Intermediate Guided Discussions PDF

English Discoveries
Guided Discussion Lesson Plans

Intermediate
Copyright © 1990-2019 Edusoft Ltd. All rights reserved.
This document and all related materials are copyrighted. All rights are reserved. No part of
these materials may be reproduced, photocopied, transmitted or translated into any other
computer or foreign language without the express prior permission of Edusoft Ltd. All requests
for permission must be submitted in writing.
NOTE TO THE TEACHER
This book provides oral activities – that focus on fluency – for mixed ability groups. The intention of
this book is to suggest activities, but it is important to emphasize that the suggested activities are
optional.
Consider the following guidelines when conducting the class activities:
1) Explain the procedure to the students.

2) Photocopy the necessary pages and handouts while students are working in pairs/groups.
3) During the activity, circulate and make notes of language difficulties and errors (grammar,
vocabulary). After the activity, focus on some of the more common language problems.
4) It is also motivating to praise students – without specifically referring to anyone by name –
for correct language that students use, and to share it with everyone.
We are sure that the Guided Discussions will be a useful and beneficial aid to your teaching.
Table of Contents
LESSON 1............................................................................................................................................... 2
TOPIC: Work.................................................................................................................................. 2
LESSON 2............................................................................................................................................. 11
TOPIC: Gifts ................................................................................................................................. 11
LESSON 3............................................................................................................................................. 21
TOPIC: Communication............................................................................................................... 21
LESSON 4............................................................................................................................................. 28
TOPIC: Taking Risks ..................................................................................................................... 28
LESSON 5............................................................................................................................................. 35
TOPIC: Getting An Education ...................................................................................................... 35
LESSON 6............................................................................................................................................. 39
TOPIC: Body Language ................................................................................................................ 39
LESSON 7............................................................................................................................................. 46
TOPIC: All About Love ................................................................................................................. 46
LESSON 8............................................................................................................................................. 52
TOPIC: Budgeting ........................................................................................................................ 52
LESSON 9............................................................................................................................................. 57
TOPIC: Your Health ..................................................................................................................... 57
LESSON 10........................................................................................................................................... 65
TOPIC: It Doesn’t Compute ......................................................................................................... 65
LESSON 11........................................................................................................................................... 69
TOPIC: Security ........................................................................................................................... 69
LESSON 12........................................................................................................................................... 74
TOPIC: Transportation ................................................................................................................ 74
LESSON 13........................................................................................................................................... 78
TOPIC: People At Parties ............................................................................................................. 78
LESSON 14........................................................................................................................................... 85
TOPIC: Healthy Eating ................................................................................................................. 85
LESSON 15........................................................................................................................................... 89
TOPIC: Working Roles ................................................................................................................. 89
LESSON 16........................................................................................................................................... 94
Topic: Home Sweet Home .......................................................................................................... 94
LESSON 1
TOPIC: Work
ACTIVITY WHAT DO YOU THINK OF WORK?
1
PURPOSE: Stimulate interest and elicit information
MATERIAL: None
APPROXIMATE TIME: 10 minutes
Procedure
• Write “WHAT DO YOU THINK OF WORK?” on the board. Elicit reactions from students. If
necessary, cue them with such questions as:
Why do people work? How do you feel about working? Do you like your job? What do you do?
What kinds of jobs have you had? Would you like to change jobs? What do you like /not like about
your job?
What are the popular professions nowadays? Does everyone have work? Have you ever been
out of work/unemployed?
• On the board, write any vocabulary items that are unknown to the students, such as:
Names of professions, employed/unemployed, employer, manager, employee, work for a company,
work in a factory/office.
• Encourage students not only to answer questions but also to ask questions, to find out what you
or their fellow students think.
Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 2

HOW SHOULD WE BEHAVE AT WORK?
ACTIVITY
Discuss work issues; express opinions; agree and
PURPOSE:
2
disagree
MATERIAL: Handout: an opinion survey about behavior at work
Procedure
• Divide the students into pairs. Give each pair a handout (see below) that lists statements about
how people at work should behave. Ask the partners to interview each other about these
statements. You may want to go over the statements with the whole group and discuss any
vocabulary that may not be clear. Have them take notes about their partners’ opinions. Allow
10 minutes for this interviewing stage.
• Once they have completed their interviews, divide students into groups (4–6 students). They
should report on the opinions they have collected and should discuss them. Suggest that they
organize the discussion by talking about each statement separately. Circulate among the
groups and make note of any language forms that are being used. Give them 10 minutes to
report and discuss the statements.
• To conclude, have the groups report to the class on the statements/issues that created
the most controversy.

BEHAVIOR AT WORK- An opinion survey
STATEMENTS agree disagree
You should always agree with your boss.
You should never discuss your salary with your colleagues

at work.
You should always wear clothes that are suitable to your

position.
You should tell your employer if someone is not doing his

or her job properly.
Your first loyalty is to the company/organization and not to your

fellow workers.
You should not do any work that is not part of your official job
description.
You shouldn’t use the phone to make personal calls.

THE LANGUAGE OF WORK
ACTIVITY
Familiarization with language for discussing work
PURPOSE:
3
topics
MATERIAL: Handout – a vocabulary table
Procedure
• Divide the class into small groups. Give each group a handout (see below). Have them
categorize the words and phrases, putting them into one of the columns. Make sure they
understand the column headings. Explain that some of the items might belong in more than
one column. Encourage them to share their knowledge, to guess if necessary, and to add more
language to each list.
• When the groups have completed their lists ask each one to present one column/category of
words to the class. Encourage students to interrupt, disagree, and suggest changes and
additions.

THE LANGUAGE OF WORK
JOBS PEOPLE AT PLACES OF WHAT YOU GET FOR THINGS THAT
WORK WORK WORKING HAPPEN
salary, signing a contract, company, manager, check, a raise, insurance, boss, raise, employer, being
dismissed, occupation, profession, technician, consultant, temporary help, earn, personnel, getting a
raise, wages, factory, school, being fired, foreman, getting a promotion, getting a pay-cut, pension,
benefits, salary slip, secretary, colleague, getting hired, office, income, fellow worker, position

DISMISSING A STAFF MEMBER
ACTIVITY
Analyzing information and making a choice;
PURPOSE:
4
persuading
MATERIAL: Handout – one for every group of four students
Procedure
• Divide the students into groups of 4. Each group receives a copy of the handout (see below) that
describes 4 different people and their job performance. Each group needs to work together to
read and understand the information about the different people. Explain to the class that they
are the supervisors at a company called “Beebop Sneakers”. The company produces sport shoes.
The company has to fire one of the employees. Therefore the supervisors’ task is to decide
whom to fire. All members of the group should agree on the choice.
• Each group then reports to the class on who they decided to fire and why. Encourage the
students to explain their decisions and to comment on other groups’ decisions. List the
employees’ names on the board. Count the number of groups that decided to fire each one.
Who got the most votes to be fired?

JOHN ERNIE SUSAN VERONICA
High-school High-school High-school High-school
Education
graduate dropout graduate graduate
Age 28 31 45 21
single single; supports his single mother with engaged

Marital crippled sister a 10-year- old
Status daughter
Position in Machine Packer Receptionist Marketing

company operator person
a very nice outgoing, very loud, always tired, very nice person,
person, quiet always joking with complains about always talking
and keeps to colleagues, got into work with colleagues,
himself fights in his last job, everyone likes her
Personality
intelligent
a slow worker, average worker, comes on time, comes on time

never on time, always comes late average worker, and leaves on
leaves work and leaves early, always leaves half time; a terrible
Work early takes long lunch an hour earlier than worker – she
Record breaks she should, absent a never does
lot anything properly
excellent lots of work good not very talented,

Skills English experience, a administrative limited language
skills bit slow skills skills
would like to wants to marry works only wants to stay with
get a and have children because the the company, plans
promotion, government to get married in a
Future or a better demands that she few months, and
plans position in does, prefers to have children
the company stay home
disabled in a there are enough she used to get her uncle is the
wheelchair; packers in the unemployment company CEO
his salary is company support
Other subsidized
comments because he
has a disability

ACTIVITY LANGUAGE FOCUS
PURPOSE: Focus on new language; correct errors
5 MATERIAL:
APPROXIMATE TIME:
None
10 minutes
Procedure
• The point of this activity is to focus on language forms that the students used in the previous
activities. (These are language forms that you collected/listed as you circulated among the
groups.) List both good language forms and errors on the board. You may want to do a variety of
activities with these lists.
For example, ask:
Did you say any of these? Do you remember what you were talking about?
• Find the ones that contain errors. Find the phrase that means the same as .
ACTIVITY HIRE ME!
PURPOSE: Role-play an interview situation
6 MATERIAL:
APPROXIMATE TIME:
A selection of want ads for jobs
25 minutes
Procedure
• Elicit from the students the kind of questions that employers ask in job interviews.
Write their suggestions on the board. You can add the following types of questions:
Do you have experience in ? Do you like working with people? Do you
know how to use a computer? Do you know how to send email? Do you have a car? Have you
worked as a
before? What do you think you are good at? What do you think you
need to improve in?
• Divide the students into pairs. Give each pair a job ad. Ask one to play the role of employer and
the other the role of a job applicant. The employer needs to interview the job applicant for the
position advertised in the ad. Tell students they have 5–10 minutes to interview their partner
and decide if they would like to hire them. They also need to be able to report to the rest of
the class why they would or would not hire that person for the job.
• After ten minutes, give the pairs new ads and have them exchange roles. The job applicant takes
on the role of the employer and vice versa. Once again the interviewer needs to decide if he/she
will hire this person.
• After 10 minutes have the pairs report back to the class on how their interviews went, if they
would or would not hire the job applicant and why.

ACTIVITY JOB STORIES
PURPOSE: Relate anecdotes
7 MATERIAL:
APPROXIMATE TIME:
None
15 minutes
Procedure
• Divide students into small groups. Assign group leaders whose job it is to find one or more
interesting “job stories” in their group. Explain that these could be anecdotes about something
that happened on the job (a funny incident, a upsetting incident) or descriptions of a job or a
position (the best/worst job). Tell the groups to choose a story they would like to present to the
whole class. You may want the storyteller to tell it, or ask someone else to report on it.
• After ten minutes, a representative from each group should relate his/her anecdote to the
rest of the class.

LESSON 2
TOPIC: Gifts
ACTIVITY THE BEST AND THE WORST
PURPOSE: Motivate participation; describe objects
1 MATERIAL:
APPROXIMATE TIME:
None
10 minutes
Procedure
• Have students talk about the best and/or the worst gifts they have ever received. They should
describe the gifts in detail. Encourage them to ask each other questions, such as:
What is the best/worst gift you have ever received?
Who did you get it from?
When did you get it? (What was the occasion?)
ACTIVITY DIFFERENT GIFTS, DIFFERENT OCCASIONS
2
PURPOSE: Share information; familiarization with vocabulary
MATERIAL: None
Procedure
• Have students brainstorm the various occasions when people give/get gifts. Elicit universal
occasions as well as occasions that may be specific to their country/culture, such as:
Birthdays, weddings, engagements, birth of a baby, wedding anniversaries, graduations,
religious holidays, etc.
• Then ask students what kind of gifts they like to give and what kinds of gifts they like to
receive, depending on the type of occasion. Write their gift ideas on the board.

ACTIVITY GIFT QUESTIONNAIRE
PURPOSE: Express opinions; compare; discuss
3 MATERIAL:
APPROXIMATE TIME:
Handout: a list of questions – one for each student
20 minutes
Procedure
• Give each student a copy of the list of questions on gifts (see handout below). Have each
student complete the questions about him/herself.
• Divide the class into pairs. Have partners interview each other and encourage the pairs to
compare their opinions and explain them to each other.
• To sum up, have students report to the class on the differences between them and their partners.
Elicit a class discussion about the various issues that arise, such as:
Are there cultural differences about gifts? What do you do that is not part of the country’s
culture? Do you think that people spend too much money on gifts?

QUESTIONS ON GIFTS YOUR
YOU
CLASSMATE
1. How often do you buy gifts?
(never/once a year/a few times a year/every month)
2. Do you like shopping for gifts?
3. Do you always give gifts for family birthdays?
4. Do you always give gifts for close friends’ birthdays?
5. When you attend a wedding, what do you usually

bring? (money/a gift)
6. Do you buy gifts for your friends at work?
7. When you buy for a man, what do you usually choose?
8. When you buy for a woman, what do you usually

choose?
9. Do you like receiving gifts?
10. What do you want for your next birthday?

CHOOSING A GIFT
ACTIVITY
Collaborate and decide on something; make
PURPOSE:
4
suggestions
MATERIAL: Handout
Procedure
• Divide the students into small groups. Give each group a copy of the handout (see below). The
handout describes 5 different situations that call for decisions about buying gifts. (You can add
more situations.) Explain to the groups that they need to work together for 10 minutes to decide
on a gift idea for the person/people in each situation. (An alternative would be to assign each
group a different situation.)
• Have groups appoint a leader to lead their discussion. Encourage them to offer suggestions,
weigh them carefully and then decide.
• At the end of 10 minutes, have them share their decisions and ideas with the rest of the class.
Have some of them explain the reasons behind their choices. Prompt suggestions about where
to buy these gifts locally.

CHOOSING A GIFT
1) A couple are celebrating their nineteenth wedding anniversary. They do not have any family in
this country. They have invited you to their party. What gift will you take them?
2) Your friends have just adopted a baby after many years of being childless. They have invited
you to celebrate with them. What gift would you buy?
3) Your niece has just graduated from high school. She is an only child and usually gets whatever
she asks for. She has invited you to celebrate her graduation. What gift would you buy her?
4) A colleague is about to retire from her position at work. You have worked with this person for
many years, but you were never friends. What would you get her?
5) Your son is finishing first grade and wants to buy his teacher a gift. This teacher has been a very
good influence on your son, and will continue to teach him next year. Should you buy her a gift?
What do you suggest?

AN EMBARRASSING MOMENT
Language function – getting out of an embarrassing
ACTIVITY PURPOSE:
situation
5 MATERIAL:
APPROXIMATE TIME:
CORE LANGUAGE:
The story – to be read aloud by the teacher
15 minutes
I apologize… I thought that… I made a mistake… Please
forgive me…
Procedure
• Tell students that you are going to give them a situation with a problem. It is up to them to
find a solution or make suggestions. Read aloud the situation (see below).
• Divide the students into pairs or small groups and give them 10 minutes to discuss and decide
what to do. Then have them present their solutions to the class, so everyone can react. Suggest
some language forms for apologizing, such as:
I apologize… I thought that… I made a mistake… Please forgive me…
• After 10 minutes, have volunteers relate embarrassing anecdotes of their own to the class.

Your friend Ben has invited you to dinner at his house. You have never been to his house and you look
forward to meeting his family. Before you leave you realize that you have forgotten to buy a gift to take
with you. Then you remember that you received a gift from a friend that you have not yet opened. You
decide to take a chance and give this as if you bought it.
When you arrive at Ben’s house you are warmly welcomed and you pass the gift to him. He thanks you
kindly and starts to open the gift. As he opens it – there is a small card in the gift – and it has your name on
it.
Ben sees the card – but you quickly grab it and put it in your pocket. You are very embarrassed. What
do you say to Ben?

ACTIVITY BUYING A GIFT
PURPOSE: Role-play: suggest, refuse, accept, describe
6 MATERIAL:
APPROXIMATE TIME:
2 role cards below for each pair
20 minutes
Procedure
• Divide students into pairs. Give one partner the salesperson card and the other partner the
shopper card. Then assign each pair a gift task. Tell them to fill in the missing information
according to their task, for example:
Buy a gift for your mother’s birthday/a grandchild’s birthday/ your boss’s promotion/ your
brother-in- law’s graduation.
• The partners should not see each other’s role cards. Give them 5 minutes to act out the roles
they need to play. Remind them to use the language given on the role cards.
• When the time is up, choose volunteers to present their role-plays to the class. Encourage
students to comment on each other’s role-plays and to discuss the various situations.

SALESPERSON SHOPPER
You are a salesperson at a shop. You You are shopping for a gift for
have been working all day and you are very tired. In . It is difficult to buy a gift for this
another 10 minutes it is the end of your shift and person because he/she has just about everything.
you are in a hurry to go home. It is your wife’s
A salesperson comes to help you decide what to
birthday today and you still need to buy her a gift.
buy. You are not in a hurry, since you want to make
A customer comes in and asks your help in buying the right choice.
a gift for . It is
Everything that the salesperson shows
company policy that you must remain with a
you is not suitable. It is too expensive, not good
customer until they have decided what to buy.
enough or it is something your
Your aim is to help this person decide very already has.
quickly what to buy for her son so that you can
go home.
Sentences to help you: Sentences to help you:
Hello, can I help you? No thank you, it’s too expensive. No
We have a here. It is very popular thank you, it’s not suitable for
with . What do .
you think your wants?
No thank you. I don’t think it’s good enough.
What about ?
No thank you. I don’t like it.
I think this would be a great gift.
No thank you. My already has one like
This is a very popular gift. that.
Many buy this for their Yes, I like that, but
. You have made a good choice. .
Yes I’ll take it!

ACTIVITY CELEBRITY GIFTS
PURPOSE: Collaborate to choose suitable gifts for famous people
7 MATERIAL:
APPROXIMATE TIME:
None
20 minutes
Procedure
• Have students brainstorm names of famous people, either current or from the past. Cue them
with the following examples:
The British Prime Minister during WWII, an actor who won the Oscar this past year, a rock singer,
the current Prime Minister of your country, etc.
• On the board list those names that are familiar to the whole group. Then divide the class into
small groups and tell them that they should think of original, interesting gifts for as many of the
celebrities as they can. Encourage them to make up gift ideas that are not only gift shop items.
Students should describe their gifts to their groups, and explain the reason for choosing this
particular gift for the celebrity in question.
• At the end of 10 minutes, call out the name of a celebrity and have a representative from each
group present his/her gift ideas.

LESSON 3
TOPIC: Communication
ACTIVITY COMMUNICATING – THEN AND NOW
PURPOSE: Stimulate speaking; brainstorm and present
1 MATERIAL:
APPROXIMATE TIME:
None
10 minutes
Procedure
• Write the word “communication” on the board and ask students if they think there have
been great changes in communication over the last 200 years.
• Divide the class into 2 groups. Ask one group to brainstorm all the forms of communication that
existed 100 years ago, and ask the other group to brainstorm all the forms now available. Have
each group choose a secretary to record all the forms of communication.
You may want/need to cue the groups by giving hints, such as:
Communicating with words (written, spoken), without words (e.g. smoke signals, drums),
using animals (e.g. birds/horses), using machines (e.g. fax), using computers (e.g. email), using
cell phones
• Each group should choose a spokesperson to present its findings to the class. Encourage
students from the opposite group to ask questions, challenge or disagree with what is being
said.

ACTIVITY HOW DO YOU COMMUNICATE?
PURPOSE: Survey: ask questions, compare answers, comment
2 MATERIAL:
APPROXIMATE TIME:
Handout: communication survey
20 minutes
Procedure
• Divide the class into 4 or 5 groups. Choose a volunteer for each group to conduct a survey on
what people use for communicating. Give each surveyor a copy of the handout (see below).
Explain that they should ask each person in the group the same question. Encourage the group
members to listen to the questions and answers while they are waiting for their turn.
• When the volunteers have finished collecting all the data, have them present their findings to
the class. To help them present the information, ask cue questions.
How many people in your group use email regularly? What percentage of your group still used
“snail- mail” (writes letters and sends them by post)?
SURVEY: HOW DO YOU COMMUNICATE?
ANSWERS
QUESTIONS
1 2 3 4 5
Do you ever use email?
How do you communicate with friends from abroad?
How many personal phone calls do you make a day?
Do you have/use a cell phone?
What do you use your cell phone for?
Have you ever used SMS?
How often do you use SMS?
How often do you use “snail-mail”? For what

purposes/occasions?
Do you still get postcards?
Do you still send postcards? When?
What’s your favorite form of communication with

someone from afar?

DEBATE: TELEPHONE VS. EMAIL
ACTIVITY
Explain the advantages of something; argue for or
PURPOSE:
3
against
MATERIAL: None
Procedure
• Present the debate question: Which is better for communicating with friends – the telephone or
email? Divide the class into 2 groups, giving each one a form of communication to ”defend”.
Explain that each group will have 10 minutes to discuss the debate amongst themselves and will
then present its case to the class. Have the groups choose group leaders (to lead the discussion),
secretaries (to take notes) and presenters (to present).
• After 10 minutes, give each group 5 minutes to present its case to the class. Then encourage the
students to give their own opinions, regardless of the group they were in. Encourage them to
comment on the effectiveness of the arguments presented.
TYPES OF LETTERS
PURPOSE: Categorizing relevant vocabulary

ACTIVITY
MATERIAL: List of words (see below) – one copy for each pair
4 APPROXIMATE TIME:
CORE LANGUAGE:
25 minutes
Communication, mightier, sword, tool, formal letters,
informal letters, greeting cards, postcards, email, fax,
dear, to whom it may concern, sincerely, yours truly,
yours faithfully, confidential, urgent, write soon
Procedure
• Have students think of situations when people communicate in writing. Elicit as many
reasons and forms as possible, such as:
Greeting cards, postcards, notes, faxes, love letters, formal letters (request, application,
complaint), informal letters, personal email messages
• Divide the group into pairs. Give each pair a copy of the list of words/expressions below. Ask
them to categorize the words/expressions accordingly– a formal letter, an informal letter, a
greeting card or a postcard. There may be some words that belong to more than one category.
Go over the words with the students and check if any need to be explained.
• Once the students have finished filling in the table, have the pairs form groups and compare
their answers. You may find that some of the students will disagree with some answers, or
some may have more than one option. Elicit a class discussion based on the students’
feedback. Here are some questions that may help you:
In what other kinds of communication can you use this phrase? Do you think it is a good idea to
end a formal letter with “wish you were here”? When would you write “urgent” in a letter? Do you
think it is a good idea to end an informal letter with “yours sincerely”?

FORMAL INFORMAL GREETING
WORDS POSTCARD
LETTER LETTER CARD
Dear
To Whom It May
Concern
Sincerely
Miss you!
Happy Birthday!
Hi!
Love from,
Yours truly,
Yours faithfully
Merry Christmas!
Confidential
Urgent
Write soon
Wish you were here

THANK-YOU LETTERS
ACTIVITY
PURPOSE: Writing a thank-you letter
5 MATERIAL:
APPROXIMATE TIME:
Picture/description of a strange gift – one for each
student. Paper to write a thank-you letter on
30 minutes
Procedure
• Elicit from students when they send thank-you letters or notes. Point out that in some cultures it
is the norm to write a thank-you letter, especially after receiving a gift. Have the students
brainstorm the kinds of expressions we use in a thank-you letter in English. Write these on the
board:
Thank you for / I am writing to thank you for / Thank you so much for . It was very
kind of you to .
I will think of you when I use it / It is very useful / It is beautiful / lovely / perfect / interesting /etc.
• Explain to the students that no matter what kind of gift you receive, it is seldom appropriate to
write a nasty thank-you letter. Even if you do not like the gift it is essential that you write and
thank the person in a positive letter, using positive language.
• Divide the class into pairs. Give each pair a picture of a “strange” gift or a description of a
strange gift. (See list below for some ideas.) Tell each pair not to let anyone know what the gift
is. This is a gift that they have received from their old aunt who lives in another country. They
need to write a thank-you letter, thanking the aunt for the gift and telling her how wonderful the
gift is, without actually mentioning what the gift is.
• Have volunteers read their thank-you letters to the class. (Again, emphasize that they should
not let anyone know what their gift is.) Have the rest of the students try and guess what the
gift is.

A book “Improving
A book “Teach An ashtray made from
your Fishing
Yourself How to Run” wood
Techniques”
A subscription to
Two pairs of orange
Last year’s calendar “Mechanical Managers”
socks
Magazine
A green and pink sweater

Three kittens that is too big for you A pair of gold earrings
A set of pens and

Candles A child’s watch
pencils
A Taiwanese-English
A violin A night-light
dictionary

TIME TRAVEL
ACTIVITY
Describe and explain something to someone from the
PURPOSE:
6
past
MATERIAL: None
Procedure
• Have students imagine that they have gone back in time and are trying to describe and
explain the various forms of communication that we use today: fax machines, email, cell
phones, SMS messages, etc.
• Divide the class into small groups. Assign each group a form of communication, and ask them
to create a description of how it works and what it does.
• At the end of 10 minutes, have a representative from each group present its description.
Encourage the rest of the students to ask the kinds of questions that people from the past
would ask.
• To sum up, ask students to imagine new forms of communication that we might be using in the
future.

LESSON 4
TOPIC: Taking Risks
ACTIVITY ARE YOU A RISK TAKER?
PURPOSE: Motivate interest in the topic; discuss, relate
1 MATERIAL:
APPROXIMATE TIME:
None
10 minutes
Procedure
• Write “risk” on the board and have students express what the word means to them.
Encourage them to give examples of what they consider to be risks (e.g., investing money in a
new company, changing jobs, marrying someone you’ve just met, parachuting).
• Encourage them to think about whether they are risk takers or not by asking questions, such as:
Do you take risks? In what areas of life do you take risks? Have you ever taken a risk? Was it worth it?
ACTIVITY HOW RISKY IS IT?
PURPOSE: Discuss, decide, persuade
2 MATERIAL:
APPROXIMATE TIME:
None
20 minutes
Procedure
• On the board write 4 lists of risks, each involving a different area of life, for example:
Sports: tennis, skiing, scuba diving, football
Professions: doctor, computer programmer, teacher, pilot, racing car
driver Health: smoking, overeating, drinking alcohol, smoking
marijuana Transportation: traveling by car, by plane, by ship, by
motorbike
• Divide the class into pairs. Have the pairs rate the risks in each area of life (1 = highest risk) and
to add any additional risks they can think of. Then have pairs join other pairs to form groups
and have them compare their ratings. Encourage them to defend their ratings and to try to
persuade the others in their groups to agree with them.
• To sum up, have one or two pairs present what they agreed and disagreed on to the class.

ACTIVITY WHAT DO YOU THINK?
PURPOSE: Discuss; share opinions
3 MATERIAL:
APPROXIMATE TIME:
Handout: list of statements – one for each student
25 minutes
Procedure
• Give each student a copy of the list of statements (below). Explain to them that they need to
decide if they agree or disagree with the statement, by ticking AGREE or DISAGREE.
• Once the students have decided if they AGREE or DISAGREE with each statement, ask them to
form small groups (no more than 4 in a group). Each group should share and discuss their
opinions of each statement and should then try and come to a consensus as a group.
• After approximately 10–15 minutes ask the groups to report their opinions to the rest of
the class, saying which issues they managed to agree on and which they did not.
Encourage them to use expressions for opinionating, such as:
Should/should not be banned/ allowed

WHAT DO YOU THINK? AGREE DISAGREE
1. If you are married and have children you should not

parachute out of a plane.
2. Young people under the age of 21 should not be allowed to

drink alcohol.
3. Scuba diving should be allowed only for people who have

taken a full scuba diving course.
4. People who do dangerous sports should be required to

pay for their emergency rescues.
5. You should not share a sandwich with someone who has AIDS.
6. Bicycle riders should be forced to wear helmets.
7. Bicycles should be allowed on all city roads.
8. If you are overweight you should not be allowed to hand

glide.
9. Pregnant women should not be allowed to fly on airplanes.
10. People over the age of 65 should not be allowed to

drive.

ACTIVITY DANGEROUS SPORTS
PURPOSE: Elicit vocabulary; describe
4 MATERIAL:
APPROXIMATE TIME:
None
15 minutes
Procedure
• Write “Dangerous Sports” on the board. Have students say which sports they think are
dangerous. Write their suggestions on the board. You may need to help them think of some
sports. If they don’t know the name of a sport, have them describe it:
What is that sport called where you tie a long rope to your legs and you jump off a bridge?
(Bungee Jumping) What’s the name of the sport in which you jump out of an airplane?
(Parachuting)
An alternative approach would be to provide the students with a list of dangerous sports to
choose from and then ask them to describe each one.
• Next write on the board: “Would you ?” Ask about certain dangerous
sports, such as:
Would you parachute/ bungee jump/go hand gliding/go scuba diving?
• Have students find a “sports partner” – someone who would either do or not do the same
dangerous sports as they would. Encourage them to exchange ideas about their perception
of dangerous sports.
• To sum up, select volunteers to present their opinions on what constitutes a dangerous
sport, and whether it is something they approve of.

A JOURNEY IN THE DESERT
ACTIVITY
Focus on vocabulary, express opinions, collaborate to
PURPOSE:
5
collect information
MATERIAL: None
Procedure
• Tell students that they are going on a camping holiday with a friend. They have decided to
drive across the Kalahari Desert to take pictures of the various kinds of desert animals. They
need to plan a 4-day trip. First elicit from them the kind of climate they would find in a desert.
(See below for general information on desert climates.)
• Divide the students into small groups. They need to make a list of all the things they will need
for this rather dangerous trip.
• When they have completed their lists ask a representative from each group to share the
ideas with the rest of the class. The rest of the class can add to their own lists if they like the
new ideas they hear.
• Now give the students a dilemma. They should regroup (into small groups) to solve this
problem. Tell them that while they are driving across the desert, their car breaks down. They
know that they have to walk to the nearest town. According to their calculations it will take
them 2 days of walking in the desert. They can only take what they can carry, but they must
take things that will help them survive the 2-day journey. Have them choose what they will take
with them, using their original lists.
• Have a group representative report to the rest of the class on what they decided to take and
ask them to explain why.
The desert climate

It can be very windy – with a lot of dust. The air is dry with very little humidity.
Only a few inches or a few cm of rain falls a year. Sometimes it doesn’t rain for
years. During the day it gets very hot – the world's highest official temperature in
the shade (136°F/58°C) was recorded in September 1922 in a desert. At night it
can get very cold. Freezing temperatures are not uncommon.

ACTIVITY WHAT WOULD YOU DO IF…?
PURPOSE: Decide what to do in risky circumstances
6 MATERIAL:
APPROXIMATE TIME:
Handout: What Would You Do? – one for each group
30 minutes
Procedure
• Start this activity by telling the students that we often take risks in our everyday lives. For
example, if we make a decision that may be going against the general morals and values of a
specific society, we may be taking a risk. Encourage students to suggest such situations.
• Then give each student a copy of the situations below. Go over the situations with the
students, clarifying anything that may be misunderstood. Ask them first to think what they
would do in such a situation.
• Divide the class into pairs. They should tell each other what they decided to do.

WHAT WOULD YOU DO?
1. There is some money left on a table

after everyone leaves. What would
you do?
2. A public telephone is broken and

you can make free calls. What
would you do?
3. I just won a lot of money. What would

you do?
4. Your friend asks you to take some

stationary from your office for her.
What would you do?
5. Your parents want you to study to be a

lawyer, but you want to study to be a
cook. What would you do?
6. You are late for your sister’s wedding

and the traffic light just in front of you
starts to change to red. What would
you do?

LESSON 5
TOPIC: Getting An Education
NEVER TOO OLD TO LEARN?

ACTIVITY
Agreeing, disagreeing; relating events to support
PURPOSE:
1
opinion
MATERIAL: None
Procedure
• Write on the board – “You’re never too old to learn” and “You can’t teach an old dog new
tricks”. Ask students if they can explain the meaning of these expressions:
You’re never too old to learn means that no matter how old you are, you can always learn
something new
You can’t teach an old dog new tricks means that you cannot teach something new to
someone who is old and experienced in something
• Then ask them which sentence they agree with and why. Do they think that you are really
never too old to learn, or do they think that some people will never be able to learn certain
things?
• Ask them to support their opinion by relating/reporting real events. For example, how old
were they when they learnt to ride a bicycle/to swim? Do they know of anyone who learned
to drive after the age of 50?
ACTIVITY CONSEQUENCES
PURPOSE: Opinionate, explain reasons, describe cause and effect
2 MATERIAL:
APPROXIMATE TIME:
Handout: a card for each student
20 minutes
Procedure
• Ask students if they think it is important to get an education. Have them list as many
reasons as they can for getting an education. You may want to cue them with key words (see
the underlined):
To get a better job, to earn more, to develop skills, to learn information, to learn how to find
things out, to understand how things work, etc.
• Next have students think of the consequences/results of the following: never doing homework,
skipping classes all the time, cheating in exams, disrupting lessons.
• Divide the class into pairs. Present the handout of causes and results (see below) to each
pair. Have them find the result of each action on the left (cause). There may be more than
one result for a cause.

Action Consequence
She cheated on a test They went to the library
He didn’t study for the test She got caught
They had too much homework to do He dropped the class
She overslept She couldn’t do it
He went out last night He took a literature class
She bought her school books He didn’t do his homework
He loves reading She didn’t have money for her new shoes
She didn’t understand the homework She missed the first lesson
He didn’t like the teacher They couldn’t go to the party
They finished class early He failed

ACTIVITY WHAT SHOULD WE LEARN?
PURPOSE: Collaborate to create a list of subjects
3 MATERIAL:
APPROXIMATE TIME:
Paper for posters
30 minutes
Procedure
• Elicit from students all the school (elementary and high-school) subjects they can think of. List
these on the board. Add your own ideas as well.
• Divide the class into small groups and tell them that they must choose only 10 school
subjects. They need to discuss the importance of each subject and the consequences of
studying it. Instruct them to create separate lists for special students, such as those with
learning disabilities/physical disabilities/very high intelligence, etc.
• Have each group create a poster based on the content of its list and post it somewhere in the
room. Then have students walk around the room, reading the various posters.
• To round up, have the students comment or ask the class questions about the lists.
ACTIVITY UNIVERSITY – OPEN TO ALL?
4
PURPOSE: Debate, present, persuade
MATERIAL: None
Procedure
• Elicit a class discussion about universities and schools that have acceptance requirements. For
example, in some universities you have to do an entrance exam to get accepted. Do they think
it is fair? Do they think that everyone should have the right to study at any institution they
choose? Present the debating point: UNIVERSITY EDUCATION SHOULD BE OPEN TO ALL.
• Divide the class into 2 groups, and assign sides: for or against the statement. Give the
groups 15 minutes to collect arguments for their respective sides.
• Then have each group present their side to the class, first the group that agrees with the
statement and then the group that disagrees with it. Allow each group 5 minutes for its
presentation and then allow time for general discussion.

ACTIVITY SCHOOL STORIES
PURPOSE: Relate, share experiences
5 MATERIAL:
APPROXIMATE TIME:
None
15 minutes
Procedure
• Divide the class into small groups and choose group leaders. Tell the students that they will be
sharing school experiences, relating events and describing people. Give the group leaders
guidelines for leading the activity, by asking:
What was the best or worst experience you had at school? Who was the best teacher you had?
Describe him/her. What was the most important thing you learned at school?
• Have the group leaders choose the best stories they heard and share them with the class.

LESSON 6
TOPIC: Body Language
GUESS WHAT WE’RE SAYING

ACTIVITY
Stimulate interest; demonstrate the use of non-verbal
PURPOSE:
1
communication
MATERIAL: Cards with locations. One card for each pair
Procedure
• Divide the class into pairs for a game. Give each pair a “location” card. (See the suggested
cards below.) Tell them to write a simple dialogue between two people in this place and then
to practice the dialogue. Warn them that they will need to mime their dialogue, so the
messages should be kept concrete and simple. Give them 15 minutes to practice the
dialogues.
• Next have them think about how they could mime their dialogues, using gestures and body
language instead of words. Give them 5 minutes to practice their mimes.
• Then have each pair mime their dialogue in front of the rest of the class. Encourage
students to try to guess: a) where they are b) who they are, and c) what they are talking
about. Ask them how they managed to guess correctly – what helped them? Elicit the idea
of body language – that we can understand a lot from what people are saying even if we
cannot hear them well or understand their words completely.
Ideas for location cards:
In a hotel At a restaurant On a train On a bus
At the bank/post
In a park At a bus stop In a supermarket
office

ACTIVITY LANGUAGE FOCUS
PURPOSE: Provide language for describing body language
2 MATERIAL:
APPROXIMATE TIME:
None
10 minutes
Procedure
• Have students focus on the language you collected from the students’ speech in Activity 1.
Have the students categorize the words, according to the part of the body they belong to, for
example:
Point (finger), cross (fingers, legs), wave (hand), kick (foot), nod (head), wink (eye), shake
(hand, head), bend (body, back), look (eyes), lift (eyebrows, arm)
TOURIST SURVIVAL GUIDE

ACTIVITY
Collaborate to collect information (on local body
PURPOSE:
3
language)
MATERIAL: Poster paper and pens/markers
Procedure
• Elicit from students some of the common gestures used locally. Give them an example – either
from the country you are in or from another country. For example:
In North America, if you cross your fingers, it is a sign of wishing someone good luck!
• Ask the students how you wish someone good luck in their country by using gestures. Then have
them brainstorm other gestures. Be careful to point out those that are more acceptable and
those that are less acceptable or even rude. Remind students that while these gestures may be
common knowledge to them, they may be strange for visitors to this country. Therefore they
need to make up a list of common gestures for foreign visitors.
• Divide the class into small groups and have them create a list of common gestures for foreign
visitors, with 3 columns: gestures, meanings and uses. Provide them with an example on the
board (see below). Allow them to draw sketches where they don’t have the language for
describing the gesture.
• Provide students with cues for finding gestures. For example, how do you express these:
Goodbye, Congratulations, Perfect, Yes, No, Please, Thanks, Crazy, Fantastic
• Have each group show and present its list to the class. Encourage comments – does
everyone agree? Can the class put a whole “gesture book” together for foreign visitors?

Gesture Meaning When do you use it?
Crossing your fingers Good luck To wish someone good luck or to
show them that you are thinking
of them before they
start something
SURVEY
ACTIVITY
Asking questions about what kind of body language is
PURPOSE:
4
acceptable
MATERIAL: Copy of questions – one for each student
Procedure
• Elicit a class discussion about the rules concerning body language. Tell them to use the
questions (see below) to find out what these rules are.
• Have them fill in the list of questions by themselves.
• Divide the class into pairs and the partners should ask each other’s opinion.

QUESTIONS ABOUT BODY LANGUAGE IN THIS ANOTHER
MY ANSWER
COUNTRY ANSWER
Is it acceptable for an employee to touch his/her

boss?
Is it considered acceptable to sit while your

boss is standing?
Is it considered acceptable to stare at

someone?
Is it customary for pupils to stand up when their

teacher enters the classroom?
Is it considered rude for students not to look at

their teacher when he/she is speaking?
What does it mean if you cross your arms

while you are listening to someone?
How close should you stand to someone that you

have just met?

ACTIVITY CONVERSATION – SELF-ANALYSIS
PURPOSE: Ask questions; report
5 MATERIAL:
APPROXIMATE TIME:
Copy of questions – one for each student
20 minutes
Procedure
• Discuss with the students if they have ever thought about how people talk to each other. To
help them think of ideas, ask:
How close do people stand next to each other when they are having a conversation? Do people
always let others finish what they are saying before they start talking? Does everyone talk at
the same pace? Do people interrupt each other?
• Give each student a copy of the questions. (See suggested questions below.)
• Divide the class into pairs. The partners should interview each other, asking the questions and
recording the answers.
• When they complete the questionnaire, instruct a few students to report their partners’
answers to the class. Encourage the students to comment on what they learned about
themselves from the questions. Are there things that they would like to change in the way they
have a conversation with others? What are they?

WHAT KIND OF A CONVERSATIONALIST ARE YOU?
Do you like to talk to others?
Is it difficult for you to listen to others when they are

talking?
Do you wait for people to finish talking before you start

talking?
Do you like to talk about yourself?
Do you like to listen to other people talk about

themselves?
Do you speak quickly?
Do you stop speaking when someone interrupts you?
Do you like others to talk about you?
Do you think before you talk?
Do you speak quietly?
Do you stand very close to people when you talk to them?

ACTIVITY TRUE OR FALSE?
PURPOSE: Reading each other’s body language
6 MATERIAL:
APPROXIMATE TIME:
None
10 minutes
Procedure
• Divide the students into pairs. They need to tell each other three things about themselves that
their partner does not know. However, one of the things must be untrue. Their partner must try
to guess from their body language, or any other clue they may have, which of the three facts is
not true.
• Circulate among the pairs, and ask who was able to guess what was untrue and how they
managed to do it. Tell them to pay attention to the body language of their friends, teachers,
colleagues etc., and see if they can pick up clue s about what they are really saying.

LESSON 7
TOPIC: All About Love
ACTIVITY FALLING IN LOVE
PURPOSE: Discuss, express opinions, give examples
1 MATERIAL:
APPROXIMATE TIME:
None
20 minutes
Procedure
• Write “Falling in Love” on the board. Have the students explain/describe what it means to them.
Ask them why they think we use the word “falling” when we talk about someone who has just
started loving someone.
• Write this statement on the board: “The person you marry should be someone you have fallen
in love with”. Do the students agree or disagree?
• Divide the students into small groups to discuss whether they agree or disagree with the
statement. They must give at least 3 reasons for their choice. Encourage them to give examples
to illustrate their arguments.
• After 10–15 minutes have the groups report back on their opinion to the rest of the class.
GOOD QUALITIES
ACTIVITY
Describe a person’s character; make decisions;
2
PURPOSE:
vocabulary for character traits
MATERIAL: None
Procedure
• Elicit a class discussion about which characteristics one looks for in a partner. Elicit and
feed vocabulary for character traits. List these on the board:
Intelligent, kind, good-looking, rich, caring, sense of humor, healthy/fit, reliable, employed,
romantic, educated, honest, loving, sympathetic, open, sensitive, etc.
• Divide the class into pairs or small groups and have them choose the 5 most important
characteristics from those listed on the board. They then need to rate the characteristics by
numbering them in their order of importance (number one = the most important; number five
= the least important).
• After they have finished rating the characteristics, have the groups report their ratings to the
rest of the class. This is a good opportunity to encourage a class discussion. There will be
differences of opinion and you may want to ask them to explain why they chose one
characteristic over another.

WORDS YOU NEED
ACTIVITY
Describe a person’s character; vocabulary for
PURPOSE:
3
character traits
MATERIAL: None
Procedure
• The purpose of this activity is to expand vocabulary for describing someone’s character. Tell
students to think of synonyms and antonyms/opposites of the character words they used in
Activity 2. Encourage students to use both words and phrases and to paraphrase what they say.
Have them use the words in sentences for describing people they like or dislike. List all
suggestions on the board (see sample below), for example:
Caring, cares about others, shows that he/she cares – I like my son’s teacher because she is caring.
She shows the children that she cares about them
• Elicit as many suggestions as you can, and add your own suggestions where necessary. List these
on the board.

WORD SYNONYMS ANTONYMS
good to people, generous heart

kind cruel, mean
good-looking handsome, beautiful ugly, unattractive
Rich wealthy, well-off poor
cares for others, shows

caring uncaring
emotions
Has a sense of humor, is funny, serious, takes things

humorous
takes things lightly seriously
unhealthy/unfit/
healthy/fit is in good shape
overweight
can be depended upon,

reliable unreliable, can’t be trusted
trustworthy
unemployed, jobless, out of work

employed has a job
likes romance, likes to

romantic unromantic
express love
has a good/broad uneducated, not well

educated
education, is well read educated
straightforward, tells the truth

honest dishonest
loving caring, shows love unloving, cold
intelligent smart, bright unintelligent, stupid

ACTIVITY ARRANGED MARRIAGES – FOR AND AGAINST
4
PURPOSE: Relate, debate, present an argument, explain reasons
MATERIAL: None
Procedure
• Have students relate how they met their partners. Find out if there is anyone in the class whose
marriage was arranged. Write the debate statement on the board: “ARRANGED MARRIAGES ARE
A GOOD IDEA”.
• Divide the class into 2 groups, for and against this statement. Give the groups 15 minutes to
prepare their arguments and explanations.
• Then allow each group 5 minutes to present its case. After that, open the topic to a general
discussion, encouraging students to express their real opinions and to describe real examples of
arranged and non- arranged marriages. This could easily lead to a discussion of what makes a
“good marriage”. You might want to ask students to react to this question and to list features they
believe are important for the success of a marriage or features they think are signs of a good
marriage.
LOVE STORIES
ACTIVITY
PURPOSE: Relate anecdotes, narrate
5 MATERIAL:
APPROXIMATE TIME:
List of famous romantic novels and films, fairy tales, real
people
15 minutes
Procedure
• Divide the students into small groups and give each group a list of famous novels, films and
people whose romances became famous. Have them choose one and retell the story.
Encourage them to tell a love story about someone not on the list. If they are not familiar with
any of these stories, suggest that they simply share the stories of how their own parents met.
Suggested list of love stories:
Anthony and Cleopatra, Romeo and Juliet, Sleeping Beauty, Snow White, Helen of Troy, Elizabeth
Taylor and Richard Burton, etc.

LOVE IS IN THE AIR
ACTIVITY
PURPOSE: Listening comprehension; discuss and analyze lyrics
6 MATERIAL:
APPROXIMATE TIME:
A cassette of “All You Need is Love” by The Beatles. A
copy of the lyrics– one for each pair of students
10 minutes
Procedure
• People have been writing songs about love since the beginning of time. Have students think of as
many love songs as they can – in English. Play the Beatles’ song “All You Need is Love”, asking
students to write down at least one sentence from the song. Have them share what they could
“catch” and only then hand out the lyrics to the song to each student.
• Divide the students into pairs to discuss the lyrics. Play the song again, this time letting them
read the lyrics as they listen, and sing along if they like.
• Instruct the pairs to discuss the meaning of the underlined sentences. Point out that they do
not have to agree about the meaning. Then encourage them to share their opinions with the
class.

All You Need Is Love
- The Beatles -
Love,
Love, Love.
Love, Love, Love.
Love, Love, Love.
There's nothing you can do that can't be done.

Nothing you can sing that can't be sung.
Nothing you can say but you can learn how to play the game.
It's easy.
Nothing you can make that can't be made.

No one you can save that can't be saved.
Nothing you can do but you can learn how to be you in time.
It's easy.
All you need is love.

All you need is love, love.
Love is all you need.
Nothing you can know that isn't known.

Nothing you can see that isn't shown.
Nowhere you can be that isn't where you're meant to be.
It's easy.

All you need is love, love.
Love is all you need.
Yee-hai!
Oh yeah!
She loves you, yeah yeah yeah.
She loves you, yeah yeah yeah.

LESSON 8
TOPIC: Budgeting
ACTIVITY MONEY – WHAT DO YOU NEED IT FOR?
PURPOSE: Stimulate interest, collect vocabulary
1 MATERIAL:
APPROXIMATE TIME:
None
10 minutes
Procedure
• Write “Budget” on the board and ask the students what it means. Explain what it means if
necessary. Then ask them if any of them use a budget at home.
• Encourage the students to think of what their expenses are – what they need to pay out each
month. List their suggestions on the board. Obviously people’s expenses will differ, depending on
the country they live in, their profession and their family status.
• Here is a list of suggested items you may want to add to the board if the students do not come
up with them on their own – electricity, water, municipal taxes, food, school fees, hobbies,
health, beauty products, baby-sitting, petrol/gas, telephone, entertainment, insurance (car,
personal), clothing, transportation, legal fees, etc.

ACTIVITY LANGUAGE FOCUS – SAY THE NUMBER
PURPOSE: Practice in saying numbers
2 MATERIAL:
APPROXIMATE TIME:
Number worksheet – one for each student
15 minutes
Procedure
• Since numbers in English can be a problem for learners, it is a good idea to practice them in
various contexts and for various purposes before starting out on the other activities. The main
thing to point out to students is that numbers are expressed in a variety of ways, such as:
1,957 = one thousand nine hundred and fifty seven; but 1989 = nineteen eighty-nine
• Write the following numbers on the board: 2, 12, 20, 22, 200, 202 and 2,200. Instruct the students
to say them aloud and write the words next to the numbers – two, twelve, twenty, twenty-two,
two hundred, two hundred and two, two thousand two hundred.
• Continue by writing other sets of numbers on the board and asking the students to say them. You
may want to explain that when we talk about years before the year 2000, we break the four
numbers into two
– i.e., 1876 – 18 / 76 = eighteen seventy six. However with the year 2000, we say two thousand, or
with 2004, we say two thousand and four, etc.
• Divide the students into pairs. Give each pair a worksheet containing a list of numbers (in figures)
and a list of how we say these figures in words. Ask them to match the numbers to the words.
(See below an example worksheet.) (Make sure that you jumble the words so that they are not
next to the correct numbers.)
• To sum up, have pairs use the numbers in context – talking about the price of something, the
year an event happened, the time of day they did something, the number of people at an
event, etc.

NUMBERS WORDS
a. The year 1986 Nineteen eighty-six
b. 18 Eighteen
c. 34 Thirty-four
a hundred and fifty-eight dollars OR one hundred and fifty- eight dollars
d. $158.99 (the price)
and ninety-nine cents
e. 999 Nine hundred and ninety-nine
f. 12:05 (the time) Twelve oh five OR five minutes after twelve
g. 3,456 Three thousand four hundred and fifty-six
h. 2010 (the year) two thousand and ten
i. 67,193 Sixty-seven thousand, one hundred and ninety-three
One hundred and two thousand, six hundred and seventy- eight OR a
j. 102,678
hundred…
Three hundred and forty-five thousand, nine hundred and sixty-one

k. 345,961
One million, two hundred and thirty-four thousand, one hundred

l. 1,234,198
and ninety-eight
Fourteen million, seven hundred and sixty-four thousand, two hundred

m. 14,764,292
and ninety-two
Eight hundred and ninety-seven million, two hundred and thirty

n. 897,230,005
thousand, and five

ACTIVITY PLAN YOUR BUDGET
PURPOSE: Discuss, decide, persuade, explain
3 MATERIAL:
APPROXIMATE TIME:
Notepaper
35 minutes
Procedure
• Explain to students that they are now going to plan a family’s budget.
• Divide the class into small groups. Explain that they have 15 minutes to plan how much money
they would need for a month for a typical family of four, living in the city in their country. Tell
them that you are not giving them a set amount of money to work with – they should tell you
how much money a typical family needs. Suggest that they use the categories discussed in
Activity 1. Tell them to write their budget in the form of a list, on notepaper. Examples of
categories are:
Electricity, water, municipal taxes, food, school fees, hobbies, health, beauty products, baby-
sitting, petrol/gas, telephone, entertainment, insurance (car, personal), clothing, transportation,
legal fees, etc.
• After 15 minutes, have them present their budget to the rest of the group. Encourage the
others to comment and the presenters to defend their budgets. Ask: “Is your budget
realistic?” Encourage discussion.
• Then tell the students that you are cutting their budgets. Each budget needs to be cut by 20%. Ask
them to go back to their original groups and to discuss what expenses they could cut in order to
accommodate the new budget. When they have changed their budgets, have them explain to the
class where they were able to cut back and where they decided not to change anything and to
explain why.
COMPARE PRICES
ACTIVITY
Exchange information about products and prices,
PURPOSE:
4
language of comparing
MATERIAL: Full-page newspaper ads with pictures of products
Procedure
• Divide the students into small groups and give each group a different full-page ad showing lots
of products. You can use local newspaper ads listing the prices in local currency or ads from an
English newspaper. The main thing is that the ads have pictures of the products and prices in
numbers. Examples of typical ads of this kind are: supermarket ads, drugstore ads, electric
appliance store ads, furniture store ads, department store ads, clothing store ads.
• Instruct each group to study their ad and talk about it, asking themselves: Are the prices
attractive or can the products be bought more cheaply and where? Encourage them to use
their knowledge of local stores and prices. Then have groups present their findings. Since each
group will be presenting a different line of products, interest level should remain high.
Encourage students to comment, add information, contradict and compare.

ACTIVITY TIPS FOR SAVING MONEY
PURPOSE: Suggest, advise, give instructions
5 MATERIAL:
APPROXIMATE TIME:
None
30 minutes
Procedure
• Ask students to collaborate to create a set of tips for someone trying to save money.
• Divide the class into small groups and give each group an area: food, family trip,
transportation, entertainment, electricity, etc.
• Tell each group to create a list of tips in the form of instructions. Allow 15 minutes for this.
• Next have groups exchange tips and add to the list they receive. This can be done a couple of
times, till each group has seen all the lists.
• To sum up, ask the class to put together a list of basic Do’s and Don’ts – principles for living
within a budget.

LESSON 9
TOPIC: Your Health
HEALTH BRAINSTORM
ACTIVITY
Stimulate background knowledge and feed necessary
1
PURPOSE:
vocabulary
MATERIAL: None
Procedure
• Write “health” in a circle on the board and have the students brainstorm as many words and
expressions they can think of that are related to this topic. As they suggest various vocabulary
items, write them around the circle, such as:
Medicine, tablets/pills, doctor, nurse, symptoms, hospital, treatment, operation, injection,
unhealthy, injuries, sick, ill, fever, bandage, feeling sick, teeth, dentist, filling, reflexology,
acupuncture, acupuncture, exercise, losing teeth, lotion, cream, solution, backache, toothache,
headache, stomachache, broken bones, pharmacy/drugstore, etc.
• When you have collected a large number of items, divide the students into pairs and instruct
them to try and categorize them under suitable topics. Some words may belong in more than one
category. Suggested categories are:
Traditional medicine, alternative medicine, medications, hospitals, dental care, preventing
illness, treatments, symptoms, injuries, etc.
• Have some pairs present their categories to the class – one category per pair – using the board
to write their lists.

GIVING ADVICE
ACTIVITY
PURPOSE: Give advice, expand health vocabulary, justify advice
2 MATERIAL:
APPROXIMATE TIME:
Handout: list of medical problems and advice for
dealing with them
30 minutes
Procedure
• Divide the students into groups. Give each group a handout (see below) containing a list of
medical problems and another list of advice/instructions for dealing with medical problems.
Instruct them to find suitable advice for each problem and also to add their own advice. Allow
about 15 minutes for this stage of the activity.
• Then have students report on the different kinds of advice they collected for each problem.
Encourage groups to compare advice, agree and disagree. Encourage students to use modals
expressing possibility, such as:
You may/might/could have bronchitis
A. Health Problems
You have a You have a You feel very You have Your blood You have
very bad very bad weak severe pressure is been
headache toothache stomach high coughing for
pains 2
weeks

B. Possible advice
Buy some muscle cream Rest Have a massage Do
Go on a diet Take more exercise Eat less
two aspirins chocolate
Go and see a doctor Go Eat more fruit and vegetables Eat
to bed to rest less sugar
Close your eyes and relax Wash your Brush your teeth Go to
mouth out with salt Put a hot towel the pharmacy Drink lots
on it of tea Put a bandage on
Drink some fruit juice it Lie flat
Drink less alcohol See a Check your eyesight Stop
specialist smoking
Do not lift heavy items Go Go swimming
for a walk
Go to the dentist

ROLE-PLAY
ACTIVITY
Practice language functions of asking for and giving
PURPOSE:
3
advice
MATERIAL: Role cards
Procedure
• Divide the class into two. Give half the class copies of the patient role card and the other half
copies of the doctor role card. Explain that they will be role-playing a situation in which a patient
has come to see a doctor about a medical problem. Ask them to read the situation carefully and
to study the suggested language. Point out that there are many expressions for giving advice,
such as:
You should exercise more, I suggest that you go swimming
• Divide the class into pairs (doctors and patients). Students should not see each other’s role
cards. Give them 10–12 minutes to act out the roles they need to play. Walk around listening
and help out when needed.
• When the 10–12 minutes is up, ask for volunteer pairs to present their role-play in front of
the class. Discuss the situation with the students, encouraging them to offer alternative ways
of saying things.

PATIENT DOCTOR
You are not feeling well. You decide to go to the You are a very busy doctor. You have been
doctor. You have waited for over an hour for the working hard all day and you want to go home.
doctor to see you and now you feel even worse. This patient comes to see you and you think that
You have a very bad headache and a sore throat. he/she is not really sick, but just wants to get a
The doctor is always giving you the wrong advice few days off work. You understand that he/she
and all you want is medicine that will take your must be under a lot of stress and probably needs
headache away and relieve your sore throat. You more than just a day off work – maybe he/she
cannot afford to be sick, since you have to be back should also do something for him/herself.
at work. You give the patient a note for work and suggest
There are a lot of people relying on you. that he/she go swimming, take a walk in the fresh
air and try to relax.
Suggested language Suggested language

Hello Doctor. Hello. What can I help you with? Where
I don’t feel very good! I have a really bad headache does it hurt?
and a very sore throat. What you need is .
Could you give me some ? I don’t think you need .
I have a lot of work to do. I think you should .
No, but you don’t understand… I need Here take this note and _
Are you really ?
I do not need

ACTIVITY HEALTH QUESTIONS
PURPOSE: Ask questions
4 MATERIAL:
APPROXIMATE TIME:
Handout: health survey
30 minutes
Procedure
• Tell students that they will get a list of questions about taking care of one’s health. Tell
them to complete it about themselves.
• Divide the class into pairs and have each partner interview each other. Encourage them to add
questions. When they interview their partner, tell the students to get into a conversation with
the other person, sharing details, reasons, explanations and advice, for example:
Do you eat nutritious food? What kind? How do you know it’s good for you? I hate it! I could
never eat that. How do you cook it?

HEALTH QUESTIONS – Are you taking care of yourself?
QUESTION Your answer ‘s answer
Do you eat nutritious food?
Do you exercise regularly?
What kind of exercise do you do?
Do you know how to relax?
Do you get a medical check-up at least

once a year?
How do you take care of your teeth?
Do you take medication when you have

to?

ACTIVITY TIPS FOR STAYING HEALTHY
PURPOSE: Give instructions/advice
5 MATERIAL:
APPROXIMATE TIME:
Handout: Health Survey
20 minutes
Procedure
• Tell students to collaborate to create a set of tips for staying healthy.
• Divide the class into groups and give each group a type: men, women, children, teenagers,
seniors. Ask each group to create a list of Do’s and Don’ts. Allow 15 minutes for this.
• Have the groups present their tips to the class.
• To sum up, have the class put together a list of “ground rules” for all ages.

LESSON 10
TOPIC: It Doesn’t Compute
ACTIVITY COMPUTER TALK

PURPOSE: Activate known vocabulary, stimulate interest
1 MATERIAL:
APPROXIMATE TIME:
None
15 minutes
Procedure
• Write “Computers” on the board and have the students think of as many words and expressions
as they can that are related to this topic. As they suggest various vocabulary items, write them
around the circle. Don’t limit them regarding the kinds of words they come up with. Encourage
them to suggest language for parts of a computer, for how they feel about using a computer, or
for the role computers play in our lives today. Discuss vocabulary with the students and where
possible, open to a general discussion by asking questions.
Examples of vocabulary you may want to help the students with are:
Computer, screen, mouse, keyboard, printer, error, enter, data, file, computer literate, system,
technical, necessity, computers are everywhere, essential, frustrating, mind of their own, time-
savers, control us, etc.
ACTIVITY INTERVIEW A COMPUTER USER

PURPOSE: Interview skills, ask questions, comment, report
2 MATERIAL:
APPROXIMATE TIME:
Paper, pens
30 minutes
Procedure
• Divide the students into small groups. Explain that they are going to interview one or two
people in each group. The interview topic is: Computers in Your Life. Encourage them to
brainstorm questions they might want to ask, and list these on the board. Cue students to ask
about the following areas:
When the person got his/her first computer – who from, how they felt, what
happened How many computers they have had – kinds, companies, prices,
where bought
What they use their computer for – areas of life, jobs
• Instruct groups to choose an interviewee, to use the questions on the board as guidelines, and
to take notes. Ask all group members to take part in the interview, by asking or commenting.
Allow about 15 minutes for the interview. Then have group reporters compare the people they
interviewed.

•
ACTIVITY LIVING WITH COMPUTERS

PURPOSE: Collaborate, collect information, suggest alternatives
3 MATERIAL:
APPROXIMATE TIME:
Paper and pens
15 minutes
Procedure
• Encourage students to think of their regular daily and weekly routine.
• Divide the class into pairs. Have them make a list of these everyday activities. Then tell them
to put a tick (v") next to those activities that involve a computer of some kind.
• Instruct the pairs to join another pair and to share their lists. Have they thought of every
possible activity involving computers? (For example, computers in cars, in traffic lights, in
mobile phones, in clocks, etc.) Ask students to figure out how many computers they come into
contact with on a regular day.
• Then have some pairs present their list to the class. Encourage others to comment, ask for
clarification, and add, for example:
We listed that too. What do you mean – how are computers connected with the
library? We have another one.
• Conduct a general discussion about whether we really have to use computers all the time. Are
there alternative ways of doing things? Have computers completely taken over our lives? How
did people do the same tasks two hundred years ago – before computers? For example, if they
use a computer to work out their budget at home, then they would need to work it out by using
paper and a pencil. They would not be able to even use a calculator. Or if one of the tasks is
driving to work – and there is a computer in the car – they would either have to walk to work,
ride a bicycle, ride a horse, etc.
ACTIVITY WHAT DO YOU THINK?

PURPOSE: Ask for opinion, give opinion
4 MATERIAL:
APPROXIMATE TIME:
4 sets of statements
30 minutes
Procedure
• Divide the class into 4 groups. Give each group a list of statements about computers (see sets
A, B, C, D below), with each member of the group having a different set of statements. Explain
that their responsibility is to use these statements to develop conversation within the group.
Suggest that they present one statement at a time, asking for reactions and comments. Remind
them to take turns and allow other group members to present their statements. Encourage
students to express their opinions (agree, disagree, etc.), their reasons and their general
comments within the groups.

WHAT DO YOU THINK? COMMENTS
SET A
We need computers to survive.
Computers are dependant on us.
Today, if you do not know how to use a computer you are

considered illiterate.
The world cannot progress without computers.
SET B
All you need to learn in school is how to use a computer.
Computers interfere with tradition and culture.
There are some disadvantages to computers but mainly there are

advantages.
Computers minimize pollution.
SET C
Japanese computers are better than American
computers.
Computers encourage capitalism.
Computers prevent war.
SET D
Computers discourage learning.
You are never too old to learn how to use a computer.
If you don’t know English you will not be able to use a computer.
Computers help save trees.

ACTIVITY THE INTERNET – GOOD AND BAD
PURPOSE: Discuss advantages and disadvantages
5 MATERIAL:
APPROXIMATE TIME:
None
20 minutes
Procedure
• Have students react to the word “Internet”. What does it make them think of? Encourage them
to react by relating incidents and describing problems in using it.
• Divide the class into 2 groups. One group should make a list describing the advantages of
using the Internet and the other the disadvantages. Tell the 2 groups to keep a record so
they can later present their ideas to the others. Provide them with cues, such as:
Access to information/knowledge, no control, no standards, available at all times, etc.
• Have the students present their lists to the class. Encourage the rest of the class to give their
feedback.

LESSON 11
TOPIC: Security
WHAT DOES IT MEAN TO YOU?

ACTIVITY
Stimulate background knowledge, motivate interest,
PURPOSE:
1
activate vocabulary
MATERIAL: None
Procedure
• Encourage students to react to the questions: What is security? What does security mean to
you? Elicit comments from as many students as possible, listing them on the board. Ask them to
react to others’ suggestions (does it mean the same to you?). Some possible reactions might be:
Feeling safe, having enough money, having no war, not getting robbed, being able to carry
money, knowing I won’t be attacked
• Guide students to talk about security in various places (at home, on the street, while traveling, at
school) and of various kinds (financial, family, physical, emotional). Then encourage students to
talk about what makes them feel insecure. Prompt them to describe the things that make them
feel this way, and feed them any new language they need, for example:
Robberies, murders, terrorist attacks, kidnappings

TRAVELERS, ROBBERS AND LAW ENFORCERS
ACTIVITY
Stimulate background knowledge and initiate
2
PURPOSE:
appropriate vocabulary
MATERIAL: None
Procedure
• Read the following extract to the students. If necessary, explain words or expressions by
paraphrasing them.
Ever since Man began to travel the world, other men have been right behind him,
trying to rob him. Whether it's been highway robbers, pirates or skyjackers, travel
has always entailed risks. People have invented more sophisticated ways to travel,
thieves have invented more sophisticated ways of stealing and law enforcers have
invented better ways of stopping them. But the dangers still exist.
• Then get students to discuss some of the advances made by these three groups (travelers,
robbers, law enforcers = the police) over the last few centuries.
• Divide the class into small groups. Give each group one of the three categories: a) travelers, b)
thieves or c) law enforcers. Ask them to list changes in techniques that have taken place, for
example:
Travelers now travel with travelers’ checks or with credit cards instead of money or gold. They
also travel with less jewelry. Police now use miniature cameras.
• The groups should then report back to the rest of the class with their information about
changes in techniques

HAVE A SAFE TRIP
ACTIVITY
PURPOSE: Suggest, give advice/instructions
3 MATERIAL:
APPROXIMATE TIME:
Photocopy of suggested worksheet – one for each
group
25 minutes
Procedure
• Divide the students into pairs or small groups. Tell them that someone they know is coming to
their country to visit for the first time. They will be staying for a week. The students need to
prepare their visitor by making a list of instructions for them on how to protect themselves and
their valuables. Guide them to include information on a variety of subjects, such as:
Car insurance, hotel safes, money belts, how to dress, what to take, what not to take, whom
to call, traveler's checks, embassy phone numbers, how and what to pack, and credit cards
See a suggested list below. This can also be photocopied as a worksheet and handed out to each
group.
• Have students present their lists of “safe travel” tips to the rest of the class. Encourage the others
to give feedback.

Decision Suggestion
The kind of insurance you should have.
The amount of money you should bring with

you.
The amount of money that should be in

traveler’s checks and the amount that should be
in cash.
Where you should hide your money while you are

traveling.
Where you should keep your money while you are

touring our country.
What you must not bring with you.
What you must bring with you.
Telephone numbers you should have with you.
The way you should dress in our country.
Other…

ACTIVITY THE SAFEST FORM OF TRAVEL
PURPOSE: Make a decision, agree, report
4 MATERIAL:
APPROXIMATE TIME:
None
20 minutes
Procedure
• Elicit from the students the various forms of travel that are available today. Write these on the
board. Have them tell you which of these they have used and which they have not. Find out if
anyone is afraid to use one of the forms of travel, and why. Here is a sample list of means of
transportation:
Train, car, ship, airplane, taxi, bus, ferry, yacht, bicycle, motorbike, sailboat
• Divide the class into groups and tell each group to choose one form of transport and list all the
possible dangers involved in using it.
• Have the groups present their “danger list” and then, as a whole class, try to vote on the safest
way to travel. Ask students to explain their votes.
ACTIVITY ANECDOTES
PURPOSE: Relate events
5 MATERIAL:
APPROXIMATE TIME:
None
20 minutes
Procedure
• The purpose of this activity is to get students to share and relate their own experiences
involving robbery, mugging, burglary, or any other dangerous experience. Pick volunteers to be
interviewed by the whole class. (Has anyone ever been mugged/had their house burgled/been
at a bank robbery?)
• Encourage the class to act as reporters and to fire questions at the interviewee. Choose more
than one interviewee. Where necessary, feed the class language for describing these events,
such as:
Burglary, robbery, mugging

LESSON 12
TOPIC: Transportation
ACTIVITY HOW DO WE TRAVEL?

PURPOSE: Activate vocabulary
1 MATERIAL:
APPROXIMATE TIME:
None
10 minutes
Procedure
• Encourage the students to help you list as many different kinds of transportation as they can think
of. Tell them to come up with more than just the usual conventional types. Cue students to give
you exotic forms of transportation (what do they use in…?) as well as forms of transport no longer
used today (what did the Romans use?). Write them on the board, using such examples as:
Chariots, horses and buggies, cart and horse, cars, motorcycles, vans, motor homes, subways,
trains, streetcars, bicycles, tricycles, sports cars, limousines, rickshaws, buses, etc.
YOUR DREAM MACHINE

ACTIVITY
PURPOSE: Describe, explain
2 MATERIAL:
APPROXIMATE TIME:
Handout; photos/ads of luxury cars, boats, yachts, etc.
15 minutes
Procedure
• Tell the students that they have just won a million dollars. They can buy any kind of vehicle they
like. Their job is simply to describe what they want. It can be any type of vehicle. List some of the
possibilities on the board, for example:
A chauffeur-driven stretch limousine, a state-of-the-art motorcycle, a motor home, a limousine, a
yacht, a sports car, a jeep
• Divide the students into groups according to the vehicle they have chosen. Provide them with
guidelines for describing their dream. You can use the worksheet (see below) as a sample. It is
suited to describing types of cars, but the students can expand and add to it to describe whatever
their dream machine may be. It may be helpful to provide students with pictures of luxury cars,
ships, sailboats, etc., taken from magazine ads.

Describe the “dream machine” you would love to own if you could. Give as many details
as possible.
Size
Capacity (number of
places)
Make
Model
Color
Engine capacity
Number of doors
Gearshift or
automatic?
Windows – automatic
or not?
Air Conditioning?
Radio / CD player
DVD / TV / video
Mini bar
Other features

ACTIVITY THE CAR – IS IT REALLY WORTH IT?
PURPOSE: Discuss pros and cons of using cars
3 MATERIAL:
APPROXIMATE TIME:
None
20 minutes
Procedure
• Elicit a class discussion about the advantages of having a car. List their suggestions on the
board. Examples are:
Saving time, convenience, freedom
• Next tell them to talk about some of the problems involved in owning a car. Have them focus
on the individual owner (rather than on the public or the country in general). List their
suggestions on the board. Encourage them to talk about their personal experiences, for
example:
Stress, expenses (car payments, insurance and maintenance, repairs)
• Finally guide them to talk about some of the public problems that cars have caused, for example:
Traffic jams, parking problems, pollution, traffic accidents
DEBATE – HIGHWAYS VS. TRAINS

ACTIVITY
Debate, present arguments, express opinions,
PURPOSE:
4
persuade
MATERIAL: None
Procedure
• Ask students if they are satisfied with the transportation system in the country. What would they
like to improve? Then present them with a hypothetical situation – they are government ministers
and they have a certain amount of money which they can choose to spend on either 1) developing
the railway system or 2) developing the highways.
• Divide the class into 3 groups – one to present a case for developing the railway system, another
to present a case for developing the highways and a third to discuss both possibilities and to act as
voters.
• Give the groups 15 minutes to prepare their case.
• Then allow each side 5 minutes for presenting. Tell the third group (the audience) to decide which
side convinced them and to vote. Which side won?

ACTIVITY WHAT IF…?
PURPOSE: Saying what the consequence may be
5 MATERIAL:
APPROXIMATE TIME:
None
20 minutes
Procedure
• Brainstorm with the students the various industries that have resulted from our modern
forms of transportation, such as:
Automobile companies, gas stations, car insurance companies, garages, advertising, law
enforcement agencies, taxes, bank loans, etc.
• Tell the student to imagine that something has caused the price of gas to go up 300%. Ask them
what they think will happen as a result. What will the consequences be? Guide them with
questions, such as:
Will people be able to afford to travel to work? Will the price of public transportation go up? Will
the price of cars go up? Will there be more or less accidents on the roads? Will insurance go up or
down? Will there be parking problems? Who will lose their job? Who will make more money?
Who will make less money?
ACTIVITY DRINKING AND DRIVING

PURPOSE: Preparing a slogan
6 MATERIAL:
APPROXIMATE TIME:
Poster paper/colors (optional)
35 minutes
Procedure
• Ask the students if there are many people in their country that drink and drive. What are the
consequences if the police catch someone who is drinking and driving? What is the government
doing about the number of driving accidents? Do they know of any public service ads to
persuade people to drive more safely?
• Divide the class in small groups to create a magazine ad against drinking and driving and/or for
driving safely. This can include a picture, a slogan, text, etc. Give each pair poster paper with
colored pens. Some sample slogans are:
“DON’T DRINK AND DRIVE – BECAUSE YOU MAY DRINK AND DIE!”
• Have each group present its ad to the class and then let the class vote on the best one.

LESSON 13
TOPIC: People At Parties
ACTIVITY PARTIES EVERYWHERE

1 MATERIAL:
APPROXIMATE TIME:
None
10 minutes
Procedure
• Ask students if they like going to parties. What about going to parties alone? When was the last
time they went to a party by themselves? Make a list on the board of different kinds of parties
and reasons why we have parties.
Birthday parties, wedding anniversaries, graduation parties, and other cultural celebrations
like Christmas parties etc.
• Prompt students to talk about what people do at these various kinds of parties. You may want to
assign groups to types of parties and have each group describe one kind.
CHARACTERS
ACTIVITY
Describe behavior, character traits; discuss roles
PURPOSE:
2
people play when in groups
MATERIAL: Handout: Party Characters– one for each pair
Procedure
• Tell the students to imagine a group of people at a party. Ask them to talk about how people
behave at parties. Do they all behave the same way? Do some people always behave the same,
no matter which party they are at? What kinds of characters can you find at a party?
• Divide the students into pairs. Give each pair a copy of the handout (see below). Tell them to
try to match the characters with the descriptions. Allow them to consult other pairs, to use a
dictionary and even to turn to you.
• Have each pair present one character and description/definition. Have students think of real
people they know who fit that description.
• To sum up, have them decide which role they play at parties.

He/she always has an opinion about things and
1. The star believes that he/she is always right. He/she will
argue about minor details.
2. The A very shy person. He/she does not speak out

prankster much; he/she is quiet and keeps to him/herself.
3. The A person that attracts attention. People like being

complainer near him/her.
Always playing games and jokes on others.

4. The pedant
Never happy and seldom satisfied with what he/she

5. The flatterer has. He/she likes to let everyone know about it.
Tells people how wonderful they are or how good

6. The introvert they look, even if it’s not true. They get people to
like them by giving them compliments.
7. The serious A person that has had a lot of experience with

person subjects like art, music and literature.
8. The cultured Does not have much of a sense of humor. Doesn’t

person laugh at many things.

ACTIVITY INVITATION LIST
PURPOSE: Talk about a hypothetical situation
3 MATERIAL:
APPROXIMATE TIME:
Handout: one for each student
30 minutes
Procedure
• Tell the students that they are going to decide whom to invite to various occasions. Each student
receives a copy of the handout (see below). They have to fill in the people they would invite to
each occasion. Explain that they should think about the kind of characters they would like at that
particular party – and why. Remind them that these are not all real situations. For the unreal ones
they need to use “I would….”
• Divide the students into groups of 3 or 4. They have to tell the others whom they would invite,
whom they would not invite and why. This may involve going into explanations and descriptions
of people and relationships. Encourage the students to do this.
• To sum up, if there is time, ask one or two to share their party lists with the rest of the class.

Occasion Who would you Why or why not?
invite?
Your 30th-birthday party
Your wedding
Your son’s 3rd-birthday party
Your graduation from university
Your 10th-wedding anniversary
Your parent’s 40th-anniversary surprise party
Your 11-year-old daughter’s school play

ROLE-PLAYS
ACTIVITY
PURPOSE: Practice language functions of a conversation
4 MATERIAL:
APPROXIMATE TIME:
Copy of the role cards below. Each pair gets one copy
– (one half for each student)
25 minutes
Procedure
• Divide the class into two. One half gets a copy of role card A and the other half gets a copy of role card
B. After the groups have read their cards (the situation and the suggested language), have them
suggest further language expressions they might need.
• Divide the students in pairs, A’s joining up with B’s. They should not see each other’s role cards.
Give them 10–12 minutes to act out the roles they need to play. Walk around listening and help
out when needed.
• Pick a volunteer pair to present their conversation in front of the class.
• To sum up, discuss the situation with the students – what do you say to someone you are no
longer in touch with?

STUDENT A STUDENT B
You are at your friend’s birthday party. You are You are at your friend’s birthday party. All of a
not having a good time and you are rather bored. sudden you see your friend from college. You
haven’t seen them for many years. In college you
A person comes up to you and starts talking to you.
were good friends and then you lost contact.
You are grateful that you have someone to talk to,
but you cannot remember who this person is. You You are very interested in finding out what your
cannot remember their name or where they know friend has done since college. You also want to
you from. tell your friend all that you have done since
college.
You are too embarrassed to ask the person what
his/her name is, so you try and answer their You start the conversation.
questions and continue the conversation without
letting them know that you don’t remember
them.
Sentences to help you: Sentences to help you:
Fine, thank you – how are you? Hi, how are you?
That’s right – we haven’t met for a long Wow, I haven’t seen you for so long. What’s
APPROXIMATE TIME! When was the last new?
APPROXIMATE TIME we met?
Where are you working now? Are
Yes/No, I am/am not married.
you married?
Yes, I have children/No, I don’t have children
Do you have any children?
Yes, I remember your girlfriend – how is she?
Do you remember my girlfriend? We got married,
Bob? What was his surname? and now we have 2 children.
Yes, I remember the fun things we used to do. Remember the fun we used to have?
Do you remember Bob – do you know what

happened to him? I also haven’t heard from
him for ages.

ACTIVITY PLAN A PARTY
PURPOSE: Discuss, choose, plan together
5 MATERIAL:
APPROXIMATE TIME:
None
25 minutes
Procedure
• Tell students to choose real party occasions that they need to plan, e.g., an upcoming birthday
in the family, a wedding, a family get-together or a holiday. Get each party planner to choose a
group of students to help him/her. Have them sit together and make a detailed plan, using the
following as guidelines:
Purpose/occasion/reason for the
party Who to invite
Place – at home or elsewhere
What kind of food to
have/prepare Cater or prepare
on own
Chairs, tables,
dishes Drinks
Music
Program / Entertainment
• Have each group present its plan and then have students decide which party they would like to go to.

LESSON 14
TOPIC: Healthy Eating
ACTIVITY FOOD CATEGORIZING

1 MATERIAL:
APPROXIMATE TIME:
None
20 minutes
Procedure
• Divide students into pairs. Tell them that they have only 5 minutes to come up with a list of foods.
After five minutes, each pair counts the number of foods they managed to list. Have them share
their lists with the rest of the class.
• Next have students categorize the foods on their list, dividing them into categories. Allow
them to categorize the foods in whatever way they want. You may want to suggest categories,
such as:
Proteins, milk products, fruit, vegetables, grains, sugar and starches, fats, junk foods, healthy
foods, low calorie foods, high calorie foods
Then ask the students to put the foods into a pyramid of importance, with the bottom of the
pyramid containing foods that we should eat a lot of and the top containing foods that we should
not eat a lot of. Draw a pyramid on the board and explain it to the students by giving an example.
Have the pairs compare their pyramids.
YOUR EATING HABITS

ACTIVITY
Make up a questionnaire, ask questions and report on
2
PURPOSE:
answers
MATERIAL: Paper and pens
Procedure
• Discuss eating habits with the class. Have students talk about when, where and what they eat.
Have them discuss how they eat – formally, in the kitchen/dining room, with the whole family,
standing up, in front of the TV? Encourage them to ask you questions about your own eating
habits, such as:
What do you usually eat for breakfast? What time do you usually eat lunch? What kinds of foods
do you usually eat for supper? What kinds of foods do you not eat?
• Divide the students into pairs. Have them make up a questionnaire about what they would like
to find out about others’ eating habits. Then have them walk around interviewing other
students about their eating habits. Each student should try and interview at least 4 people.
• Students then report to the class on what they found. While they report you may want to guide
them with questions like: Did anyone have the same eating habits? Do all the students you
interviewed eat breakfast? Does anyone eat dinner at 6:00 pm, etc.

ACTIVITY ADVICE ON EATING WELL
PURPOSE: Read, discuss, act out, adapt; ask for and give advice
3 MATERIAL:
APPROXIMATE TIME:
The reading text – one copy for each student
30 minutes
Procedure
• Give each student a copy of the text containing a conversation between a

dietician and a patient. . Discuss the text with the students so they have a good
understanding of it. You may want to ask questions to guide the students i.e., what is
wrong with Anne? Where did she go? What is a dietician? What did the dietician say
about chocolates? What other recommendations did the dietician have for Anne?
• Divide the students into pairs to practice the dialogue. Walk around helping them with their
sentence intonation, rhythm and the pronunciation of specific words.
• Have a volunteer pair of students present their dialogue to the class.
• Next have the pairs change the advice that the dietician gives to Anne – so that it helps with a
different health problem. Allow them to choose the problem and give them cues for the advice,
for example:
Overweight problem – they should eat less sugar, cake, candy, chocolate and more vegetables.
Too much sugar in their blood – diabetes – they should eat food that does not contain sugar.
A vitamin deficiency – they should eat more fruits and vegetables
• To sum up, have one or two pairs read out their new adapted dialogue to the class.

Dietician: Hello, can I help you?
Anne: Hello, yes you can. I have low blood pressure and want to know what is healthy for me to
eat.
Dietician: Someone like you with low blood pressure should eat food that is both healthy and
sweet. You should also drink a lot of water.
Anne: Does that mean that I can eat as much chocolate as I like?
Dietician: No, not at all. When you feel weak you can eat chocolate, but I think you should eat
fruit, which is also sweet.
Anne: After I eat something sweet I feel good, but after a while I feel very weak again. Why
is that?
Dietician: When you eat too much sugar you raise the amount of sugar in your blood and after a
while it drops. Sometimes, it drops quickly and too low and then you feel weak.
Anne: Can I eat anything I want?
Dietician: All of us should eat healthy food and in the right amount. Some doctors say that it is not
what you eat, but how much you eat of it. The food portion should not be too big or too
small.
Anne: How can I stay healthy and also stay thin?
Dietician: If you eat healthy food, you will lower the fat in your body and in this way you will stay
thin. Here are a few tips for you:
Try not to fry your food. It is better to bake a potato than to fry it on a pan.
Eat a lot of fresh vegetables.
Always carry a bottle of water with you.
Do not eat salty food. Food can be just as delicious with less salt.
Eat four small meals every day. It is good to eat a little, a number of times a day.
Drink a glass of water before and after every meal. If you are
full, do not finish what is on your plate.
Do not eat everything that you are served if it is not good for you. Don’t let food
control you. You should be in control of what you eat. If you do all of this, you will
be a healthy and happy person!
Anne: Thank you for the tips. This sounds like a great diet!
Dietician: Don’t forget – eat well and you will feel good, which means being happy!

ACTIVITY DEBATE – BAN JUNK FOOD?
PURPOSE: Debate, present arguments and reason, persuade
4 MATERIAL:
APPROXIMATE TIME:
None
30 minutes
Procedure
• Write “junk food” on the board and ask students what it means. Elicit examples of this kind of
food. Find out whether they or their children eat this kind of food. Talk about: the dangers
involved in eating junk food (overweight, vitamin deficiency), why junk food is produced, and how
food habits have changed.
• Present the debate question: “SHOULD JUNK FOOD BE BANNED”? Divide the class into 2 groups –
you may want to call them “parents” and “junk food importers”. The parents are for a ban on junk
food while the junk food importers are against the ban. Give the groups about 10 minutes to
prepare their cases.
• Then let them present their case for a maximum of 5 minutes. You be the judge, deciding which
group has presented the most convincing case.

LESSON 15
TOPIC: Working Roles
WHOSE JOB IS IT ANYWAY?

ACTIVITY
Stimulate interest, express opinions, agree and
1
PURPOSE:
disagree
MATERIAL: Handout: opinion poll – one for each student
Procedure
• Give each student a copy of the opinion poll (see below). Have them fill it in on their own, listing
their own opinions. (You may want to point out that both the woman and the man discussed
below work the same number of hours per week.)
• Divide the class into pairs. The students should interview each other, asking for the partner’s
opinion about the same statements. Pairs of students then need to discuss what they agreed
on and what they disagreed on.
• Have a few students report to the rest of the class what differences of opinion they found
among themselves and their partners. Collect the poll results from the students and add them
up on the board. Find out how many said YES and how many said NO to each statement.
• This is a good opportunity to open the discussion, allowing students to comment on specific
statements and encouraging them to describe their general attitude to work roles. Remind
students to use the appropriate functional language for interrupting, asking for clarification and
agreeing/disagreeing.

OPINION POLL – WHOSE YOU YES YOUR PARTNER YES
JOB IS IT TO…? / NO / NO
1. It is the woman’s job to take care of the
children.
2. It is both the woman’s job and the man’s

job to clean the house.
3. The woman should be responsible for the

cooking.
4. It is the man’s job to manage the family

budget.
5. It is both the man and the woman’s job to

shop for food.
6. It is the man’s job to take care of the family

car.
7. Only the man should focus on his career.
8. It is the woman’s responsibility to

decorate and manage the house.
9. It is the man’s job to do the laundry.

ACTIVITY ROLES AT HOME
PURPOSE: Share information, ask and answer
2 MATERIAL:
APPROXIMATE TIME:
None
25 minutes
Procedure
• Divide students into small groups and share information about what happens in their homes
regarding work roles – who does what? Encourage students to ask questions and to comment
on what they hear. (Allow students who don’t want to reveal their situation to refuse to be
interviewed.)
• Have students talk about cultural differences and how they affect work roles. In their country
what are the norms regarding male and female roles in the home and family? You can then ask
them to compare how things are done in their country to the way things are done in other
countries (e.g. England, USA, China).
CHILD CARE
ACTIVITY
PURPOSE: Persuade, agree, disagree, give examples
3 MATERIAL:
APPROXIMATE TIME:
Photocopy of the monitor card below – a copy for
each monitor
30 minutes
Procedure
• Have the students think of various kinds of families that are not considered the traditional
model, for example:
Single-parent families, families where one parent does not work, or where a parent works from
home, families that run their own business and everyone is involved, families where the father
stays home with the kids and the mother is the breadwinner, etc.
• Write the following statement on the board – “It does not matter who looks after the children.
All that matters is that they are brought up in a caring environment”. Ask students to try to
explain this statement in their own words. Make sure that it is understood correctly. In other
words, it does not matter if the mother or the father or even the grandparents or a nanny look
after and bring up the children – what does matter is that they are brought up in a loving, caring,
supportive and friendly environment.
• Have the students think about this statement. Divide the class into small groups. They should
express their opinions and try to convince others to agree with them.
• Choose 2–3 students to be monitors. Their job is to walk around from group to group and listen
to the conversations. Have them fill in a monitor report while they are listening. (See sample
report below.) They should fill in a separate report for each group they listen to.
• To sum up, have the monitors present their reports to the class. Afterwards ask the monitors to
report on the arguments for and against what they heard. Let them vote on the statement.

Were they talking in English? Yes, all the time
Yes, some of the time Only
a little
No, not at all
Were the people in the group getting angry? Yes

No
Sometimes
Were the other members of the group listening Yes – all the time Yes
while their partners were talking?
– sometimes No –
very seldom
Did they make good points – or were they too busy Yes – they made good points
trying to argue?
Yes – they made good points some of the time
No – they were too busy trying to argue

POPULAR PROFESSIONS
ACTIVITY
Describe character traits, stereotypes; explain/give
4
PURPOSE:
reasons
MATERIAL: None
Procedure
• Elicit from students typical male jobs and female jobs – in their country.
• Next have them list the skills and qualities these jobs require. You can allocate a few
jobs/professions to each group of students.
• Lastly have them try to explain why these jobs have been relegated to one sex. What are the
reasons? Can they think of any explanations?
• To sum up, ask them what professions and roles in the family they wish for their children
when they grow up – both sons and daughters. Do they have similar ambitions for both? Do
they want their children to have roles or professions that are different from their own roles?

LESSON 16
Topic: Home Sweet Home
DESCRIBE YOUR HOME

ACTIVITY
Describe a place, ask questions to elicit a clear
1
PURPOSE:
description; vocabulary for types of homes
MATERIAL: None
Procedure
• Write “home” on the board. Ask the students what they think the difference is between
the word “home” and the word “house”? What connotations does “home” have?
• Divide the class into groups of 3 or 4, and have them find out about one another’s homes. Elicit
the types of questions they will need to ask, for example:
How big is it in square meters/feet/ does it have a balcony? What direction does it face? How
well is the building maintained/kept? What neighborhood is it in? How many bedrooms do you
have?
• Together with the students, brainstorm as many kinds of homes that people live in around the
world. (It might be helpful to use pictures to differentiate between some of these, for example:
A villa, a mansion, a caravan, a tent, an igloo, a flat/apartment, a penthouse, a house, a
cottage, a villa, a mansion, a castle, a tree house, under the ground, a wooden house, a ranch, a
mobile home/ trailer, etc.

SWITCHING HOMES
ACTIVITY
PURPOSE: Describing homes
2 MATERIAL:
APPROXIMATE TIME:
Handout: each student gets 2 descriptions – their
present home and their previous home
35 minutes
Procedure
• Use the handout below. Each student needs to receive 2 cards with descriptions – their present
home (where they are living now) and their previous home (where they used to live). They
have to walk around the class and describe their present and previous homes to their
classmates, in order to find the people who are now living where they used to live. At the same
time they will also need to listen to others to find out if they are now living where someone
else used to live. Make sure they understand that they should not show their cards but instead
must describe their homes verbally.
• Each student should find at least one person who is living where they used to live. Once they sit
down, ask them to talk about their changed living conditions. Are their living conditions better
or worse then before? Remind them to use the phrase “used to live”, for example:
I live in a better place now. I used to live in a small flat and now I live in a big house
• After this game, ask students to talk about their real situations, to describe where they used to
live and where they live now. Have them explain the reasons for the move and how they feel
about it.
YOUR PRESENT HOME YOUR PAST HOME

A flat with two bedrooms, one kitchen, a balcony, a A big house with 7 bedrooms, two living rooms, a
living room, a bathroom and a toilet. kitchen, a study, three bathrooms and four toilets.
It also had a big garden. In the garden you had a
tennis court and a swimming pool.
This is where you are living now: This is where you used to live:
A big house with 7 bedrooms, two living rooms, a A house with 3 bedrooms, a living room, a kitchen,
kitchen, a study, three bathrooms and four two bathrooms and two toilets. It had a very small
toilets. It also has a big garden. garden.

A house with 3 bedrooms, a living room, a kitchen, A flat with 4 bedrooms, a kitchen, two living
two bathrooms and two toilets. It has a very small rooms, a study, two balconies, two bathrooms and
garden. two toilets.
A flat with 4 bedrooms, a kitchen, two living A very big mansion. The mansion had 7 bedrooms,
rooms, a study, two balconies, two bathrooms and two living rooms, two kitchens, a study, four
two toilets. bathrooms, five toilets and a huge garden. In the
garden you had a tennis court and a swimming
pool.
A very big mansion. The mansion has 7 bedrooms, A flat with two bedrooms, one kitchen, a balcony, a
two living rooms, two kitchens, a study, four living room, a bathroom and a toilet.
bathrooms, five toilets and a huge garden. In the
garden you have a tennis court and a swimming
pool.

DREAM HOME
ACTIVITY
Describing homes, talking about a hypothetical
PURPOSE:
3
situation
MATERIAL: Magazine pictures of “dream homes”
Procedure
• Tell students to pick a “dream home” from a selection of magazine pictures.
• Divide the class into pairs. Have them describe their homes to each other without showing their
partners the pictures. After a preliminary description, have them look at their pictures together,
ask further questions and comment on the differences between the homes.
ACTIVITY HOMELESS
PURPOSE: Discuss an issue, compare attitudes
4 MATERIAL:
APPROXIMATE TIME:
A questionnaire – one for each student
30 minutes
Procedure
• Have the students think of people who do not have very good living conditions and those that
do not even have a home at all. Have them think of words and expressions that come to mind
when they hear the word “homeless”. Help them express the connotations that come to mind,
for example:
Poor, victims, political issue, government responsibility, burden on society, bad conditions,
social services, welfare, shelter, aid, danger
• Give each student a copy of the questionnaire (see below). Have them fill in their own answers
and then form groups and discuss what they wrote.

QUESTION ANSWER
How prevalent and obvious is
homelessness in your country?
How much personal contact do you have with the

homeless?
Is the government to blame?
Are the homeless considered a burden on society?
Do you think that the homeless are to blame

for their own fate?
What solutions can you think of to the problem

of the homeless?

ACTIVITY ROADBLOCKING
PURPOSE: A game where 2 people have opposite goals
5 MATERIAL:
APPROXIMATE TIME:
None
15 minutes
Procedure
• Divide the students into pairs. They have to play the game called “roadblocking”. One student
is the “roadblocker”. The roadblocker’s role is to make it difficult for the other speaker to find a
solution to the problem. For each solution the student finds to the problem, the roadblocker
puts up a roadblock, i.e., gives them a reason their plan won't succeed. If the roadblocker
succeeds, the other speaker may find him/herself homeless. For example:
Roadblocker - you just lost your job
Other speaker - I'll get another one
Roadblocker - you get sick and can't leave the
house Other speaker - I'll arrange interviews over
the phone
Roadblocker - your phone isn't working because you didn't pay the last phone bill. Etc.
• Keep playing the game until the other speaker has no other options left but to become
homeless. This may help students see how homelessness can happen to perfectly ordinary
people.
• Have the pairs report back to the class on what happened, i.e., how long were they able to
continue finding solutions? Did anyone manage to avoid becoming “homeless”?

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English Discoveries

Guided Discussion Lesson Plans

Consider the following guidelines when conducting the class activities:

1) Explain the procedure to the students.

ACTIVITY WHAT DO YOU THINK OF WORK?

APPROXIMATE TIME: 10 minutes

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 2

MATERIAL: Handout: an opinion survey about behavior at work

APPROXIMATE TIME: 25 minutes

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 3

You should never discuss your salary with your colleagues

You should always wear clothes that are suitable to your

You should tell your employer if someone is not doing his

Your first loyalty is to the company/organization and not to your

You shouldn’t use the phone to make personal calls.

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 4

MATERIAL: Handout – a vocabulary table

APPROXIMATE TIME: 10 minutes

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 5

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 6

MATERIAL: Handout – one for every group of four students

APPROXIMATE TIME: 25 minutes

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 7

single single; supports his single mother with engaged

Position in Machine Packer Receptionist Marketing

a slow worker, average worker, comes on time, comes on time

excellent lots of work good not very talented,

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 8

PURPOSE: Focus on new language; correct errors

ACTIVITY HIRE ME!

PURPOSE: Role-play an interview situation

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 9

PURPOSE: Relate anecdotes

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 10

ACTIVITY THE BEST AND THE WORST

PURPOSE: Motivate participation; describe objects

ACTIVITY DIFFERENT GIFTS, DIFFERENT OCCASIONS

APPROXIMATE TIME: 10 minutes

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 11

PURPOSE: Express opinions; compare; discuss

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 12

2. Do you like shopping for gifts?

3. Do you always give gifts for family birthdays?

4. Do you always give gifts for close friends’ birthdays?

5. When you attend a wedding, what do you usually

6. Do you buy gifts for your friends at work?

7. When you buy for a man, what do you usually choose?

8. When you buy for a woman, what do you usually

9. Do you like receiving gifts?

10. What do you want for your next birthday?

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 13

APPROXIMATE TIME: 15 minutes

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 14

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 15

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 16

do you say to Ben?

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 17

PURPOSE: Role-play: suggest, refuse, accept, describe

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 18

Sentences to help you: Sentences to help you:

Hello, can I help you? No thank you, it’s too expensive. No

Yes I’ll take it!

Copyright © 1990-2019 Edusoft Ltd. All rights reserved. 19