CLASS PREPARATION ELEMENTS

Students ask questions about the meaning and use of

words and expressions. They also ask how they can say
certain words or expressions in English. Besides that,
they might make vocabulary choice mistakes or use
words inappropriately during class. At those moments,
Vocabulary Investigation plays an important role in
our methodology. Take the opportunity to analyze
Collocations, Lexical Groups, Fixed and Semi-fixed
Expressions, and other language chunks. Students
need to be aware that words are not used alone—they
are used in a context with other words. Apply the same
techniques to investigate vocabulary used with Basic
and Intermediate Levels, such as working on lexical
ADVANCED 1
groups and collocations. However, give students the

2
chance to explain and explore the words themselves.
You should intervene only in case they cannot perform ADVANCED
the task. Also, pay close attention to students’ interest
and to time constraints.

While teaching, take into consideration not only

students' speech but also yours. Speech is made of
linguistic and non-linguistic features (body language,
visual language—drawings, pictures—and others).
Analyze the language you use carefully in order to
promote real-life communication in the classroom,
which means avoiding the use of "sanitized"
language to make yourself clear or understood.
Speech should be looked at as a tool to avoid
misunderstandings. You shouldn't be eager to make
yourself understood at any cost. Take into account
the elements of speech, such as body language, eye
contact, stress and intonation, and articulation.
UNIT CLASS

REAL-LIFE TALK
DURATION: 15 minutes

GROUPING: Same Level and Mixed Levels

SETTING: Groups and U-shape

PROCEDURES: You may decide to organize the groups by characters or by levels. If by

characters, have students share what they know about the character for a presentation to the
other group. If by levels, have students tell each other about the characters they watched. Visit
the groups to check the answers. The most important aspect of the group debate is to talk
about the characters' lives. To conclude, arrange the class in U-shape and have them present
their work. Interact with the presentation by relating the topics to students' personal lives.
Then, use the information gathered to set the Lesson Main Goal of each level, as follows:
ADVANCED 1: Explaining Procedures

ADVANCED 2: Raising Hypothesis (Modals + Perfect Infinitive and If-clauses)

CHAT: Connect the topics from the episode to students’ lives, trying to learn how interested

they are in reading (or even writing) books, love stories, movie genres, moving to another city
to grow professionally, networking, etc.
OUTPUT AWARENESS: Pay close attention to students’ use of the language at their level.

If students produce sentences or pieces of discourse that could be improved by taking

into account their expected production, list them for further feedback. Keep in mind that
it’s important to demand more elaborate production from Advanced students, especially
concerning fossilized mistakes and little or no vocabulary building.
CORRECTION TECHNIQUE: Group Correction and Recasting (for the presentation)

LINK: Use the information on the board to introduce the Looking at Language section.

1 p. 022–023

2 p. 242–243
UNIT CLASS

LOOKING AT LANGUAGE
DURATION: 25 minutes

GROUPING: Same Level

SETTING: Groups

PROCEDURES: Remind students that it’s not necessary to complete the tasks beforehand—

they are supposed to be done in class. Arrange students in Same-level groups. They are
supposed to read the information and complete the activities. Visit the groups to provide
them with help, guidance, and correction. Make sure you check their production after each
of the topics.
Answer any questions they might have and give them feedback. Pay close attention to
Advanced 1 students, especially because they have reached a point where they should
be able to support their answers but might need help to overcome fossilized mistakes.
Close the activity by asking students to go to the board to explain some of the topics they
have studied (Sharing-knowledge Moment). Have a preorganized board ready so that
students can fill it with examples, use, and explanation: Advanced 1 (Modal Verbs review)/
Advanced 2 (Modals + Perfect Infinitive). Promote a chat-like atmosphere by asking all
students to help the one who is presenting. This will empower students and create a
collaborative atmosphere.
PROBLEM SOLVING: If you have only one student at a certain level, have this student do the

activity individually.
CORRECTION TECHNIQUE: Group or Peer Correction

1 p. 024–029
2 p. 244–249
UNIT CLASS

DISCOURSE MOMENT

DURATION: 20 minutes

GROUPING: Same Level

SETTING: Pairs or Groups

PROCEDURES: Organize students into Same-level pairs or groups and explain each activity.

Advanced 1 students have a rather large vocabulary activity as warm-up but, all in all, the
task are not likely to be that difficult. Advanced 2 students must come up with lists of
situations using Modals + Perfect Infinitive. If there is time left, groups should present their
work at the end.
PROBLEM SOLVING: If Advanced 2 students finish before the ones at Advanced 1, ask them

to work on a controversial issue—such as the country’s economic or political situation,

or environmental matters—and list what should have been done in order to avoid its
development into the current state.
OUTPUT AWARENESS: Advanced 1 students are supposed to work on vocabulary related

to cooking and procedure markers in a recipe; Advanced 2 students are supposed to give
opinion using structures to raise hypotheses and Modals + Perfect Infinitive. Analyze students’
use of these structures in their language production. Pay close attention to students’ use of
the language at their level. If students produce sentences or pieces of discourse that could
be improved by taking into account their expected production, list them for further feedback.
Keep in mind that it’s important to demand more elaborate production from Advanced
students, especially concerning fossilized mistakes and little or no vocabulary building.
Close the activity with a Window of Collaboration by asking students to present their work to
the other group. Note that groups must interact with the presentations by asking questions,
taking notes, giving opinions, and providing pieces of advice. Make sure the presentations are
interactive.
CORRECTION TECHNIQUE: Group or Peer Correction

LINK: Tell students they are going to keep on working on Explaining Procedures and

Raising Hypotheses.

1 p. 030–033

2 p. 250–251
UNIT CLASS

SPEAKING
DURATION: 15 minutes

GROUPING: Mixed Levels

SETTING: U-shape

PROCEDURES: Ask students to say what they are going to explain and keep board record

of this. Then do the activity as a competition and use it to review discrete elements of the
language. Also, keep board record of mistakes and keep track of students’ production
focusing mainly on the use of language chunks and structures studied (e.g., Modal Verbs)
for explaining a process. Close the activity by using the information on the board to raise
students’ awareness of their own production.
PROBLEM SOLVING: You might have time constraints, so make sure students keep their

work simple.
OUTPUT AWARENESS: Pay close attention to students’ use of the language at their level.

If students produce sentences or pieces of discourse that could be improved by taking

into account their expected production, list them for further feedback. Keep in mind
that it’s important to demand more elaborate production from Advanced students,
especially concerning fossilized mistakes and little or no vocabulary building.
CORRECTION TECHNIQUE: Note-taking + Feedback

1 p. 034

2 p. 252

NOTES
UNIT CLASS

READING AND WRITING

DURATION: 20 minutes

GROUPING: Same Level and Mixed Levels

SETTING: Pairs and U-shape

PROCEDURES: Arrange the class in Same-level pairs (if possible, different from previous

activities) and have them work on their tasks. Both levels will be working on instructions, and
you should save some time for presentations. Allow students to work for about ten minutes
and move on to the presentations. As each pair presents, open a Window of Collaboration
by asking the other students to give their opinion on the same topic. Advanced 2 students
are supposed to explain the rules of one chosen sport to practice explaining procedures. If
you have more than one group of Advanced 2 students, do your best to have them choose
different sports to write about. Visit the groups to provide them with help, guidance, and
correction before the presentations.
CHAT: Have students share their opinions and experiences on the topics and on the

sports mentioned.
OUTPUT AWARENESS: Advanced 1 students will be working on general instructions and

giving opinion, while Advanced 2 students will be working on sports, so they probably won’t
have many difficulties. Pay close attention to students’ use of the language at their level.
If students produce sentences or pieces of discourse that could be improved by taking
into account their expected production, list them for further feedback. Keep in mind that
it’s important to demand more elaborate production from Advanced students, especially
concerning fossilized mistakes and little or no vocabulary building.
CORRECTION TECHNIQUE: Group Correction

1 p. 035–037

2 p. 253–254
UNIT CLASS

HOMEWORK ASSIGNMENT
DURATION: 5 minutes

GROUPING: Mixed Levels

SETTING: U-shape

PROCEDURES: Explain to students that they have the Online Homework on the website and

help them if they don’t know how to access it.

CLOSING: Finish the class with a brief talk on how students are feeling after their first

class in the new module. Make sure to tell them how important collaboration and
risk-taking are in the class—narrate moments that happened during class as positive
examples. In other words, empower students with their own narratives. Let them know
that now it’s a matter of adding elements to what they already know, looking at things
through a different perspective, and working on fossilized mistakes. Call their attention
to the fact that they should review previously studied topics, even though they are
Advanced students. Language learning involves an endless cycle of reviewing topics.
Also, talk about the extra activities on the website.

1 p. 037

2 p. 254

NOTES
COMPLEMENTARY CLASS

COMMON MISTAKES GAME

DURATION: 15 minutes

GROUPING: Mixed Levels

SETTING: U-shape

PROCEDURES: Play a game with the students based on their common mistakes in the Online

Homework. The Common Mistakes Analysis Handout is a useful resource. Take advantage of
this playful atmosphere to help students cool down and have them engage in a collaborative
and risk-taking activity.
PROBLEM SOLVING: You may come up with one or two games. Make sure the procedures are

clearly explained and, if necessary, model the game before students play it.
CORRECTION TECHNIQUE: Class or Peer Correction

1 p. 038

2 p. 255

NOTES
COMPLEMENTARY CLASS

LOOKING AT LANGUAGE
DURATION: 25 minutes

GROUPING: Same Level

SETTING: Pairs or Groups

PROCEDURES: Remind students that it’s not necessary to complete the tasks beforehand—

they are supposed to be done in class. Arrange students in pairs or groups and allow them
to read and prepare the activities. Visit the groups to provide them with help, guidance, and
correction. The groups shouldn’t have more than four students. Close the activity with a
Sharing-knowledge Moment—using a preorganized board, students should explain the topics
they have studied. This presentation helps students organize knowledge, overcome fears,
and establish a collaborative atmosphere in the classroom. Have students help one another
during the presentations, teachers should only intervene if students cannot find the correct
explanation or example.
PROBLEM SOLVING: Monitor students’ development of the activity. If you notice that there are

groups that are not able to perform the tasks, provide them with assistance.
OUTPUT AWARENESS: Answer any questions students might have while doing the activities.

Since most topics are being reviewed rather than studied for the first time, this is a great
opportunity for them to improve their command on those topics and clear up possible
questions with your help. Focus on Advanced 2 students, since they are working on Modal
Verbs and Modal Expressions which they may not be familiar with. Pay close attention
to students’ use of the language at their level. If students produce sentences or pieces of
discourse that could be improved by taking into account their expected production, list them
for further feedback. Keep in mind that it’s important to demand more elaborate production
from Advanced students, especially concerning fossilized mistakes and little or no vocabulary
building.
CORRECTION TECHNIQUE: Group or Peer Correction

1 p. 039–042

2 p. 256–260
COMPLEMENTARY CLASS

DISCOURSE MOMENT
DURATION: 20 minutes

GROUPING: Same Level

SETTING: Pairs

PROCEDURES: Arrange students in pairs. Both levels will be working on Procedures, but

with different goals. Allow them some time to work and visit the groups to provide them
with help, guidance, and correction, and clear up questions on the topic or vocabulary.
Students are supposed to develop the notion of thinking modality in context.
OUTPUT AWARENESS: Both levels are supposed to work on Modal Verbs and

Procedures. While Advanced 1 students will work mostly on a topic review and a more
straightforward activity, Advanced 2 students will work on more complex texts related
to laws that will probably demand more from their reading comprehension skills. Pay
close attention to students’ use of the language at their level. If students produce
sentences or pieces of discourse that could be improved by taking into account their
expected production, list them for further feedback. Keep in mind that it’s important
to demand more elaborate production from Advanced students, especially concerning
fossilized mistakes and little or no vocabulary building. Close the activity with a Window
of Collaboration by having students present their work (or part of it) in an interactive
way. Groups must interact with the presentations by asking questions, taking notes,
giving opinions, and writing summaries.
CORRECTION TECHNIQUE: Group or Peer Correction

1 p. 043

2 p. 261–262
COMPLEMENTARY CLASS

LISTENING ACTIVITY
DURATION: 20 minutes
GROUPING: Mixed Levels and Same Level
SETTING: U-shape and Pairs
PROCEDURES: Start the first activity with the whole class, with all books closed.
Elicit from students sports they are able to play and have them explain one rule or
procedure, so they practice Explaining Procedures and Raising Hypotheses. After that,
give a quick explanation regarding the content of the recording and play it once. In
a collaborative way, build with students a Mind Map of the recording by asking them
questions. Organize it with keywords, arrows, and ideas. If students do not know a
piece of information, use a question mark. Then play the recording for the second time,
and a third one if needed, to close the gaps in the Mind Map. Note that the Mind Map
must be organized in order to answer all the questions posed in the book. Finally, ask
students to open their books and write the answers in pairs or groups. If necessary, play
the recording again for correction. For Part 3, play it once more, because students are
supposed to grasp the stress (Advanced 1) or intonation (Advanced 2). After they have
identified the information they are supposed to, visit the groups to help them correct
or understand and distinguish the sound patterns of spoken language. Allow them to
practice the changes in stress or intonation in Part 3. As they are all working on the
same sentences, allow them some time for presentation and debate. The main objective
of Part 3 is to call students’ attention to the fact that stress and intonation carry
meaning and provide statements with color, shape, and weight.
PROBLEM SOLVING: Bear in mind that you always have three listening activities in this section.
Check the school calendar to know which one you are supposed to use in the module.
OUTPUT AWARENESS: Both levels may struggle to identify stress and to produce different
intonation within the same sentence, so you might need to model activity B. Bear in mind
that activities with stress and intonation work best as awareness moments. The main
objective is not to teach stress and intonation, but to lead students to grasp their role in
discourse.
CORRECTION TECHNIQUE: Recasting (Part 1), Group Correction (Part 2), and Class
Correction (Part 3)

1 p. 044–049

2 p. 263–268
COMPLEMENTARY CLASS

LISTENING TRANSCRIPT 1: ON ICE

Alice – So…Leo, let’s do it! I’ll teach you how to play curling.
Leo – Cool!
Alice – All right. So, the first thing you need is an ice track and the polished stones.
Leo – What do you mean, Alice?
Alice – Well, that’s the equipment! Then you need three more players for your team.
Leo – Right…And what if I don’t know anyone that could be in my team?
Alice – Shush! Don’t forget to use the broom…One player throws the stone, as the others sweep
the ice to influence the path towards the circular target marked on the ice.
Leo – Alice, wait…I don’t understand.
Alice – You will understand it when we start playing it, Leo! So, remember that the main goal of
the game is to keep as many stones as possible near the center of the track.
Leo – Yeah, whatever…

1 p. 044–045

2 p. 263–264

NOTES
COMPLEMENTARY CLASS

LISTENING TRANSCRIPT 2: UNUSUAL SPORT

Bob – Lana, are you ready to learn how to play a different sport?
Lana – Well, that depends…Which one, Bob?
Bob – Badminton! The Chinese rule this sport and it’s quite nice.
Lana – All right! Let’s do it!
Bob – So, the first thing we need is a court with a net in the middle, much like volleyball, but not
as high.
Lana – Uh? Volleyball?
Bob – Yeah, yeah…The second thing we need is a shuttlecock, which is like “the ball” in
Badminton, and we need rackets as well.
Lana – Volleyball and rackets…So, if I want to play volleyball in that court, I can, right?
Bob – No, no! Remember that it’s a different sport. Bear in mind that your goal is to have the
shuttlecock land on the opposing side, but you can only touch it once.
Lana – That is volleyball with a racket, Bob! Please, explain the difference better…
Bob – Come on, Lana, why are you giving me such a hard time? Let’s just play volleyball, then!
Lana – OK! Now we’re talking!

1 p. 046–047

2 p. 265–266

NOTES
COMPLEMENTARY CLASS

LISTENING TRANSCRIPT 3: BEACH SPORT

Charlie – Mary, let’s play beach soccer?
Mary – Oh, I’m not sure if that’s a good idea, Charlie…I don’t know the rules…
Charlie – Hey, don’t worry! It’s pretty much the same as indoor soccer with some slight
differences. The first and most important thing is that the court is made of clean sand.
Mary – Okay! I’m in, but tell me more.
Charlie – Obviously, you need a ball! There’s not much, really…Just make sure you’re in a good
position and kick the ball to score!
Mary – Wait! So, if I follow the rules of regular soccer, I’ll play just fine?
Charlie – Pretty much, yeah! We need to get five players, including a goalkeeper. Other than that,
there’s the court and unlimited substitutions during the game.
Mary – Let’s do it, then! My legs will feel a world of pain tomorrow…
Charlie – Come on! Think of how good they’ll look afterwards instead…
Mary – Oh, shut up, Charlie!

1 p. 048–049

2 p. 267–268

NOTES
COMPLEMENTARY CLASS

CULTURAL AND SOCIAL AWARENESS

DURATION: 15 minutes

GROUPING: Same Level and Mixed Levels

SETTING: Groups and U-shape

PROCEDURES: Arrange students in Same-level groups and have them analyze and debate the

information given. Students might need to speak a little in their mother tongue to discuss the
slang word or expression chosen and the proverb. Let them know that they will be allowed
to relate only these words/expressions to their mother tongue, but the whole debate and
presentation must be in English.
OUTPUT AWARENESS: Advanced 1 students are supposed to work on the meaning of

some urban slang words and expressions, whereas Advanced 2 students are supposed
to work on proverbs. Both levels will present the meaning of these provebs in their
mother tongue, which will demand from their intercultural and multi-language skills. The
most important aspect of the activity is to create a chat-like atmosphere directed to
how different people are around the globe (tolerant international speaker).
CORRECTION TECHNIQUE: Group Correction and Note-taking + Feedback

1 p. 050–051

2 p. 269–270

NOTES
COMPLEMENTARY CLASS

HOMEWORK ASSIGNMENT
DURATION: 5 minutes

GROUPING: Mixed Levels

SETTING: U-shape

CLOSING: Finish the class by drawing students’ attention to the Lesson Main Goals of each

level. Ask whether they believe they achieved them or not. If they feel they did not, cool
them down by saying there will be more opportunities to study some of these elements
in the next lessons, and advise them on how to improve. Point out some situations that
happened during class in which collaboration, creativity, communication, and critical
thinking were essential for their performance. Once again, empower students with their
own narratives. Explain the Research, the Class Preparation, and the Written Assignment
focusing on the requested text organization.

1 p. 052

2 p. 270

NOTES