseil to the bottom of the crevasse and try and find a way out.
Activity2 5’
 Ask students to decide if the sentences are true or false individually then check with a partner. Elicit the
answers from the whole class.
Answer:
1. F (they were climbing down the mountain)
2. F (they did reach the summit, or top, but they didn't stay long)
3.T
4.F (he looked and called for him)
5.T
Vocabulary Ask students to match the words and pictures individually, then check with a partner. Elicit the answers 7’
geographical from the whole class.
features Answer:
1. cave 6. cliff
2. ridge 7. lake
3. summit 8. glacier
4. mountain 9. crevasse
5. north face
Critical Activity 1 7’
thinking Read the question and ask students to look at the article again and match the people1-3 to the opinions.
identifying Answer:
opinion 1. wrong decision
2. right decision
3. we don't know, the text doesn't say
Activity 2
Ask students to get into groups of four and discuss Yates's decision; ask them to come to a conclusion 6’
as a group. Then ask the groups to explain their decisions to the class, and discuss them further.
Vocabulary in, Ask students to complete the rules individually, then check with a partner. Elicit the answers from the 6’
on, or at whole class.
Answer
1. in 2. on 3. at 4. in, on, at
Speaking Ask students to do this activity in pairs. Ask them to match the times and the events, and check that to 9’
see that they all have done this correctly before they continue with telling the story. Ask students tell
their version of the story to another pair.
Answer
- in May 1985 / on Day 1 - started climbing Siula Grande
- three days later - stood at the top of the mountain
- at the last second - cut the rope
- at four o'clock in the - afternoon - crawled near to base camp
- in the middle of the night - heard his name
- in 1988 - wrote a book
Homework Write a version of the story from memory, without looking at textbook.
 WEEK 5
UNIT 4: ADVENTURE
Lesson 4D + 4E
1. Time allowance: 50
2. Theme: A happy ending+ A story of survival
3. Objectives: By the end of the lesson, students will be able to
+ use intonation for responding;
+ tell a story in real life.
4. Learning outcomes:
Procedures Time
Lead-in Ask students to think of a story which has a happy ending- it can be a folk story, the story from a film, a 3’
novel, a newspaper story. They should tell it to a partner. Ask some students to tell their story to the
whole class.
Real life telling Activity 1 4’
a story Ask students to read the questions carefully to enable them to focus their listening. Check any
vocabulary they are unsure of. Play the recording may be twice. Ask students to check their answers
with a partner. Elicit the answers from the class.
Answer:
a. bad
b. early on Saturday morning
c. near a garage, a mechanic at the garage
d. because it was getting dark
e. It started raining
f. to a hotel 4’
 Activity 2
Ask students to work in pairs, read the dialogue and complete the gaps with words which they think are
suitable. Play the recording for them to check their ideas and complete any gaps. Elicit the answers,
asking students to read out the full completed sentences.
Answer:
1. first 5. finally
2. fortunately 6. unfortunately 4’
3. when 7. in the end
4. after 8. sounds great
Activity3
Read through the box with the class, and make sure that they understand the sections and the examples.
Ask them to write the expressions from Exercise 2 in the appropriate section. Elicit the answers from the
whole class.
Answer:
- Sequencing the story: first ... , when ... , after ... , finally,
in the end ...
- Introducing good I bad news: Fortunately ... ,
- Unfortunately....
- Responding to good I bad news: Sounds great
Pronunciation Activity 1 4’
intonation for Play the recording through a couple of times while students listen and follow. Play it again, pausing
responding after each expression for students to repeat chorally and individually.
Activity 2 4’
Ask students to work in pairs and read the dialogue- emphasize the need for expression. They should
change roles (and possibly also change partners) and do it again. Circulate and monitor their use of
intonation.
 Activity 3 6’
Ask students to read through the prompts. Ask them to think how they would tell the story, using
sequencers and expressions for introducing good or bad news. They should also think about how to
respond when they listen. Ask them to get into pairs, with one telling the story and the other responding. 5’
They should do it again, changing roles and possibly partners.
Activity 4
Ask students to think about a bad journey they had (or something that happened to someone they know,
or that they read about). They should decide which sequencers and expressions they want to insert
where. Ask students tell their story to a partner, who should respond appropriately.
Writing a true Activity 1 10’
story Ask students to discuss the questions with a partner, then report back to the class. Elicit examples of
news stories with bad and happy endings. 6’
Activity 2
Ask students to read the list of information which might be included in a news story, and make sure they
understand the language. Ask them to read the news story and decide what elements were included.
Answer
The story includes information about the location, the people (but minimally - three teenage boys), how
the situation ended, a happy ending.
Homework Write a dialogue version of their story, containing the responses of the listener
 WEEK 5
UNIT 4: ADVENTURE
Lesson 4E + 4F
1. Time allowance: 50
2. Theme: A story of survival+ Alaskan ice climbing
3. Objectives: By the end of the lesson, students will be able to
+ use -ly adverbs in writing stories;
+ talk about mountain climbing.
4. Learning outcomes:
Procedures Time
Writing skill Activity 1 5’
using –ly Ask students to read through the information about -y adverbs in the box with the class, and discuss the
adverbs in explanation and examples. Ask students to classify the seven adverbs they found in the news story in
stories Exercise 3 into the three categories given.
Answer
Type 1: immediately. sadly, eventually
Type 2: suddenly, safely, happily
Type 3: badly, surprisingly 7’
Activity 2
Ask students to rewrite the sentences using the adverbs, then check their answers with a partner.Elicit
answers from the whole class.
Sample answer
a. The climb was incredibly dangerous
b. The sun was shining brightly
 c. The man quickly jumped into the car
d. They were nearly at the top of the mountain but one of them slipped suddenly.
e. Fortunately, Gill had an umbrella 6’
f. The Amazon river was amazingly long and they were lost for days.
g. They walk slowly back and looked into each other’s eyes.
h. They were lost in the forest for hours but they eventually found the road again.
Activity3
Read the instructions with the class. Ask students to make notes about the story under the questions
given.
A story of Activity1 5’
survival Students work in groups. Ask them to look at the photo and discuss the questions. Take feedback from
the class.
Activity2 2’
Before watching the video, ask students to match the words with the meanings.
Answer: 3’
1.c 2.a 3.b
Activity3 5’
Play the whole of the video for students to check their ideas from Exercise 2.
Activity4
Give students time to read the events. Then play the video again and ask students to put the events in the
order they see them on the video. Check the answers and if necessary play parts of the video again.
Answer:
a. 8 c. 4 e.7 g.3
b. 2 d. 1 f .5 h.6 5’
Activity5
Give students time to read the topics, then play the video for them to write the notes.
 Sample answer:
weather: rain and fog, cloudy with some sun when they reach the glacier
the glacier: Matanuska, 27 miles long and 2 miles wide
the guides: Colby Coombs and Caitlin Palmer, good climbers
the equipment : crampons, ropes, ice picks
the dangers: can fall into a crevasse or get lost and die from the cold
Activity6
Students work in pairs to roleplay telling a friend about a trip, according to the instructions. Give 12’
feedback
Homework - Ask students to write their story in the Activity 3 - Writing skill, adding -ly adverbs where
possible. Ask students to work in pairs to read and check their stories as described.
- Write a paragraph about What do you think about mountain climbing? At least 120 words
- Students do the review on page 56
 WEEK 6
UNIT 5: THE ENVIRONMENT
Unit Opener + Lesson 5A
1. Time allowance: 50
2. Theme: The Greendex
3. Objectives: By the end of the lesson, students will be able to
+ use vocabulary of household items and use quantifiers to talk about recycling.
4. Learning outcomes:
Procedures Time
Unit opener Activity 1 3’
Make sure students know the meaning of the materials in the list. Ask them to look at the picture and
discuss the in groups answer with a partner. Elicit responses from the whole class.
Answer:
metal, wood, plastic
Activity 2 3’
Ask students to read the three questions to focus their listening. Play the recording through a couple of
times for them to answer. Elicit the answers from the whole class.
Answer:
1. computers, mobile phones. washing machines, cookers
2. He uses them in new ways.
3. the environment and recycling
Activity 3 3’
Read the expressions from the recording with the class, and explain that we use the highlighted phrases
(It's made of they are for ...+ -ing) to describe objects.
Read the example. Ask students to work with a partner and describe the other three objects using the
 same constructions. Elicit a range of suggestions from the class for each object .
Sample answer:
A mobile phone is made of plastic and metal. You use it for sending text messages.
Scissors are made of metal. You use them for cutting paper.
A pen is made of plastic and metal. You use it for writing.
A tin can is made of metal. You use it to protect food.
Lead in Activity 1 3’
Divide the class into groups of four and ask them to think of a list of five problems to do with the
environment which they think are important at the moment. Ask them to rank them in order of
importance (from 1 - very important to 5 - least important). Then ask the groups to read their lists to the
class to discuss and compare.
Activity 2 3’
Ask students to read the three questions to focus their listening. Play the recording through a couple of
times for them to answer. Ask students discuss in groups. Elicit the answers from the whole class.
Answer:
1. computers, mobile phones. washing machines, cookers
2. He uses them in new ways.
3. the environment and recycling
Activity 3
Read the expressions from the recording with the class, and explain that we use the highlighted phrases 3’
(It's made of; they are for ... + -ing) to describe objects. Read the example. Ask students to work with a
partner and describe the other three objects using the same constructions. Elicit a range of suggestions
from the class for each object.
Sample answer:
A mobile phone is made of plastic and metal. You use it for sending text messages.
Scissors are made of metal. You use them for cutting paper.
 A pen is made of plastic and metal. You use it for writing.
A tin can is made of metal. You use it to protect food.
Vocabulary Activity 1 3’
household items Ask students what they understand about recycling given the discussion in the lead in. Elicit the idea of
using waste materials again. Ask students to answer the questions in an open-class discussion.
Activity 2
Bring in realia for the items in the box, ask students to name them and say what they have in common 3’
(i.e. they can be recycled). Ask students to decide which items should go into which bin.
Answer :
compost: vegetable peel, coffee, eggshell
glass: jar, bottle
paper and cardboard: carton, cereal box, envelope, newspaper
metal: aluminium foil, tin can
plastic: yoghurt pot, plastic bag
Activity 3 3’
Read through the grammar box with the class and ask them to classify the nouns in Exercise 2
individually, then check with a partner. Elicit answers and write them in two columns on the board.
Answer:
- Countable: carton, cereal box, eggshell, yoghurt pot, jar, envelope, newspaper, plastic bag, tin can
- Uncountable: aluminium foil, coffee, vegetable peel
Listening Ask students to read the two questions carefully to focus their listening. Play the recording through, 3’
twice, if necessary, then elicit the answers. Ask students to give their own opinions of recycling, e.g. Do
you think it’s important for recycle? Or do you agree with Reg?
Answer:
1. Sandra 2. Reg
Grammar Activity1 3’
quantifiers Ask students to read items 1-8 and a-h carefully. Then play the recording for students to match the two
parts. Read through the information about quantifiers in the box with the class and ensure that students
understand how we use these words. Elicit the answers from the whole class.
Answer
1. g 2. d 3. c 4. h
5. a 6. b 7. e 8f 2’
Activity 2
Ask students to decide which quantifiers are used to talk about small quantities, then check with a
partner. Elicit the answers from the whole class.
Answer: 2’
a little, not much, some
Activity3
Illustrate the activity with an example or two using the substitution table. Then ask students to work in
pairs to make true sentences in pairs. Give feedback.
Reading Activity 1 4’
Ask students what they think is meant by the term e-rubbish (used electronic equipment). Then ask them
to read the questions and answer them with information from the text. Read the information in the word
building box and refer to page 43 of the Workbook for further practice and information.
Answer:
1. not many
2. yes
3. not many
4. a little metal
5. Because it produces a lot of toxic chemicals.
6. None. Because it's bad for the environment and people's health.
Activity2
 Ask students to complete these sentences so they are true for them personally, and then share them with
others, either in small groups or as a whole class activity.
Speaking Ask students to get into pairs and allocate roles A and B. Ask them prepare for several minutes as 9’
directed in their instructions. Circulate and monitor their dialogues for later feedback.
Homework Ask students to write 150-200 words about an aspect of recycling, e.g. How is recycling organized in
your town?
What do you recycle at home? How would you like to change or improve recycling policies?
 WEEK 6
UNIT 5: THE ENVIRONMENT
Lesson 5B
1. Time allowance: 50
2. Theme: The Greendex
3. Objectives: By the end of the lesson, students will be able to
+ use vocabulary about results and figures to write reports;
+ recognize when definite article (the) or no article are used;
+ recognize different pronunciations /ðə/or /ðiː/.
4. Learning outcomes:
Procedures Time
Lead-in Ask students if they know the meaning of the word index. If they are unsure give some examples, e.g. a 4’
reference book may have an index at the back; the Financial Times Stock Exchange (FTSE) 100 Index
measures the value of company shares on the stock market. Elicit or explain that an index can be a list to
help you find things (e.g. in a book) or a way of measuring something. Ask them, then, what they think
The Greendex is (an index of how 'green' people are - meaning how environmentally friendly).
Reading and Activity 1 4’
speaking Ask students to go through the list and think about themselves and what they do that is “green”. They can
then discuss their habits with a partner and think of further ideas. Elicit some responses from the whole
class.
Sample answer:
Other ways to be green:
- Turn off the tap, e.g. while brushing your teeth, to save water.
- Turn off lights and electronic equipment when you leave a room to save electricity.
 - Insulate the roof of you r house to prevent heat loss and reduce fuel use.
- Buy locally grown food to save air miles and transport. 4’
- Avoid buying supermarket food with too much packing.
Activity2
Check that students understand the word “customers” (the people who spend money on things).
Ask them to read about the “Greendex”, then discuss the three questions in groups of four.
Elicit ideas from the whole class.
Answer:
1. to find out how people spend their money
2. students' own answers
3. housing: rent, electricity, gas, water 3’
food: food for people and animals transport: travel by public transport. flights for holidays
or business, running a car (buying fuel, paying for repairs and service costs)
other goods: clothing, leisure, electronic items
Activity 3
Ask students work individually to read the results and complete the pie charts accordingly, then check
with a partner. Elicit the answers from the whole class
Answer:
1. Canada
2. Russia
3. United States
4. Germany
5. Argentina
Vocabulary: Activity1 3’
results and Ask students to choose the correct percentage for each phrase. They should do this individually, then
figures check with a partner. Elicit answers from the whole class.
 Answer: 3’
1. a 2. b 3. c 4.c 5. a
Activity 2
Ask students to each produce their own pie chart. Emphasize that it is just to give a rough idea of how
they spend their money, not an exact one. Ask students to describe their pie chart to a partner, using the
words from Exercise 4. Give feedback.
Grammar Activity1 3’
definite article Ask students to complete the sentences without looking back. Elicit the answers from the class. Then
(the) or no they can check with the text.
article Answer:
1. no article 2. the 3. no article 4. the 5. the 6. no article 4’
Activity 2
Read the grammar box about the definite article and no article with students, discussing what is meant by
each use. Then ask them work individually to match the rules to the answers to Exercise 7 then check
with a partner.
Answer:
1. d 2. a 3. e 3’
4. b 5. c 6. f
Activity 3
Ask students to do this individually, then check with a partner. Elicit the answers.
Answer:
2. Countries such as the Brazil are using the electric cars more and more.
3. Many people around the world are trying to use less energy at the home.
4. The fish and seafood is the most common dish in the Japan.
5. The people in the United Kingdom are sharing the cars more and more to save costs.
Pronunciation Activity1 3’
/ðə/or /ðiː/ Ask students to listen to the two pronunciations of file. Then play the recording again and have them
practice chorally and individually.
Activity2 4’
Ask students to read the list and think about how the will be pronounced in each word. Elicit the answers
from the whole lass.
Answer:
/ðə/:1,2,3, 6, 8
/ðiː/ :4,5,7
Writing and Read through the instructions with the whole class, and ask them to get into groups of four. Allocate a 13’
speaking number to each group. The groups should first work out their questions, and each student should write
them down. Ask students with a student from another group to ask and answer their questions. Then they
should change partners again and work with a partner from a different group. Provide large sheets of
paper and markers for them to produce large pie charts. Finally have each group present their results to
the class.
Homework Write up their findings into a report, with pie charts and other graphics
 WEEK 6
UNIT 5: THE ENVIRONMENT
Lesson 5C
1. Time allowance: 50
2. Theme: A boat made of bottles
3. Objectives: By the end of the lesson, students will be able to
+ use the word take with different meanings;
+ talk about making recycled items.
4. Learning outcomes:
Procedures Time
Lead-in Ask students if they have ever heard of Thor Heyerdahl and the Kon-tiki expedition. Elicit any 5’
information they can give you. If they don't know anything, explain some of the information from the
background information box.
Reading Activity 1 8’
Ask students to read the words and make suggestions about the article's contents.Ask students to the
article to see if their ideas were correct. Elicit some feedback. Elicit why the boat was called Plastiki (it is
a play on words, based on Heyerdahl's Kontiki, but because the raft was made of plastic bottles they
called it Plastiki).
Activity 2 5’
Ask students to read the article again and complete the fact file about the Plastiki individually then check
with a partner. Elicit details from the whole class.
Answer:
1. 6 5. 12,000kg
2. 12,500 6. 5 knots
 3. 18m 7. 15,372 nautical km
4. 6m 8. 129
Critical Activity1 5’
thinking close Ask students to decide if each statement is true or false, or if we don’t know, then check with a partner.
reading Ask students to underline the information in the text that tells them the answer. Elicit answers, asking
different students read out the statements and others to give the answers.
Answer:
1. B (there's a big difference ... It's made of bottles.)
2. B (humans throwaway four out of every five plastic
bottles)
3. B (The boat uses renewable energy sources)
4. C (they ate vegetables but w e don't know if this is all they ate)
5. A (the worst problem is the plastic. It kills birds and sea life.)
6. C (we don't know if it is growing or not)
7. C (not mentioned in the text) 5’
8. A (he is planning to sail it again one day.)
Activity 2
Ask students to work in groups of four and discuss the questions. Elicit ideas from the whole class. Ask:
Did you know about Plastiki before you read this article?
Word focus Activity1 5’
take Ask students to read through the examples of how take is used, and ensure that they understand them.
Ask them to do this exercise individually, and compare their answers with a partner. Elicit answers from
the class.
Answer:
1. took the special boat
 2. take a break, take a shower
3. took one hundred days 5’
4. take care
Activity2
Ask students to complete the sentences individually, then check with a partner. Elicit the answers from
the class as complete sentences.
Answer:
2. took many days
3. take regular breaks
4. take time
5. take care
Speaking Activity 1 6’
Ask students in pairs to prepare questions as directed. Circulate and check that the questions are correctly
formed. Both students in each pair need to write the questions down.
Activity2 6’
Ask students to change partners with another pair of students. They should then ask and answer the
questions they prepared. Give feedback.
Homework Ask students to write six sentences about themselves, each one using take with a different meaning (e.g. I
take the 47 bus to work every day. My wife took our children to school at eight o'clock.)
 WEEK 6
UNIT 5: THE ENVIRONMENT
Lesson 5D
1. Time allowance: 50
2. Theme: Online shopping
3. Objectives: By the end of the lesson, students will be able to
+ recognize pronunciation sounding friendly from a dialogue from the telephone conversation.
4. Learning outcomes:
Procedures Time
Lead-in Ask students to talk to a partner about how much and when they use a computer, e.g. for work, for 4’
shopping, for email, for study etc... Then elicit some replies from the whole class.
Reading Ask students to discuss the question about shopping online. Ask: Why do you prefer shopping online / in 8’
person? What sort of things do you buy online? Have you ever had any problems? Ask students to read
through the questions to focus their reading, then find the answers individually and check with a partner.
Elicit the answers from the class, having different students ask the questions and others answer.
Answer:
1. She ordered a hard drive clock.
2. It is not currently available.
Real life Activity 1 8’
phoning about Ask students to read through the questions carefully to focus their listening. Play the recording through
an order twice while they answer, then asks students to check with a partner. Elicit the answers from the class,
having different students ask the questions and others answer.
Answer:
1. the order number
 3. It's for her husband's birthday the next day.
4. $35
5. She decides to cancel her order.
6. confirmation of the refund 6’
Activity2
Read through the expressions in the box with the class, and make sure that they are familiar with them
all. Elicit the answers from the class. Ask them to use the correct intonation when they say the phrases.
Pronunciation Activity 1 8’
sounding Ask students to read the sentences to focus their listening. Play the recording through a coup le of times
friendly for them to decide and write F or U. Elicit their answers, then play the recording again to check, pausing
after each one to discuss why they sound friendly/ unfriendly. Elicit that a rising and falling intonation
sounds friendly and cheerful, whereas a flat, monotonous voice without much change in intonation
sounds bored, uninterested or unhappy.
Answer:
1. F 2. U 3. F 4. U 5. F 6. U 7’
Activity 2
Play the recording while students listen and follow. Play each sentence, then pause for them to repeat
chorally and individually. 9’
Activity3
Ask students to get into pairs, decide who is A and B, then turn to the back of the Student's Book and
follow the instructions. Ask students to do the roleplay with a lot of expression. Circulate and monitor the
conversations.
Homework
Write up a dialogue from the telephone conversation
 WEEK 6
UNIT 5: THE ENVIRONMENT
Lesson 5E + 5F
1. Time allowance: 50
2. Theme: Problem with an order+ Coastal clean-up
3. Objectives: By the end of the lesson, students will be able to
+ use formal language to write emails;
+ talk and write a paragraph about clean - up.
4. Learning outcomes:
Procedures Time
Lead-in Ask the class to quickly call out different problems a customer can have with something they order, 2’
either by mail or online. List their suggestions on the board.
Writing emails Activity 1 4’
Ask students to order the email individually, then check with a partner. Elicit the answers from the whole
class. Check students understand the key words.
Answer:
1. B 2. E 3. D 4. A 5. C 4’
Activity 2
Ask students to underline the phrases individually, then check with a partner. Elicit the answers from the
whole class.
Answer:
Please refund my money back to the credit card.
Could you please send the order number?
Please reply to confirm you still require this item.
 ... please cancel the order ... and send me my refund.
Writing skills Activity 1 3’
formal Ask students to match the formal verbs from the emails with the informal phrases in the list. They should
language do this individually, then check with a partner. Elicit the answers from the whole class.
Answer:
2. be pleased 6. provide ... assistance
3. requested 7. apologise
4. provide 8. inform
5. refund 9. require
Activity 2 4’
Ask students to work in pairs to rewrite the sentences in a more formal style. Elicit suggestions from the
class.
Sample answer:
1. I request a refund.
2. I am writing to inform you that the product was not delivered.
3. Do you require any assistance?
5. Please could you inform us of your credit card details.
6. I apologize, but I am unable to give you a refund. 7’
Activity3
Ask students to write the email described, using the language of formal emails. Ask students work in pair
to exchange their emails and give comments. Give feedback.
Coastal clean- Activity 1 3’
up Students work in groups. Ask them to look at the photo and discuss the questions. Take feedback from
the class. 3’
Activity 2
Play the whole of the video for students to check their ideas from Exercise 1.
Answer:
1. on a beach by a big river 3’
2. cleaning up all the rubbish from the beach
3. how disgusting all the rubbish is
Activity 3
Give students time to read the actions. Then play the video again and ask students to put the actions in the
order they see them on the video. Check the answers and if necessary play parts of the video again.
Answer:
1. b 2. c 3. d 4. a 5. e 3’
Activity4
Give students time to read the sentences. Then play the video again and ask students to decide if they are
true or false.
Answer: 3’
1. F 2. T 3. T 4. F 5. F
Activity5
Ask students to complete what people say with the words from the box in pairs.
Answer:
1. disgusting 4. amazing 2’
2. shocked 5. twice
3. litter 6. trash
Activity6
Ask students to say what two reasons the narrator gives for doing the clean-up.
Answer 12’
to make the coastlines beautiful again, and so that people will think about what they do with their
rubbish
Activity 7
 Students work in pairs to do roleplay a conversation between a volunteer and a member of the public,
according to the instructions. Give feedback
Homework 1. Write an email to the shop assistant to show your idea about their product
2. Do the review exercises on page 68
 WEEK 7
PRESENTATION SKILLS
1. Time allowance: 250 minutes
2. Theme: Presentation skills
3. Objectives: By the end of the lesson, students will be able to
+ Apply presentation skills in preparing a presentation;
+ Demonstrate effective presentation skills when delivering a presentation.
4. Learning outcomes:
Procedures Time
Introduction Activity 1 5’
Introduce the purposes of the lesson and the five key points: prepare to give a presentation; develop and
organize presentation content; use visual aids and support materials while giving presentations; balance
verbal and nonverbal messages while giving presentations; handle questions from the audience; and
manage the presentation environment.
Activity 2 20’
Ask students to work in their groups (assigned at the beginning of the course) and discuss past
presentations they have attended or delivered. They should look at two areas: (1) what made a presentation
go right and (2) what made one go wrong, and be ready to explain why those presentations went right or
wrong.
Activity 3 20’
Ask groups’ representatives to report their answers in front of the class.
Preparing to Activity 1 10’
give a Tell students ‘Preparation is the most important part of making a successful presentation. This is the crucial
presentation foundation and you should dedicate as much time to it as possible avoiding short-cuts. Not only will good
preparation ensure that you have thought carefully about the messages that you want (or need) to
 communicate in your presentation but it will also help boost your confidence’, and then ask them ‘What
elements should be considered in the presentation preparation process?’ Elicit answers from the class.
Answers
The objective
The subject
The audience
The place
Time of day
Length of talk
Activity 2
Ask students to work in pairs and study handout 1, then make a poster showing how they analyze the 25’
elements for their own presentation. Groups then take turns to present their works.
Developing Activity 1 25’
and Ask students to study handout 2 individually for 15 minutes. After that, ask questions about developing and
organizing organizing presentation content to check if they understand the handout. Elicit answers from the class.
presentation Activity 2 35’
content Students work in their groups to think about the content they want to present in their presentation and how
they want to organize it. Groups then take turns to present their ideas.
Using visual Activity 1 3’
aids and Ask students ‘Should you use visual aids to demonstrate your technical competence?’ and elicit answers
support from class. Explain that they should use visual aids if they are necessary to maintain interest and assist
materials comprehension in your presentation, and if visual aids are used well they will enhance a presentation by
while giving adding impact and strengthening audience involvement, yet if they are managed badly they can ruin a
presentations presentation’.
Activity 2
 Show on power point slides (if available) the following content: 2’
Before deciding on a visual aid, you should ask yourself the following question:
‘What is the purpose of the visual aid?
To clarify a key point?
To provide an illustrative example?
To clarify or simplify a model?
To summarize?
To entertain?’
Explain if necessary.
Activity 3
Ask students to work in groups to make a list of visual aids and support materials people can use in
presentations. Elicit answers from the class. Deliver handout 3 so students can read more about these visual 15’
aids at home.
Example answers:
Whiteboards and Interactive Whiteboards
Flip chart
Over-head projector (OHP)
Slides
Video
PowerPoint or other presentation software
Handouts
Balancing Activity 1 5’
verbal and Ask students to make lists of verbal and nonverbal communication means individually.
nonverbal Activity 2 5’
messages Ask students to work in pairs to share their ideas.
while giving Activity 3 5’
presentations Ask pairs to share their lists with other pairs’ lists.
Activity 4 20’
Divide the class into two groups A and B. Give Handout 4 to group A people and Handout 5 to group B
people. Give them 10 minutes to study the Handout. After that, students mingle and find a partner from the
other group. They then describe what they read to the other person and listen to the other person to describe
what he/she read. Ask questions about what to do and don’t while delivering presentations and elicit the
answers from the class.
Handling Activity 1 20’
questions Prepare a power point presentation of this topic based on Handout 6. Deliver it to the class. Then tell them
from the they can ask you any questions. You should deal with their questions following the tips suggested in
audience Handout 6.
Activity 2 15’
Give students Handout 6. Ask students to work in pairs and reflect on how the teacher has handle
questions. Refer to the content in Handout 6.
Managing the Activity 1 10’
presentation Ask students to work in groups and make a list of things in the presentation room that they have to check
environment before presenting, and then members from different groups share their group’s ideas with people from the
other groups.
Activity 2 10’
Show on power point slides the content in Handout 7, explain if necessary.
Homework Students make a plan for their presentation.
 HANDOUT 1
PREPARING FOR A PRESENTATION
Preparation is the most important part of making a successful presentation. This is the crucial foundation and you should dedicate as
much time to it as possible avoiding short-cuts. Not only will good preparation ensure that you have thought carefully about the
messages that you want (or need) to communicate in your presentation but it will also help boost your confidence’

The Objective
You have been asked to speak to a group of people. First, ask yourself 'why?' What is the purpose of the presentation, what is the
objective, what outcome(s) do you and the audience expect? It is useful to write down the reason you have been asked to present so
you can use this as a constant reminder while you prepare the presentation. There are many reasons for giving a presentation or talk,
but never lose sight of your objective as determined when you were asked and accepted the invitation.

The Subject
The subject of what you are going to talk about comes from the objective but they are not necessarily one and the same thing.
For example:
The subject may be given to you by an inviting organization.
You may be knowledgeable in particular field.
The subject may be entirely your choice within certain limitations.

The Audience
Before preparing material for a presentation, it is worth considering your prospective audience. Tailoring your talk to the audience is
important and the following points should be considered:
The size of the group or audience expected.
The age range - a talk aimed at retired people will be quite different from one aimed at teenagers.
Gender - will the audience be predominantly male or female?
 Is it a captive audience or will they be there out interest?
Will you be speaking in their work or leisure time?
Do they know something about your subject already or will it be totally new to them? Is the subject part of their work?
Are you there to inform, teach, stimulate, or provoke?
Can you use humor and if so what would be considered appropriate?

The Place
It is important to have as much advance information as possible about the place where you are going to speak. Ideally, try to arrange to
see the venue before the speaking event, as it can be of great benefit to be familiar with the surroundings. It does much to quell fear if
you can visualize the place while you are preparing your talk. Additionally, it would also give you the opportunity to try out your
voice. If at all possible, you need to know:
The size of the room
The seating arrangements and if they can be altered
The availability of equipment, e.g., microphone, overhead projector, flip chart, computer equipment
The availability of power points and if an extension lead is required for any equipment you intend to use
If the room has curtains or blinds. This is relevant if you intend to use visual aids, and so that you can ensure the correct
ambiance for your presentation
The position of the light switches. Check if you need someone to help if you are using audio/visual equipment and need to
turn off the lights
The likelihood of outside distractions, e.g., noise from another room
The availability of parking facilities so you do not have a long walk carrying any equipment you might need to take

The Time
Often there will be no flexibility in the time of day that a presentation is made. If you do have a choice of when to give your
presentation - consider the following points:
Morning:
The morning is the best time to speak because people are generally at their most alert. However, late morning may start to present
problems as people begin to feel hungry and think about lunch.
Afternoon:
Early afternoon is not an ideal time to make a presentations since after lunch people often feel sleepy and lethargic. Mid afternoon is a
good time, whereas at the end of the afternoon people may start to worry about getting home, the traffic or collecting children from
school.
Evening or Weekend:
Outside regular office hours, people are more likely to be present because they want to be rather than have to be there. There is a
higher likelihood of audience attention in the evening, providing of course that the presentation does not go on for too long when
people may have to leave before the presentation has finished.

Length of Talk
Always find out how long you have to talk and check if this includes or excludes time for questions. Find out if there are other
speakers and, if so, where you are placed in the running order. Never elect to go last. Beware of over-running, as this could be
disastrous if there are other speakers following you. It is important to remember that people find it difficult to maintain concentration
for long periods of time, and this is a good reason for making a presentation succinct, well-structured and interesting. Aim for 45
minutes as a maximum single-session presentation.
(Adapted from https://www.skillsyouneed.com/present/organise-material.html)
 HANDOUT 2
ORGANIZING PRESENTATION CONTENT
Regardless of whether your presentation is going to be delivered formally, such as at work or informally, for a club or perhaps a Best
Man's speech. You should always aim to give a clear, well-structured delivery. That is, you should know exactly what you want to
say and the order in which you want to say it. Having thought about and planned a good structure will also help to alleviate any
nervousness you may be feeling in the build up to your talk. Clarity of ideas and good organization should help result in a lively,
logical and compelling message, delivered in a confident and professional way
Organizing the presentation material may include:
Blue Sky Thinking (the ideas).
Selecting the main points.
Deciding whether to illustrate.
Introduction and conclusion.

Blue Sky Thinking (The Ideas):

Keeping your objectives in mind, write down all the points you wish to make, irrespective of order.

Select Your Main Points:

The talk/presentation should be divided into three sections: Introduction (beginning), Main Content (middle), Conclusion (end). A
useful structure would be the following:
Tell the audience in the introduction what your subject is and how you have organized the presentation (by stating the key elements).
Then tell them the details of the key elements and/or messages (by expanding and qualifying the key points in more detail and
providing supporting evidence). Then tell the audience what you have just told them (by summarizing the key points, concluding with
the main subject again).
Work on the main content first. From your notes decide on the most important things that need to be said. If you have too much
material, be selective.
As a guide, you can use the following scale:
3 key points are sufficient for a 10-15 minute presentation.
6 key points are sufficient for a 30 minute presentation.
8 key points are sufficient for a 45 minute presentation.
Arrange the key points in logical order and expand them with supporting material - discussion, argument, analysis and appeal. If you
are hoping to persuade people then it is advisable to address potential objections within the presentation so that you present a
reasoned, well-balanced view.

Decide Whether to Illustrate

Most talks benefit from personal anecdotes, real-life situations or hypothetical examples to bring them to life.
If the presentation is short and informal it is probably not necessary to use any visual aids. Use visual illustrations if anything requires
expanding, clarifying or simplifying. Illustrations of any type should be relevant and fully explained. Bear in mind that a talk will last
longer if visual aids are used.
PowerPoint or other presentation software is often used to support a presentation, although care needs to be taken to ensure that this
technology aids the presentation and does not detract from the main essence of your talk. Do not use visual aids or PowerPoint just for
the sake of it or to show off your technological prowess, there is nothing more distracting than whizzy and pointless PowerPoint
animations in a presentation.

Introduction and Conclusion

The introduction should give a preview of what you are going to say and should gain the attention of the listeners with a statement of
purpose. Make it clear whether you wish to accept questions as they arise during the presentation, thereby breaking your flow and risk
being side-tracked, or will invite questions at the end.
The conclusion should repeat the main points but this time try to use different words and summarise the main point and argument.
End decisively, so that no-one is in any doubt that your presentation is finished. This is also the time to ask the audience whether they
have any questions.
(Adapted from https://www.skillsyouneed.com/present/organise-material.html)
 HANDOUT 3
VISUAL AIDS
1. Whiteboards and Interactive Whiteboards
If available, whiteboards are good for developing an explanation, diagrams and simple headings, and for recording interaction with,
and comments from, the audience during brainstorming sessions. Remember that writing on a whiteboard takes time and that you will
have to turn your back to the audience to do so. If using a whiteboard, you should ensure that your handwriting is legible, aligned
horizontally, and is sufficiently large to be seen by all the audience. Also ensure that you use non-permanent pens (sometimes referred
to as dry-wipe pens) rather than permanent markers so that your writing can be erased later. Bear in mind that white background of a
whiteboard can cause contrast problems for people with vision impairment. If you have access to an interactive whiteboard, you
should make sure you know how this works, and practice using it, before your presentation.

2. Flip Charts
A flip chart is a popular, low cost, low tech solution to recording interactive meetings and brainstorming sessions. A flip chart can be
prepared in advance and is portable, it requires no power source and no technical expertise. Flip charts are ideal for collecting ideas
and responses from the audience and are good for spontaneous summaries. However, if the audience is large, a flip chart will be too
small to be seen by everyone. Ten tips for the effective use of a flip chart:
- Arrive early and be sure that the flip chart is positioned so that you can get to it easily when you need it.
- Ensure that the flip chart is positioned so that you can stand next to it and write while still facing your audience. Do not turn
your back on your audience.
- Make sure you have to hand several markers pens that work. Throw away any pens that don't work.
- Only use blue or black marker pens: it will be difficult for those at the back of the room to see any other colours. You can
however use the colour red to accentuate things already written in blue or black.
- When writing on the flip chart, make your letters at least 2-3 inches tall so that everybody can clearly see what you have
written.
- Draw lines in pencil on blank pages before your presentation - to help you keep your writing legible and straight.
 - Plan out your pages as you are writing the outline for your presentation. They will be the support for your public speaking
presentation.
- Write notes to yourself, in pencil, on the flip chart to help remind yourself of all the important points to be included. Your
audience will not see the pencil notes.
- If you have something that you want to present and then accentuate during the presentation or discussion, write out the flip
chart page beforehand so that you can just flip the page to it.
- If you need to refer to something that you wrote on a page at a later point in your presentation, rip off the page and affix it to
the wall.

3. Video
Videos are excellent for training purposes, but can be difficult to fit into a presentation structure. If a computer connected to a
projector is available then videos can be played as files, from a DVD or with an Internet connection via YouTube or other online
sources. Videos can also be built into a presentation using PowerPoint or other presentation software.

4. PowerPoint
Use of PowerPoint and other presentation software is very common when presenting today. Care should be taken, however, that visual
effects do not detract from the presentation itself. If you do choose to use PowerPoint try to have a practice run well in advance of a
presentation so that you are confident when giving the presentation itself.

5. Over-Head Projector (OHP)

Displays can be prepared on acetates, both in written and graphic form. They command attention but, as with other visual aids, care
must be taken to talk to the audience and not the screen. OHPs are suitable for both large and small groups although the machines can
be noisy and unreliable and the projector can obscure the screen. OHPs as a method of presenting have now largely been replaced by
presentations projected from a computer onto a whiteboard or other screen.

6. Slides
Slides of excellent visual quality can have great impact on any size of group. However, a good blackout is required for the images to
be seen clearly and this causes eye contact with the audience to be lost. Unlike with other methods of presentation, you will not be
able to add any spontaneous notes or records to the slides. If you are using slides, ensure that they are prepared in the correct order,
ideally numbering the slides so that if the carousel is dropped the slides can quickly be reordered. Like OHPs, the use of slides has
largely been replaced by digital photography projected using PowerPoint or other presentation software in professional situations.

7. Handouts
Handouts summarizing or including the main points of a presentation are an excellent addition but must be relevant. Presentation
software packages such as PowerPoint can automatically generate handouts from your presentation slides. However, think carefully
about when to distribute your handouts. Giving out handouts at the start of a talk will take time and the audience may start to read
these rather than listen to what the speaker is saying. However, if your presentation contains complex graphs or charts, the audience
will appreciate receiving the handout before the presentation starts since they may find it easier to view these on paper than on the
projection screen. The audience may also appreciate being able to make their own notes on the printed handout during the
presentation. Consider the best time and method to distribute any handouts, including either placing them on seats prior to the start or
giving them out at the end of your presentation. You may also consider emailing copies of handouts to participants after the event. If
your talk includes questions or discussion this will give to time to summarize this and communicate it back to the attendees.
(Adapted from https://www.skillsyouneed.com/present/visual-aids.html)
 HANDOUT 4
NONVERBAL DELIVERY TIPS

1. Hand gestures
Hand gestures can add a nicely subtle touch to your delivery, or can become the most distracting element of the presentation.
- Try to make every gesture natural, appropriate, and consistent both with the ideas in the message and with your own
personality. If you are giving an impassioned plea to raise money for cancer research, gestures may seem more natural than if you are
lecturing on the problems banks are having with loans to underdeveloped countries.
- Stand straight with your arms bent at the waist and your hands relaxed, at the "ready" position. Try not to clasp your hands
together. This makes gesturing impossible except if you're willing to raise both hands at once. Also, it is important not to hug your
body, hang your hands at the crotch, lock your hands behind your back, or grasp and lean into the lecture.
- Pay attention to the position of your elbows. If they hang stiffly at your sides, your gestures will look shortened and artificial.
To move your hands and forearms freely, make sure there's plenty or room between your elbows and your body.
- You can tell if your gestures are effective by checking where your listeners are looking. If they are focusing on the movement
of your arms or hands instead of your face, your gestures may well be a distraction rather than a help.

2. Bodily action
Bodily action is an important element of nonverbal communication because the audience focuses primarily on the speaker.
- Be natural, relaxed, and reasonable. Don't pace back and forth, sway, or lean over the podium.
- As important as how you act during the speech is what you do just before you begin and after you finish. You will look
nervous or unenthusiastic if you plod to the lectern or rush back to your seat. Try to appear calm, poised, and confident before and
after you speech.

3. Eye contact
Eye contact is the most immediate form of nonverbal feedback--you can gauge how the audience is reacting as well as look prepared.
 - Don't keep your eyes glued to your notes.
- Don't look just above the heads of your listeners. Although this advice is often given to speakers, it will be obvious to
everyone that you are gazing into the air.
- You will feel more comfortable during your presentation if you choose to look at people who are giving you positive
feedback. Then switch your attention to another part of the room and engage someone else's gaze. In the end, distribute your gaze
evenly around the room.
- At the same time, avoid the tendency to dart your eyes around the room or to sweep the room with your eyes. Instead, try to
hold eye contact with a single person for a single thought. (This may be measured in a phrase or a sentence.)

4. Facial expression
Facial expressions are especially important in communicating emotions--your anger and fear, boredom and excitement, doubt and
surprise etc. Nervousness and anxiety may at times prevent you from relaxing enough so that your emotions come through. Here are
some suggestions for facial expression:
- Avoid the two common problems of facial expression: too little and too much.
- Keep your facial expression consistent with the ideas. Try not to look gloomy when you are giving a wedding toast. Nor
should you look happy when you deliver a eulogy.
- Eliminate any distracting facial expressions. For example, try not to smile out of nervousness.

5. Postures
Posture influences your ability to project your voice and influences your credibility.
- When delivering your speech, stand straight but not stiff. Try to communicate a command of the situation without
communicating discomfort that is actually quite common for beginning speakers.
- Try to avoid the common mistakes of posture such as putting your hands in your pockets or leaning on the desk, the podium,
or the chalkboard.
 HANDOUT 5
VERBAL DELIVERY TIPS
Verbal communication refers to the vocal performance of a speaker, such as their rate, volume, pitch, and pauses. These aspects of
vocalization are critical to effectively conveying ideas (after all, if your audience has trouble understanding what the words are coming
out of your mouth, then they will be unable to understand your message.)

1. Rate
Rate refers to the speed at which a person speaks. Follow these suggestions to adjust your rate of speech to your best advantage:
- Choose a rate appropriate for the ideas being expressed and for a speech setting. For example, it makes sense for a
sportscaster announcing a basketball game to speak faster than a sportscaster at a golf match.
- Vary your rate of speech to express different thoughts and feelings. You may want to speak slowly to emphasize an important
point or to communicate a serious or somber mood. A faster pace is appropriate when you are telling your audience something it
already knows (many speeches include background information that sets the scene) or to express surprise, happiness, or fear. Use
pauses to change the pace and add verbal variety.
- Use a tape recorder to monitor your rate of speech while you read aloud a magazine article. Pay special attention to grouping
words into phrases and to slowing down and speeding up at appropriate points. Play back your speech, then adjust your phrasing for a
more effective delivery.

2. Volume
Volume refers to the loudness or softness of the speaker's voice.
- Know what volume your voice should be in your classroom. If you speak too softly, your speech serves little purpose. At the
same time, don't mistake shouting for speaking loudly.
- Vary the volume to get attention. Whether to choose to speak louder or more quietly, you draw attention to your speech
through contrast. For example, you can speak softly when you narrate a sad story. In this case, a quieter approach is usually a more
effective attention-grabber.
3. Pitch
Pitch means the highness or lowness of the speaker's voice. Changes in the pitch are known as inflections.
- When you speak in a monotone, you tell your listeners you have nothing to emphasize. When you vary the pitch of your
voice, you let them know that what you are saying is important.
- As with volume, vary pitch to achieve the best effect. For example, you can speak in a low tone when you quote someone.
The change in pitch suggests that you are citing evidence rather than expressing your own view.

4. Pauses
Pauses add color, expression, and feeling to a speech. They should be used deliberately to achieve a desired effect. Here are a few
suggestions:
- Pause for moment when you introduce a new idea or term to give your listeners time to absorb what you are saying.
- Don't talk nonstop until, literally, you are out of breath. At the same time, don't pause every three or four words in a kind of
nervous verbal chop. Particularly, don't pause in the middle of an idea. That will make it difficult for your listeners to follow. To a
speaker, a phrase has a different meaning it has to a writer. It is a unit you speak in one breath in order to express a single idea. Each
pause tells your listeners you are moving from one thought to the next.
- Try not to take vocalized pauses such as "ah," "er," and "umm." A vocalized pause is usually ineffective (even distracting and
annoying). For example, President John F. Kennedy's famous line, "Ask not what your country can do for you; ask what you can do
for your country," was effective not only because of its language but also because it was delivered with a pause dividing the two
thoughts. I think that you will agree that "Ask not ah what your er country can do ah for you; ask what you umm can do er for your uh
country" just don't have the same impact as the unadorned original statement.
- Extend your pauses to two or three seconds when displaying a visual aid. This tactic enables your audience to read the
information on the visual aid without missing your next thought. It is important to pause after the display, not before it.
(Adapted from http://www.speaking.pitt.edu/student/public-speaking/suggestions-verbal.html)
 HANDOUT 6
HANDLING QUESTIONS FROM THE AUDIENCE
Many otherwise extremely competent and confident presenters will tell you that they really dread the question and answer session of a
presentation. They seek ways to ‘avoid’ difficult questions. But it doesn’t have to be like that. Dealing with questions in a presentation
is a skill which anyone can master. Perhaps the most important thing to understand is that, as a general rule, if people ask you question
even hostile ones, it’s not to trip you up but because they genuinely want the answer.
Here are some tips you can try:
1. Staying in control of the questions
Most people dread the question session because they fear losing control. A little thought and some early planning can avoid this risk.
But you can also avoid it by remembering that any presentation is an information exchange. It is as much for you to hear what people
want to know as for them to hear from you. However, if your presentation starts to get diverted by an interesting question, try saying
something like:
“I think we’re getting a bit off topic here. Let’s put that to one side and you and I can chat about it later. Come and find me at the end
and we’ll exchange contact details.”
Or even:
“I’d really like to get on with the presentation, otherwise I may not have time to finish, but let’s talk about this later.”

2. Setting out some ground rules

At the start of your presentation, you should make it clear whether and when you would prefer to deal with questions - as you go along
or at the end of the presentation. Some speakers prefer questions to be raised as they arise during the presentation. The advantage of
this approach is that any misunderstandings can be dealt with immediately. However, there is also a danger that the question will
disrupt or distract the speaker, or that questions are raised that would have been covered later in the presentation.

3. Categorizing questions
If you like to deal with questions as they arise, but you are concerned about the pitfalls, there is an easy way to handle this. In your
introduction, explain that there are three types of questions:
- The sort that seeks clarification of something that has just been said – you will answer those immediately;
- The sort that asks a related question about something that you plan to cover later - you will answer those later in the
presentation; and
- The sort that is best dealt with offline because most of the audience probably won’t be interested, or it’s outside the topic of
the presentation – you will make a note of the question and come back to the questioner afterwards.
When a Type 2 or 3 question is asked, you can then say something like:
“That’s a Type 2 question, so I’ll park that for now, and cover it later. If you don’t think I’ve covered it by the end, remind me, and I’ll
go over it.”
Other speakers prefer to deal with questions at the end of the presentation.
If you prefer this approach, ensure that you set aside sufficient time for questions but also limit the amount of time available. The
amount of time will depend on the type of presentation you are giving but usually 10 minutes of question time should be sufficient.
The big advantage of this approach is that if you talk too quickly, you will simply have a longer question session: a big incentive to
talk slowly and carefully, and make sure that your audience understands everything as you go. You should not close the presentation
with the question and answer session. When you have finished answering questions, make sure that you have the last word with a
strong assertion of your main message(s). In other words, you can thank the audience for their questions and then summarize once
again the main point or points that your presentation was designed to communicate.

4. How to manage the question session

The main rule of question sessions is to treat your audience with the respect you would like to have shown to you, and answer their
questions directly and honestly. If they have asked a question, it is because they want to know the answer. It is very unlikely that
anyone will ask a question solely to trip you up, although this does happen. If a question is provocative, answer it directly. Never be
rude to the questioner or show you are upset. Do not compromise yourself but maintain your point of view and never lose your
temper. This tactic can be difficult to maintain but the key is being assertive.
Here are some tips to manage questions:
- Listen carefully to the question and, if the audience is large, repeat it to ensure everyone in the audience has heard.
- If you’re not sure you understood correctly, paraphrase it back to the questioner and check that you have it right. Answer
briefly and to the point.
- If you do not know the answer, then say so and offer to find out. Then ensure that you follow up. To be able to respond, you
will need the questioner’s name and email address, so make sure that you speak to them before they or you leave.
- “I don’t know” is a very acceptable answer to some difficult questions and it is much more acceptable than stumbling through
an answer or making something up. “I don’t know, but I’ll find out and let you know” is even more acceptable.
- Relax and do not feel as if you have to know everything. If you don’t know it is better to be honest than to try to pretend.
- Trust takes a long time to build up, but it can be lost in moments, and audiences will almost always know when you are not
being genuine.
(Adapted from https://www.skillsyouneed.com/present/presentation-questions.html)
 HANDOUT 7
MANAGING THE PRESENTATION ENVIRONMENT
1. Seating
If the chairs are free standing, the seating can be arranged according to the size of the room and number of people expected.

It is important to arrange seating so that everyone can see and hear you and there are no obstacles to the visual aids you are using. If
you're using PowerPoint or a projector, generally, then try to make sure that even the seats towards the back can see the full screen.
Often, towards the back of an audience, the bottom third of a screen can be obstructed by the people in front.

Before the event, ask for seating to be arranged as you would like. Remember, though, that sometimes you will have no control over
the seating layout of the space where you will speak, and the best thing that you can do is tailor your presentation to the planned
layout. For example, it is good practice to avoid putting important points towards the bottom of your slides in case people at the back
of the room cannot read them.

2. Final preparation
Arrive in plenty of time since being late will increase your stress levels. If the room or hall is available before the audience arrives,
check:
- The seating is suitable.
- The supply and location of electric sockets and light switches.
- Equipment and visual aids are working.
- The microphone, if one is being used.
- The lectern or a table is suitable for your notes.
- If following a previous speaker, be prepared to set up any visuals before you begin your presentation.
If possible, plan a spare five minutes before the presentation starts to quickly review your notes and calm your nerves.
3. Coping with nerves
It is essential to always be well prepared and well rehearsed in order to feel more confident. Feeling nervous before a presentation is
entirely natural. Here are some tips for you to cope with nerves:
- Practice deep breathing: Adrenalin causes your breathing to shallow. By deliberately breathing deeply your brain will get the
oxygen it needs and the slower pace will trick your body into believing you are calmer. This also helps with voice quivers, which can
occur when your breathing is shallow and irregular.
- Drink water: Adrenalin can cause a dry mouth, which in turn leads to getting tongue-tied. Have a glass or bottle of water
handy and take sips occasionally, especially when you wish to pause or emphasize a point. Take care not to take large gulps of water.
- Chew gum: Chewing gum before a presentation may help you to feel more relaxed. Research has shown that the act of
chewing can increase your alertness and help to reduce anxiety. It is usually best to get rid of the gum when you start your
presentation.
- Smile: Smiling is a natural relaxant that sends positive chemical messages through your body. Smiling and maintaining eye
contact also help you build rapport with your audience.
- Use visualization techniques: Imagine that you are delivering your presentation to an audience that is interested, enthused,
smiling, and reacting positively. Cement this positive image in your mind and recall it just before you are ready to start.
- Self-massage: Press and massage your forehead to energize the front of the brain and speech centre.
- Pause: Just before you start talking, pause, make eye contact, and smile. This last moment of peace is very relaxing and gives
you time to adjust to being the centre of attention.
- Slow down: Speak more slowly than you would in a conversation, and leave longer pauses between sentences. This slower
pace will calm you down, and it will also make you easier to hear, especially at the back of a large room.
- Move around: Move around a little during your presentation as this will expend some of your nervous energy. However, try
not to pace backwards and forwards or rock on your heels as these activities can be distracting to your audience.
- Stop thinking about yourself.

4. Creating rapport
If the presentation is a formal or semi-formal occasion, someone may introduce you. Take your time to get into position, make eye
contact with the audience and remember to smile. If introduced, always acknowledge the introduction with thanks. Unless it is a very
small group or very informal occasion, always stand to give a presentation or talk. Remember to keep your head up and maintain eye
contact with the audience throughout. Be alert to the audience mood and reaction.

5. Voice and language: Maintaining interest throughout depends not only on the content but how the talk is delivered vocally.
Remember that the following aspects of voice control are important:
Volume - to be heard
Clarity - to be understood
Variety - to add interest
Do not speak too fast and remember to pause occasionally to let the audience assimilate the information. Use easily comprehensible
language and try to avoid clichés and jargon. If you are sincere and enthusiastic you will quickly develop a rapport with the audience.

6. Managing sound systems and microphones

In a big room, you may need or have access to a sound system. This may also be used if your talk is being recorded. If so, there are a
number of things to remember:
- In advance, try to find out when you will be attached to the microphone, and also when the microphone will be switched on
and off. Nobody wants to hear your off-stage remarks about how nervous you are, or your post-presentation comments on the
awfulness of the audience. A quick chat with the sound technician could avoid a lot of embarrassment.
- Also in advance, check whether the microphone is wired or wireless. Wireless means that you will be able to move around
the stage, whereas wired means you’re a bit more ‘tethered’, so it does affect how you plan your presentation. If in doubt, assume
wired.
- It’s worth making sure that you have at least one pocket in your outfit, so that the microphone can be clipped to it. Having it
attached to a smart dress or thin top with tape is not a good look. For women, it’s best to avoid dangly earrings or heavy jewellery, in
case it bumps against the microphone and makes a noise.
 - It is tempting to speak more quietly with a microphone, but try to maintain your normal speaking voice. You still need to
speak slowly and clearly, as your voice may be distorted by the sound system.
- Make sure that you know how to switch the microphone on and off, in case of any problems during the presentation. When
you’ve finished, switch it off yourself, then you’ll know that your private conversations will remain private.
- Coughing, sneezing or blowing your nose will sound horrendous through a microphone. If you need to do any of those things,
turn away from the microphone beforehand.
- While wearing a microphone or in front of a camera, never say anything that you wouldn’t be happy for the whole room to
hear, or to be recorded and played back publicly. That way, you will avoid any potential embarrassment.

7. Positioning and body language

Where you stand, and whether you move around, has a huge effect on the audience and its reaction to you. For example, if you stand
at a lectern, most of your body will be invisible to your audience, which means that your body language is much harder to read. As a
general rule, lecterns are bad news, but sometimes essential, because that’s where the microphone and/or controls for the visual aids
are located. If you can, wander about the stage during your presentation, returning to the lectern to change slides if necessary.
However, pacing backwards and forwards like a caged lion is not good. If you need to be at a lectern for the microphone, then try
angling the microphone so that you can stand to one side, and be fully visible to your audience, or better still, demand a roving
microphone as a pre-condition of agreeing to present. If the sound system or positioning is less than ideal, explain that to your
audience. You may feel and look awkward rooted to the spot by a lectern, but at least they will understand why if you’ve told them
that you’d prefer to be moving about.
Beware of the following bad habits that may let you down when you are nervous:
- Whilst speaking, try to keep a tall, relaxed, open stance without hanging onto a table or lectern or trying to hide behind it. If
using cue cards, do not wave them around but keep them in one hand while gesturing with the other.
- Avoid putting your hands in your pockets as usually you will start to fiddle with the contents, and this will be distracting to
the audience.
- Try not to hop from one foot to the other or rock backwards and forwards on the balls of your feet. Try not to pace up and
down although some movement may be useful to keep audience attention.
- Do not stare fixedly at one person in the room or pretend the audience is not there and talk to the ceiling or the floor.
- Do not fiddle with pens, buttons, jewellery, a tie or your hair.
(Adapted from: https://www.skillsyouneed.com/present/manage-the-event.html)
 WEEK 8
UNIT 6: STAGES IN LIFE
Unit Opener + Lesson 6A

1. Time allowance: 50
2. Theme: Changing your life
3. Objectives: By the end of the lesson, students will be able to
+ use verb patterns with to+ infinitive to talk and write about the stages of life and plan for the future.
4. Learning outcomes:
Procedures Time
Unit opener Activity 1 5’
Ask students what they know about the Sphinx in the picture, and add it to the information you already
have on the board.
Answer:
The Great Sphinx at Giza is situated on the west bank of the River Nile, and is close to the Great
Pyramids. It is 73.5 m long, 6 m wide and 20.22 m high. It is the oldest known monumental sculpture in
the world. It is generally thought to have been made in the reign of the pharaoh Khafra (c. 2558- 2532
BC), at the same time as the second pyramid there, which is his. Some archaeologists dispute this. Unlike
the later Greek Sphinx, which has a woman's head, a lion's body and an eagle's wings, this and other
Egyptian sphinxes have a lion's body and a man's head.
Activity 2
Ask students to read about the Sphinx, and see if anyone knows the answer to the riddle. Do not tell them 4’
if they are correct or not, just accept all possible answers.
Answer:
 A human being: crawling on all fours as a baby, walking on two legs as an adult, and walking on two
legs with a stick as an old man.
Activity 3
Initially ask students to order the phrases in the order in which they usually occur. (1. learn to ride a 3’
bicycle; 2. get your driving license; 3. go to college or 4. university; leave home; 5. start your career; 6.
get engaged; 7. get married; 8. start a family; 9. take a career break; 10. get a pension. ) .Ask students to
think about the stages listed, and answer the questions individually. Elicit responses from the whole
class, and open a wider discussion.
Lead-in Ask students what they know about ancient Egypt. Elicit or provide some key words and write them on 3’
the board (e.g. pharaoh, pyramid, hieroglyphics, mummy, tomb) to help them.
Vocabulary Activity 1 3’
stages in life Ask students to order the stages individually, then check with a partner. Elicit the answers from the
whole class.
Answer:
infant, child, adolescent, teenager, young adult, middle aged, pensioner 5’
Activity 2
Ask students to apply ages to the stages listed in Exercise 1; they could do this in pairs so that they can
discuss their ideas. They should then say what stage they are at themselves.
Answer:
infant: 0-5
child: 5-11
adolescent: 11-13
teenager: 13- 18
young adult : 18-30
middle aged: 40-65
 pensioner: 65 onwards
young adult : 18-30
middle aged: 40-65
pensioner: 65 onwards
Reading Activity 1 3’
Read through the questions with the class. Ask them to read the text and answer individually, then check
with a partner. Elicit the answer from the whole class.
Answer:
1. probably middle aged - professional people with successful careers
2. Because they wanted to travel - they realised there was more to life than working. 3’
Activity2
Ask students to read through the questions, then underline the relevant sections in the text. They
should do this individually, then check with a partner. Elicit the answers from the whole class.
Answer:
1. something fun and exciting
2. stop working and go travelling
3. to travel from the bottom of South America to Brazil
4. Africa
5. They found it difficult to understand their decision.
6. to go on this kind of a journey
7. They started to live their dream. 3’
Activity3
Ask students to think about their attitudes to the kind of change that Rich and Amanda made. They
should discuss their feelings in groups of four. Elicit any views from the whole class. Ask students to
discuss the advantages and disadvantages of making this kind of change.
Grammar and Activity1 3’
listeningverb Ask students to match the sentences a- c with the verb patterns 1-3. They can then check their answers
patterns with to with a partner. Check the answers as a class, then read through the information in the grammar box.
+ infinitive Answer:
1. a 2. c 3. b 3’
Activity2
Ask students to read through all of the sentence parts (1-7 and a-h) and think about which ones might
match. Play the recording a couple of times for them to match the parts. Elicit the answers as complete
sentences. Ask students to discuss in pairs which stage of life each person is at, or elicit ideas from the
whole class.
Answer:
1. d 2. a 3. g 4. b
5. e 6. c 7. f
Speaker 1: young adult / older teenager
Speaker 2: middle aged / nearly retired
Speaker 3: young adult
Pronunciation Play the recording for students while they listen and follow the paired sentences from Exercise 7. 4’
/tə/ Play the recording again and pause it for students to repeat, chorally and individually.Ask students to
each write down the sentence beginnings 1-7, from Exercise 7, and complete them with their own ideas.
Ask students to work with a partner and compare what they have written.
Speaking Activity 1 8’
Ask students to get into groups of four. For this roleplay, each student should take on a different role
Marie, Javier, Ahmed or Lucy. Each of them should prepare their plans for the future. The students
playing Marie and Javier can work together though they may each have different ideas on how to solve
the problem. Give feedback. Each person presents their plans to the rest of the group. The group discuss
 their ideas and comment upon them. Ask them to give reasons if they would not like to do something
similar.
Homework Write 150-200 words about what they would like to do with their lives if they were free to do whatever
they wanted.
 WEEK 8
UNIT 6: STAGES IN LIFE
Lesson 6B

1. Time allowance: 50
2. Theme: World party
3. Objectives: By the end of the lesson, students will be able to
+ use verb patterns with to+ infinitive to talk and write about their stages of life and plan for the future.
4. Learning outcomes:
Procedures Time
Lead-in Ask students to get into groups to discuss the main reasons they have parties and celebrations each year 5’
in their own families. Which ones are general (e.g. New Year, religious celebrations) and which are
personal (e.g. birthdays, weddings, wedding anniversaries)?
Ask them to compare and contrast what they do, and then elicit some comments. Lead straight into the
discussion in Exercise 1.
Reading and Activity 1 4’
vocabulary Ask students to think about which events in life are celebrated in their country. Ask them to look at the
celebrations example. Elicit ideas and note them chronologically on the board, then elicit further details of how they
celebrate different events.
Activity2 4’
Ask students to read the question, then skim the first paragraph of the article quickly for the answer.
Answer:
Because different places around the world have a party at the same time of year. 3’
Activity3
 Ask students to read the statements first to focus their reading. They should then read the article and find
out which places the sentences refer to.
Answer:
1. Rio de Janeiro 4. Port-of-Spain
2. Venice 5. Rio de Janeiro 3’
3. New Orleans 6. Venice
Activity4
Ask students to match the words and pictures individually, then check with a partner. Elicit the answers 3’
from the whole class. Check students understand all the words correctly.
Activity5
Ask students to work in groups of four to do this activity. They should first discuss possible festivals and
agree on one to describe. Ask students to write descriptions of the different elements. Ask each group to
present their ideas to the rest of the class (it does not matter if they have all had the same idea). If you and
the students wish, you can vote on which was the best presentation, saying why.
Listening Activity1 3’
Ask students to decide which of the four Mardi Gras celebrations the presenter is at. Play the recording
through twice. Ask students to answer, and ask let them to justify their idea.
Answer:
New Orleans Mardi Gras 3’
Activity2
Ask students to read through the questions carefully to see what they need to listen for. Play the
recording once or twice, as necessary, and ask students to check their answers with a partner.
Elicit the answers, having some students ask the questions and others provide the answers.
Answer
1. Yes (thousands of visitors)
2. No (I'm meeting everyone at the float.)
 3. No (“And do you have a mask?” “Sure. Here it is. I'll put it on.”)
4. Don't know
Grammar Activity3 3’
future forms Ask students to do this activity individually, then check their answers with a partner. Elicit answers from
the class, having three students read sentences 1-3, while three others read the correct example from a-c.
Answer:
1. a 2. c 3. b
Activity4 3’
Ask students to choose the correct options individually to complete the sentences, then check with a
partner. Elicit the answers from the class as complete sentences.
Answer:
1. I 'll check 5. I 'm going to visit
2. You're going 6. are we meeting
3. I 'll try 7. Are we going to give
4. I won't see 8. are you leaving
Pronunciation Play the recording while students listen and follow dialogues 1-5 in Exercise 9. Ask them to pay 4’
contracted particular attention to the contracted forms. Point out that they are unstressed and often very difficult to
forms hear. Play the sentences line by line, pausing after each one for students to repeat chorally and
individually, imitating the pronunciation of the contracted forms.
Speaking Ask students to work in groups of four to do this roleplay. Suggest that one of them is the secretary and 12’
makes notes on who is going to do which job, details of what food and what music they will have,
where and when it will be. They should base their plans on the real city, town or village where they live,
so they can name real streets and buildings, etc. Give feedback.
When they have finished, each group should present their plans to the class. Ask them to arrange their
presentation so that everybody speaks about what their role.
Homework - Ask students to write about a national festival or celebration which they enjoy. This could be based on
the presentation, but should include more personal details.
- Ask students to write three sentences with the present continuous about things they have already
planned for the immediate future (e.g. I'm taking my kids to the zoo tomorrow afternoon) and three
sentences about more general future plans using going to (e.g.We're going to stay with my parents in the
summer).
 WEEK 8
UNIT 6: STAGES IN LIFE
Lesson 6C

1. Time allowance: 50
2. Theme: Masai rite of passage
3. Objectives: By the end of the lesson, students will be able to
+ identify the key information in an article;
+ use the word get with different meanings;
4. Learning outcomes:
Procedures Time
Lead-in Ask students if they have celebrated any events or important stages in their life, e.g. when they were 18 6’
or 21, when they left secondary school, when they graduated from university. Ask: What did you do to
celebrate? What was it like?
Reading Activity 1 6’
Ask students to discuss the questions in pairs or small groups, then feedback ideas as an open-class
activity. Elicit other ideas that can be added (e.g. drive a moped or scooter, leave school, etc.)
Activity2 6’
Ask students to answer the questions, and use the information in the Vocabulary notes below to help
them understand the meanings.
Answer:
b 6’
Activity3
Ask students to read the questions so that they can focus on the information they need to look for in the
text. Ask students to read the article and match the paragraphs to the questions. When they have finished
 they can check with a partner. Elicit answers from the class. Point out the word glosses at the end of the
article.
Answer:
a. 5 b. 1 c. 2 d. 4 e. 3 f. 6
Critical Activity1 7’
thinking Ask students to write notes about the information in the article, under the headings given. They should do
identifying the this individually. Do not elicit answers, as the checking comes in the next exercise.
key Activity2 7’
information Ask students to check their answers with a partner and find similarities and differences in the information
they have noted.
Answer:
Location: Kenya-Tanzania border
Purpose: rite of passage when boys become men
Special clothing or appearance: paint their bodies, cut off their hair
Special places: the Osingira - a shelter where the elders meet; the place on the border where the
Eunoto ceremony takes place
Responsibilities of older men and women: the elders give advice, the women build the Osingira and cut
off their sons' hair
Word focus get Activity1 6’
Ask students to find the phrases with get (in paragraphs 3 and 6), and match them to the meanings. They
can check their answers with a partner. Elicit the answers from the class.
Answer:
to get to a special place = arrive
they get this advice = receive
they will get married = become 6’
 Activity 2
Ask students to read the paragraph and match the get verbs individually with the verbs in the box, then
check with a partner. Elicit the answers from the class as complete sentences with the get verb replaced.
Answer:
2. prepare
3. wakes up and gets out of bed
4. meet and socialize
5. receive
6. catch
7. return
Homework Write a paragraph describing their normal day, using as many get verbs as possible, with an alternative
verb written in brackets after each one.
 WEEK 8
UNIT 6: STAGES IN LIFE
Lesson 6C+ 6D

1. Time allowance: 50
2. Theme: Masai rite of passage + An invitation
3. Objectives: By the end of the lesson, students will be able to
+ describe events;
+ use emphasizing words for inviting, accepting and declining purposes
4. Learning outcomes:
Procedures Time
Lead-in Ask students to describe some recent invitations they have had - who were they from, what event 5’
were they invitations to?
Speaking Activity 1 9’
Ask students to work in pairs and describe one of the events each. The listening partner could try
to write down the three get verbs they hear and afterwards tell the speaker what verb could be
used instead. They then change roles.
Activity 2 8’
Ask students to discuss the questions in pairs, then elicit some answers from the class.
Sample answer:
From least formal to most formal:
a barbecue with family and friends, an end of course party, a leaving party for a work
colleague, your grandfather's birthday party, an engagement party, going out for dinner with a
 work client.

Real life Activity 1 7’

inviting, Ask students to read the first four questions, then play the recording - twice if necessary - for
accepting and them to answer. Do the same with the second four questions. Elicit the answers, having different
declining students ask the questions and others answer.
Answer:
1. a barbecue at his house
2. Because he has things to do and he thinks it is a family affair.
3. He tells him he is inviting others from their class.
4. No, he doesn't.
5. on Saturday
6. to dinner at her favorite restaurant
7. Yes, she does. 5’
8. less formal because the speakers know each other better
Activity 2
Read through the expressions in the box with the class, making sure they are familiar with all the
expressions. Then play the recordings while students tick the expressions they hear. Elicit
answers from the whole class.
Answer:
Do you want to ... ?
 Would you like to come to ... ?
I'd like to take you to ...
Why don't you ... ?
I'd like that very much.
Thanks, that would be great.
That would be wonderful.
Yes, OK.
I'd love to.
Thanks, but ...
Pronunciation Activity1 5’
emphasizing Ask students to underline the stressed words as they listen to the recording. Elicit answer and
words encourage them to say the phrase with the correct stress.
Answer:
1. I'd love to. 2. That would be wonderful.
3. It's very nice of you to ask. 4. I'd like to but I'm afraid I'm busy.
Play the recording again, and pause it after each sentence for students to repeat chorally and
individually.
Activity2
Talk about the conversation flow-diagram with students so that they understand how to use it. 11’
Ask them to work in pairs and produce various different kinds of conversations.They should
decide before they start each one whether they are friends (so the conversation will be informal)
or business acquaintances (formal).
Homework Write an invitation to invite a friend to your birthday party.
 WEEK 8
UNIT 6: STAGES IN LIFE
Lesson 6E + 6F

1. Time allowance: 50
2. Theme: Weeding in Madagascar + Steel drums
3. Objectives: By the end of the lesson, students will be able to
+ use descriptive adjectives in writing description;
+ describe traditional musical instruments.
4. Learning outcomes:
Procedures Time
Writing a Ask students to read through the list of possible topics, then read the post and see which ones are referred 3’
description to. Elicit answers from the whole class.
Answer:
food and meals, clothes, people, festivals and ceremonies
Writing skills Activity 1 6’
descriptive Ask students to do this exercise individually then check with a partner. Elicit answers from the whole
adjectives class.
Answer:
1. massive
2. miserable
3. colorful, smart, delicious
4. dull 6’
Activity2
Ask students to improve the sentences as indicated, working in pairs. Elicit their suggestions,
remembering that there can sometimes be several options.
Sample answer:
2. In the USA, you can buy enormous /huge / giant / gigantic / colossal burgers.
3. The parade was a bit dull / tedious after a while.
4. The crowd was delighted because the exciting/ colorful fireworks started.
5. All the costumes were beautiful /gorgeous I lovely.
6. I was miserable/ upset to leave Paris. 9’
7. I tried sushi for the first time and it was delicious I really tasty.
8. The view of the mountains was beautiful / stunning / wonderful.
Activity3
Ask students to work in pairs. Elicit their suggestions, remembering that there can sometimes be several
options.
Sample answer:
food and meals: lovely, delicious, tasty
clothes: pretty, smart, attractive, (un)fashionable, expensive
festivals and ceremonies: interesting, exciting, amusing, enjoyable
nature and geographic features: beautiful, attractive, dramatic, interesting 7’
people: happy, sad, (un)friendly, kind, annoying,
towns, cities, buildings: large, busy, attractive, ancient, historic
transport: efficient, cheap, expensive, dean, dirty, fast slow, old, modern
Activity4
Ask students to choose one of the topic (or they could write about another suitable topic of their own),
and write a paragraph of about 100 words about it. They should use a range of interesting adjectives to
give details. Ask students to swap their writing with a partner and read their partner's descriptions. They
could note any language errors, as well as checking for the good use of adjectives.
Steel drums Activity 1 4’
Students work in groups. Ask them to look at the photo and discuss the questions. Take feedback from
the class. 3’
Activity 2
Play the video for students to check their answers from Exercise 1.
Answer:
1. the Caribbean (Trinidad and Tobago)
2. steel drums
3. It is part of local culture and history. 3’
Activity3
Give students time to read the actions. Then play the video again and ask students to put the actions in the
order they see them on the video. - Check the answers and if necessary play parts of the video again.
Answer:
1. c 2. f 3. b 4. e 5. d 6. a 3’
Activity4
Give students time to read the questions, then play the video for them to answer. Ask students to compare
their answers with a partner.
Answer
1. relaxing beaches and lively music
2. no, just Trinidad and Tobago
3. in the 20th century
4. It is an oil-producing nation.
5.Yes, the rhythms came from the early Africans centuries ago. 2’
6. No, most musicians play by ear.
7. the tuner
8. musicians who play steel band
 Activity5 4’
Students read the quotes a-d and match them to the people 1-4.
Answer
1. c 2. a 3. b 4. d
Activity6
Ask students to complete the text with words from the glossary. Then play the whole video for them to
check.
Answer
1. escape
2. native
3. oil drums
4. pans
5. ear
6. panyards
Homework 1. Draw and write a 100 word- paragraph about a musical instrument you like.
2. Do the review exercises on page 80
 WEEK 9
UNIT 7: WORK
Unit opener + Lesson 7A
1. Time allowance: 50
2. Theme: Steel drums
3. Objectives: By the end of the lesson, students will be able to
+ use vocabulary about office equipment and prepositions of place and movement to talk about the positions of things;
+ pronoun instructive /w/;
+ direct someone to a place.
4. Learning outcomes:
Procedures Time
Unit opener Activity 1 3’
Ask students to look at the photo and answer the questions in pairs. Elicit ideas from the whole class.
Answer:
1. They are policemen.
2. Because they all look the same; they must be triplets.
Activity 2 4’
Ask students to read through the questions to focus their listening. Play the recording and ask students to
listen for the answers, then play the track again for them to check. They can then check their answers
with a partner.
Answer:
1.14 years ago
2. New Jersey State Police
3. everything from serious crime to traffic accidents
Activity3
 Ask students to look at the example (police officer) and then match the other pairs of words individually 4’
before checking with a partner. Elicit answers from the whole class. Point out the use of suffixes in some
of these words and read the information in the Wordbuilding box with the class. Elicit further examples
(e.g. builder, manager, electrician) and refer to page 59 of the Workbook for further information and
practice.
Lead-in Ask students to talk about X- rays, and tell you what they know about them and if they have any 3’
experience of them.
Listening Activity 1 3’
Ask students to respond to the photo, answering the questions and making other comments.
Answer:
The photo is of an office block, we can see five floors.
It is different from normal photos because everything is seen as in an x-ray - people are skeletons, other
things are see-through and we can see inside other things. 4’
Activity 2
Ask students to read the questions, then listen to the recording and answer. Give feedback
Answer:
1. ordinary people, places and things, e.g. an aero plane, a bus, and an office building
2. Sometimes he takes photos in his studio, but for larger things he has to go out to where they are. 3’
3. in galleries around the world, and on advertisements
Activity 3
Ask students to read the sentences and the answer options carefully before playing the recording again.
They could try to predict or remember the correct answers, then check and complete them as they listen.
Answer:
1.a 2. c 3. b 4. b 5. c
Activity 4 3’
 Ask students to complete the sentences from Exercise 3 to describe their current job or their ideal job,
then share their answers with a partner. You can ask for some responses from the whole class.
Vocabulary Ask students to work with a partner to find the items of office equipment in the x-ray photo. 4’
office equipment Elicit answers with details about where the things are
Answer:
bookshelf: ground floor both rooms
coffee area : top floor, right-hand room
desktop lamp: 1st floor, 2nd floor rooms and 3rd floor, right-hand room
filling cabinet: 1st floor room
newspaper: top floor right-hand room
notice board: top floor right-hand room
photocopier: ground floor, right-hand room; 3rd floor
left-hand room
swivel chair: 1st floor, 2nd floor, 3rd floor right-hand room
water cooler: 2nd floor
Reading Activity 1 4’
Grammar Ask students to read the messages and find where the things are, then check with a partner.
prepositions of Answer:
place and The photocopier is on the extreme bottom right (ground floor), opposite the door.
movement The filing cabinet is immediately above the copier on the next floor (first floor), on the right-hand side.
Activity 2 3’
Ask the class to read the sentence and answer the questions in pairs.
Answer:
1. comes into describes the direction of movement
2. on the left describes the location 3’
 Activity 3
Read through the grammar box with students and check that they are clear about the difference between
prepositions of place and prepositions of movement.
Answer:
Place: on the left, opposite, in, behind 3’
Movement: comes into, go through… and into, go up
Activity 4
Ask students to complete the emails individually, using the prepositions from the box, then check with a
partner. Elicit the answers from the class as complete sentences.
Answer:
1. in 2. at 3. on 4. next
5. through 6. up 7. into 8. down
Pronunciation Read the information about the intrusive /w/ sound which occurs between two vowels. Demonstrate that 4’
instructive /w/ it is almost impossible to say these pairs of vowel sounds without adding the /w/ sound, then play the
recording for students to listen and repeat.
Speaking Make sure students are familiar with the imperative construction used to give directions, 5’
e.g. go along the corridor, turn right at the end, walk straight down that road cross over the street. Ask
them to practise in pairs, then elicit some of their directions. Alternatively, students could use the
constructions used in the notes (you'll have to ..., you need to…). Ask them to practise in pairs, then elicit
some of their directions.
Homework - Ask students to make some true sentences of their own about the positions of things in their own home
or office, using the prepositions from Exercise 9.
- Ask students to write two similar messages directing someone to one of the rooms to do something.
They should then exchange these with a partner, and find the answers. They can then swap the messages
again with different partners.
 WEEK 9
UNIT 7: WORK
Lesson 7B
1. Time allowance: 50
2. Theme: The cost of new jobs
3. Objectives: By the end of the lesson, students will be able to
+ use present perfect simple to write about the past experiences.
4. Learning outcomes:
Procedures Time
Lead-in Ask students what are typically the most important and biggest changes that happen in a person's life 4’
(e.g. marriage, starting their first job, changing jobs, moving house, retirement). Make a list on the board.
Reading Activity 1 3’
Ask students to mark with a partner to ask and answer the questions about changes in their lives.
Elicit some responses from the whole class. 3’
Activity2
Ask students to read the four questions carefully to focus their reading, then read the article and write
their answers.
Answer:
1. in 2004
2. There are new jobs, but the environment has changed.
3. Because he gets a regular monthly income.
4. Because it has polluted their water and air.
Grammar Activity1 5’
present perfect Ask students to read the sentences from the article and answer the questions about the use of the past
simple simple and present perfect simple. They can then check their answers with a partner.
 Elicit answers from the whole class. Check that students understand that the type of sentences described
in question use the past simple, and sentences described in questions 2 and 3 use the present perfect
simple.
Answer: 3’
1. a 2. c 3. b
Activity2
Read the information in the grammar box with students and ask them to find other examples in the
article.
Answer
Form: present simple of the verb to have - past participle 4’
Examples: has changed, have found, has lived, hasn't earned, have found, haven' t sold
Activity3
Ask students to read the new text paragraphs and complete them with the correct form of the verbs. They
can do this individually, then check with a partner. Elicit the answers as complete sentences.
Answer:
2. was 6. weren't
3. started 7. have employed
4. have increased 8. hasn 't found
5. lost
Pronunciation Ask students to write the past participles individually, then elicit them from the class. 5’
irregular past Answer:
participles 1. found 7. won
2. sold 8. taught
3. bought 9. grown
4. flown 10. run
5. thought 11. lost
 6. done 12. fallen
Listening Activity 1 4’
Ask students to read the four sentences to focus their listening. Point out the contracted form of has in
statement 2
Answer:
1. T 2. F 3. F 4.
Activity 2 4’
Ask students to write the questions individually, then check with a partner. Then play the recording for
them to do a final check.
Answer:
1. How long have you worked for your company?
2. When did you study engineering?
3. Have you always lived in Pennsylvania?
4. When did you move here?
5. How many different places have you lived in?
6. Have you ever lived abroad?
7. Has it been easy living here?
8. Have the local people been friendly?
Vocabulary for Activity 1 2’
or since Ask students to read the examples and complete the rules individually, then check with a partner.
Elicit ideas from the class and discuss.
Answer:
1. since 2. for 4’
Activity2
Ask students to choose for or since to complete each phrase then check with a partner. Elicit full answers
and ask students to listen and repeat each phrase with the weak pronunciation /fə(r)/
 Answer:
1. since 5. since
2. for 6. since
3. for 7. for
4. since 8. since
Speaking Read the example dialogue with the class, and point out the use of the different tenses. Ask students to 9’
work in pairs to talk about three topics, then change partners and talk about other topics. Give feedback.
Homework Write a paragraph about 150 words about their past experience, using past simple and present perfect.
 WEEK 9
UNIT 7: WORK
Lesson 7C

1. Time allowance: 50
2. Theme: Twenty-first century cowboys
3. Objectives: By the end of the lesson, students will be able to
+ differentiate the use of the words make and do;
+ give opinions about job satisfaction.
4. Learning outcomes:
Procedures Time
Lead-in Ask students what they know about the life of cowboys in the past (based on what they have read in 4’
books, or seen in films and on the television), and what they think might be the situation now.
Vocabulary job Activity 1 5’
satisfaction Ask students to work in groups of four to rank the items in order of importance. Ask them to discuss
which criteria they would consider important if they were looking for a job for themselves; what makes a
job enjoyable or not enjoyable. 5’
Activity2
Ask students to look at the picture, and again discuss their ideas in their group. Elicit suggestions and
reasons from the whole class.
Sample answer:
independence, job satisfaction, quality of life. working in the open air
Reading Activity 1 3’
Ask students to read the article and choose the best heading. Elicit the answer.
 Answer:
1 5’
Activity2
Ask students to read the questions to focus their reading, then read the article to find the answers. They
can check with a partner. Elicit the answers as complete sentences.
Answer 5’
1. c 2. b 3. c 4. c
Activity3
Ask students to find the sentences in the text and say what the pronouns refer to, then check with a
partner. Elicit answers from the whole class.
Answer:
1. being a cowboy
2. the cowboy's life
3. the cattle
4. his colleagues in the city
5. his moustache
Word focus Activity1 5’
make or do Before students do this activity, you could ask them to give you examples of sentences with make and do
in them, and list them on the board.
Answer:
1. do 4. make
2. make 5. make
3. do 5’
Activity2
Ask students to complete the phrases individually, then check with a partner.
Answer:
 1 . do 5 . do
2 . make 6 . make
3 . make 7 . make 3’
4 . do 8 . do
Activity3
Ask students to work in pairs to ask and answer questions using make and do. Give comments.
Critical Ask students to answer the question using a word from the box, and find the sentences in the article to 5’
thinking the support their answer. Elicit their ideas and justifications for them.
author's opinion Sample answer:
The article suggests that cowboys are hardworking, but they enjoy their job and have a good quality of
life.
From the article: Like the cowboys of the past, twenty- first century cowboys still get up early on
freezing cold mornings and make breakfast over an open fire. There is no Monday to Friday, weekends
off or paid holidays.
Speaking Ask students to read the four statements and decide what they think about each one. 5’
Take each statement in turn and elicit ideas from the class for discussion.
Homework Ask students to take one of the four statements and write 100 words about it, including their own
opinions and ideas that have come up in their discussions.
 WEEK 9
UNIT 7: WORK
Lesson 7D

1. Time allowance: 50
2. Theme: A job interview
3. Objectives: By the end of the lesson, students will be able to
+ use vocabulary about job adverts;
+ make a job interview.
4. Learning outcomes:
Procedures Time
Lead-in Ask students to work in pairs to talk about job interviews they have had or they watched (on TV or real 5’
interview). Elicit any ideas or interesting stories with the whole class.
Vocabulary job Activity 1 6’
adverts Ask students to read the advert and give their opinions.
Activity 2 5’
Ask students to match words and meanings individually, then check with a partner.
Answer:
1. applicants 5. position
2. application 6. CV
3. salary 7. job description
4. recruiting 8. contact details
Real life a job Activity 1 7’
interview Ask students to read the sentences to focus their listening. Play the recording once, while they decide if
the sentences are true or false, and once more if necessary. Ask students to check their answers. Elicit
them from the class. Ask students to correct the false statements or explain why they are false.
Answer:
1. T
2. F (she is still there: your current job is ... )
3. F (she likes the job but she thinks E.I. Books will have more opportunities for her)
4. T
5. F (she asks about the job opportunities and the flexible hours)
6. T 5’
Activity 2
Ask students to discuss this question in pairs and then tell the class their ideas. 7’
Activity 3
Read through the expressions in the box with the class so that they understand the types of questions
asked in an interview. Then ask them to complete the questions and match them to the category,
individually and check with a partner.
Answer:
1. How ... worked
2. Why ... applied
3. Would ... describe
4. What
5. Do ... have
6. Can ... tell
Question 1: Your current situation and job
Question 2: Reasons for applying 15’
Questions 3 and 4: Strengths, weaknesses and personal qualities
Questions 5 and 6: Questions for the interviewer
 Activity 4
Ask students to read the job advert. Ask them to work with a partner, choose roles, and prepare things to
ask and say. Ask students to do the roleplay. Circulate and monitor their interviews, noting any problems
for later comment. Ask students to swap roles and do the interviews again. Students could then give their
partner feedback on whether they would give them the job and why / why not. In class feedback elicit
ideas about what made students good or bad interview.
Homework Write a short conversation between interviewer and applicant
 WEEK 9
UNIT 7: WORK
Lesson 7E + 7F

1. Time allowance: 50
2. Theme: Applying for a job + Butler school
3. Objectives: By the end of the lesson, students will be able to
+ use action verbs to write a CV.
4. Learning outcomes:
Procedures Time
Writing a CV Activity 1 3’
Ask students to complete the CV using the headings.
Answer
1. Date of birth 5. Work experience
2. Address 6. Skills
3. Home telephone 7. Interests
4. Education 8. References 3’
Activity 2
Ask students to discuss differences in CV layout as a class and make any suggestions for changes.
Writing skill Activity 1 4’
action verbs for Explain what an action verb is, if students are unfamiliar with the concept, and look at the example. Ask
CVs students to find the other action verbs in the CV.
Answer:
managed, supervised, assisted, received, collaborated,
 translated, co-ordinated, planned
Activity 2 5’
Read the example with the class, then ask students to rewrite the other sentences using suitable action
verbs from the box.
Answer:
2. Advised students on future career paths.
3. Designed a new website for the company.
4. Planned and organised travel arrangements. 8’
5. Represented the company at trade fair events.
6. Supervised a team of four.
Activity 3
Ask students to think of a previous job they have done and write their summary sentences individually. If
you have students who have not yet had job experience they could write about other work-related 8’
experience at school or college responsibilities with clubs or voluntary organisations etc.
Activity 2
Ask students to write their CV. Ask students to exchange their CV with a partner and give feedback with
the aim of making improvements.
Butler school Activity 1 3’
Students work in groups. Ask them to look at the photo and discuss the questions. Take feedback from
the class. 2’
Activity 2
Before watching the video, ask students to predict what things from the list they think they will see.
Activity 3 2’
Play the whole of the video for students to check their ideas from Exercise 2.
Answer:
glasses, a newspaper, shoes, a London taxi, suits 3’
 Activity 4
Give students time to read the sentences. Then play the first part of the video and ask students to decide if
the statements are true or false.
Answer:
1. T 5. T
2. F 6. F
3. F 7. T 3’
4. F 8. T
Activity 5
Gives students time to read the sentences, then play the second part of the video for them to write the
missing words.
Answer:
1. learn 4. girlfriend
2. bottle carrier 5. new paper 3’
3. improvement 6. unwanted
Activity 6
Give students time to read the questions, then play the final part of the video for them to write the
answers. 3’
Answer:
1. tobacco pipes, shoes, champagne
2. They drove buses, worked with computers, or worked in restaurants or shops.
Activity 7
Students now match the quotes to the speakers.
Answer:
1. c 2. f 3. a 4. d 5. b 6. e
Homework Do the review exercises on page 92.
 WEEK 10
UNIT 8: TECHNOLOGY
Unit opener + Lesson 8A

1. Time allowance: 50
2. Theme: Invention for the eyes
3. Objectives: By the end of the lesson, students will be able to
+ use defining relative clauses to talk about an invention.
4. Learning outcomes:
Procedures Time
Unit opener Activity 1 3’
Ask students what they think about science fiction, particularly that relating to space travel and robots.
Ask: Have you read any good science fiction books or seen any science fiction films or TV series? Which
ones have you enjoyed? Do you think they have a realistic view of the future? What do you think the
future will really be like? Students could discuss their ideas in pairs or small groups.
Activity2
Ask students to look at the photo and say what they can see. Then ask them to discuss the two questions 3’
as a class.
Activity3
Ask students to read the three questions are fully to focus their listening. Play the recording through - 3’
twice, if necessary. Elicit the answers from the class, having one student read the question and another
answer.
Answer:
1. It solves maths problems (pocket calculator), it sends messages (email mobile phone) and it cooks
 dinner (microwave).
2. when the instructions given by humans are incorrect
3. It works on the International Space Stat ion. It does simple repetitive jobs.
Lead-in Ask students to think about different sorts of glasses and contact lenses that people wear. Discuss what 4’
their purpose is and who needs them. If you have any students who wear glasses in the class, ask them to
explain what sort of problems they have with their sight and what sort of glasses they wear. Ask: Do you
wear glasses all the time, or do you just need them for certain things? (e.g. reading, driving), Do you
have more than one pair of glasses? What sort of problems do you have because of wearing glasses?
(e.g. difficulties doing sport etc.)
Speaking Activity1 4’
Ask students to discuss the inventions in pairs, then elicit ideas from the whole class. Ask students to
think about how important each invention was and what impact it has had on our lives.
Answer:
See page 153 of the Student 's Book
Activity 2
Ask all the students to think of another important invention. Brainstorm ideas and write them on the
board. Ask each student to say why the invention they think of is important, before deciding which of 4’
their inventions is the most important in human history.
Listening Activity1 4’
Ask students to look at the picture and then read the three questions to focus their listening. Then play the
recording - twice, if necessary. They can check their answers with a partner, then discuss the answers as a
whole class.
Answer:
1. There are no opticians where they live so they can't get glasses if they need them.
2. They don't need an optician because the person wearing them can change the shape of the lens until 4’
 they can see properly.
Activity2
Ask students to look at the diagram and read the instructions to focus their listening. Then play the first
two paragraphs of the programme on track 2.9. Elicit the answers in the correct order.
Answer:
1. The wearer turns the wheels on each side. 4’
2. The pump pushes the silicone oil through the pipe.
3. The silicone oil moves into the lens.
Activity3
Ask students to read through the sentences to focus their listening. Then play the second part of the
programme for them to decide if the statements are true or false. Check the answers as a class and ask
students to correct the false statements
Answer:
1. T
2. T 4’
3. F (The glasses are cheap to produce)
4. F (Joshua hopes a billion people across the whole world will have them by 2020)
Activity4
Ask students to discuss the invention as a class, and compare it with other inventions they have thought
about. Ask students to think about issues such as the impact this could have on people's ability to earn a
living (e.g. the example of the man who made clothes in the listening) or to carry out everyday activities
safely, such as cooking or using tools.
Grammar Activity1 3’
defining relative Ask students to read the three sentences and answer the questions individually, then check with a partner.
clauses Elicit the answers from the class.
Answer:
1. a. who b. where c. which
2. b. who has found a solution to the problem
c. which don't need an optician 2’
Activity2
Read the information about defining relative clauses in the grammar box with students and make sure
they understand how defining relative clauses work. Ask students to complete the sentences and
underline the relative clauses individually, and then check their answers with a partner. Elicit the answers
from the whole class.
Answer:
1. who
2. where
3. which
4. where
5. which
6. who
Defining relative clauses:
1. who changed the way we think.
2. where no one has ever been.
3. which flew at supersonic speed.
4. where many successful technology companies like Apple and Microsoft are based. 2’
5. which was the first battery.
6. who was famous as an actress in the 19405.
Activity3 3’
Ask students to look back at the sentences and the information in the grammar box, and decide which
pronouns can be replaced with that.
Answer:
 1,3,5,6
Activity4
Ask students to complete the text individually, then check with a partner. Elicit the answers as complete
sentences.
Answer: 3’
2. where there is no safe
3. who specialise in solving problems like this
4. which cleans the water
5. which can break
6. where there is a lake, river
Activity5
Read the example to students, and ask them to write their own three sentences. They should then swap
sentences with a partner and decide what their partner's famous things are. They can swap partners and
do it again.
Homework Describe a piece of domestic electrical equipment , say what it looks like, what it does, who uses it and
where it is used in the house.
 WEEK 10
UNIT 8: TECHNOLOGY
Lesson 8B

1. Time allowance: 50
2. Theme: Technology for explorers
3. Objectives: By the end of the lesson, students will be able to
+ use vocabulary about the internet and zero and first conditional with intonation to talk about technology.
4. Learning outcomes:
Procedures Time
Lead-in Ask the class to look at the title of this section and to suggest what technology could be useful to 5’
explorers in different places (e.g. the Amazon, the Antarctic, the Sahara Desert).
Vocabulary the Activity 1 4’
internet Ask students to complete the comments individually, then check their answers with a partner.
Elicit answers as complete sentences. Check students are familiar with all the computer-related words
here, both those in the box and other words in the gapped sentences.
Answer:
2. download 6. subscribe
3. write 7. upload
4. do 8. log on 8’
5. search
Activity 2
Ask students to work in pairs and discuss their computing habits by changing the sentences in
Exercise 1 as appropriate. They should add a further sentence to each item, giving more detail s about
 how they use that aspect of the Internet. Elicit ideas from round the class and have a brief discussion 5’
about students' habits. Read the information about verb prefixes in the word building box. Elicit further
verbs from the class with these prefixes.
Activity 3
Ask students to read the two questions to focus their reading then read the blog to find the information.
Elicit answers from the whole class.
Answer: 4’
1. He posts messages on social networking sites.
2. You can find the answer to problems quickly and easily, which can help you to make decisions and can
save lives.
Activity 4
Ask students to read the blog again and decide what things from the list Jay writes about.

Answer:
what he 's doing at the moment; his plans for later; his recent news
Grammar zero Activity 1 6’
and first Ask students to read the sentences from the blog and answer the questions, then compare their answers
conditional with a partner. Elicit answers from the whole class and read the information and examples in the
grammar box. Ask students to say which of the sentences a - c in Exercise 5 use the zero conditional and
which use the first conditional.
Answer:
1. b, c 2. a 5’
Activity2
Ask students to complete the conversation individually then check with a partner. Elicit the answers as
complete sentences.
Answer:
 1. we'll need 4. will probably get 7. I'll pack
2. won 't be 5. bring 8. happens
3. I always get 6. go 9. won't happen
Pronunciation Play the extract for students to listen first. Play the recording again and pause it for them to repeat 6’
intonation in chorally and individually. Ask students to practise the dialogue in pairs, paying particular attention to the
conditional intonation of the conditional sentences.
sentences
Vocabulary Read the information first with the class, and explain any language they do not understand. Ask students 10’
and speaking to work in groups of four to discuss their expedition and choose five items. When they have agreed on
what to take, ask each group for their list and discuss any differences with the whole class.
Homework Write a sequence of six conditional sentences about what they will and won’t do over the coming
weekend.
 WEEK 10
UNIT 8: TECHNOLOGY
Lesson 8C

1. Time allowance: 50
2. Theme: Designs from nature
3. Objectives: By the end of the lesson, students will be able to
+ use the word have with different words to make different meanings;
+ understand the main argument;
+ talk about benefits of animals in helping people improve their products.
4. Learning outcomes:
Procedures Time
Lead-in Ask students to talk about the patterns and colors that exist in certain living things in nature (e.g. animals, 5’
plants, birds, insects). Ask them to describe any interesting patterns they can think of, and discuss what
the purpose of them might be (e.g. camouflage in tigers and many fish, moths and toads, courtship in the
colorful breeding plumage of many birds).
Reading Activity 1 6’
Ask students to look at the photos and discuss the question as a class.
Answer:
The robot is shaped like the gecko, and it looks as if it can walk up a vertical wall like a gecko. It uses
some sort of special material on its feet. 6’
Activity 2
Ask students to read the questions to focus their reading, then read the article and answer the questions.
Check students’ answers with a partner before eliciting them from the class.
 Answer:
1. Because they can move quickly up and down walls and across ceilings.
2. The gecko's feet, and how the gecko can run up smooth vertical surfaces 5’
3. The robot cannot walk upside down.
4. in order to copy their designs
Activity 3
Ask students to try to match the animals and plants 1-4 at the bottom of page 98 with the inventions A-D
at the bottom of page 99. They should look for similar characteristics to help them match. They then read
the rest of the article to check their predictions.
Answer:
1. D 2. A 3. B 4. C
Critical Check that students understand the main argument as explained in the rubric (i.e. that we can use 6’
thinking characteristics that have evolved in animals and reproduce these in man-made objects). Ask students to
supporting the decide which sentences support the main argument. They should work individually.
main argument Elicit answers from the class, having them read out the correct sentences.
Answer:
1,2, 5
Word focus Activity 1 5’
have Read through the instructions and uses of have with the class. Ask students to match the sentences to the
uses individually, then check with a partner.
Answer:
2. b 3. a 4. a 5. b
Activity 2 5’
Ask students to call out the answers to this quickly. Make sure that students understand have got can only
be used to talk about possession (i.e. use a in Exercise 5), not actions or experiences (use b).
 Answer:
You can't use have got with a chat, a rest, fun, a good time.
Speaking Ask students to work in groups of four to discuss how these different animals could help people and 12’
which products they might help to improve. Then have the groups report their ideas back to the class, and
discuss them as a class.
Sample answer:
Spiders: could help us to develop new, stronger fibers, e.g. for cables and wires to use in construct ion of
bridges and buildings, or for textiles to use in clothing.
Abalone shell: could help us to develop stronger building materials, e.g. concrete for building.
Glow worms: could help us to develop new forms of lighting, e.g. street lighting, torches and household
lamps, light bulbs etc.
Homework Ask students to write about an animal feature that could be used to help with the design of some material
or object. It can be one of the animals deal with in speaking part or something completely new
 WEEK 10
UNIT 8: TECHNOLOGY
Lesson 8D + 8E

1. Time allowance: 50
2. Theme: Gadgets + An argument for technology
3. Objectives: By the end of the lesson, students will be able to
+ use technology verbs to talk about a gadget;
+ use liking words in writing a paragraph.
4. Learning outcomes:
Procedures Time
Lead-in Having made sure that students understand what a gadget is, ask them what their favorite gadget is at 5’
home - get them to describe it and say what they use it for.
Vocabulary Activity 1 5’
technology Ask students to look at the photos and answer the questions in pairs, then discuss this as a class.
verbs Sample answer:
It is a headlamp that fits on your head, and it can be used when you work in a dark place (e.g. a cellar, a
loft, or outside at night) and you need to have your hands free in order to carry things, climb, or do
anything else. 5’
Activity 2
Ensure students know the meanings of the words in the box and in the text. They should complete the
instructions individually, then check with a partner. Elicit the answers as complete sentences.
Answer
2. Switch on 3. Press 4. send 5. Plug 6. recharge
Pronunciation Activity 1 5’
linking Read through the description of how linking works with the class. Ask students to look at the list of
phrases, and imagine how they sound. Play the recording and let them listen. Then play it again and
pause after each phrase so that they can repeat it individually.
Activity 2 5’
Ask students to do think of items and make sentences in pairs. Circulate and monitor their grammar and
pronunciation.
Real life asking Activity 1 5’
how something Ask students to look at the instructions for the headlamp in Exercise 2 again and tick the features they
works hear discussed. They can then check their answers with a partner.
Answer:
2, 3/4, 5/6 5’
Activity 2
Read through the questions first to focus students' listening. Then play the recording while they tick.
Elicit which questions they heard.
Answer:
Where do I switch it on?
How did you do that?
What is this for? 7’
Why do you need to do that?
Activity3
Ask students to choose items from the box, or other gadgets around them, and explain how they work to
their partner.
Writing a Ask students to read the three options, then read the paragraph and decide where it is from.Elicit ideas 8’
paragraph and discuss the answer.
 Answer
2 (it does not give any instructions so it is not option 1; it gives a lot of statistics and talks mainly about
energy use, so it is likely to be a report about energy; it uses formal
language so it is not option 3)
Homework Write a description of a gadget they have at home
 WEEK 10
UNIT 8: TECHNOLOGY
Lesson 8E + 8F

1. Time allowance: 50
2. Theme: An argument for technology + Wind power
3. Objectives: By the end of the lesson, students will be able to
+ use supporting sentences and connecting words to write a paragraph about technology.
4. Learning outcomes:
Procedures Time
Writing skills Ask students to match the words to their uses individually, then check with a partner. Elicit the answers 3’
connecting with the phrases given by asking students to read the use, then the words from the passage.
words Answer
2. For example
3. Furthermore
4. In other words
5. On the other hand; However
6. As a result
Writing skills Activity 1 3’
supporting Read the information with the class and make sure students understand what a topic sentence is - they can
sentences look back to the opening sentence of the paragraph in Writing a paragraph as an example. Ask them to
categorise the sentences individually, then check with a partner.
Answer:
1. T 5. S
 2. S 6. S
3. S 7. T 4’
4. T 8. S
Activity 2
Ask students to write the paragraph individually, then exchange it with a partner so both students can
check each other's writing. Give feedback
Sample answer:
GPS is a good idea for anyone who travels a lot. Firstly GPS maps are always up-to -date and accurate.
Furthermore, they are safer t o use when driving. On the other hand, one disadvantage is that GPS is
more expensive than a normal map. However, it saves time. For example, you will drive directly to your 6’
destination without spending time getting lost and trying to find your way. As a result, you will also
spend less money on petrol.
Activity 3 4’
Explain to students that they should first make a plan of their paragraph, like the one in Activity 2, with
one main idea expressed in a topic sentence and three supporting ideas. They may need research time, so
it could be set as a homework activity.
Activity4
Ask students to use the checklist to go through the first draft of their paragraph and make any necessary
changes. Ask students to work in pairs and exchange their paragraphs to examine the structure, as well as
language and ideas, and then provide feedback to their partner.
Wind power Activity 1 3’
Students work in groups. Ask them to look at the photo and discuss the questions. Take feedback from
the class. 3’
Activity 2
Play the whole of the video for students to check their ideas from Exercise 1.
Answer
 1. in a playground
2. a wind turbine; to get energy from the wind 4’
3. They will get free energy for their school.
Activity 3
Give students time to read the questions, then play the video again for them to write the answers.
Answer
1. $140,000 a year
2. on teachers
3. Because they need to be able to withstand tornados.
4. It sends the power to the local electricity grid. 5’
5. Because they have turbines on their land and they can make money from the wind.
6. keep records of how much fossil fuel they are not using
Activity 4
Give students time to read the sentences, then play the video again for them to write in the numbers.
Answer:
1. 2 2. 81,530 3. 180 4. 130 5. 6,000 10’
Activity 5
Students work in pairs to roleplay a conversation between as a salesperson and a head teacher, according
to the instructions. Elicit ideas from the class about what the quote means and whether they agree with it. 3’
Students work in pairs to discuss the questions.
Activity 6 3’
Elicit ideas from the class about what the quote means, and whether they agree with it.
Activity 7
Students work in pairs to discuss the questions.
Homework 1. Think about a type of energy and write a 100-word paragraph about its benefits.
2. Do the review exercises on page 104
 WEEK 11
UNIT 9: LANGUAGE AND LEARNING
Unit opener + Lesson 9A
1. Time allowance: 50
2. Theme: Ways of learning
3. Objectives: By the end of the lesson, students will be able to
+ make stress in two-syllable words;
+ use vocabulary and the structure present simple passive /by + agent to talk about education.
4. Learning outcomes:
Procedures Time
Unit opener Activity 1 3’
Ask the class what languages they have learnt, and in what situations. Ask what they have found easy and
difficult about learning different languages, and why that might be, e.g. have they learnt any languages
which use a different alphabet or system of writing, or does their mother tongue use a different alphabet
to English?
Activity 2 3’
Following on from the lead-in discussion, ask the class to look at the photos and answer the questions
together. Don't confirm their answers at this point as they will check them in the listening in the next
exercise.
Answer:
1. Japan
2. How to write Japanese characters
Activity 3 3’
Ask students to read the three questions carefully to focus their listening. Play the recording-twice, if
necessary. Elicit the answers from the whole class and ask them to correct any sentences that are false.
 Check that they have understood the answers to Activity 2.
Answer:
1. true 2. false (there are several thousand) 3. true
Lead-in Ask the class to talk about the way that they study, and how they think they learn best. Ask them to give 3’
examples from their school and university, college or other studies.
Vocabulary Ask students to look at the pairs of words and match each word in the pair to the correct definition. They 3’
education can then check their answers with a partner. Elicit the answers from the class as complete sentences
discuss any of the words that they are unclear about.
Answer:
1. a. lesson, 4. a. timetable,
b. subject b. schedule
2. a. rules, 5. a. instruct,
b. discipline b. teach
3. a. enroll 6. a. skill,
b. apply b. qualification
Pronunciation Activity 1 3’
stress in two- Ask students to read through the words silently themselves and think about where the stress is.
syllable words Play the recording and let them listen, then play it again for them to mark the stress. Elicit the answers
from the class, having them say the word correctly as their answer. Ask if they can see different pattern in
the nouns and the verbs. Play the recording again, pausing after each word for students to repeat chorally
and individually.
Answer:
nouns: lesson, subject
verbs: enrol, instruct. apply 4’
The nouns have the stress on the first syllable; the verbs have the stress on the second syllable.
 Activity2
Ask students to work in pairs to ask and answer the questions and discuss their experiences. Remind
students of the use of have to and be allowed to for question 2. Encourage students to ask follow-up
questions on these topics. Elicit some comments from the whole class.
Listening Activity 1 4’
Read out the words in the glossary so that students will recognize them on the recording. Ask students to
read the three topics to focus their listening, then play the recording and ask them to match the topics
with the three sections. Check students understand the key words on the recording.
Answer:
1. b 2. c 3. a
Activity 2 4’
Ask students to read through the sentences and predict what they think the correct option might be. Play
the recording again for them circle the correct answer. They can compare with a partner
Elicit the answers as complete sentences.
Answer:
1. from watching films and TV
2. fifth century
3. has different businesses
4. students
5. Not all the students 4’
6. discipline
Activity 3
Ask students to work with a partner and use the cues to discuss their views about Kung Fu in China.
Grammar Activity1 4’
present simple Ask students to read the sentences and answer the questions, then share their ideas with a partner.
passive /by + Elicit the answers from the whole class. Discuss the information in the grammar box with students, then
agent ask them to underline the passive verbs in the script. Check the answers as a class and make sure that the
students can recognize the passive forms.
Answer:
1. The object is Kung Fu and teachers do the action.
2. Kung fu is the subject; we don't know who does the action. See script for underlined passive verbs
Activity 2 4’
Ask students to complete the text individually, then check with a partner. Elicit the answers as complete
sentences and check that students understand all the ideas in the text
Answer
1. are enrolled 5. are not taken
2. are sent 6. are sent
3. are needed 7. is emailed 3’
4. is not seen 8. are taught
Activity2
Ask students to read the sentences and delete by + agent where it is not needed. They can then check
their answers with a partner. Elicit the answers as complete sentences.
2. (correct)
3. by students
4. (correct)
5. (correct)
6. (correct)
Speaking Ask students to work in groups of four to discuss the questions. Ask students to broaden the discussion to 5’
the whole class. Give feedback.
Homework Write 100-150 words about adult education, using present simple passive where possible
 WEEK 11
UNIT 9: LANGUAGE AND LEARNING
Lesson 9B
1. Time allowance: 50
2. Theme: The history of writing
3. Objectives: By the end of the lesson, students will be able to
+ use past simple passive to make conversations about historic or famous people, inventions, places or objects.
4. Learning outcomes:
Procedures Time
Lead-in Ask the class to say what sort of things they write, at home and at work. What do they write by hand and 4’
what with a computer?
Reading Activity 1 5’
Ask students to work in pairs to discuss the differences between speaking and writing.
Elicit ideas from the whole class. If necessary, suggest some more ideas to get the class started.
Activity 2 5’
Ask students to read the article individually and find the words and phrases, then check with a partner.
Answer:
1. cuneiform, hieroglyphs, logograms
2. clay, papyrus, stone, bone
3. to represent dates and time, symbols of a tribe, to represent objects and ideas
Grammar past Activity 1 4’
simple passive Ask students to read the sentences and answer these questions.
Answer:
1. both use the passive
2. a. past, b. present
3. use the past simple of to be (was/were) and the past participle of the main verb 6’
Activity 2
Read the information and examples in the grammar box with students. Ask students to complete the
sentences in Exercise l individually, then check their answers with a partner. Elicit the answers as
complete sentences.
Answer:
1. was made 5. weren't used
2. were used 6. were published
3. was done 7. was invented 7’
4. wasn't created 8. weren't sold
Activity3
Ask students to read the article again and decide if the sentences from Exercise 4 are true or false, then
check with the whole class. Ask students to correct the false sentences.
Answer
1. F (it was made from a plant)
2. F (for people's identity or symbols of a tribe)
3. T
4. F (one of the first alphabets was created by the
Phoenicians)
5. F (pictures were used by the Maya to represent dates 6’
and times)
6. T
7. F (it was invented in 1874)
8. F (2010 was the year that Amazon sold more eBooks than paperback books)
Activity4
Ask students to write the quiz questions individually, then check with a partner. Elicit the answers as
 complete questions.
Answer:
2. How was papyrus used by the Egyptians and the Romans?
3. In the Indus Valley, why were stone objects possibly used?
4. Where was the earliest Chinese writing done?
5. How were dates and time represented by the Maya?
6 By the end of fifteenth century, what were books published with.
7. When were more eBooks sold by Amazon than paperback books?
Writing and Activity1 6’
speaking Ask students to work in groups of four to prepare their quiz questions using the past passive form.
Remind them to keep their questions and answers secret from the other groups.
Activity2 6’
Teams take turns to read out their questions while the other teams write the answers. Ask the teams to
swap answer sheets to mark the answers. Teams should not award points for their own five questions.
Give feedback
Homework Write five sentences with the past passive form.
 WEEK 11
UNIT 9: LANGUAGE AND LEARNING
Lesson 9C
1. Time allowance: 50
2. Theme: Saving languages
3. Objectives: By the end of the lesson, students will be able to
+ use phrasal verbs, fact and opinion to talk about saving languages.
4. Learning outcomes:
Procedures Time
Lead-in Ask the class to say why they think some languages might need saving. What happens to them when this 3’
is the case?
Reading Activity 1 4’
Ask the class to discuss the languages and cultures of their country.
Activity 2 6’
Ask students to read the questions carefully to focus their reading, then read the article and answer the
questions. Elicit answers from the whole class.
Answer:
1. Native American culture
2. Many of them have died out, because of the influence of English.
3. to record and preserve languages round the world that are dying out, and teach them to the young. 4’
Activity 3
Ask students to complete the summary individually, then check with a partner. Elicit the answers from
the class as complete sentences.
Answer:
 1. America
2. American Indians
3/ 4 cultures /languages
5. English
6. cities
7. schools
Vocabulary Ask students to match the phrasal verbs from the article to the meanings, then check with a partner. 5’
phrasal verbs Elicit answers from the whole class. Read the information in the word building box with the.
Answer:
1. c 5. g
2. d 6. h
3. a 7. b
4. e 8.f
Pronunciation Activity 1 4’
stress in phrasal Ask students to listen to the phrasal verbs in the sentences and decide which part is stressed.
verbs Elicit answers from the class and play the recording again to confirm.
Answer:
The particle is stressed.
Activity 2 5’
Ask students to complete the sentences with the phrasal verbs from Exercise 4 individually then check
with a partner. Elicit the answer s as complete sentences.
Answer
1. pick up 2. get together 3. die out 4. write it down 5. pass on
Activity 3
Ask students to think about their own answers to the questions in Activity 2. Then ask them to tell a
 partner. Elicit some comments from the class. 4’
Critical Activity 1 5’
thinking Ask students what the difference is between a fact (a truth which is proven) and an opinion (what an
fact or opinion individual believes to be the truth). Ask them to decide which of the sentences from the text include the
author’s opinion individually then check with a partner. Elicit answers from the whole class.
Answer:
2. And so a terrible part of history began.
3. But the good news is that some of these people are keeping their culture and language alive.
5. The Salish tribe is an excellent example of how schools can help.
Activity 2 4’
Ask students to underline the opinion words individually, then discuss their ideas with a partner. Elicit
suggestions from the whole class.
Answer:
a terrible part of history; the good news is; an excellent example
The words which express opinion are all adjectives.
Speaking Ask students to work in groups of four and discuss the three questions fully, with reference to the text 6’
and examples to back up their ideas.
Answer:
1. He supports them completely.
2. His opinion is tempered by fact, but it is quite strong.
3. Students' own answers
Homework Write a 100-paragraph about how to save your language.
 WEEK 11
UNIT 9: LANGUAGE AND LEARNING
Lesson 9D + 9E
1. Time allowance: 50
2. Theme: Enrolling on a course + Providing information
3. Objectives: By the end of the lesson, students will be able to
+ describe a process;
+ fill a form to enroll on a course.
4. Learning outcomes:
Procedures Time
Lead-in Ask the class to talk about their own experience of enrolling for courses - the positive and negative 5’
aspects.
Reading and Ask students to read the webpage then work with a partner to answer the questions, and then check with 5’
speaking another pair. Elicit answers from the class.
Sample answer:
1. Calligraphy: artistic people
Power point: business people
Spanish: holiday makers or business people
2. Calligraphy and Spanish are for beginners
3. Students' own answers
Real life Activity 1 6’
describing a Ask students to read the statements first, then listen to the recording and decide if the statements are true
process or false. In feedback ask students to correct the answers that are false.
Answer
 1. F (there is one place)
2. T
3. F (there isn't an interview)
4. F (you have to pay no later than six weeks before the course starts)
5. T
6. F (all the materials are provided by the trainer) 5’
Activity 2
Read the expressions in the box with the class. Play the recording and ask them to tick the expressions
they hear. Then play it again for them to check.
Answer:
The first thing you're asked to do is...
When you've completed the online enrolment form ... 6’
After we've received payment
Once you've enrolled ...
Activity 3 11’
Introduce students to the roleplay. Read through the instructions with the class, then ask them to work in
pairs and follow the instructions.
Activity 4
Read through the instructions for the second conversation with the class to set up the roleplay. Ask
students to do it in pairs. Circulate and monitor their conversations. Both roleplays can be repeated with
other partners, and using the students' own ideas.
Writing filling a Activity 1 6’
form Ask the students to work in pairs to answer the questions and discuss filling in forms. Elicit responses
from the class.
Activity 2 6’
Ask students to read the two forms and say what they think they are for.
 Answer:
1. a medical form, e.g. for a new doctor
2. a form for entry to a country
Homework Write a conversation between a caller who is looking for a job and an administrator
 WEEK 11
UNIT 9: LANGUAGE AND LEARNING
Lesson 9E + 9F
1. Time allowance: 50
2. Theme: Providing information + Disappearing voices
3. Objectives: By the end of the lesson, students will be able to
+ provide the correct information in a form;
+ talk about the reasons for disappearing voices.
4. Learning outcomes:
Procedures Time
Writing filling a Activity 1 4’
form Ask the students to work in pairs to answer the questions and discuss filling in forms. Elicit responses
from the class. 4’
Activity 2
Ask students to read the two forms and say what they think they are for.
Answer:
1. a medical form, e.g. for a new doctor
2. a form for entry to a country
Writing skill Activity 1 5’
providing the Ask students to match the questions to the places on the form. They will need to find the relevant gap
correct and write the words that appear on the form. Elicit answers from the class.
information Answer:
2. current medications
3. No. of dependents
 4. Place of issue
5. Country of origin
6. Have you ever been refused entry or a visa on a previous occasion? (if yes, give details)
7. Contact details of person in case of emergency
8. Middle initial 6’
Activity 2
Check that students understand what an abbreviation is first. Then ask students to answer the questions.
They should do this individually, then check with a partner.
Answer:
1. DOB (Date of Birth), No. (number), etc. (etcetera), e.g. (for example)
2. Mr = Mister
Mrs = Missis (i.e. a married woman)
Ms = title used for a woman (married or unmarried)
Dr = Doctor
Prof = Professor
BA = Bachelor of Arts
BSc = Bachelor of Science
MBA = Master of Business Administration 5’
PhD = Doctor
3. Form 2 (For office use only).
4. Form 2 (PLEASE USE CAPITAL LETTERS)
Activity3
Ask students to complete both forms with their own details. They should then share them with a partner,
and check the accuracy. They can imagine the second form is for entry to the UK.
Disappearing Activity 1 3’
voices Students work in groups. Ask them to look at the photo and title and discuss the questions. Take
feedback from the class.
Activity 2 3’
Before watching the video, ask students to predict what things from the video they think they will see.
Activity 3
Play the whole of the video for students to check their answers to Exercise 2.
Activity 4 4’
Give students time to read the sentences. Then play the first part of the video and ask students to decide
if the statements are true or false.
Answer:
1. F 4. T
2. F 5. F
3. T 6. T 4’
Activity 5
Give students time to read the questions. Then play the second part of the video for them to write the
answers.
Answer:
1. Apatani
2. to find out if they can speak Apatani
3. a laptop computer, video cameras, and basic recording equipment
4. so the community can record the last speakers of old languages 4’
5. record an important part of the local culture

Activity 6
Ask students to complete the extracts from the video with words from the box. Elicit the answer.
Answer:
1. language
 2. awareness
3. loss 8’
4. younger
5. speakers
6. interesting
Activity 7
Students work in pairs to roleplay saying what they think and giving reasons, according to the
instructions. Give comments.
Homework 1. Write a form for job application
2. Do the review exercises on page 116
 WEEK 12
UNIT 10: TRAVEL AND HOLIDAYS
Unit opener + Lesson 10A

1. Time allowance: 50
2. Theme: Holiday stories
3. Objectives: By the end of the lesson, students will be able to
+ use past perfect simple and subject and object questions to talk about their holidays;
+ pronoun the contracted form of had ,('d) .
4. Learning outcomes:
Procedures Time
Unit opener Activity 1 3’
Ask the class to work in pairs and tell each other about a memorable holiday or journey of theirs -it can
be memorable for either good or bad reasons.
Activity 2 2’
Students can continue working in their pairs to discussion the question and express their opinion about
the photo.
Activity 3 4’
Ask students to read the statements carefully to focus their listening, then listen to the recording and
write the answers. Play the recording twice, if necessary. Students can check their answers with a
partner. Ask them to correct the false sentences. Check students understand any new vocabulary
Answer:
1. T
2. F (he doesn't often take holidays because his work is also his hobby).
 3. T
4. T
5. F (he rarely books a hotel in advance)
6. T
Lead-in Ask students to work in pairs to tell one another stories about interesting, amusing, unusual or exciting 3’
things that have happened to them in past holidays. Elicit contributions from the class.
Reading Activity 1 2’
Ask the class whether they often eat in restaurants, and what kind of restaurants they prefer. Then ask
them to answer the questions about tipping.
Activity 2 4’
Ask students to read the three questions so that they call focus their reading, then read the story and
answer the questions. They can compare their answers with a partner before teacher elicits them from
the class.
Answer:
1. a week of sightseeing in one of Europe's most beautiful cities while staying at one of its most
luxurious hotels.
2. There was no water in the bathroom.
3. She tipped the manager and got moved to a bigger, better room.
Activity 3 3’
Ask students to number the events individually, then check with a partner. Elicit answers from the whole
class, having them read the phrases in the correct order. 3’
Answer:
Activity 4
Elicit answers to the three questions from the class and discuss the issues.
Answer :
 1. She learnt that she could get problems solved by giving people tips.
2 and 3. Students' own answers
Grammar past Activity 1 3’
perfect simple Read the example sentence with the class and ask them to give answers to the three questions.
Answer:
1. She found the holiday.
2. was (I was so excited)
3. the past simple of the verb to have + past participle 3’
Activity 2
Ask students to complete the sentences individually, then check with a partner. Elicit the answers from
the class as complete sentences - and have them take care with the unstressed pronunciation of had.
Answer
1 had left 4 hadn't eaten
2 hadn't arrived 5 'd lost
3 went 6 'd had
Pronunciation Ask students to look at the last two sentences in Exercise 6 with the contracted form of had ('d), and 3’
‘d listen to the recording. Play the recording again, pausing it for them to repeat chorally and individually.

Listening Ask students to read the three questions to focus their listening, then listen and answer the questions. 4’
Play the recording twice if necessary. - Elicit the answers from the whole class.
Answer:
1. Story 1: the boat's engine stopped working.
Story 2: the person's bag was stolen; there was no electricity in the hotel.
2. Yes
3. Story 1: they spent an extra day on the boat.
 Story 2: the receptionist got the bag back; they were given candles and sang songs in the bar.
Grammar Activity 1 3’
subject and Read through the instructions and two examples with the whole class. Ask students to read the extracts,
object questions then answer questions 1-3. Elicit answers from the class.
Answer:
1.a 2. b 3. the object question
Activity 2 2’
Ask students to underline all the questions in the audio script on page 173 of the Student's Book and
decide which are object and which are subject questions, then check with a partner. Elicit answers from
the whole class.
Answer :
Subject questions: What happened next? Who took it?
Object questions: Where did you go exactly? How long did it take? Where did you stay? When did it 2’
happen? What did you all do?
Activity3
Ask students to write the questions in pairs, referring back to the story in Exercise 2. Elicit the questions
from the whole class.
Answer
2. Who did you call?
3. Who looked at the shower?
4. What did the hotel engineer do?
5. What happened next?
6. What did she give the man at the front desk?
7. Where did she move to?
Speaking Activity 1 3’
 Ask students to make notes about one of their holidays as indicated.
Activity2
Ask students to work in pairs and ask and answer different kinds of questions about each other's 3’
holidays.
Homework Write a paragraph (100-150 words) about the holiday they made notes about (or another one if they
prefer)
 WEEK 12
UNIT 10: TRAVEL AND HOLIDAYS
Lesson 10B

1. Time allowance: 50
2. Theme: Adventure holidays
3. Objectives: By the end of the lesson, students will be able to
+ use holiday adjectives and -ing /-ed adjectives to talk and write about holidays;
+ recognize number of syllables.
4. Learning outcomes:
Procedures Time
Lead-in Ask the class to discuss what kind of thing they think of when they hear the phrase adventure holiday. 3’
Ask:
Where would it be? What would people do' Why would they do it?
Vocabulary Activity 1 5’
holiday Ask the class to read the text on the National Geographic website and make suggestions about the type
adjectives of person suited to this sort of holiday.
Sample answer:
The person would have to be fit, not be easily scared, be prepared to travel and sleep in difficult
conditions.
Activity 2 4’
Ask students to match the highlighted words to the synonyms individually, then check with a partner.
Tell them that there are two adjectives for the synonyms. Elicit the answers from the whole class.
Answer:
 1. unforgettable
2. ancient
3. fascinating
4. stunning, spectacular
5. legendary
6. unique 5’
Activity 3
Ask students to work in pairs to discuss where to go for an adventure holiday, using some of the
adjectives from Activity 2.
Listening Activity 1 3’
Ask students to read the two questions to focus their listening, then listen to the recording and answer
the questions. Elicit the answers from the class.
Answer:
1. as a tour guide with National Geographic Adventures
2. taking people to exciting places, giving talks about photography 6’
Activity 2
Ask students to read the sentences to focus their listening, then listen to the recording again and decide if
the sentences are true or false. Elicit answers from the class, having them read the sentence, then say
true or false. Ask them to correct the false sentences.
Answer:
1. F (it's fascinating, they are holidays for people who love adventure)
2. F (it's not at all like a traditional package tour)
3. T
4. T
5. F (the itinerary is flexible and you can do activities on your own)
6.T ;
Grammar -ing / Activity 1 3’
-ed adjectives Ask the class to read the example sentences and answer the questions. Elicit answers.
Answer:
1.excited
2.exciting 4’
Activity 2
Ask students to complete the conversation alone, and then check with a partner. Elicit the answers as
complete sentences.
Answer:
1. amazing 5. frightening
2. bored 6. worried
3. fascinating 7. annoyed
4. interesting 8. tired
Pronunciation Activity 1 4’
number of Ask students to listen to the adjectives and decide how many syllables they have. Ask them to check
syllables with a partner. Elicit answers from the class. Play the recording again for students to listen and repeat
the words chorally and individually.
Answer:
1. 2 syllables, 3 syllables 5. 2 syllables, 2 syllables
2. 1 syllable, 2 syllables 6. 2 syllables. 3 syllables
3. 4 syllables, 4 syllables 7. 2 syllables, 3 syllables
4. 3 syllables, 3 syllables 8. 1 syllable. 2 syllables 5’

Activity 2
Ask students to work in pairs and discuss the topics listed using the adjectives given. Look at the
example with them before they start:
Speaking Read through the instructions with the class. Ask them to get into groups of four to discuss what to do, 8’
then organize the presentation session. Ask that each member of the group has a speaking turn in the
presentation. Give some comments.
Homework Ask students to write about what their holiday of a lifetime would be - it might be the one their group
chose, or something completely different. They should write 100- 150 words.
 WEEK 12
UNIT 10: TRAVEL AND HOLIDAYS
Lesson 10C

1. Time allowance: 50
2. Theme: A tour under Paris
3. Objectives: By the end of the lesson, students will be able to
+ use past perfect simple and subject and object questions to talk about their holidays;
+ read between the lines.
4. Learning outcomes:
Procedures Time
Lead-in Ask the class: What do you know about Paris? 3’
Encourage them to say anything they know, either from personal experience, or from general
knowledge.
Reading Activity 1 5’
Elicit suggestions from the class in answer to the questions.
Sample answer:
the Eiffel Tower , the Louvre (Mona Lisa, Venus de Milo),
the Musee O'Orsay (impressionists, Van Gogh), the Seine, Montmartre, the Champs Elysees, the Arc
de Triomphe, Notre Dame. 5’
Activity 2
Ask students to work in pairs to look at the photo and make predictions. They will check their answers
in the next activity. 6’
Activity 3
 Students continue working in pairs to check their predictions and underline the key information.
Answer:
1. hundreds of kilometers of tunnels; there are sewers and old subways, canals and catacombs, wine
cellars; there is an underground pond here with fish; you can see bones and skeletons
2. It's a place for parties, theatre performances, art 5’
galleries ... ; Many people come down here to party, some people to paint ...
Activity 4
Ask students to read the article again and choose the correct answers, then check with a partner. Elicit
the answers, having some students ask the questions and other give the answer.
Answer:
1. a. (the real Paris), b. (silence), c. (fresh bread)
2. a 3. b 4. b 5. b 6. B
Critical Activity 1 6’
thinking reading Ask students to decide which statements are true and underline the key information in the text, then
between check their answers with a partner.
the lines Elicit answers from the whole class.
Answer:
1. T (As with most other cities, you see the real Paris when the city wakes up.)
2. T (Everywhere you go under Paris, there is history and legend.)
3. F (Many people come down here to party)
4. T (it's illegal to enter other parts of the tunnels ... I have
found two 'unofficial' tour guides - Dominique and Yopie)
5. F
Vocabulary Activity 1 6’
places in a city Ask students to find the words in the article and try to infer the meaning from the context, or at least
guess if they are above or below ground. Ask the class to call out answers.
 Answer:
Above ground: avenue, district, cemetery
Underground: canal, catacombs, cellar, tunnel
Activity 2 5’
Ask students to match the places to the definitions individually, then check with a partner. Elicit the
answers, having some students give the definitions and others the answers.
Answer:
1. tunnel 5. catacombs
2. district 6. cemetery
3. avenue 7. cellar
4. canal
Speaking and Ask students to do this in pairs, read the information with the class. Point out that they will be writing up 9’
writing their ideas in the next activity, so they should make notes as they discuss their project.
Homework Write a paragraph for the webpage about the tour on your company’s website
 WEEK 12
UNIT 10: TRAVEL AND HOLIDAYS
Lesson 10D + 10E

1. Time allowance: 50
2. Theme: At tourist information+ Requesting information
3. Objectives: By the end of the lesson, students will be able to
+ use direct and indirect question to make conversations;
+ pronounce the sound / ʤ/;
+ write a formal letter.
4. Learning outcomes:
Procedures Time
Lead-in Ask the class to give a few examples of towns where they have been to the tourist office, and to say 4’
what information they wanted, what the staff were like and how helpful they were.
Reading and Ask students to read the advert and then work with a partner to answer the questions. Read the 4’
listening examples. Elicit answer from the whole class.
Answer:
1. Students' own answers
2. dates, times, duration
3. When do the catacombs close? How long does the tour take? How many steps down are there?
Real life direct Activity 1 5’
and indirect Ask students to listen to the recording and complete the advert.Elicit the answers as complete sentences
questions or phrases from the tourist information.
Answer:
 1. Monday 4. 2 km
2. 5 5. 5. 130 4’
3. 45 minutes
Activity 2
Ask students to listen again and complete the questions. Elicit answers from the class,
Answer:
1. Can you tell me if it is open today?
2. What time does it open? 4’
3. I'd like to know how long it lasts.
4. Is there much walking?
5. Do you have any idea how many steps there are?
Activity 3
Ask students to read the questions in the box in Exercise 3 again, and answer the questions about them.
Elicit answers from the class.
Answer:
1. Indirect questions
2. Indirect questions
3. With yes/no questions
Pronunciation/ Activity 1 4’
ʤ/ Ask students to look at the two sentences and think about how they are said. Play the recording for them
to listen and comment. Play the recording again and pause it for students to repeat chorally and
individually.
Activity 2 5’
Ask students to write the indirect questions individually then check their answers with a partner. Elicit
the answers as complete questions.
Answer
 1. Can you tell me which bus I take?
2. Do you know if there is a post office near here?
3. I'd like to know what time the gallery opens.
4. I was wondering if there are any good restaurants nearby. 10’
5. Do you have any idea how much it costs?
Activity 3
Ask students to do the roleplay using the information on pages 154 and 155 of the Student's Book, and
the questions in the box in Exercise. Give feedback
Writing a Activity 1 5’
formal letter Elicit ideas from the class about how they find information for holidays. Discuss the advantages and
disadvantages of the different methods for the different types of holiday mentioned in the lead-in.
Activity 2
Ask students to read the questions to focus their reading, then read the letter to find the answers. 5’
Answer
1. to clarify the information given on the website and ask for more detail
2. levels of fitness required, possible dates for the trip, details about sharing accommodation
Homework Write a conversation between tourist and tourist guide using direct and indirect questions
 WEEK 12
UNIT 10: TRAVEL AND HOLIDAYS
Lesson 10E + 10F

1. Time allowance: 50
2. Theme: Requesting information+ Living in Venice
3. Objectives: By the end of the lesson, students will be able to
+ use formal expressions in writing a formal letter;
+ write a about advantages and disadvantages of living in a big city.
4. Learning outcomes:
Procedures Time
Writing skills Activity 1 5’
formal Ask students to find the more formal expressions in the letter, then check their answers with a partner.
expressions Elicit the answers, asking for both the informal and the corresponding formal expression.
Answer
1. Dear Sir or Madam,
2. I am writing with regard to ...
3. I would like to request further details of ...
4. I was wondering what level of fitness is required ...
5. I'd be grateful if you could define “average” for me.
6. I'd like to know when the tour dates will be available.
7. Can you tell me if this is also the case for staying in hostels?
8. Thank you in advance for providing any further details ...
9. I look forward to hearing from you.
 10. Best regards 12’
Activity 2
Read through the details with the class to ensure they understand what to do. Ask students to write their
letter individually. Ask students to exchange their letters with a partner and check them using the
questions. Give feedback
Living in Activity 1 3’
Venice Before watching the video, ask students to read the sentences about life in Venice and predict which
options they think are correct.
Activity 2 4’
Play the whole of the video for students to check their answers to Exercise 1.
Answer
1. early morning 4. is
2. clean 5. difficult
3. older 6. as expensive as 4’
Activity 3
Give students time to read the list. Then play the video again and ask students to put the things in the
order they see them on the video. Check the answers and if necessary play parts of the video again.
Answer
1. b 5. d
2. g 6. e
3. f 7. c
4. a 3’
Activity 4
Ask students to make notes about the advantages and disadvantages of living in Venice, then compare
their answers with a partner.
Answer 3’
 Advantages: it's beautiful, clean, easy to live in, with a high quality of life
Disadvantages: expensive, lots of tourists, not many jobs outside tourism
Activity 5
Ask students to match the people with what they say. 11’
Answer
1. f 2. a, d, e, g 3. b, c 5’
Activity 6
Ask students to work in pairs to roleplay a conversation between a tourist and a tour guide, according to
the instructions.
Activity 7
Elicit ideas from the class about why Giovanni says this, and whether they sympathize with him. Ask
students to students work in pairs to discuss the questions.
Give feedback
Homework 1. Write a formal letter of requesting some information about the next trip.
2. Do the review exercises on page 128
 WEEK 13
UNIT 11: HISTORY
Unit opener + Lesson 11A

1. Time allowance: 50
2. Theme: An ancient civilization
3. Objectives: By the end of the lesson, students will be able to
+ use vocabulary of archaeology;
+ use the structure used to to talk about what students used to do;
+ differentiate pronunciations /s/ or /z/.
4. Learning outcomes:
Procedures Time
Unit opener Activity 1 3’
Ask the class to say whether they have any interest in history in general, or particular parts of history.
Have they ever watched any documentaries, read books, seen film and TV dramatizations that have
interested them especially? If so, why? 1 Ask the class to look at the photo and read the questions,
then speculate about the hut and about Captain Scott. They will check their answers in Exercise 2.
Answer:
The hut is in Antarctica. Captain Scott was a British explorer who led expeditions, including one to the
South Pole. See also the Background information below.
Activity 2
Ask students to read questions 1-3 carefully to focus their listening, then listen and answer the questions.
Play the recording twice if necessary. Elicit answers to both exercises from the class. 3’
Answer:
 1. food, personal possessions, equipment
2. Because there is nothing like it anywhere in the world.
3. A capsule is a sort of small, round, enclosed container,
e.g. one containing medicine, like a tablet. The hut is like a capsule, and inside it nothing has changed,
it is as if time has stood still.
Lead-in Introducing the theme: ancient civilizations. Ask the class to name as many different ancient 2’
civilizations as they can, e.g. Egypt, Greece, Rome, Phoenician, Aztec. Inca, Maya. Elicit any
information students can give you about any of these.
Speaking Activity 1 4’
Check that students are familiar with the words in the box (see Vocabulary notes below). Ask students to
work in pairs to talk about these historical features and answer the questions. They could think about
historical places near where they are now, or near where they come from originally if they know those
places better. Elicit any interesting information about the different places people come from, and about
the place where you are now. 4’
Activity 2
Ask students to continue working in their pairs and discuss the reasons for conserving historic places.
Take feedback from the class. Ask students if there are any other reasons why places or things are
important (e.g. places of religious or spiritual significance, places that are beautiful or make a town
more attractive, places that improve people's quality of life - parks etc.)
Vocabulary Ask students to read the article and match the words to the definitions individually, then check with a 4’
archaeology partner. Elicit the answers from the class. Read through the Word building box with the class and elicit
further examples of words with the ex- prefix or other prefixes from Latin and Greek.
Answer:
1. excavate
2. discovery
 3. archaeologists
Listening Activity 1 4’
Ask students to listen and answer the questions. Elicit answers from the class.
Answer:
1. a box full of objects (pots, plates, small pieces of gold and jade, small statues, knives, the skeleton of
a dog with a beautiful collar)
2. because it tells them a lot about the Aztecs 4’
Activity 2
Ask students to read the two lists they have to match and see if they can match some items from
memory, or predict what they think the purpose of the objects might be; play the recording again for
them to check and complete their answers. Elicit answers from the class.
Answer:
1. b 2. a 3. e 4. c 5. d
Grammar used Activity 1 4’
to Ask the class to read the four sentences and answer the questions. Check their answers and read the
information and examples in the grammar box with the class.
Answer:
1. a
2. b
3. the infinitive without to
4. the negative and question forms are like those of a regular verb in the past simple: use the auxiliary
did or 4’
didn't + use (with no “d” on the end) - I didn't use to ... did you use to ... ?
Activity 2
Ask students to complete the text individually, then check their answers with a partner. Elicit the
 answers from the whole class as complete sentences.
Answer:
3. didn't use to know
4 lived
5 didn't use to work
6. used to produce
7. used to make
8. used to grow
Pronunciation Activity 1 4’
/s/ or /z/ Ask students to read the sentences and think about the pronunciation of the highlighted words. Play the
recording for them to listen, then play it again for them to decide if the words are pronounced with /s/ or
/z/. Ask them read the sentences correctly.
Answer:
Used to is pronounced with an /s /
Used (meaning to employ or utilise) is pronounced with a /z/ 3’
Activity 2
Play the recording again, pausing for students to repeat chorally and individually. 3’
Activity 3
Read the example question and answer with the class, then ask students to work in pairs to ask and
answer questions using the other prompts in the same way. Elicit questions and answers from the class.
Play the recording for students to check their answers.
Speaking Read through the instructions and examples with the class and ask students to work in pairs to talk about 4’
what people used to do and what they do now for each topic. Circulate and check they are using used to
correctly.
Homework Ask students to write ten sentences about things they used to I didn't use to do, starting with phrases
like:
When I was young ... Until I was 18 ... While I was at primary school ... When I first started work ...
Before I got married ...
 WEEK 13
UNIT 11: HISTORY
Lesson 11B

1. Time allowance: 50
2. Theme: Modern history
3. Objectives: By the end of the lesson, students will be able to
+ use reported speech;
+ differentiate the use of say and tell.
4. Learning outcomes:
Procedures Time
Lead-in Ask the class to say what they think are some of the most important events that happened in the 20th 3’
Century.
Speaking Ask students to work in pairs to discuss what they think is the most important moment of world history 6’
in their life time. Ask students to join with another pair and work in groups of four to discuss these
topics and decide on a historical moment for each one. Elicit answers from the groups and compare what
they chose. Make a list on the board of what the class think are most important, and decide or vote on
the three most important moments.
Reading Activity 1 4’
Ask students to read the paragraphs for the article and say what the correct order should be.
Answer:
1. C 2. A 3. E 4. B 5. D
Activity 2 5’
Ask students to read the questions and find the information about dates and times in the article. They can
 then check their answers with a partner. Elicit the answers from the class, having some students read the
questions and others answer.
Answer:
1. October 4, 1957
2. twelve years later (1957 to 1969)
3. in the early 1970s
4. about 20 years later
5. by the turn of the century
6. at the beginning of the 21st century 4’
7. the next half a century
Activity 3
Ask students to work in pairs to answer these questions about their own country. Elicit answers with a
single nationality class, ask them to discuss the choices made by other groups with a multinational class
they could listen to the other groups and comment on who has an interesting history.
Grammar Activity 1 2’
reported speech Ask the class to read the sentences and answer the question.
Answer:
The verbs change from present in direct speech to past in reported speech (shows - showed, can -could).
Activity 2
Ask students to look at the direct speech and compare it with the reported speech in the article, then 5’
answer the question. They can check their answers with a partner. Elicit answers from the class. Read
the information in the grammar box with the class, and check they understand how the tenses change
from direct to reported speech.
Answer:
1. Dennis Tito ... told the world he loved space
Present simple changes to past simple, I changes to he.
 2. leaders from both countries said they had agreed on plans for a new international space station
Past simple changes to past perfect , we changes to they
3. a Russian Space Chief said Russia was planning a nuclear
spaceship for Mars
Present continuous changes to past continuous.
4. Barack Obama told an audience that by the mid-2030s the US would send humans to Mars 4’
will changes to would.
Activity 3
Ask students to complete the sentences individually, then check their answers with a partner.
Elicit the answers from the class as complete sentences.
Answer:
1. he wanted 5. was landing
2. I have plans 6. are discussing
3. had found 7. would visit
4. has discovered 8. can't afford
Vocabulary say Activity 1 5’
or tell Ask the class to find the examples in the article then complete the rules.
Answer:
one astronaut said that the mission showed …
a Russian Space Chief said Russia was planning ...
leaders ... said they had agreed on plans .. .
Dennis Tito told the world he loved space .. .
Barack Obama told an audience that 4’
1. tell 2. say
Activity 2
Ask students to choose the options to complete the conversations individually then check their answers
 with a partner. Elicit the answers from the class as complete sentences.
Answer:
1. tell 4. tell
2. said 5. said
3. say 6. told
Speaking Ask students to interview each other as indicated, making brief notes on their partner’s answers. 8’
Ask students to change partners and report what their previous partner said. Give some comments.
Homework Ask students to report eight things members of their families said recently. for example:
My wife said she would go shopping on Saturday morning.
My daughter said she didn't like doing maths homework.
 WEEK 13
UNIT 11: HISTORY
Lesson 11C

1. Time allowance: 50
2. Theme: Modern history
3. Objectives: By the end of the lesson, students will be able to
+ use the word set with different prepositions to make different meanings;
+ talk and write biography of somebody they know well.
4. Learning outcomes:
Procedures Time
Lead-in Ask students to look at the photo of Jane Goodall. Ask them to predict what she might be famous for. 3’
Elicit suggestions from the class.
Reading Activity 1 5’
Elicit answers to the questions from the class. You could also ask students to tell you what biographies
they have read, whether they enjoyed them and why.
Activity 2 5’
Ask students to read the biography and match the times to the paragraphs. Elicit answers from the class.
Answer:
1. paras 1-3 2. 1. paras 1-3 2.
para 4 para 4
Activity 3 7’
Ask students to answer the questions individually, then check with a partner. Elicit the answers from the
whole class, having some students ask different questions and others answer.
Answer
 1. her mother
2. straight away
3. She had no scientific qualifications.
4. Chimpanzees ate meat they used tools to get food and they made tools.
5. After she published articles about her findings in journals such as National Geographic magazine.
6. Because it was on the border of four different countries and there was fighting there.
7. No, many foreigners left, but Jane stayed.
8. Because the human population in the region was increasing, which caused deforestation.
9. No, she hasn't.
10. She spends part of every year watching the chimpanzees.
Critical thinking Ask students to match the statements with the paragraphs where they could be added, then check with a 5’
relevance partner. Elicit the answer from the whole class.
Answer:
a. para 2 c. para 1
b. para 3 d. para 5
Word focus set Activity 1 6’
Ask students to find the phrasal verbs with set in the biography, then complete the definitions
individually. They can check their answers with a partner. Elicit the answers from the class.
Answer:
Straight away, Jane set off into the forest ...
She had set out to study the animals and find out how
they really lived ...
... she set about helping the local community to grow more trees in the region.
She also set up sanctuaries for chimps ...
1. set off 3. set about 4.set
5’
 2. set up out
Activity 2
Ask students to complete the questions, and check with the class that the answers are correct.
Then students to ask and answer the questions with a partner, giving answers that are true for them.
Answer:
1. set off 3. set out
2. set about 4. set up
Writing and Read through the instructions and examples with the class and then ask them to work in pairs to prepare 14’
speaking the interview questions. Ask them to work with a different partner to roleplay the interview. Give
feedback
Homework Ask them to write a 150-word biography of somebody they know well- their grandfather, for example,
or someone well -known that they particularly like and know a lot about already.
 WEEK 13
UNIT 11: HISTORY
Lesson 11D + 11E

1. Time allowance: 50
2. Theme: A journey to Machu Picchu+ The greatest mountaineer
3. Objectives: By the end of the lesson, students will be able to
+ give a short presentation;
+ write a biography.
4. Learning outcomes:
Procedures Time
Lead-in Introducing the topic: Machu Picchu. Ask the class what they know about Machu Picchu. 4’
Real life giving Activity 1 6’
a short Ask the class to discuss the questions. Students could first think of some ideas in pairs, then brainstorm
presentation ideas as whole class.
Answer:
+ at work: to sell an idea or a project, to plan a project, to present a new idea, to present plans for the
future
+at school/university: to present research findings, to present arguments for a debate
+ at a meeting: to persuade people to do something, to plan and organise an event
+ at a special occasion: to entertain,
to celebrate and commemorate important things the person 6’
has achieved
Activity 2
Ask students to read the list of topics to focus their listening, then listen and decide which topics are
 discussed. Play the recording twice, if necessary.Elicit the answers from the class.
Answer: 5’
2,3,5
Activity 3
Ask students to complete the presentation individually, then check with a partner. Elicit the answers
from the whole class.
Answer:
1. thank you all 6. next
2. talk 7. show
3. begin 8. end
4. say 9. questions
5 move
Pronunciation Activity 1 7’
pausing Ask students to read the extract from the presentation, notice the first five pauses and think about where
the pauses might fall in the rest of the first paragraph. Play the recording and let them listen and mark
the pauses. Ask students to practise reading the paragraph with the pauses, and help each other with their
pronunciation and intonation.
Answer:
Good morning I and thank you all for coming. /Today I'd like to talk about / my holiday in Peru / and in
particular, / about my journey I to Machu Picchu. It's also called I 'The Lost City of the Incas'./ Let me
begin I by telling you about / the history / of Machu Picchu. 9’
Activity2
Ask students to prepare the presentation in pairs. They should make notes and decide who will say
which parts. Ask students to make their presentation to the rest of the class.
Writing a Activity 1 6’
biography Ask students to think about what information they would find in a biography. Elicit ideas from the
 whole class.
Activity 2 7’
Ask students to read the biography and check their ideas, then match the paragraphs to the topics. Elicit
answers from the class.
Answer:
a. 2 d. 1,2
b. 2 e. 3
c. 1 f. 4
Homework Write up the presentation in more detail as a short report
 WEEK 13
UNIT 11: HISTORY
Lesson 11E + 11F

1. Time allowance: 50
2. Theme: The lost city of Machu Picchu + The greatest mountaineer
3. Objectives: By the end of the lesson, students will be able to
+ talk about the lost of Machu Picchu and an ancient site.
4. Learning outcomes:
Procedures Time
Writing skill Activity 1 2’
punctuation in Ask students to underline the examples of direct speech in the biography.
direct speech Answer:
1. he still says “it's the most beautiful place in the world”
2. “Reinhold had so many new ideas.” says Kammerlander.
3. “He found new ways, new techniques.'”
Activity 2 3’
Ask the class to look at the examples of direct speech again and answer the questions about punctuation.
Answer:
1. at the start and end of the words the person says
2. only if it ends the sentence
3. between “says” and the words the person says; it separates what the person says from the speaker
Activity 3 4’
Ask students to add the missing punctuation individually, then check their answers with a partner. Elicit
 the answers by having students write the sentences on the board.
Answer:
1. My grandfather always told me, “you should follow your dreams.”
2. “Yes, we can,” said Barack Obama when he campaigned to become the US President.
3. Film critics say, “she's the greatest actress of her generation.”
4. “Education is the most powerful weapon,” said Nelson Mandela. 10’
Activity4
Ask students to choose somebody famous and write the biography, using the topics in Activity3 and
including quotations or direct speech. Ask students to exchange their biography with a partner and check
each other's writing.
The greatest Activity 1 3’
mountaineer Ask students work in groups, look at the photo and discuss the questions. Take feedback from the class.
Activity 2
Before they watch the video, ask students to predict what things from the list they think they will see. 3’
Activity 3
Play the whole of the video for students to check their answers to Exercise 2.
Answer: 3’
We see buses, cameras, children, mountains, a river, ruins and umbrellas
Activity 4
Play the video again and ask students to complete the summary with the correct options. 3’
Answer:
1. 8,000 4. Incas
2. Andes 5. 1911
3. 500 6. Bingham
Activity 5 3’
Give students time to read the sentences and decide if they are true or false. Then play the video again
 for them to check and correct the false sentences.
Answer:
1. F 5. T
2. F 6. F
3. F 7. T 3’
4. T 8. F
Activity 6
Ask students to match the speakers to the quotes.
Answer: 10’
1. a, d 2. b, c 3. e, f
Activity 7 5’
Students work in pairs to roleplay discussing the future of Machu Picchu, according to the instructions.
Activity 8
Elicit ideas from the class about what the quote means.
Homework Do the review exercises on page 140
 WEEK 14
UNIT 12: NATURE
Unit opener + Lesson 12A

1. Time allowance: 50
2. Theme: Review
3. Objectives: By the end of the lesson, students will be able to
+ use the words going with any-, every-, no-, some- and -thing, -where, -one, -body in appropriate situations;
+ give ideas and present about slogans.
4. Learning outcomes:
Procedures Time
Unit opener Activity 1 3’
Ask the class to talk about their feelings about nature.Ask, for example: Do you enjoy spending time in
the countryside? Why /Why not? What do you do there? Do you walk I climb / swim? Are you interested
in birds / flowers / wild life?
Activity 2 3’
Ask students to look at the photo and say what they can see -but just accept their answers without saying
if they are right or wrong.
Activity 3 3
Ask students to read the whole questions to focus their listening. Play the recording and ask students to
note the answers. Elicit the answers from the class.
Answer:
1. toads, butterflies, snakes
2. toads - in the leaves; butterflies - on the side of a tree; snakes - in the grass
Lead-in Ask students if they like watching nature documentaries on TV. Ask them what kind they like best (e.g. 3’
documentaries about a particular species, about underwater life, about animals in particular place), and
why.
Listening Activity 1 3’
Ask the class to answer and discuss the questions in pairs, then take feedback from the class.
Activity 2
Ask the students to match the photos to the locations listed, then elicit answers from the class. 3’
Answer:
1. C 2. B 3. A 4. D
Activity 3 3’
Ask students to read the question, then listen to the recording for the answer.
Answer:
To record everything that is alive inside the frame and to show the variety of life in a small area.
Activity 4
Ask students to read the sentences to focus their listening, then listen to the recording and decide if the 6’
statements are true or false. Play the recording twice, if necessary. Elicit answers from the whole class.
Ask students to correct the false statements.
Answer:
1. F (some people don't notice anything)
2. T
3. T
4. F (he spent three weeks in each place)
5. F (he photographed everything, including some very
small things)
6. T
Activity 5
 Ask students to work with a partner to discuss the view from a window in their house, using the
questions. Elicit some answers from the whole class. 4’
Grammar any-, Activity 1 3’
every-, no-, Ask students to look at the yellow highlighted parts of the words and answer the question, then check
some- and with a partner. Elicit the answers from the whole class.
-thing, -where, - Answer:
one, -body 1. person 2. person 3. place, thing 4. place
Activity 2 3’
Ask students to look at the examples again and complete the sentences, then check with a partner. Elicit
the answers from the class as complete sentences.
Answer:
1. Every 2. No 3. Any 4. Some
Activity3
Ask students to read the information in the article about different ecosystems and complete the words, 5’
then check with a partner. Elicit answers from the class as complete sentences.
Answer:
1. Anyone 5. anywhere
2. somewhere 6. Everywhere
3. Nowhere 7. Everybody I Anybody
4. something
Speaking Activity1 3’
Ask the class to read the slogans and guess what they are advertising.
Answer:
They are all advertising some countryside area.
Activity 2 5’
 Read through the instructions with the class, then ask them to get into groups of four to write their
slogans. Students use ideas from the slogans in Activity 1and include words with every-, no- , any- and
some-. Ask the groups to present their slogans, and decide which are the best ones and why.
Homework Ask students to write around 150 words about a place in the countryside that they know, explaining what
it is like, and saying what kinds of wild animals and plants live there.
 WEEK 14
UNIT 12: NATURE
Lesson 12B

1. Time allowance: 50
2. Theme: The power of nature
3. Objectives: By the end of the lesson, students will be able to
+ use vocabulary of extreme weather and second conditional to talk about planning for every possibility;
+ pronounce the contracted form of would ,'d.
4. Learning outcomes:
Procedures Time
Lead in Ask the class to give examples of the power nature has, and what experience they have had of that 3’
power (e.g. storms at sea, flood damage, wind damage, forest fire etc). Discuss what the most common
weather problems are in the area you live. In a multi-cultural class, elicit what sort of problems your
students are most familiar with in the areas of the world they come from.
Vocabulary and Activity 1 3’
reading extreme Ask the students to work in pairs to match the weather words with the pictures. Elicit answers from the
weather class and explain any words they do not know. Practice the pronunciation of the terms, and remember
that tornado has the s tress on the second syllable.
Answer:
A. lightning D. flood
B. thunderstorm E. hurricane
C. tornado F. snow storm
Activity 2
Ask the class to discuss the questions about extreme weather around the world. 5’
Sample answer:
1.
floods: Bangladesh, Pakistan (can be anywhere in the
world)
snow storm: Scandinavia, Arctic, Antarctic, Canada,
northern USA, Russia
tornado: USA
hurricane: Caribbean, eastern USA
lightning I thunderstorm: anywhere
2. Students' own answers
3.
floods: can be any time of year
hurricanes: between June and November in the Atlantic
lightning I thunderstorms: often more common in summer
and in warm weather
snow storms: winter
tornados: spring and early summer
Activity 3
Ask students to read the question, then read the article and find the answer. 3’
Answer:
Tornadoes
Activity 4
Ask students to look at the diagram and read the phrases 1-5, then re-read the article. They should then 3’
write the number of the statements in the correct part ofthe diagram.
Answer:
Rex Geyer: 2 and 5
 Tim Samaras: 3 and 4
Both: 1
Activity 5 3’
Ask students to read sentences a-d, and then match them to the gaps in the text. Elicit answers from the
whole class.
Answer:
1. b 2.d 3.a 4. c
Activity 6
Read the comments with the class and check that they understand the language they need (e.g. feel sorry 4’
for = sympathise, feel sad for somebody). Ask students to discuss the people in the article in pairs,
completing the comments with their own ideas. Elicit some responses from the whole class.
Sample answer:
1. I feel sorry for Rex because the tornado destroyed his home. He lost everything.
2. I think people like Tim and Pat have to be a bit crazy because tornadoes are very dangerous and
they could have been killed.
3. Rex and his family were unlucky but they were also lucky because they got away from the tornado in
time and they weren't injured or killed.
Grammar Activity 1 3’
second Ask the class to look at the sentences and answer the questions. Elicit answers and make sure students
conditional understand the difference between the two sentences (a is a fact that is always true, b is a situation that
might or might not happen).
Answer:
1. a 2. b
Activity 2 3’
Ask the class to match the parts of the grammar explanation. Check their answers and read the further
examples of the second conditional in the grammar box. If students need more explanations, examples
 and practice, refer to page 168 of the Student's Book.
Answer:
1. a 2. b
Activity 3 3’
Ask students to complete the text with the correct form of the verbs, then check with a partner. Elicit the
answers from the whole class as complete sentences. Remind them that the text uses the present simple
to talk about things that are always true, and the second conditional to talk about things that that are
imagined or unlikely.
Answer:
1. were (was) 5. wouldn't produce
2. would change 6. would go up
3. would become 7. returned
4. wouldn't last 8. would have
Pronunciation Activity 1 3’
would / 'd Read the question with students and make sure they are ready to count. Point out that they should count
the total number, not the number for each form. Play the recording, then play it again for them to check.
Activity 2
Ask students to listen again and follow the audio script on page 174 of the Student's Book, and count, 3’
then compare with the answers they suggested in Activity 1. Afterwards ask them to work in pairs and
practice reading the dialogue.
Answer:
8 in total (would 2, wouldn't 2, 'd 4)
Activity 3
Ask students to work in pairs to ask and answer the questions, using second conditionals. Circulate and 3’
monitor their use of would and second conditionals. Note any common errors for whole-class feedback.
Speaking Activity 1 5’
Read through the instructions and the examples with the class. Ask them to get into groups of four to
discuss and plan what they would do in the different situations. Then ask each group to present their
plans to the class. Discuss the different ideas with the class.
Homework Ask students to write 150 words about what they would do in the situations in Speaking section,
including the best of the ideas that were discussed as a class. Alternatively they could write about a new
topic: What would happen if I won 100,000 euros?
 WEEK 14
UNIT 12: NATURE
Lesson 12C

1. Time allowance: 50
2. Theme: Changing Greenland
3. Objectives: By the end of the lesson, students will be able to
+ use vocabulary of society and economics and the future tense with will/ might to predict about the future of a country.
4. Learning outcomes:
Procedures Time
Lead-in Ask the class to work in pairs to brainstorm language related to Greenland and the arctic region, e.g. ice, 4’
ice sheet, snow, snow storm, cold, iceberg, glacier, mountain, polar bears, igloo.
Reading Activity 1 4’
Ask students to work in groups of four to brainstorm information about Greenland. When they have
discussed their ideas, ask them to feed back to the whole class. It would be a good idea to list their ideas
on the board under different categories, e.g. weather, humans, animals, history, depending on their ideas.
Activity 2
Ask students to stay in their group, and decide who is reading which paragraph. If there are any groups 5’
of less than four, assign two paragraphs to one of the stronger students (paragraphs 1 and 2 are slightly
shorter). They each read their paragraph and take notes to answer the two questions.
Activity 3
Each student feeds back in turn to the rest of the group, who take notes on the information.
Activity 4
All the students in each group read the whole article and check their notes. Take feedback from the class 4’
 and write suggestions on the board. They should comment on anything they believe is incorrect.
Sample answer: 5’
Recent changes:
1. the weather
2. The climate is getting warmer and ice is melting.
3. Oil is more easily available because the sea around the west coast has no ice for 6 months of the year.
4. Summers are longer and drier.
Problems and dilemmas:
1. The country has had economic and social difficulties since the 19605: it imports much more than it
exports.
2. Sea levels may rise.
3. Greenlanders will be most affected by climate change, but they need the strong economy that oil could
bring.
4. The farmers don't produce as much.
Critical Ask students to read the sentences and decide if they are true, false, or if the information is not in the 5’
thinking close text. They can then check their answers with a partner. Remind students that if there is no information in
reading the text to support or contradict the statement, the answer must be C. Elicit the answers from the whole
class.
Answer:
1. C 5. A
2. B 6. A
3. C 7. A
4. A
Vocabulary Ask students to find the collocations in the text and match the nouns and adjectives, then check with a 5’
society and partner. Elicit the answers from the whole class and explain that these collocations are words that are
economics often used together in English. Read the information about collocations in the wordbuilding box with
 students. For more examples and practice see page 99 of the Workbook.
Answer:
1. economic difficulties 5. strong economy
2. social problems 6. natural resources
3. traditional industry 7. growing season
4. modern development
Pronunciation Ask students to listen to the collocations on the recording, and underline the stressed syllables on the 5’
word stress paired words.
Answer:
1. economic difficulties 5. strong economy
2. social problems 6. natural resources
3. traditional industry 7. growing season
4. modern development
Grammar will / Ask the class to look at the highlighted verbs in the sentences and answer the questions. Read the further 5’
might examples in the grammar box and make sure students understand the difference (in 1 the speaker thinks
this will definitely happen, in 2 the speaker thinks this is possible but not certain).
Answer:
1. will: more certain
2. might: less certain
Speaking Divide students into groups of four and ask them to discuss ideas and make predictions for their country. 8’
Encourage them to use will, might, second conditional, and any other expressions from the article to
make predictions. Give some comments.
Homework Ask students to write about 150 words about what changes they see within their country and how these
might affect people in the future.
 WEEK 14
UNIT 12: NATURE
Lesson 12D + 12 E

1. Time allowance: 50
2. Theme: Saving the zoo+ Good news
3. Objectives: By the end of the lesson, students will be able to
+ talk about the problems in a zoo and find solutions;
+ write a press release.
4. Learning outcomes:
Procedures Time
Lead-in Ask students to say what they see in the picture. 3’
Speaking and Activity 1 5’
reading Ask students to discuss the questions about zoos briefly in pairs, then elicit answers from the class. Find
out what their attitudes towards zoos are, e.g. whether they enjoyed visiting zoos as children and
whether they think zoos have an important and useful role.
Activity 2 4’
Ask students to read the three questions and answer them individually after reading the article. They can
check with a partner before answering.
Answer:
1. No, it isn't. It might close if the council can't solve the problems.
2. low visitor numbers and lack of money
3. They would have to be sent to new homes.
Real Life Activity 1 5’
finding a Ask students to read through the sentences carefully, then listen to the recording and decide if the
solution sentences are true or false. Ask them to correct the false sentences.
Answer:
1. T
2. F (not many people visit: it isn't attracting enough tourists; low visitor numbers)
3. T
4. F (they don't have enough money to advertise)
5. T
Activity 2 4’
Ask students to complete the sentences with the phrases, then check with a partner. They then listen to
the recording again to check their answers.
Answer:
1. What about 5. we can't
2. I'm sorry, but 6. why don't you
3. But if we don't 7. that isn't
4. What if you 8. You might
Activity 3
Ask students to match the sentences from Activity 2 with the sections in the box. 5’
Answer:
Stating and explaining a problem: 3 and 5
Making suggestions: 1,4 and 6
Responding positively: 7 and 8
Responding negatively: 2
Activity 4
Ask students to work in groups of four to roleplay a conversation about saving a zoo, using the prompts 10’
on pages 154 and 155 of the Student's Book. Monitor the roleplays and circulate to offer help as needed.
Writing Activity 1 5’
a press release Ask students to read the three questions to focus their reading, then read the press release and answer the
questions. Elicit the answers from the class.
Answer:
1. Because it is a rare kind of tiger.
2. They will use the money to advertise nationally, get more rare animals and stay open longer in
summer.
3. live music every Thursday and animal adventure days for children
Activity 2
Ask students to answer these questions after discussion with a partner. 4’
Answer:
1. to inform the general public about changes that might interest them, e .g. new events
2. It could include both. The example includes the general news about the sponsorship deal, and three
pieces of news about special events: the arrival of the tiger, the live music and the animal adventure
days.
Activity 3 5’
Ask students to underline the positive words and phrases, then check with a partner. Elicit phrases from
the whole class.
Answer:
... the zoo is proud to offer .
... its excellent animal conservation program . ..
This wonderful news ...
... the zoo is pleased to inform you ...
... the zoo is also excited about ...
We look forward to seeing everyone ...
Homework Write a 100- word paragraph about problems in the zoo you know and give some solutions
 WEEK 14
UNIT 12: NATURE
Lesson 12F

1. Time allowance: 50
2. Theme: Good news+ Cambodia Animal Rescue
3. Objectives: By the end of the lesson, students will be able to
+ use bullet points to write a press release and make an outline;
+ talk about taking a plan to rescue animals.
4. Learning outcomes:
Procedures Time
Writing skill Activity 1 3’
using bullet Ask the class to look at the press release again and tick the bullet points that are correct.
points Answer:
the main information you want the reader to know about short, simple phrases or sentences.
Activity 2 5’
Ask students to rewrite the press release individually, then check with a partner. Elicit answers from the
whole class.
Answer:
The council is delighted to announce a new sponsorship deal with a sports manufacturer , The
sponsorship agreement means t he council can:
• build a stadium for use by the football club and local schools.
• hold a series of free outdoor summer concerts and other cultural events.
The stadium will have restaurant facilities for use at :
 • sporting and cultural events.
• private and corporate events.
Activity 3
Read the information with the class, then ask students to write the press release in pairs. 6’
Sample answer:
The zoo is delighted to announce that they have raised 55,000 from visitors and local companies. This
wonderful news means that the zoo can:
• open a new area for two baby elephants.
• open a new cafe,
The zoo is also excited about its plans to sell zoo souvenirs in the cafe shop, including:
• T-shirts.
• hats.
• toys.
• postcards.
A special 'animal quiz' day will be held to celebrate the opening of the new cafe and shop.
Activity 4 3’
Ask each pair to work with another pair to exchange their press releases and check them as indicated.
Cambodia Activity 1 3’
Animal Rescue Students work in pairs. Ask them to look at the photo and discuss the questions. Take feedback from the
class.
Activity 2 4’
Play the whole of the video for students to check their answers to Exercise 1.
Answer:
1. a tiger and an elephant
2. They have both been rescued.
3. It looks after them until they are healthy again, and well enough to be returned to the wild.
Activity 3 4’
Give students time to read the list of animal. Then play the video again and ask students to put the
animals in the order they see them on the video. Check the answers and if necessary play parts of the
video again.
Answer:
1. b 2. c 3. g 4. a 5. f 6. d 7.h 8. e
Activity 4 5’
Give students time to read the questions then play the first part of the video (to 02.20) and ask them to
write the answers.
Answer:
1. Wilderness Protection Mobile Unit
2. It rescues animals from poachers.
3. Yes, it does.
4. It sponsors the MU and the rescue centre.
5. in a birdcage at a petrol station
6. Free the bears
7. They realised quickly that she was too hard to handle.
Activity 5 4’
Give students time to complete the extract using words from the glossary, then play the second part of
the video (02.22 to the end) for them to check.
Answer:
1. Poachers 4. medicine
2. illegally 5. improve
3. powder
Activity6 10’
Students work in pairs to roleplay talking about a plan, according to the instructions.
 Activity7
Elicit ideas from the class about the quote, and ask them to answer the question. 3’
Homework Do the review exercises on page 152
 WEEK 15
LISTENING TEST & PRESENTATIONS
1. Time allowance: 250 minutes
2. Theme: Listening test and presentations
3. Objectives: By the end of the lesson, students will be able to:
- Identify criteria for assessing a presentation by listening to the teacher giving feedback on groups’ presentations;
- Assess other people’s presentations.
4. Learning outcomes:
Procedures Time
Introduction Give a short description of what the class has to do. 3’
Listening test Administer the listening test. 40’
Group Activity 1 177’
presentations Groups take turns and present their topic. Each group has around 25 minutes to talk, including question and
answer session. 20’
Activity 2
Give feedback after all the groups have delivered their presentations.
Course Activity 1 8’
closing Elicit from the class the answers for questions such as ‘What topics have we learned? What grammar
structures were introduced during the course?’ and then briefly consolidate topics covered in the course.
Activity 2 2’
Remind students what they should do to prepare for the final test.