Pre-Intermediate (A 2 - B 1) LP - Lesson Plans

Basic 3
English Learning Program

Lesson Plans
Basic 3
Lesson Plans
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Table of Contents
Unit 1: Getting A Job 1
Unit 2: Business Matters 15
Unit 3: Planning A Vacation 31
Unit 4: Eating Out 47
Unit 5: Traveling Abroad 64
Unit 6: Emotions 77
Unit 7: Making Excuses 92
Unit 8: Tickets, Please! 104
Unit 9: Saving Energy 121
Unit 10: Knowing a Second Language 150
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English Discoveries
English Learning Program
Lesson Plans | Basic 3
Copyright © 1990-2023 Edusoft Ltd. All rights reserved.

Basic 3 Lesson Plans Unit 1
Unit 1: Getting A Job

Workbook
Computer Activities Pre & Post Classroom Activities
Pages
Voice Mail • Learning about members of the class and the teacher by asking
A voice mail telling someone to call back about personal questions
setting up an interview. 7, 8
• Identifying the language of making appointments
• Reconstructing a phone conversation
My Education Plans • Discussing the education/experience an actor needs

A story about a training course where one learns • Writing about your education plans 9, 10
how to succeed in an interview.
Phone Call • Giving and getting feedback on written work

A receptionist on the phone is telling a caller that • Discussing the language appropriate for job applications
someone is unavailable. • Using able to talk about future plans 11, 12
• Learning set phrases for phone calls
Be Able To
• Practicing a work related phone call
Presentation and practice of the modal be able to.
Gerunds As Object • Ranking the qualities you look for in an English teacher
Presentation and practice of gerunds as objects. • Simulating a job interview
• Using verbs which take gerunds 12-14
Gerunds After Prepositions • Using gerunds to write about your plans for the future
Presentation and practice of the use of gerunds
• Discussing business likes and dislikes with gerunds
after prepositions.
Copyright © 1990-2023 Edusoft Ltd. All rights reserved. 1

Education • Using context clues to define a word

Presentation and practice of vocabulary associated • Creating word maps
with the topic of education. • Writing and sharing sentences with vocabulary words
• Defining and sharing words and definitions
• Playing a game with example sentences
• Giving a speech using vocabulary words
• Grouping vocabulary words into categories
• Having students quiz one another


Pre Computer: Voice Mail
Activity Procedure
General Introductory Activities Tell students they are going to do an activity to get to know each other better. Divide
the class into pairs and give each student a copy of Handout 1. Explain that they have
Getting to know the class: to complete chart with information about their partners. Review with students the
questions they need to ask each other and write them on the board to refer to during
Handout 1: Nice to Meet You the activity:
(one for each student)
What is your name?
What do you do?
What are you good at?
What do you like?
What do you have?
Students should add two questions of their own and write them at the bottom of the
handout. Once they have completed the handout, they report back to the class on
what they have learned about their partner.

Introducing the topic of the Unit Tell students that the first unit of the course is called Getting A Job. Divide the class
into pairs and tell them that they have five minutes to come up with a list of the five
best jobs in the world. Ask students to share their answers with the class and
encourage them to justify their answers.
Introducing the topic of the computer lesson Tell students they are going to listen to a voice mail message in which human resource
officer tries to arrange an appointment for a job interview.
Brainstorm with the class what kind of language you might use if you are trying to
make an appointment:
Can I meet you next week?
When are you free? etc.
Introducing the topic of the computer lesson by role- Divide the class into pairs and give one student a copy of Handout 2 labeled Student A
playing making appointments and the other student a copy labeled Student B. Tell students to read their roles and
then fill out their diaries with the activities listed on their role-cards. They should then
Handout 2: Make a Date try to arrange a time when they can meet with each other. Give students enough time
(one for each pair) to complete their diaries and then prepare and practice their role-plays. Then ask for
volunteers to perform their role-play in front of the class.
Homework tasks Explain/Demonstrate workbook activities: Pages 7, 8


Post Computer: Voice Mail
Activity Procedure
Reviewing the computer lesson Ask students:

What job is Melissa calling about? (computer engineering)
Workbook Appendix: Page 70 What kind of company is Core Tech? (High-Tec)
Have Robert and Melissa already talked? (yes)
Ask students to write a list of question that Robert might want to ask about the job
interview such as:
Who is the interview with?
How long is the interview?
What should I bring to the interview?
Checking homework tasks in pairs or small groups Key:

a. 1. Melissa Sanchez works for Core-Tech.
Workbook: Pages 7, 8 2. She spoke to him about a job interview.
3. She wants to arrange a time for his interview.
4. He will probably call Melissa back.
b. Accept all logical answers.
c. last week, job, schedule, back, e-mail, forward


Pre Computer: My Education Plans
Activity Procedure
Discussing the role of education in job opportunities Ask students:

What kind of education does someone need to be an actor? (a course at drama school,
a degree in literature, no formal education)
Tell the class they are going to read a text about a woman’s education plans. Ask the
class to share their own education plans with a partner. Discuss the role of education
in job opportunities.
Do you want to go to university?
Are there any work-related courses you would like to take?
Is a high school education enough to get a good job in our country?
Homework tasks Explain/Demonstrate workbook activities: Page 9


Post Computer: My Education Plans
Activity Procedure
Reviewing the computer lesson Have students list the writer’s education plans:
1. Take a course to learn what to say in a job interview
Workbook Appendix: Page 54 2. Work in a department store
3. Save money to go to the university
4. Study business at university
5. Have her own company
Checking homework tasks Key:

a. 1-b, 2-a, 3-e, 4-c, 5-f, 6-d
Workbook: Pages 9, 10 b. Accept all logical answers.
c. Have students sit in pairs and read their education plans to their partner. Then have
each student tell the class about their partner's future plans.
d. 1, 3, 5
e. Accept all logical answers.
f. Have students exchange e-mails with a partner. Encourage them to give each other
constructive suggestions for making their e-mail letters more effective, e.g.: style,
punctuation and grammar. Give students the opportunity to correct their work and
then ask them to hand it in for assessment. Remind students that the language of e-
mails is much less formal than that of letters, however since this is a job application,
the language should still be relatively formal.


Pre Computer: Phone Call, Be Able To
Activity Procedure
Presenting be able to Ask Write a sentence from the computer lesson on the board:
If they hire me, I’ll be able to earn a good salary.
Explain that be able to has the same meaning as can but, unlike can, can be used to
express future and past ability (will be able to, was/were able to). Explain that when
we are hypothesizing about future events in English, we use the construction if +
present tense + will + base form of verb/be able to (first conditional). Stress that
although such conditional sentences are about the future, only the second half of the
sentence is actually in the Future tense.
Using able to to talk about future plans Divide the class into pairs and give each pair a copy of Handout 3. Tell students to use
the words and phrases on the handout to hypothesize about their future. Then
encourage students to share their sentences with the rest of the class.
Handout 3: Future Plans
(one for each pair of students)
Practicing expressions used for phone calls Write on the board the following expressions:
Good morning.
I’d like to speak to …
I’m sorry,
…is not here.
OK, I’ll call back later.
Demonstrate a simple phone conversation with a student, using these expressions. Ask
a pair of students to demonstrate their dialogue in front of the class. Cue them, if
necessary. Have all the students practice the conversation in pairs.


Post Computer: Phone Call, Be Able To
Activity Procedure
Reviewing the computer lessons Review the computer lesson by asking:

What did the caller want? (to speak to Ms. Blake)
Workbook Appendix: Page 55 What answer did the secretary give? (Ms. Blake can’t speak to her because she is in
Washington.)
What did the caller decide to do? (to wait until Monday)
Review the Grammar section by asking:
What was the driver’s excuse? (The other driver wasn’t able to stop.)

Phone Call
Workbook: Pages 11, 12 a. Caller: 2, 5, 6 Secretary: 1, 3, 4
b. 3
d. Students work in pairs and practice the dialogue they wrote as homework. Point out
that the tone of the secretary should be light, but polite. Ask a few pairs to
demonstrate their dialogue in front of the class.
Be Able To
a. 1-c, 2-d, 3-b, 4-a
(Note: There is a problem that Paul likes spending time with his family and will be
required to work on weekends.)
b. In pairs, students explain what each person is able and not able to do.

Simulation: Ask the class:

Choosing qualifications, writing interview questions What qualities do you look for in a good English teacher?
and interviewing candidates for a job Brainstorm with the class and write their suggestions on the board. Tell students they
are going to do a simulation of a job interview. Divide the class into small groups and
give each student in the group a copy of Handout 4. Have students decide on the three
Handout 4: English Teacher Required most important qualities that they think an English teacher should have. Discuss their
(one for each student) ideas to see how similar or different they are. Then read the job ad with the class and
tell them in groups to decide on and to write down five questions they would ask if
Handout 5: I’m an English Teacher they were interviewing someone for the job of English teacher. All students in the
(one for every 4 students) group need to write the questions. Walk around checking for correctness of question
forms.
Once students have finished, divide them into new groups of eight students, four
interviewers and four interviewees. The interviewees get one of the role cards from
Handout 5. The interviewees are interviewed by each of the interviewers, who ask
them the questions they wrote on Handout 4. The interviewers should then decide on
who they want to give the job to and give reasons for their choice. At the end of the
simulation, have students report back to the class on how they felt being interviewed
or being the interviewer.
(Note: This activity is for groups of 8 students. Adapt the numbers accordingly for
different numbers of students.)


Pre Computer: Gerunds As Object, Gerunds After Prepositions
Activity Procedure
Introducing and practicing Gerunds As Object Explain to students that a gerund is a noun that has been formed from a verb.
Write the following verbs on the board:
love – like – hate – start – stop
Ask for example sentences for each one, e.g.:
I love swimming in the ocean.
I hate getting up early.
Let’s start studying for the English test.
Please stop shouting.
Introducing and practicing Gerunds After Prepositions Explain that a verb after a preposition must be in the gerund form. The preposition
may be part of a phrase such as used to (I’m used to working hard) or it can be part of a
phrasal verb (I am giving up smoking; I’m looking forward to studying French).
Write the following on the board:
I hope to go on...
I want to start…
I’m looking forward to…
I’m thinking about…
Ask students to use the expressions on the board to write four sentences about
themselves and their plans for the future. Each sentence should include at least one
gerund. Students get into groups of four to share their answers. Group members
correct any language mistakes made by members of the group.
Homework tasks Have students write three sentences about activities they are able to do but don’t like
doing and three sentences about activities they are able to do and like doing.


Post Computer: Gerunds as Object, Gerunds after Prepositions
Activity Procedure
Reviewing the computer lessons Ask students:

Who was speaking in each of the computer lessons? (a doctor and patient, two
Workbook Appendix: Page 55 students)
Write on the board a sentence from the computer lesson:
I hate exercising!
Have students work in pairs to write a list of five things they both hate and five things
they both love. Encourage them to share their answers with the class.
Checking homework tasks in pairs or small groups Review the sentences students wrote for homework.


Pre Computer: Education
Activity Procedure
Using context clues to define a word Select 5-10 vocabulary words along with sentences that provide students with enough
context to define the words on their own. Have students determine the definition of
each word based on the context clues within the sentence. Students can then share
their definitions and check their accuracy during the course of the lesson.
Alternative: Rather than having students determine the definitions on their own, you
can instead provide students with the definitions. They can then match the definitions
to the words based on the context of the sentences.
Creating word maps Encourage students to create word maps with useful information on five vocabulary
words. Information in the word map can include: definitions, translations, related
words, example sentences, etc.
Writing and sharing sentences with vocabulary words Discuss with students 5-10 vocabulary words and their definitions. Go beyond the
dictionary definition – tap into prior knowledge students might have of the word/topic.
Then for each discussed word have students write and then orally share a sentence for
each. You can choose to have students share their sentences with the class, in groups,
or in pairs.
Defining and sharing words and definitions Divide the class in half and provide each group with a list of five words. The word lists
should be different. With the help of a dictionary, have students define the words on
their list and compose a sentence for each. When students are finished, pair them with
a partner from the other half the class. Student pairs should now have two different
lists. Ask students to share their words with their partner and determine the
connection between the words on the two different lists.


Post Computer: Education
Activity Procedure
Playing a game with example sentences Prepare cards with one vocabulary word written on each card. There should be enough
cards for each student to have one. (You may need to include vocabulary words from
previous lessons.) Divide the class into two or three teams, and distribute one card to
each student. Call out the definition for one of the word cards. The student who has
the corresponding card stands up, and uses the word in a sentence. If he or she uses
the word correctly, his or her team earns a point. The team with the most points at the
end is the winner.
Giving a speech using vocabulary words Ask students to speak on the vocabulary topic for 1-2 minutes. Students receive one
point for each word from the vocabulary lesson that is included in an appropriate
context.
Grouping vocabulary words into categories Divide the class into pairs or groups of three and ask them to create at least three
categories for the vocabulary words from the lesson. Once students have created the
categories, ask them to reorganize their word lists according to those categories. Have
the students share their categories with the class. You may want to do the entire
process once as a class, demonstrating brainstorming techniques.
Having students quiz one another Divide the class into pairs and ask students to quiz each other on the definitions of the
words in a specific vocabulary component.

Unit 2: Business Matters

Workbook
Pages
Business (includes writing activity) • Analyzing the language of business voice mail messages
A voicemail message from someone who wants to • Listing possible situations where you might leave a business voice mail
make an appointment with Mr. James to discuss a message 13, 14
project. • Writing a business voice mail message
London • Giving and getting feedback on written work

An e-mail from Arlene who is on a business trip to • Role-playing a lunchtime business meeting
London to choose a location for a T-shirt factory. 15
• Analyzing the format and content of a regular postcard
• Predicting the content of an unusual postcard
Fax It • Rating factors for relocating a factory

A businesswoman is requesting her secretary send • Deciding on a suitable location for a car factory
a fax. • Discussing the best way to send messages
• Using must and had to to write about past and present obligations
Modals: Must 16-18
Presentation and practice of the modal must.
Modals: Had To
Presentation and practice of the modal had to.

Modals: Must Not/Don't Have To • Writing a dialogue for a business related phone call
Presentation and practice of the modals must not • Role-playing a business related phone call 19, 20
and don’t have to. • Using must not/don’t have to write about rules at work and school
Work 2 • Using context clues to define a word

with the topic of in the work. • Writing and sharing sentences with vocabulary words


Pre Computer: Business
Activity Procedure
Introducing the topic of the unit Tell students that the title of the unit is Business Matters. Ask students:
What do you think the unit might be about? (meetings, offices, world of work, business
deals, etc.)
Tell the class they are going to find out each other’s attitudes to work and business.
Handout 6: Business Likes and Dislikes Give students copies of Handout 6 and tell them they are going to get up and walk
(one for each student) around the class, asking each other questions. Check that they know how to form the
appropriate questions and write some examples on the board for them to refer to:
Do you like working late at night?

Do you hate working over the weekend?
Once students have had the opportunity to complete their handouts, find out how
many students were able to complete the survey. Take a class poll on some of the
statements, e.g.:
The majority of our class hates working over the weekend.
Analyzing voice mail messages for business Ask students about the differences between leaving a voice message for a close friend
or family member and for a business acquaintance. Elicit that a work message uses
polite language, such as:
This is…
I’m calling about … I’m interested in … Can we make an appointment for …? Do you
mind if….? Please call me …
Have students work in pairs to list possible situations where they might need to leave a
formal message on an answering machine, e.g.:
applying for a job or supplying a service, renting an apartment, buying a car,

calling the bank for financial help, arranging a lunch date
Pre-writing classroom activity As a class, go over the writing prompt and determine the purpose of the writing task.
Here are some of the possible purposes there may be for a writing task:
• to explain
• to inform/instruct
• to describe
• to narrate
• to persuade
After determining the purpose of the writing, brainstorm ideas for the writing task.
Students can record their ideas or they can be written on the board. Challenge
students to be creative and come up with as many examples as they can for the topic.
You may need to provide some guidance by asking questions to elicit vocabulary and
structures associated with the selected topic. Together, as a class, generate a
vocabulary bank which will assist students in their writing or direct them to the
vocabulary lesson at the end of the unit.
Depending on the language level of your students, you may decide to provide sentence
starters to support their completion of the writing task.
Before beginning their first draft, have students organize their ideas and notes into an
outline.
If there is time, encourage student to handwrite a first draft and share it with a
partner.
Have each student read their partner's first draft. Students should work together to:
• ensure they answered the prompt correctly.
• correct each other's work for grammar, spelling, and punctuation errors.
• check that vocabulary from the lesson/unit was used correctly.
After students have updated their drafts according to the peer review, have them type
and submit their writing on the computer.

Explain to students that after submitting their first draft on the computer, they will
receive automated feedback on their writing provided by English Discoveries E-rater
software. Tell students that this feedback will enable them to reflect on and improve
their work. Encourage students to update their writing according to the E-rater
feedback they were given. Tell students that when they are happy with their second
draft, they should send it to the teacher (via the English Discoveries platform) for a
final review.
Writing a business voice mail message Have students choose one of the situations and write a voice mail message using the
language on the board. When they have finished, have them exchange their work with
a partner. Ask for volunteers to read their messages to the class.


Post Computer: Business
Activity Procedure
Reviewing the computer lesson Review the computer lesson by asking:

Who is Don Barnes? (the president of Greater Electric)
Workbook Appendix: Page 58 Why does Don Barnes call Mr. James? (He wants to change the time of the
appointment.)
When does he want to meet Mr. James? (He wants to meet Mr. James for lunch.)
He also wants to bring someone to the meeting. Who and why? (He wants to bring the
bank manager so that he can help him make any decisions.)
Post-writing classroom activity When you’ve completed your review of the students’ writing submissions in the
teacher management system, you may want to print the students' final copies of their
work for display and discussion.
Divide students into small groups in order to share their work with their classmates.
Encourage students to share the positive aspects of each other's work as well as
constructive criticism.
You can also print out a few sample student submissions (with the students' names
removed) and have students review the samples in small groups, or discuss in detail
one specific student submission that can be shared with the class using a projector.
After meeting in groups, ask for student volunteers to share their work with the class.
Student submissions can be displayed on a board in the classroom designated just for
student writing or within a class journal. Students can also add images, photographs, or
drawings to their printed submissions before they are displayed.


a. 1. received your message 2. meet for lunch 3. ask your bank manager to come
Workbook: Pages 13, 14 4. call you in the afternoon 5. talk tomorrow morning.
b. Students exchange messages with each other and give feedback about the
appropriate use of language used. Have some students read their messages aloud to
the class. Collect students’ work for assessment.
Role-playing a conversation between Before class, photocopy and cut up Handout 7. Tell students that they are now going
Mr. Barnes and Mr. James to role-play a meeting between Mr. Barnes and Mr. James. Divide the class into pairs
and give one student the half of Handout 7 labeled Student A and the other student
Handout 7: Lunch with Mr. James the half labeled Student B. Student A plays Mr. Barnes and Student B plays Mr. James.
(one for each pair of students) Students ask and answer questions based on the prompts on their handouts. Once
students have had time to prepare and practice, invite some volunteers to perform
their role-play in front of the class.


Pre Computer: London
Activity Procedure
Analyzing the format of an e-mail Tell students that they are going to read an e-mail. Ask:
Who do you usually write an e-mail to? (friends, family, co-workers)
What do you write about in an e-mail to co-workers? (arranging appointments, making
plans, asking for information etc.)
Draw an outline of an e-mail on the board. Include the general information that is
automatically included when composing an e-mail through an e-mail system.
From: e-mail address of sender

To: e-mail address of recipient
Subject: A few words that summarize the main topic of the e-mail (Meeting Summary,
Job Interview, New Project, etc.)
Introducing the topic of the computer lesson Explain to the class that they are going to read an e-mail related to work. Write the
following words on the board:
factory, location, offer, business, manage, London
Elicit the meaning of the words by using them in a context. Ask what they think might
be the content of the e-mail.


Post Computer: London
Activity Procedure
Reviewing the computer lesson Review the computer lesson by asking the following questions: Why is the writer of the
e-mail in London? (to look for a suitable factory site)
Workbook Appendix: Page 58 What will the factory produce? (T-shirts)
Where does the writer want the factory to be located? (near the city)
What does the writer want Yvonne to do? (manage the business)
Ask students if their predictions from the previous lesson proved correct.
Checking homework tasks Key:

a. Option 3 is the most suitable.
Workbook: Page 15 b. 1-T, 2-T, 3-F, 4-F, 5-F
Simulation: Rating factors for relocating a factory Discuss with the class whether they think that London was a good choice for Arlene to
locate her T-shirt factory. Elicit that it is surprising given that the cost of labor in
Handout 8: Build a Factory England is quite high. Tell students that they are going to take part in a simulation.
(one for each student) Divide the class into small groups and explain that they work for an American company
that produces cars. Explain that they want to move their company to a better location,
outside the U.S. and they must discuss the factors listed on their handout and try to
reach a consensus as to which are the most important factors in deciding a new
location. They should then try to think of a country that would be most suitable. Give
each student in the group a handout and have them elect a group secretary to write
down their answers and a group spokesperson to present them to the class.


Pre Computer: Fax It, Modals: Must, Modals: Had To
Activity Procedure
Discussing the best way to send messages Elicit the different ways of sending messages in addition to e-mails. List each one on
the board:
memos / letters / business documents/e-mails/catalogs/faxes/texts
Discuss the advantages and disadvantages of each way. For example:
E-mail is quick and efficient, but there is no official signature.
Information can be easily attached to an email.
Faxes can send pictures and handwritten information.
Using the modals must and have to Ask students:

How would you send a message that you must send as soon as possible? Emphasize the
word must. Tell students that must is a modal and means the same as have/has to.
Explain that they both share the meaning of obligation. Give some examples:
I must go home now. You have to come to the lesson on time.
Elicit the difference in form: must is not followed by to. Explain that must does not
have a past tense so had to is used instead. I had to leave before the party finished.
(There was no choice.)
Ask students to write ten things they must do during the course of a week (must
telephone my mother at least once a week) and also ten things they had to do when
they were younger (had to help with the dishes once a week).


Post Computer: Fax It, Modals: Must, Modals: Had To
Activity Procedure

Why did the speaker in the computer lesson need to send a fax? (He needs to send
Workbook Appendix: Page 59 something very important.)
Who were the speakers in the computer lesson? (a factory supervisor and two students)
Remind students that the computer text focusing on must dealt with safety gloves and
smoking in work areas. Ask students what the rules are about these items.
All workers must wear safety gloves.
Workers must not smoke in work areas.
Role-playing a phone conversation Divide the class into pairs and give each student a copy of Handout 9. Tell students
that they are going to use the prompts on their handout to write a phone conversation
similar to the one from the computer lesson. Once students have had a chance to write
Handout 9: A Phone Call their answers, review them and write a correct version on the board for them to refer
(one for each student) to. Then ask students to practice reading the dialogue. They should then sit back-to-
back to simulate a phone call and try to role-play the conversation without reading
from their handouts. They can then swap partners and role-play the phone call a
second time.

a. 1. Could you give this to Mr. Block? It’s very important.
Workbook: Pages 16, 17 2. I’m sorry. Mr. Block’s at the New York office today.
3. Oh, I see. Will he be here this afternoon?
4. No. He’s going to be in New York all week.
5. Then could you fax it to him?
6. Sure. I’ll send it right away.
b. Possible Answer

You: Could you give this to Mr. Block? It’s very important.
Secretary: I’m sorry. Mr. Block’s on vacation.
You: Oh, I see. Will he be here tomorrow?
Secretary: No. He’s going to be on vacation all week.
You: Then could you fax keep it until he comes back?
Secretary: Sure. I’ll look after it.
c. Have students read their dialogues to each other.
d. 1-e, 2-a, 3-d, 4-b, 5-c
f. Have students read their dialogue with a partner. Try to choose students who have
worked on different situations to present their dialogues in front of the class. The
class is asked to identify the situation chosen.


Pre Computer: Modals: Must Not/Don't Have To
Activity Procedure
Presenting and practicing mustn’t and don’t have to Write on the board:
You must wear safety glasses in the factory but you don’t have to wear them in the
cafeteria.
Explain that while must and have to have the same meaning, the negative forms
mustn’t and don’t have to have different meanings. Elicit that mustn’t means that you
are not allowed/permitted to do something, while don’t have to means it’s not
necessary to do something. Give students two minutes to write five things they must
do at work/school and five things they don’t have to do. Then have them exchange lists
with a partner and share their ideas with the class, e.g.:
I must arrive on time to work.
I don’t have to wear a tie at work.
I must do my homework.
I don’t have to drive to school.


Post Computer: Modals: Must Not/Don't Have To
Activity Procedure
Reviewing the computer lessons Review the Grammar dialogue by asking:

When is it necessary for the factory worker to wear gloves? (He mustn’t touch certain
bottles without gloves.)
Workbook Appendix: Page 59 Does he have to wear gloves everywhere in the factory? (No, he doesn’t)

a. 1. must 2. had to 3. had to 4. didn’t have to 5. had to 6. must 7. mustn’t
Workbook: Page 18 Remind students that must does not have a past form and that had to/didn’t have to
is used instead.
b. Have the students exchange the factory rules that they wrote for homework (using
must and mustn’t) with a partner. Have two to three students read the rules aloud
to the class.


Pre Computer: Work 2
Activity Procedure
dictionary definition – tap into prior knowledge students might have of the
word/topic. Then for each discussed word have students write and then orally share a
sentence for each. You can choose to have students share their sentences with the
class, in groups, or in pairs.
their list and compose a sentence for each. When students are finished, pair them
with a partner from the other half the class. Student pairs should now have two
different lists. Ask students to share their words with their partner and determine the


Post Computer: Work 2
Activity Procedure
end is the winner.
context.

Unit 3: Planning A Vacation

Workbook
Pages
Flight to Mumbai (includes writing activity) • Discussing situations when we buy tickets
A video clip about a businesswoman and a • Matching appropriate statements to situations
19, 20
backpacker waiting for their flight. • Using gerunds to discuss attitudes to flying
• Listing what you need to do before you fly
Village Tours • Reviewing ads for travel agencies

An advertisement describing the services offered • Role-playing booking a vacation 21, 22
by Village Tourist Agency. • Discussing good and bad vacations
Vacation At Last • Using role-playing booking a vacation

Two women are discussing their vacation. • Asking and answering questions about vacations
• Talking about a vacation
23, 24
Modals: Should • Using the modal should
Presentation and practice of statements using the

Present Simple.

Infinitives: After Verbs • Talking about what you should take on vacation
Presentation and practice of the use of infinitives • Using gerunds after verbs to talk about vacation preferences
after verbs. • Reviewing gerunds and infinitives after certain verbs
27
Gerunds: After Verbs
Presentation and practice of the use of gerunds
after verbs.
Travel • Using context clues to define a word

with the topic of travel. • Writing and sharing sentences with vocabulary words


Pre Computer: Flight to Mumbai
Activity Procedure
Introducing the topic of the unit Write the title of the lesson on the board: Flight to Mumbai. Ask students where they
might hear such an expression. Elicit that they could hear it in an airport.
Handout 10: Travel Questionnaire Ask students:

(one for each pair of students) What do people like to do after working hard? (take a vacation)
Tell students that the unit is called Planning a Vacation. Divide the class into pairs and
give each student a copy of Handout 10. Tell students to interview each other about
their vacation preferences, using the questions on the handout. Once they have
finished interviewing each other, have students report back to the class about their
partner’s preferences.
Discussing attitudes to flying Ask students:

Do you enjoy flying? Why?/Why not?
Ask students which airlines they know of and which they like to travel with. Go from
one student to the next, having each one naming an airline and its country of origin.
For example: Cathay Pacific (Hong Kong) / Aeroflot (Russia)
Introducing the topic of the computer lesson Tell students they are going to watch a video about two people who are waiting in an
airport. Ask students: What do you have to do before you travel? Write students'
suggestions on the board, e.g.:
Get a passport
Organize a Visa
Buy tickets
Pack
Change outgoing voice mail message
Check-in luggage

• to explain
• to describe
• to narrate
• to persuade
outline.
partner.

final review.


Post Computer: Flight to Mumbai
Activity Procedure
Reviewing the computer lesson Ask students the following questions:

Where does the video take place? (in an airport departures lounge)
What is the relationship between the people? (two strangers)
Workbook Appendix: Page 62 Do they board the flight in the end? (Yes, they do.)
Discuss with students whether they think the characters’ friendship will develop.

a. 1. flight 2. passengers 3. check-in 4. please 5. Airlines 6. boarding.
Workbook: Pages 19, 20 b. 1.True 2. False 3. True 4. False 5. False
c. Have students role-play the dialogue from b.
As an extension activity, have students write their own airport announcements

based on the examples in the workbook. Encourage them to record their

announcements and play them to the class.


Pre Computer: Village Tours
Activity Procedure
Discussing different kinds of transportation Before class, photocopy and cut up Handout 11. Divide the class into customers and
travel agents. Give eight students the role cards from Handout 11. Divide the rest of
Handout 11: Vacation Role-Play the class into 8 pairs (or less if there are not enough students). Each pair represents a
(one per student) travel agency. The customers visit each of the travel agents, who try to find them a
vacation they would like, according to their role card. You can help students to think of
vacations by bringing in or having them bring brochures from real travel agents. When
the customers have talked to all the travel agents, they decide on a travel agent to
book their vacation with.
Planning an itinerary Brainstorm with students different kinds of tours you can take:
jeep tours, horse riding, diving, trekking in the desert/mountain, biking, etc.
Have students sit in pairs and plan the itinerary for a 5-day tour for one of the trips on
the list. Once they have planned their itinerary, they should present it to the class.


Post Computer: Village Tours
Activity Procedure
Reviewing the computer lesson Review the computer lesson by discussing the effectiveness of the ad.
Workbook Appendix: Pages 62, 63

a. 1-Romantic Greece, 2-Alpine Magic, 3- Best of Paris
Workbook: Pages 21, 22 b. Have students tell the class which vacation they would like to go on.
c. Students exchange ads with a partner and give each other feedback on how to
make their ads more effective in terms of vocabulary and information. Give students a
chance to correct their work and then take it in for assessment. Make a class display or
brochure using the final, corrected version of students’ ads.
Role-play booking a vacation Have students role-play phoning Village Tours to book one of the vacations advertised
in their catalogue. Divide the class into pairs. Student A is the customer and Student B
is the travel agent. Brainstorm with students the kind of language they might use and
write it on the board for them to refer to e.g.:
Excuse me, I’m phoning about…
I’m interested in booking…
Is it possible to reserve…
Can I pay by credit card.? Give students time to prepare and practice their role-play
and then have them exchange roles and try a second role-play. Finally, ask for
volunteers to perform in front of the class.

Asking and answering questions about vacations Give students copies of Handout 12 and tell them to think about what they enjoyed
and didn’t enjoy about their last vacation and complete the handout accordingly. They
Handout 12: How Was Your Vacation? should then find a partner and ask and answer questions about their vacations. Once
(one copy per student) they have finished discussing their vacations have each student report back to the
class about their partner’s vacation experiences.


Pre Computer: Vacation at Last, Modals: Should
Activity Procedure
Presenting the language of advice Tell students that you are going away for the weekend and you need some advice from
them what to take with you. Ask:
What should I take with me?
Should I take an umbrella?
Should I take a hat, etc. (depending on the time of year and where you are going)
Explain that we use the modal should to give advice.
Making suggestions Tell students that they are going to listen to and take part in a dialogue in the
computer lesson where two women are discussing their plans for a beach vacation.
Brainstorm with students things they should pack if they are going on a beach vacation,
e.g.:
sun cream, hat, swimsuit, books.
Ask students:
Do you like going on beach vacations? Why or Why not?
Write on the board suggestions for places to spend a beach vacation.


Post Computer: Vacation at Last, Modals: Should
Activity Procedure
Reviewing the computer lessons Review the computer lessons by asking:

What do the women plan to do? (They are going to go to the beach every day, but one
Workbook Appendix: Page 63 has to go shopping first because she forgot her swimsuit.)
Ask students if they ever forgot something important like a swimsuit when they went
on vacation. Encourage them to share their experiences with the class.
Remind students that we use the expression “going to + go + gerund” to talk about
future plans. Elicit what students plan to do the coming weekend, e.g.:
I’m going to go shopping. I ‘m going to go swimming. I’m going to go dancing.
Review the Modals: Should by asking:
Who are the people? (Mother and son)

Vacation at Last:
a. 1-e, 2-c, 3-f, 4-b, 5-d, 6-a
Workbook: Pages 23, 24 b. and c. Students practice the dialogue they have written with a partner. Three
different vacation choices are given. Have three pairs of students demonstrate their
dialogue, preferably each one with a different vacation spot.
Modals: Should
a. shouldn’t, should I do?, should, Should, shouldn’t
b. Have students sit in pairs and use their ideas to give advice to their partner, using
should and shouldn’t. Ask students to share their ideas with the class and have all
students add at least one more sentence for each of the five vacations given, using
You should and You shouldn’t.
Brainstorm with the whole class on what they should take for: a cycling holiday:
helmet, cycling shorts or shirt, sunglasses, cycling gloves, bicycle pump / a skiing
holiday: skis, gloves, woolen hat, other warm clothes, goggles


Pre Computer: Infinitives: After Verbs, Gerunds: After Verbs
Activity Procedure
Presenting gerunds and infinitives after verbs Explain to students that some verbs are followed by an infinitive, e.g.:
decide, forget, hope, plan, promise.
Remind students that the gerund follows certain verbs, e.g.:
dislike, enjoy, finish, suggest.
Some verbs can be followed by both the gerund and the infinitive, e.g.:
begin, hate, like, love, start.
Using gerunds after verbs to talk about vacation Tell the class they are going use gerunds to discuss their vacation preferences. Divide
preferences the class into pairs and give each student a copy of Handout 13. Students should first
answer the questions on the handout themselves and then interview their partners.
Handout 13: What Do You Like Doing? Before they start, they should write down three more questions to ask their partner
(one for each student) using verbs which take gerunds such as hate, love, like, etc. Once students have
finished discussing their preferences, have each student report back to the class what
they have learned about their partner and whether they have anything in common or
not.
Homework tasks Have students use the verbs like, love, hate, dislike, plan, and enjoy to write six
sentences about their hobbies and interests.


Post Computer: Infinitives: After Verbs, Gerunds: After Verbs
Activity Procedure

What does the Rock star like to do? (play rock and roll)
Workbook Appendix: Page 63 Is the speaker in the second dialogue angry? (Yes, he’s being sarcastic when he says he
enjoys listening to the girl.)
Checking homework tasks in pairs or small groups Review students sentences about their hobbies and interests.


Pre Computer: Travel
Activity Procedure
or in pairs.


Post Computer: Travel
Activity Procedure
end is the winner.
context.

Unit 4: Eating Out

Workbook
Pages
Food • Learning vocabulary related to eating out

A radio review of the Prima Vera Restaurant. • Planning a restaurant 25, 26
• Choosing food from a menu
Pearl’s Party Service (includes writing activity) • Completing a cloze passage

• Giving and getting feedback on written work
An advertisement for a catering service. • Learning how to make complaints
• Learning how to make apologies 27, 28
• Discussing advantages and disadvantages
• Practicing preparing a menu
• Role-playing – ordering a dinner party
Japanese Restaurant • Learning how to make suggestions

A man and a woman are walking in the street • Learning vocabulary used to describe food and service
discussing their plans for the evening.
29
Adverbs: Comparisons
Presentation and practice of the comparative form
of adverbs.

Past Progressive: Progressive vs. Simple • Practicing speaking

Presentation and practice of differences between • Learning how to use the Past Simple and Past Progressive 30
the Past Progressive and the Past Simple. • Learning how to use adverbs to compare
Talking About Food • Using context clues to define a word

Presentation and practice of vocabulary • Creating word maps
associated with the topic of food. • Writing and sharing sentences with vocabulary words

Unit 4: Eating Out

Pre Computer: Food
Activity Procedure
Introducing the topic of the unit Tell students that topic for this unit is Eating Out. Ask:
Do you like eating out in restaurants? Why? Why not?
Workbook: Pages 25, 26 Are restaurants in this country expensive?
Is it easy to get a good meal out?
Planning a restaurant Tell students they are going to plan their own restaurant. Divide the class into small
groups and give each student in the group a copy of Handout 14. Tell them that they
Handout 14: Plan a Restaurant are first going to think about what they look for in a good restaurant. Then they should
(one for each student) complete the sentences on their handout and finally, think of a name, location, type of
food and sample menu for their restaurant. Give students time to work through the
handout and then have them share their ideas with the class. Take a class vote on the
restaurant that seems best. Once you have checked their menus, each group should
write them out and decorate them on cards. Hang them up around the room.
Choosing a suitable restaurant Before class, photocopy and cut up Handout 15 into role cards. Tell students that they
have just been promoted in their job and they want to celebrate with three friends by
Handout 15: Choose a Restaurant eating out. In groups of four, students go round the room reading the menus from the
(one for each student) previous activity and decide on a suitable restaurant. Each student receives a different
role card. One member of the group is a vegetarian, another is allergic to fish, a third is
on a diet, and the host cannot eat fried foods.

Introducing the topic of the unit Ask students:

How do you choose the restaurants you go to?
(newspaper ads, word of mouth, friends recommend it, restaurant reviews)
Tell students they are going to listen to a restaurant review.

Unit 4: Eating Out

Post Computer: Food
Activity Procedure
Reviewing the computer lesson Review the computer lesson by asking:

Do you remember the name of the radio reviewer? (Gore May)
Workbook Appendix: Page 66 Elicit that this is a pun on “gourmet.”
What was the name of the restaurant? (Prima Vera)
Did Gore May recommend the restaurant to listeners? (No, most certainly not!)
Elicit from the students the six specific complaints about the Prima Vera Restaurant
that Gore May had: 1. He was kept waiting for a table for 45 minutes. 2. The table was
dirty. 3. The food was expensive. 4.The rolls weren’t fresh. 5. The fish was cold. 6. The
chocolate cake had a stone in it.

a. 1. clean 2. food 3. expensive 4. ingredients 5. fresh 6. cold 7. stone
Workbook: Pages 25, 26 Explain that when students have to complete a cloze passage, they should always
read through all the text first. They should also check the verb, deciding whether it is
singular or plural. For example: in (4), the verb is plural, so the subject must be
plural, too. Have the pupils write a new dialogue in which the manager tries to be
more apologetic. Elicit expressions such as: I’m terribly sorry, I apologize, I’ll take
care of it, unfortunately, let me offer you …... Have pairs of students practice their
dialogue in front of the whole class. Ask for comments as to how the new dialogue
would make for better business.
b. After writing their reviews, students exchange restaurant reviews with a partner
who checks to see if they have included all the criteria listed in the workbook.
Students then read their restaurant reviews to the class. Give students general
comments about how they could improve their work and then give them time to
correct their work and hand it in for assessment. Once you have returned their work
with your corrections you can have them record their review on a tape recorder or
even produce a radio food program.

Unit 4: Eating Out

Pre Computer: Pearl's Party Service
Activity Procedure
Introducing the topic of the computer lesson Tell students they are going to read an ad for a party service. Tell students that
sometimes people prefer to entertain guests at home instead of at a restaurant. In
groups of four, have the students write the advantages and disadvantages of using a
party service as opposed to preparing the food on your own. For example:
A company costs more money, but saves time and effort.
Doing it yourself may give more satisfaction and be more personal, but is a lot more
work, and may not be as successful.
Discussing food preferences Write on the board:

Vegetarian / Barbecue / Dairy / Fish / Chinese / Indian
Take a vote. Ask students:
Which type of food would you choose for a dinner party? Have students explain their
choices.
• to explain
• to describe
• to narrate
• to persuade

outline.
partner.
final review.

Unit 4: Eating Out

Post Computer: Pearl's Party Service
Activity Procedure

Do you remember the food Pearl’s Party Service serves? (salad and fresh rolls / grilled
Workbook Appendix: Pages 66, 67 fish or chicken / strawberries and cream and chocolate nut cake)

a. Words to describe food: baked, delicious, fresh, grilled, homemade, whipped.
Workbook: Pages 27, 28 Kinds of food: cake, chicken, cream, fish, rolls, salad, strawberries. Have students
match the adjective with the correct noun / food: delicious strawberries / fresh rolls
/ grilled fish / whipped cream / homemade chocolate nut cake / (freshly) baked rolls
b. 1. freshly 2. delicious 3. successful 4. expensive 5. angrily 6. important

c. Students use the reservation forms they have prepared as the basis for a role-play.
Have them take turns phoning each other and ordering a party. Before they begin,
brainstorm for words and phrases they might want to use and write them on the
board:
I’d like to order a party menu.
What type of party?
When is the party?
How many guests?
Where is the party?
What kind of food would you like?
d. Possible questions:
1. How can I help you?
2. Who is the party for?
3. How many guests are you expecting?
4. When is the party?
5. What kind of food would you like?
Planning a menu Ask students:

Do you think Pearl’s menu is suitable for a dinner party?
If not, what other suggestions would they make?
Handout 16: Henry’s Birthday Is the menu suitable for people with special diets.
(one for each student) Divide the class into pairs and give each student a copy of Handout 16. In pairs, have
the students prepare a party service menu according to the situation described in the
handout. When they finish, have them check another pair’s menu, as if they were the
customers described in the handout.

Unit 4: Eating Out

Pre Computer: Japanese Restaurant, Adverbs: Comparisons
Activity Procedure
Introducing the language of the computer lesson – Write on the board:

making polite suggestions Would you like to come to dinner? Tell students Would you like to and Let’s are polite
ways of making a suggestion or request. Tell students that two friends are discussing
where to go. For example:
see a movie / eat some pizza / go to a baseball game / go to a concert / have a coffee
Ask students to complete:
Would you like to …?
Brainstorm for interesting ideas. Then have students complete: Let’s … They should
introduce some new ideas. For example:
take a walk / try the new (Chinese) restaurant / take a swim

Unit 4: Eating Out

Post Computer: Japanese Restaurant, Adverbs: Comparisons
Activity Procedure

What were the couple planning on doing? (going to a Japanese restaurant and seeing a
Workbook Appendix: Page 67 movie)
Where do you want to have breakfast?
Have the student reply with: Let’s …
Ask another student:
Where do you want to have a morning break?
Answer: Let’s …
Go through the different meals and breaks and ask students to make a different reply
each time.
Discuss whether they think driving slowly is always driving carefully. Ask:
Do you drive well?
Who drives the most carefully in your family?
Do you think men drive better than women?
Checking homework tasks in pairs or small groups In pairs, have students practice the dialogue they prepared for homework. Have two
pairs demonstrate their dialogue before the whole class.
Workbook: Page 29 In pairs, have students answer the questions in c. Have them develop a dialogue based
on their decisions. Have two pairs demonstrate their dialogue.

Unit 4: Eating Out

Pre Computer: Past Progressive: Progressive vs. Simple
Activity Procedure
Discussing the difference between the Past Simple and Write the following on the board:
Past Progressive While I was eating the cake, I broke a tooth.
Explain that the verb broke is written in the Past Simple form while was eating is
written in the Past Progressive. Explain that the Past Simple expresses a completed
Workbook Appendix: Page 67 action in the past; The Past Progressive expresses an action that was not completed or
finished.)
Your students should know the Past Simple form. If not, remind them that regular
verbs add -ed and that there are many irregular verbs.
Elicit how the Past Progressive form is constructed:
subject + was/were + base verb + -ing
Remind students that the last letter of a word is doubled when adding -ing if the form
is Consonant + Vowel + Consonant (chat - chatting). Have students look at the text of
the computer lesson on page 67 of their workbooks and have them underline in one
color all the verbs they can find in the Past Simple and in another color, all the verbs in
the Past Progressive. When they have finished discuss their answers in class.

Presenting the comparative form of adverbs Ask students:

Do you know what an adverb is?
Elicit that an adverb describes a verb; it gives information about how the action is
Handout 17: Writing Ads done. Quickly, carefully are adverbs. More and most before the adverb turn the adverb
(one for each student) into its comparative form.
Have students read the ad on the handout. Elicit the adverbs by asking:
How does Joey deliver his bagels? (More quickly than any other baker).
Explain that better is the comparative form of the adverb well.

Joey makes bagels better than any other baker.
Most before the adverb shows there is nothing (or no one) to compare with it.
Joey’s bagels are the most carefully prepared-of all bagels.
Have students make up their own ad using adverbs in the comparative form.

Unit 4: Eating Out

Post Computer: Past Progressive: Progressive vs. Simple
Activity Procedure
Reviewing the computer lessons Draw a small diagram of a crossroad on the board. Mark out a plan of the accident
described in the text from the previous computer lesson. Remind the students that a
Workbook Appendix: Page 67 red sports car was turning left and was hit by an oncoming car.
Ask questions:
What time was it when the accident happened? (8 o’clock)
Were many cars on the road? (Yes)
Why? (Because many people were driving to work.)
What happened when the red car was turning left? Indicate with your hand on the
diagram the car turning left. (Another car hit it.)
Were any people hurt? (No)
Did the car hit the driver’s side or the passenger side of the car? (passenger side)
Review the Past Progressive. Remind students that the Past Progressive describes an
incomplete action in the past. Ask:
Imagine the accident. What else do you think was going on at the time of the accident?
Were pedestrians crossing the road?
Ask for more ideas. For example:
Some cars were turning left.
Other cars were waiting at the traffic lights.
A dog was running across the road.
People were waiting for a bus.
Joggers were running along the sidewalk.


a. wait/crash, read/spill, eat/break, enjoy/start, pay/come over
Workbook: Page 30 b. 1. was waiting 2. crashed 3. was reading 4. spilled 5. I was eating 6. broke
7. was enjoying 8. started 9. was paying 10. came over
Go through the story one more time, asking students to tell the story in the third
person. For example:
When Gore May was waiting for his table, the manager of the restaurant crashed into
him.

Unit 4: Eating Out

Pre Computer: Talking About Food
Activity Procedure
or in pairs.

Unit 4: Eating Out

Post Computer: Talking About Food
Activity Procedure
end is the winner.
context.

Unit 5: Traveling Abroad

Workbook
Pages
Airport Arrivals • Introducing the unit topic

A video clip of two businessmen meeting in the • Discussing travelling for work
arrivals hall of the airport. One has just arrived • Brainstorming problems with flights 31, 32
from Sydney and his luggage was lost along the • Role-playing a dialogue set in Airport Arrivals
way.
Rita's Trip Abroad • Listing documents needed for a trip abroad

A story about Rita’s first time away from her small • Learning vocabulary related to travel to a foreign country
33
village in Mexico. She is on a flight to Washington, • Sequencing the stages of coming into a new country by plane
D.C. to visit her aunt and uncle.
Information • Asking and answering about vacationing in Paris

A man is asking someone on the street how to get • Using adverbs of manner to describe what you are doing at the
to a hotel. moment
• Explaining how to get from your house to the English class 34
Adverbs: Form
Presentation and practice of the formation of
adverbs.

Future: Will vs. Going To • Practicing asking for and giving directions
Presentation and practice of count and non-count • Asking and answering questions about train and bus times using the
nouns. Present Simple
• Using the Present Progressive to talk about future plans
Future: Simple Present • Listing and categorizing adjectives to describe emotions
Presentation and practice of count and non-count 35, 36
nouns.
Future: Present Progressive

Presentation and practice of count and non-count
nouns.
Travel 2 • Using context clues to define a word

with the topic of travel. • Writing and sharing sentences with vocabulary words


Pre Computer: Airport Arrivals
Activity Procedure
Introducing the unit topic Introduce the topic of the unit, Traveling Abroad. Ask: How do most people travel
aboard? What is the fastest way? Take a class poll on the country students would most
like to travel to.
Discussing different kinds of transportation Tell the class they are going to have a discussion about transportation. Divide the class
into small groups and give each student in the group a copy of Handout 18. Students
Handout 18: What We Think About Transportation should first decide themselves how they rate the different forms of transportation
(one per student) listed on their handouts and then they should discuss their answers with the rest of
the group. They should then try to decide as a group on three forms of transport that
they recommend. Once students have finished the activity, encourage them to share
their answers with the class.
Discussing travelling for work Ask students if they ever travel for work. Ask them what might be some of the
advantages and disadvantages of a job that involves travel. Write their suggestions on
the board in two columns under the headings Advantages and Disadvantages.
Possible Advantages: interesting, variety, meet new people
Possible Disadvantages: tiring, missing family, stressful
Brainstorming problems with flying Tell students that they are going to watch a video that takes place in the airport arrivals
between two businessmen. Brainstorm with students possible problems that you could
have on a flight such as: delays, lost luggage, missing the flight, feeling ill. Encourage
students to share about bad travel experiences they might have had.


Post Computer: Airport Arrivals
Activity Procedure
Reviewing the computer lesson Ask students: What went wrong with the man’s flight? (he lost his luggage, the flight
was very long)
Workbook Appendix: Page 70
Airport Arrivals role-play Divide the class into pairs and ask them to write a similar dialogue between two
colleagues or friends who meet at airport arrivals. Encourage students to act out their
scenes in front of the class.

a. 1, 3, 5, 6
Workbook: Pages 31, 32 b. 1. 23 hours
2. Bangkok
3. The airline lost it
4. to a clothing store
c. Accept all logical answers.
d. Accept all logical answers.


Pre Computer: Rita's Trip Abroad
Activity Procedure
Listing documents needed for a trip abroad Divide students into groups of four and have them list the documents that they would
need to take with them on a trip abroad. One member of the group should write
down their ideas and report to the class.
Possible answers: Flight ticket, passport, money or travelers checks, a credit card, any
letter, fax or Internet confirmation of accommodation, car rental confirmation,
confirmation of trips booked in advance, bus and train confirmation of tickets
Sequencing the stages of arriving in a new country by In pairs, have students sequence the stages that a traveler flying into a country from
plane abroad must go through before he can leave the airport. Make sure students
understand the language used in the handout. Note that the sequence may vary
Handout 19: At the Airport slightly from airport to airport. If you have students who are used to foreign travel,
(one for each student) encourage them to talk about their experiences at different airports.
Introducing the topic of the computer lesson Tell students that they are going to read a story called “Rita’s Trip Abroad”. Ask
students to think how they would feel if they were traveling abroad for the first time.
Elicit adjectives such as: excited, optimistic, nervous, scared, worried, anxious


Post Computer: Rita's Trip Abroad
Activity Procedure
Reviewing the computer lesson Ask students the following questions:

Where is Rita from? (Mexico)
Workbook Appendix: Page 71 Where is she going? (Washington)
Who is she going to stay with? (her aunt and uncle)
Ask students if any of them have been to either Mexico or the United States.
Encourage them to tell the class about their experiences, particularly if they have been
to Washington.

a. Transportation – boat, plane, train
Workbook: Page 33 Accommodation – boat, hotel, tent, youth hostel
People – foreigner, immigration officer, tourist
Objects – immigration form, passport, round-trip ticket, tent
b. Possible answers:
1. good 2. great 3. sightseeing 4. English 5. good 6. slowly 7.clearly 8. happy
c. In pairs, students read their postcards aloud to each other. Then take in students’
work for assessment. Once you have returned their work and given them the chance to
correct it, they can create a display of their postcards on the classroom notice board.
Expanding on the content of the computer lesson Ask if anyone has been to Paris. Brainstorm with students what they know about Paris,
e.g.: capital of France, lots of museums and art galleries, lots of shops, great food, very
busy, etc. Divide the class into pairs and give one student the copy of Handout 20
labeled Student A and the other student the copy labeled Student B. Explain that each
Handout 20: Vacation In Paris student has half an article about vacationing in Paris. They should ask each other
(one for each pair of students) questions in order to find out the missing information. Give students time to ask and
answer each other’s questions and then review the answers with the whole class.


Pre Computer: Information, Adverbs: Form
Activity Procedure
Presenting and practicing adverbs Write the first sentence of the “Rita’s Trip Abroad” on the board: “Ladies and
gentlemen, our flight is arriving shortly in Washington, D.C.” Ask students what
“shortly” means, elicit that it means in a short time or soon. Ask students if they know
what part of speech it is. Elicit that it is an adverb. Remind students that adverbs are
words that we use to describe verbs. That is, they tell you HOW something is done. The
regular form is: Adjective + ly. Elicit other examples of common adverbs from students
such as: quickly, slowly, happily, sadly. Point out to students that irregular adverbs
include: well, hard, fast, straight. Ask students: Are you studying/working hard at the
moment? Do you generally learn new things quickly or slowly? Is your work/course
going well, or badly? Students should reply, using an adverb of manner.
Presenting and practicing basic directions Ask students: Are you good at giving directions? What’s the best way to give
directions? Elicit adverbs such as: slowly, clearly, simply. Tell students that they are
going to listen to and take part in a dialogue in which someone is asking for travel
information. Tell them that it is important for them to learn how to ask for directions
as this is something they will almost certainly need if they travel abroad. Ask students
What’s the easiest way to get from your house to class? Write students’ answers on
the board and elicit answers such as by bus, by taxi, by car.
Ask students how you could have agreed: I’d love to. That’s a great idea!, etc.


Pre Computer: Information, Adverbs: Form
Activity Procedure
Reviewing the computer lessons Ask:

Where does the computer lesson take place? (in the street)
What is the topic of the second dialogue? (soccer)
Ask students if any of them play soccer. Ask them if they play well and if they are fast
runners.

a. 1-d, 2-f, 3-b, 4-e, 5-c, 6-a
Workbook: Page 34 b. In pairs, have students role-play the dialogues they wrote for homework. Ask
students to give feedback to each other regarding the use of polite expressions, correct
question forms, and clarity. Ask for volunteers to role-play the dialogue in front of the
class.
Further practice in asking for and giving directions Divide the class into pairs and give one student the copy of Handout 21 labeled
Student A and the other student the copy labeled Student B. Tell students that they are
Handout 21: Directions going to practice asking for and receiving travel information. Have them read their
(one for each pair of students) role-plays and make sure they understand that they must each mark certain things on
their map and then explain to their partner how to get to those things.


Pre Computer: Future: Will vs. Going to, Simple Present, Present Progressive
Activity Procedure
Introducing and practicing: Future: Simple Present Write the following sentences on the board:
Future: Present Progressive The flight leaves in ten minutes.
I’m going abroad next week.
Bus and train timetables Ask students to identify the tenses of the sentences. Elicit that the first sentence uses
the Present Simple and the second uses the Present Progressive. Ask students if the
sentences are talking about the past, present or future – elicit that although both
sentences technically use the present tense they both convey future meaning. Explain
to students that we often use the Present Simple to talk about fixed, timetabled future
events such as plane, bus and train times.
Bring in or have students bring in different bus and train schedules and have students
practice asking and answering questions about the train and bus times using the
Present Simple.
Ask the class: What are you doing this weekend? Go round the class and elicit Present
Progressive sentences from students.
Introducing and practicing Will vs. Going To Write on the board the following sentences:
I’m going to visit my aunt and uncle in Washington this summer.
I expect I’ll really improve my English.
Ask students what tense the sentences convey – elicit that it is again the future. Ask
students when we use Future Simple (will + base verb) and when we use going to to
express future meaning. Elicit that we use will to talk about certain, fixed future events
and predictions and going to talk about future plans. Divide the class into pairs and ask
them to tell each other what they are going to do this weekend. Have students report
back to the class about their partner’s plans, e.g.: Maria is going to visit her sister this
weekend. Klaus is going to study for his English test.



Post Computer: Future: Will vs. Going to, Simple Present, Present Progressive
Activity Procedure
Reviewing the computer lessons Ask students if they remember where the computer lesson dialogues took place. (at
the Doctor, at the airport, at work) Ask students if they remember which form of the
Workbook Appendix: Page 72 future expresses a belief (will), which a fixed, timetabled event (Present Simple) and
which future plans. (going to/Present Progressive)
Divide the class into pairs and have them write two examples of each future form.
When they have finished encourage them to write their answers on the board.

a. Encourage students to explain how they arrived at their answer. 1.Rita is going to
Workbook: Pages 35, 36 New York. She has a ticket to Washington – New York –Washington. 2. She doesn’t
expect cold weather because she took a sun hat and sunglasses with her. 3. She is
going to go sightseeing and take photos. She took a guidebook and camera. 4. Her
trip is on June 20th. 5. Accept all logical answers, e.g.: Rita will enjoy herself because
this is her first visit to New York. / Rita won’t enjoy herself because New York is a
very big city and could be frightening because Rita is from a small village.
d. In groups, students decide on a vacation and consider the 5 questions in activity c.
Have the groups present their ideas in front of the class and have the class
comment on what each group planned. For example: Is it practical to do a
sightseeing tour of Washington and New York in the summer, when it is very hot or
in the winter, when it is very cold and snowy?
Take a vote on the best-planned vacation.


Pre Computer: Travel 2
Activity Procedure
or in pairs.


Post Computer: Travel 2
Activity Procedure
end is the winner.
context.

Unit 6: Emotions
Workbook
Pages
Drama • Discussing how emotional you are

The continuing saga of the TV soap opera • Discussing hospital soap operas
37, 38
“Hospital Adventures.” • Predicting the next episode of a soap opera
• Planning a soap opera
Malcolm's Special Day (includes writing • Talking about a day that was special for you
activity) • Completing a questionnaire about attitudes to birthdays
The story of Malcolm’s birthday. He thinks his wife • Talking about surprise birthday parties 39, 40
has forgotten it but he returns home to a surprise • Giving advice how to approach someone at a party
party. • Discussing behavior at parties
There’s Tom • Role-playing asking for and giving advice

A girl sitting in a café with her friend is suggesting 41
how the friend can meet a boy she is interested in.
Past Progressive: Statements • Playing a game with Past Progressive sentences

• Reviewing the Past Progressive with a card game
Presentation and practice of statements using the
Past Progressive.
42
Past Progressive: Questions and Answers
Presentation and Practice of questions and
answers using the Past Progressive.

Adjectives 3 • Using context clues to define a word

with the topic of adjectives. • Writing and sharing sentences with vocabulary words

Unit 6: Emotions
Pre Computer: Drama
Activity Procedure
Introducing the unit topic Tell students that the title of the unit is “Emotions”. Brainstorm with them all the
different adjectives that they know to describe emotions. Write their suggestions on
Brainstorming words for emotions the board and then have students categorize the words under positive and negative
emotions.
Possible Positive Emotions: happy, excited, interested, cheerful, calm, relaxed, amused
Possible Negative Emotions: sad, miserable, frightened, jealous, upset, angry
Discussing emotions Ask students: How emotional are you? Discuss with them if it is acceptable in their
culture to display emotions in public. Then divide the class into pairs and give each
Handout 22: How Emotional Are You? student a copy of Handout 22. Tell students they are going to discuss their emotions
(one for each student) with each other. They should first answer the questions on their own and then share
their answers with their partner. Once students have had time to complete the
questionnaire, encourage them to share their answers with the class.
Discussing TV series about hospitals Tell students they are going to watch an episode from a soap opera set in a hospital.
Ask students to guess how the characters in the episode are probably feeling. Elicit
words such as: shocked, afraid, anxious, worried, panicky, frightened, upset. Ask
students if they have ever watched a TV series about hospitals, such as E.R. or Chicago
Hope. Take a vote on whether students enjoy TV series about hospitals and which
series they like best.

Unit 6: Emotions
Post Computer: Drama
Activity Procedure
Reviewing the computer lesson Ask students: What happened to Chad? (He hit his head in an accident and lost his
memory.) Ask students if something similar ever happened to them. Discuss what
Workbook Appendix: Page 79 happened and how they felt.

a. 1. Chad 2. Narrator 3. Doctor 4. Morgan 5. Narrator 6. Morgan
Workbook: Pages 37, 38 b. 1. The drama is called “Hospital Adventures”.
2. Morgan is Chad’s wife.
3. As he was walking home from work, he fell and hit his head.
4. He lost his memory.
5. The doctor wants to operate.
6. Accept all logical answers.
Predicting what will happen next Discuss the narrators’ questions at the end of the episode:
Will Chad get well?
Will he get his memory back?
Does he have health insurance?
Divide the class into pairs and tell them they have five minutes to plan what will
happen in the next episode of “Hospital Adventures”. Once students have made their
predictions, encourage them to share their ideas with the class.
Planning a Soap Opera Tell students that they are now going to plan their own soap opera. Divide the class
into small groups and give each student in the group a copy of Handout 23. Tell
Handout 23: Plan A Soap Opera students to elect a secretary to write down the group’s ideas and a spokesperson to
(one for each student) present them to the class. Give students time to plan their soap opera, then have each
group present their soap opera to the class and act out their sample dialogue.

Unit 6: Emotions
Pre Computer: Malcolm's Special Day
Activity Procedure
Sharing special day experiences Tell students they are going to read a text called “Malcolm’s Special Day”. In pairs,
have students tell each other about a day that they remember that was special for
them. Tell them to discuss: what they did, why the day was special, who they spent it
with, how they felt, etc.
Then have each student report back to the class on their partner’s special day.
• to explain
• to describe
• to narrate
• to persuade
outline.

partner.
final review.

Unit 6: Emotions
Post Computer: Malcolm's Special Day
Activity Procedure
Reviewing the computer lesson Ask students: What was so special about Malcolm’s day? (His wife made him a surprise
birthday party.)
Ask students if they have ever had a surprise birthday party or have organized one for
someone else. Encourage them to tell the class what happened and how they felt.
Completing a questionnaire about birthdays Give students the handout, which is a questionnaire about celebrating birthdays. Read
the questions aloud and ask students to think about their answers. Students sit in
Handout 24: Birthdays Questionnaire pairs, and use the questionnaire to interview their partner about birthdays and parties.
(one for each student) The interviewer ticks off his/her partner’s answer. Have a poll about students’ feelings
about birthdays and parties.


a. 1-d, 2-b, 3-a, 4-c, 5-e
Workbook: Pages 39, 40 b. In pairs, students use the pictures to tell their partner what happened to Malcolm.
c. 1-e, 2-f, 3-c, 4-a, 5-d, 6-b
d. Students share the diaries they wrote at home with a partner. Encourage students to
give each other constructive feedback about correctness of spelling and grammar,
and the use of the Past Progressive and Past Simple. Once students have had a
chance to correct their work, collect it for assessment.

Unit 6: Emotions
Pre Computer: There's Tom
Activity Procedure
Introducing the topic of the computer lesson Write the following sentences on the board:
What should we do about Tom’s birthday?
You really ought to arrange a party for him.
Why don’t we make it a surprise party?
Elicit from students that we use should and ought to ask for and give advice.
Ask:
What should you do if you see someone you like at a party? Write their advice on the
board:
You should talk to the person.
You should offer them a drink.
You should ask them to dance.
You should ask your friend to talk to them.

Unit 6: Emotions
Pre Computer: There's Tom
Activity Procedure
Reviewing the computer lessons Ask students: What advice did the girl give her friend? (to go and talk to him) Ask
students if they agree with her advice and whether it is acceptable behavior in their
Workbook Appendix: Page 75 culture for a girl to approach a boy she doesn’t know.
Vocabulary to describe emotions Before class, photocopy both pages of Handout 25. Divide the class into pairs and give
one student the handout labeled Student A and the other the handout labeled Student
B. Students take turns defining emotions to each other. Allow them to work with
Handout 25: Guess the Emotion dictionaries. Give students time to ask and answer each other’s questions. Then review
(one for each pair of students) the vocabulary and the definitions they come up with in class.
Dictionaries

a. 1. Look. There’s Tom.
Workbook: Page 41 2. Why don’t you go over and talk to him?
3. Do you think I should?
4. If you like him, you really ought to.
5. But what if he doesn’t want to talk to me?
6. Well, you shouldn’t worry about that.
c. Have students practice the dialogues they wrote and then choose a few to act out
their dialogue in front of the class.

Practicing asking for and giving advice Divide the class into pairs and give one student the copy of Handout 26 labeled
Student A and the other student the copy labeled Student B. Tell students that they
Handout 26: What Should I Do? are going to practice asking for and giving advice. Have them read their role-plays and
(one for each pair of students) make sure they understand that they must do. Give students time to prepare and
practice and then ask for students to perform their role-plays in front of the class.

Unit 6: Emotions
Pre Computer: Past Progressive: Statements, Questions and Answers
Activity Procedure
Presenting the Past Progressive Write on the board: What were Malcolm’s friends and relatives doing when he came
home? Elicit: They were smiling and laughing. Explain to student that the first half of
the question is in the Past Progressive because it is describing something that was
happening for an extended period of time. Explain that Past Progressive is formed from
the past of Be + base form of the verb + ing. Have volunteers come up to the board and
write the different forms of the tense:
I was laughing
You were laughing
He/she was laughing
We were laughing
They were laughing
Practicing the Past Progressive Play a game. Go round the class asking each student: What were you doing at 8 o’clock
last night? Each student must answer using the Past Progressive, but no one must
repeat the same answer. Answers don’t have to be serious.

Unit 6: Emotions
Post Computer: Past Progressive: Statements, Questions and Answers
Activity Procedure
Reviewing the computer lessons Ask students what was happening in the two computer lessons.
(A woman was answering the phone. A police officer was interrogating a suspect.)

a. 1. Debbie was baking a cake.
Workbook: Page 42 2. Malcolm’s friends were decorating the room.
3. Malcolm’s mother was setting the table.
4. Malcolm’s brother was making popcorn.
b. 1. was I doing, 2. were walking, 3. wasn’t looking, 4. was going, 5.were
daydreaming, 6. was thinking
Playing a game to practice the Past Progressive Before class, photocopy and cut up Handout 27 so that each student has a set of cards.
Divide the class into pairs, each student gets one set of cards. Have students place the
cards face down in front of them. Each student turns over two cards and has to try to
use the cards in a sentence using the Past Progressive and the Present Simple, e.g.: I
Handout 27: Past Progressive Game was driving my car when I saw you. If the student manages to use both verbs in a
(one set of cards for each student) logical and grammatically correct sentence, he/she takes another turn. The first
student to finish all his/her cards is the winner.

Unit 6: Emotions
Pre Computer: Adjectives 3
Activity Procedure
or in pairs.

Unit 6: Emotions
Post Computer: Adjectives 3
Activity Procedure
end is the winner.
context.

Unit 7: Making Excuses

Workbook
Pages
Family • Discussing the meaning of the word excuse

A voice mail message from Susan to say that she • Choosing excuses for different situations
43
has a cold and won’t be attending a party that • Matching excuses to situations and then role-playing them
night.
The Party • Discussing polite ways of making excuses

A story about a man who forgot that he has to • Predicting a story based on the first lines 44
help his wife prepare for a party that night.
Lunch • Talking about excuses you have made

A woman is turning down a lunch invitation from a • Choosing appropriate excuses and using them in a role-play
young man in her office. • Playing a sentence making game to practice adjectives that take
infinitives 45, 46
Infinitives: After Adjectives
Presentation and practice of the use of infinitives
after adjectives.
Infinitives: After Objects • Writing sentences using infinitives after objects

Presentation and practice of the use of infinitives • Using Gerunds to talk about what you are good at
after objects. • Using Gerunds to talk about likes and dislikes
Gerunds: As Subjects
Presentation and practice of the use of gerunds as
subjects.

Health • Using context clues to define a word

with the topic of health. • Writing and sharing sentences with vocabulary words


Pre Computer: Family
Activity Procedure
Introducing the unit topic Write the title of the unit: Making Excuses on the board. Ask students if they know
what an excuse is. Elicit that it is a reason that we give to explain something that didn’t
work out the way we intended. Explain that we give excuses when we don’t want to
disappoint someone or get ourselves into trouble. Ask students: What can you say if
you someone invites you to a party and you don’t want to go? List students’
suggestions on the board, e.g.:
Possible Excuses: you are ill, you are tired, you have another party to go to, you don’t
like parties.
Choosing excuses for different situations Divide the class into pairs. Give each student a copy of Handout 28 and explain that
they are going to read about four different situations which each require a different
excuse. Read the situations with the class and make sure they understand them. Then
read the list of excuses and tell students they should decide which excuses are most
Handout 28: Choosing the Best Excuse suitable for each situation. They can also write their own excuse, if they don’t like the
(one for each student) ones given. Encourage students to share their answers with the class. Have students
role-play at least one of the situations in the handout.


Post Computer: Family
Activity Procedure
Reviewing the computer lesson Ask:

What was the relationship was between the caller and the person she was leaving the
Workbook Appendix: Page 78 message? (mother and daughter)
What was the situation? (The daughter was unable to go to her aunt’s party.)
What was the excuse? (The daughter feels ill.)
Have students decide whether Susan was really sick or just making an excuse not to go
to the party.

a. 1. headache 2. pill 3. worry 4. party 5. lie down 6. call
Workbook: Page 43
Practicing making excuses Before class, photocopy and cut up Handout 29 into strips of questions and answers.
Divide the class into two groups and give each student in Group A a question strip and
each student in Group B an answer strip. Tell students to get up and walk around until
Handout 29: Find a Match they find someone who can match their question/answer.
(one for each group) When they have found a match they should sit down and use their sentences as the
basis for a dialogue. Give students time to prepare and practice their dialogue and then
ask for volunteers to perform in front of the class.


Pre Computer: The Party
Activity Procedure
Predicting the story Tell students that they are going to read a story called, “The Party”. Write the following
opening sentences from the reading text on the board:
After a long, busy day at work, Jason was finally going home. He was tired. He wasn’t
thinking about anything special…
Ask students to anticipate the rest of the story. In the next lesson find out whether
anyone came near to guessing the real story.


Post Computer: The Party
Activity Procedure
Reviewing the computer lesson Discuss how the story differed from the stories the students predicted. Ask them which
story they liked better.

a. 1-f, 2-a, 3-d, 4-c, 5-b, 6-e
Workbook: Page 44 Ask students to underline the key words in the story that they used to arrive at the
answers of the exercise. Stress the importance of scanning for information. Students
don’t have to read every word in order to do the activity.
Talking about excuses Have students sit in pairs and tell their partners about excuses they have made. Ask for
volunteers to share their stories with the class.


Pre Computer: Lunch, Infinitives: After Adjectives
Activity Procedure
Making excuses Tell students they are going to further practice making excuses. Give students copies of
Handout 30 and have them work in pairs. Students are asked to choose between three
Handout 30: I’m Afraid I Can’t excuses, as well as add another of their own. Ask students why they chose a certain
(one for each student) excuse and rejected others. Have students choose one of the situations as the basis for
a role-play. Give them time to prepare and practice their dialogue and then ask for
volunteers to perform in front of the class.
Presenting Infinitives: After Objects Explain to students that there are certain verbs that can be followed by a
noun/pronoun and then by the infinitive, e.g.:
Jim’s boss told him to come into his office at once. (Him is an object pronoun. The
object is a noun, noun phrase or pronoun that follows the verb.)
Write the following verbs on the board: advise, order, tell, forbid, want. Explain that
they are all followed by infinitives after objects. Ask students what the verbs have in
common - elicit that they are verbs for telling someone what to do.
Have students work in pairs and write a sentence for each of the verbs on the board.


Post Computer: Lunch, Infinitives: After Adjectives
Activity Procedure
Reviewing the computer lessons Ask students the following questions:

Where did the dialogue take place? (at a water cooler in an office)
Workbook Appendix: Page 79 Who was talking? (An instructor is trying to convince a paratrooper to jump from the
plane.)

a. 1. lunch 2. afraid 3. busy 4. eat 5. work 6. tomorrow 7. Maybe
Workbook: Page 45 b. In pairs, students compare their dialogues about persuading a sad friend to go out.
Have pairs of students act out their dialogue before the class. Ask the class if the
dialogue was persuasive enough to get the unwilling partner to agree. Ask for
suggestions and changes to the dialogue to make it more persuasive, e.g.: You know,
staying at home alone won’t help. Meeting friends will take your mind off things.


Pre Computer: Infinitives: After Objects, Gerunds: As Subjects
Activity Procedure
Making sentences Remind students that certain adjectives are followed by the infinitive, e.g.: I am happy
to see you. I am sorry to hear that. Divide the class into pairs and give each student a
Handout 31: Sentence - Making Game copy of Handout 31. Explain that they are going to work together to try and make 5
(one for each pair of students) sentences using one adjective and one verb from the list on the handout. Remind them
that they can’t use the same word more than once. Once they have written their
sentences they should exchange sentences.
Presenting the use of Gerunds: As Subjects Write the following sentence on the board: I’m very good at making excuses. Ask
students if they know what part of speech making is. Elicit that it is a gerund. Explain
that gerunds are verbal nouns, formed from the verb + -ing. Ask students to work with
a partner and write down a list of activities that they are good at. Have students report
back to the class what their partners are good at.
Using gerunds to talk about likes and dislikes Divide the class into pairs and have students try to find three things that they both like
doing and three things that they both dislike doing. Encourage them to share their
answers with the class.


Pre Computer: Infinitives: After Objects, Gerunds: As Subjects
Activity Procedure
Reviewing the computer lessons Review the questions asked about the computer lesson.
A couple is discussing the best way to travel on their trip.
Workbook Appendix: Page 79 The speakers were talking about a movie.

Possible answers: (some of the adjectives, such as happy and pleased are
Workbook: Page 46 interchangeable.)
a. 1. kind 2. invite 3. sorry 4. tell 5. delighted 6. get 7. happy 8. come 9.
pleased 10.sorry 11. hear 12. nice 13. celebrate
b. Kate, Laura and Benny are coming to the party.


Pre Computer: Health
Activity Procedure
Writing and sharing sentence with vocabulary words Discuss with students 5-10 vocabulary words and their definitions. Go beyond the
or in pairs.


Post Computer: Health
Activity Procedure
end is the winner.
context.

Unit 8: Tickets, Please!

Workbook
Pages
The Audition (includes writing activity) • Discussing job preferences

A video clip of an actor and his agent trying to • Discussing the job of an actor
47, 48
arrange an audition • Discussing words related to acting
• Role-playing making appointments
Tickets, Please! (includes writing activity) • Reconstructing a conversation about making an appointment
An article about the work of theater ushers. • Discussing the job of an usher 49
• Role-playing an usher’s job
Excuse Me • Role-playing two situations in a theater and gallery

An airport check- in clerk is asking a man for his • Using polite language
passport and ticket. • Reviewing adverbs of frequency to talk about your leisure interests
50
Adverbs: Frequency
Presentation and practice of adverbs of frequency.

Gerunds: Gerund or Infinitive • Debating ticket sales and prices

Presentation and practice of the differences • Using gerunds and infinitives to talk about yourself
between gerunds and infinitives. • Using impersonal statements to talk about your city
Gerunds: Impersonal Statements: Empty 51

Subject
Presentation and practice of the use of impersonal
statements in sentences where there is no real
subject.
Entertainment 2 • Using context clues to define a word

with the topic of entertainment. • Writing and sharing sentences with vocabulary words


Pre Computer: The Audition
Activity Procedure
Introducing the topic of the unit Write the title of the unit on the board: “Tickets, Please!” Ask students where they
might hear such an expression. Elicit that they could hear it on public transport, in a
theater or concert hall or at a sports match - anywhere that requires you to buy a
ticket to enter.
Discussing the job of an actor Ask students if they think being an actor is a good job. Elicit from students that it is
good if you are famous and successful, but if you aren’t well known it is very hard
work. Write the following words on the board and explain their meanings: agent,
audition, play, part, rehearsal, director
Introducing the language of the computer lesson by Tell students that in this unit they are going to learn words and expressions connected
role-playing buying a ticket to situations where you need to buy a ticket. Divide the class into pairs and give one
student the copy of Handout 32 labeled Student A and the other student the copy
Handout 32: What Do You Say? labeled Student B. Student A chooses two situations from the list and reads them
(one for each pair of students) aloud to Student B. Tell students not to worry if they don’t understand every word on
the handout - they just need to understand the general situation. Student B has to
choose an appropriate response from his/her list. After two situations, have the
students exchange handouts and reverse roles. Tell students to choose one of the
situations and use it as the basis for a short role-play. Give them time to prepare and
practice and then ask for volunteers to perform in front of the class. Discuss any
unfamiliar vocabulary that the students encountered.
• to explain
• to describe
• to narrate
• to persuade
outline.
partner.
final review.



Post Computer: The Audition
Activity Procedure

How do you know that Michael was interested in the role? (He’s ready to come to
Workbook Appendix: Page 82 the audition any time: “morning, noon or night.”)
Reconstructing a conversation On the board, write the five answers to a conversation in which an actor and an
agent are trying to make an appointment. Ask students to write the questions that
they think the agent asked. Demonstrate with the first answer.
No, I’m not free today to come to an audition. (Are you free to come to an audition
today?)
Yes, I’m free tomorrow. (Are you free tomorrow?)
An appointment in the afternoon is OK. (Is an appointment in the afternoon OK?)
No, it’s not important if I’m the last one. (Is it important if you are the last one?)
OK. Four o’clock, tomorrow, June 18th. (Is four o’clock, June 18th OK?)
Have the students compare their questions and then role-play the conversation.
teacher management system, you may want to print the students' final copies of
their work for display and discussion.
Divide students into small groups in order to share their work with their
classmates. Encourage students to share the positive aspects of each other's work
as well as constructive criticism.
You can also print out a few sample student submissions (with the students'
names removed) and have students review the samples in small groups, or discuss
in detail one specific student submission that can be shared with the class using a
projector.
After meeting in groups, ask for student volunteers to share their work with the
class.
Student submissions can be displayed on a board in the classroom designated just
for student writing or within a class journal. Students can also add images,

photographs, or drawings to their printed submissions before they are displayed.

a. 1. Michael is an actor.
Workbook: Page 47 2. “Cat on a Hot Tin Roof” is a play.
3. Barry calls Michael because he has a part for him.
4. Michael is excited to hear from Barry because it means that he might have a
role.
b. Ask students what they think Michael should do. Accept any logical answer.
Discuss the fact that their answer depends on how important Michael’s plans for
that day are.
For example, he may not be able to cancel a doctor’s appointment.
c. Choose four or five students to read aloud their message from Michael to Barry.
Then walk around the room and check the students’ written work.


Pre Computer: Tickets, Please!
Activity Procedure
Discussing the job of an usher Tell students that in this lesson they will concentrate on the theater.
Tell students that an usher is the person who stands at the entrance to the. Ask: What
is the usher’s job?
Elicit as many answers as possible and write on the board: Ushers check tickets and
show people to their seats. They sell programs. If a person in the audience is making a
noise, the usher has to ask him to be quiet.
Role-playing the usher’s job Divide the class into pairs and have students act out a role-play between an usher and
a theater goer. The theatergoer is sitting in the audience, making a lot of noise and the
usher then has to ask him to be quiet. Before students start work, brainstorm with
them the kind of things the usher could say, e.g.:
Please be quiet. Excuse me, but can you stop talking, you are disturbing other people. If
you aren’t quiet I will get the manager.
• to explain
• to describe
• to narrate
• to persuade


outline.
partner.
final review.


Post Computer: Tickets, Please!
Activity Procedure
Reviewing the computer lesson Ask students if they would like to work as an usher. Discuss the role of the usher when
a person in the audience is disturbing others. The usher in the computer lesson said
there was nothing he could do. Elicit ideas of what they would do if someone in the
audience was disturbing others.

a. 1. usher 2. audience 3. audience 4. usher 5. usher 6. usher
Workbook: Page 49 b. 1. actress 2. performances 3. stand 4. intermission 5. usher 6. quiet 7. curtain
8. auditorium 9. program 10. famous
Role-playing at the ticket office Tell students that they are going to role-play two situations: one in the theater, one in

an art gallery. Divide the class into pairs and give one student a copy of Handout 33
Handout 33: Tickets Role-Play labeled Student A and the other students a copy labeled Student B. Students ask and
(one for each pair of students) answer questions according to their role-cards. Give them time to prepare and practice
each role-play and then ask for volunteers to perform in front of the class.


Pre Computer: Excuse Me, Adverbs: Frequency
Activity Procedure
Using polite language Write on the board: Excuse me. Explain that this phrase is often used in English-
speaking countries. Elicit situations when people might use it:
When a person pushes into another by accident
When you want to ask a stranger a question, such as:
Excuse me, what time is it?
Excuse me, where is the Post Office?
Excuse me, where can I buy…?
Go round the class and have students each ask a question using Excuse me. They can
ask any question they like, but they cannot repeat a question another student has
asked.
Presenting adverbs of frequency Ask students: Do you often go to the theater? Draw their attention to the word often.
Elicit that it is an adverb of frequency, sometimes called time expressions. Elicit other
adverbs of frequency and write them on the board, e.g.: sometimes, never. (Students
have used these adverbs when using the Present Simple.) Remind students that the
adverb is placed before the verb. Explain that adverbial phrases such as: every day /
week / month / once a week / month, etc. are placed at the end of a sentence. On the
board draw the adverbs on a frequency line (always / often / sometimes / rarely /
never).


Post Computer: Excuse Me, Adverbs: Frequency
Activity Procedure
Reviewing the computer lessons Review the dialogue "Excuse Me". Ask:
Where does the conversation take place? (at a boarding gate.)
Ask students why the passenger said: Excuse me. Elicit that this expression is also used
when you want someone to repeat what was said. Elicit reasons why the passenger
needed to have the ticket collector repeat the sentence.

a. 1. May I see your ticket and passport, please?
Workbook: Page 50 2. Ah… Excuse me?
3. I need your ticket and passport, please.
4. Oh, sorry. I didn’t understand you. Here they are.
b. Have students act out their role-plays with a partner. Have the class say whether
they would be convinced to let the person in without a ticket if they were the ticket
collectors. As an extension – have students plan another role-play where this time
they arrive at the theater/football match to find that their tickets are for a different
date.
Discussing ticket sales Ask students to list all the ways that it is possible to book theater tickets: phone,
Internet, mail, newspaper ads, from friends, etc.
Ask students if they know what a scalper or ticket tout is – explain that it is someone
who sells tickets outside a theater or sports ground at a high price because there are
not many tickets available. Ask students if they ever buy tickets this way, if they think
that it is fair or should be illegal (in many countries it is illegal). Discuss with students if
they think ticket prices for sports and arts entertainment should be subsidized. Divide
the class into groups of four and have two students from each group argue the case
for subsidizing ticket prices and two students argue the case for not subsidizing them.


Pre Computer: Gerunds: Gerunds or Infinitive, Impersonal Statements: Empty
Subject
Activity Procedure
Introducing Gerunds or Infinitive Ask the class what they would advise the ticket collector from the workbook exercise
to do. Elicit: I’d advise him to let the person in. I’d advise calling the manager.
Explain that some verbs can be followed either by the gerund or infinitive, without
changing their meaning. Write the following on the board: love, permit, advise, allow,
begin, continue, hate, like, start. Tell students they have two minutes to write at least
five sentences about themselves using the verbs on the board. They should then
exchange sentences with a partner and discuss them. Finally, have each student tell
the class something interesting that they learned about their partner.
Introducing Impersonal Statements: Empty Subject Use an example of an activity from the workbook to lead into this activity. Say: Ruth is
an usher. It is not an easy job. Explain to students that when we talk about time,
weather or the state of things, we use the word it. (What time is it? It’s late. Will it be
OK? Of course, it will.) Explain that this is called an empty subject.
Have students work in groups and talk about what is going on in their neighborhood /
town / city at the moment. Each group should produce at least three sentences using it
and then report to the class. For example:
It’s very exciting at the moment.
It’s carnival time.
It’s a happy time.
It’s a difficult time at the moment.
It’s hot and humid.


Post Computer: Gerunds: Gerunds or Infinitive, Impersonal Statements: Empty
Subject
Activity Procedure

Where did the computer lesson take place? (at the beach, on vacation)

b. Have students compare their answers with a partner and then report to the class
Workbook: Page 51 what they have in common.
c. 1 ̶ c, 2 ̶ a, 3 ̶ d, 4 ̶ b
Reviewing the empty subject Ask the following questions, encouraging students to use the empty subject, it:
Why did you turn up the air-conditioning?
What’s the date today?
How far is it from the school to the train station? What’s the weather going to be like
tomorrow?


Pre Computer: Entertainment 2
Activity Procedure
Writing and sharing sentence with vocabulary words Discuss with students 5-10 vocabulary words and their definitions. Go beyond the
or in pairs.


Post Computer: Entertainment 2
Activity Procedure
end is the winner.
context.

Unit 9: Saving Energy

Workbook
Pages
Introduction • Introducing the topic of the unit and relevant vocabulary by eliciting
The topic of saving energy is introduced. Students are prior knowledge about saving energy and activating vocabulary
exposed to and practice words and phrases on the • Introducing and practicing conditional sentences by completing
topic. Conditional (if) sentences are presented and sentences in pairs 53, 54
practiced. • Reviewing the vocabulary of the computer lesson by creating word lists
in pairs
• Reviewing zero and first conditionals by ordering sentences
How to Save Energy • Introducing the topic of the computer lesson by preparing a list of tips
The comprehension strategy of making predictions is on saving energy
presented and practiced. Students read an article about • Introducing the comprehension strategy by making predictions about
how to save energy at home and talk about how they sample texts from newspapers, magazines, or books, and what the
save energy at home. lesson will be about
• Introducing and practicing vocabulary by listing opposites and playing a 54
miming game
• Reviewing and expanding on the vocabulary of the computer lesson by
playing a categorization game
• Expanding on the computer lesson with a questionnaire about saving
energy
The Electricity Bill • Introducing the topic of the computer lesson by presenting a sample
Students watch a video about a mother and son electricity bill and asking questions
discussing saving energy and write a continuation of the • Introducing the language of the computer lesson by describing words
screenplay from the video. 55
with more than one meaning
• Reviewing the content of the computer lesson by comparing language in
different contexts

• Expanding on the computer lesson by role-playing a conversation about

how to save energy
Looking for a Washing Machine • Introducing the topic of the computer lesson and relevant vocabulary by
Students watch and take part in a conversation researching energy ratings/labels
between a salesclerk and a customer in an appliance • Introducing the content of the computer lesson by labeling speakers in a
store. Then they take part in a branching conversation dialogue and acting it out
about buying an electrical appliance in a store. • Practicing the content of the computer lesson by completing and 56
practicing dialogues in pairs
• Practicing conditionals in context by completing sentences
• Expanding on the language of the computer lesson by working in pairs to
sequence sentences to make two dialogues
Make Your Own Energy • Introducing the topic of the computer lesson by making predictions
• Introducing the vocabulary of the computer lesson by identifying
Students read an article about how people's
movements can create energy. They then write about a
synonyms
57
way to use movement to make energy. • Expanding on the content of the computer lesson by discussing and
presenting ideas for new inventions that use kinetic energy
• Reviewing the computer lesson by playing an energy board game
Renewable Energy • Introducing the topic of the computer lesson by anticipating difficulties
in understanding and summarizing the slide show/lecture and
Students watch a slide show/lecture about renewable
brainstorming possible solutions
energy. They then summarize it for a friend.
• Introducing the vocabulary of the computer lesson by creating lists of
energy types in pairs and completing a chart 58
• Reviewing the vocabulary of the unit by finding synonym pairs from the
unit
• Expanding on the unit topic by planning a "Saving Energy Day" and
creating a poster to advertise it (group work)


Pre Computer: Introduction
Activity Procedure
Introducing the topic of the unit Write "Saving Energy" on the board and tell students that this is the topic of the unit.
Make sure that students understand the term.
Ask: What do we use energy for? (possible answers: to heat/ cool our homes, to store
and cook food, to drive our cars, to power computers, mobile phones, etc.)
Ask: Why is it important to save energy? (possible answers: so we don't run out of it, to
protect the environment, to save money, etc.)
Introducing the vocabulary Write the term "fossil fuels" on the board. Explain that fossil fuels are created in the
earth from dead plants and animals over millions of years. Burning fossil fuels provides
energy. However, there is only a limited amount of fossil fuels, and one day they will
run out. Fossil fuels also cause pollution when we burn them for energy. Elicit
examples of fossil fuels: coal, oil, natural gas.
Write the term “renewable energy” on the board. Explain that these are sources of
energy that do not run out. Elicit examples of renewable energy sources, such as: sun
(solar energy), wind, water (hydroelectric).
Introducing the language focus Write the following sentences on the board:
When you put water in the freezer, it becomes ice.
If you unplug your cell phone, it saves energy.
You waste electricity if you leave the lights on.
Ask students what the sentences have in common. (They are all true sentences/ give
facts/ tell general truths.)
Tell students that these sentences are called conditional sentences. Explain that a

conditional sentence always has two parts, or "clauses" – a condition (or cause) and its
result (or effect). Elicit which clause of the above sentences is the condition (When you
put water in the freezer,/ If you unplug your cell phone,/ if you leave the lights on,) and
which is the result (it becomes ice./ it saves energy./ you waste electricity.) Point out
that the order of the two clauses is not usually important, so they can be switched
without changing the meaning of the sentence.
Have students identify the verb in each clause of the sentences (When you put water in
the freezer, it becomes ice./ If you unplug your cell phone, it saves energy./ You waste
electricity if you leave the lights on.) and say which tense they are in (Present Simple).
Tell the students this is the "zero conditional," and repeat that it is used to express
facts and general truths. Point out that two of the sentences on the board use "if" and
one uses "when". Elicit that either word can be used without changing the meaning of
the sentences.
To practice the zero conditional, have students work in pairs to complete the following
sentence in as many ways as they can:
When the weather gets cold…
(Possible answers: …people turn up their thermostats./ …I wear my warm coat./ …we
use more energy to heat our homes./ …I like to eat soup.)
When the students are familiar with the zero conditional, write the following
sentences on the board:
If you buy this gas stove, you will save money on your electricity bill.
If I get a summer job, I'll buy a new air conditioner.
Ask students to identify the conditional clauses of the sentences (If you buy this gas
stove,/ If I get a summer job,) and the result clauses (you will save money on your
electricity bill/ I'll buy a new air conditioner). Tell students to compare these sentences
with the zero conditional sentences and elicit the difference in meaning between
them. (The zero conditional expresses facts. These sentences aren't facts. / In the zero
conditional, the result is always the same. In these sentences, the result will only

happen if the condition happens first. The result is possible, but not definite.) Tell
students that this is called the “first conditional” and explain that it is used to express
something we expect will happen when the condition is met.
Tell students to look at the verbs in the first conditional sentences and say if/how they
differ from the zero conditional. Elicit that the verbs in the result clause are in the
Future Simple tense.
Have students practice this structure by completing the following sentences either
orally or in their notebooks:
If it snows tomorrow, …
If I save $50 on my electricity bill this month, …


Post Computer: Introduction
Activity Procedure
Reviewing the computer lesson Review the computer lesson with the class. Ask:
What electrical appliances do you remember from the lesson? (television, dryer, heater,
Workbook Appendix: Pages 98, 99 computer, dishwasher, air conditioner, washing machine)
What types of fossil fuels were mentioned in the lesson? (coal, oil, natural gas)
What types of renewable energy were mentioned? (sun, wind, water)
What do you think the rest of the unit is going to be about? (Accept all logical answers,
such as: How we can save energy. / Why renewable energy is important., etc.)
Reviewing and expanding on vocabulary Have students sit in pairs and give them three minutes to write down as many
vocabulary words/phrases from the computer lesson as they can – from memory only.
Then have the pairs form groups of four students and combine their word lists. The
group with the longest list “wins.” Write the words from the longest list on the board
and have the class add any vocabulary words that may be missing. Review the
meanings of the words. Leave the list on the board to use later in the lesson.
Review the following verbs: save, waste, plug, unplug, use.
Before the lesson, find pictures of the following items to bring to class: a washing
machine, a refrigerator, a dryer, an air conditioner, an electric car, an energy efficient
lightbulb (LED OR CFL), an electric socket with a plug in it, an electricy bill, a solar
panel, a wind turbine, water pouring from a dam, a thermostat, coal, oil, natural gas.
Display each picture in turn, and have students name them. Then ask questions about
the pictures for the students to answer, such as:
Which appliances use electricity? Which use natural gas?
Which pictures show fossil fuels? Which show renewable energy?
Which items are energy efficient? Which ones waste energy?
Which one uses energy from the Sun / from wind?
Which one uses water to produce energy?
Which ones can you unplug?
Which one controls the temperature in a room?

Working in pairs, instruct the students to choose five vocabulary items from the list on
the board and to write sentences with them. If there's time, read or have students
read some of the sentences to the class.
Reviewing the language focus Review the zero and first conditionals by writing the following sentences on the board
(or prepare them ahead of time to display or hand out):
Handout 34: Mixed Up Conditionals
Water freezes if it reaches 0° C.
(one for each pair of students) If we use less energy, we'll have a cleaner planet.
When the Sun goes down, it gets dark.
You save money if you use natural gas.
If I go shopping, I'll buy some LED lightbulbs.
If my parents get a new refrigerator, they'll give me their old one.
Tell students to decide whether the sentences are zero or first conditional sentences.
(zero, first, zero, zero, first, first)
Organize students in pairs and pass out Handout 34, one to each pair of students.
Explain that there are six sentences on the page, divided up into condition and result
clauses. Tell students to cut them out and arrange them to make logical conditional
sentences. When the task is completed, have students read their sentences to the
class.
Checking homework tasks Have students sit in pairs or small groups to go over the homework and check their
answers.
Workbook: Pages 53, 54 Key:
a. 1. bill 2. save 3. appliances 4. waste 5. efficient 6. thermostat
b. 1. you waste electricity 2. When you save energy 3. take showers instead of
baths 4. When you leave the heat on all day 5. you also save money


Pre Computer: How to Save Energy
Activity Procedure
Introducing the topic of the computer lesson Write the name of the lesson “How to Save Energy” on the board. Ask: Do you know
how to save energy? How do you try to save energy? Let students respond to the
questions. You could also prepare a list of tips on saving energy to read to the class
and have them decide whether the tips are real or made up. For example:
Don't put hot food into the refrigerator. Let it cool first. (real)
It's cheaper to heat a small apartment using heat from the oven than a heater. (made
up)
It costs less to use lightbulbs during the day than at night, so turn your lights out at
night. (made up)
Close the microwave door when you aren't using it because it wastes more energy
with the door open than closed. (real)
Dishwashers use more water than hand-washing. Always wash dishes by hand. (made
up)
Your dryer uses a lot of energy. Try to hang your clothes outdoors to dry. (real)
Introducing the comprehension strategy – making Before the lesson, find an English newspaper or magazine article that you can use to
predictions introduce the comprehension strategy, making predictions. (You could also choose a
paperback book with artwork that gives clues to the plot and genre of the novel.)
Show the article to the class. Be sure students notice any pictures or photographs, as
well as the title of the article, and explain what it means, if necessary. Then ask: What
type of text do you think this is? What clues make you think so? (Accept all logical
answers.) After students have identified the text type, ask: What do you think the
article is about? Let students make guesses, but ask them to justify their ideas. Finally,
read a few sentences of the article and ask students if they want to change their
predictions. Explain that when we make predictions, we are making connections
between what we already know and new information. Inform them that this is an
important comprehension strategy to help us understand what we read in both our

native language and a new language.
Tell students that they are going to read a text in the computer lesson called “How to
Save Energy at Home.” Instruct them to take a minute before they begin reading, to
look at the text for clues and predict what the text is going to be about. Have them
write down their predictions and bring them to class the following lesson.
Introducing the vocabulary Write the following pair of opposites on the board:
turn on – turn off
Ask if anyone can explain what the words mean, or define them yourself. Have
students name objects in the room that can be turned on or off.
Repeat with the words:

plug in – unplug
Write the pairs of opposites on the board:

wash – dry
soap – rinse
After making sure that the class understands the words, ask for volunteers to
pantomime any of the opposite words, and have the rest of the class guess what is
being acted out.
Preparing for personalized speaking Write the following chart on the board:
washing machine
save energy waste energy
Brainstorm with students ways to save/waste energy when using a washing machine
and write them in the chart. (Possible answers: save – use warm or cold water / wash
big loads (fill the machine with clothes) / buy an energy-efficient washing machine /
front-loading washing machines use a lot less water waste – always use hot water /
wash small loads / wash all your clothes after wearing once
Write the following sentence stems on the board:

I usually…
I don't…
I always try to…
I make sure that…
When I…
Ask: How do you save energy when you use a washing machine? Have the students
make sentences using the information in the chart and the sentence stems, such as:
I always try to fill the washing machine with clothes before I wash them.
I usually wash my clothes with warm or cold water.
Divide the class into small groups and assign one of the following to each group:
electronic devices, thermostats, lighting, taking showers, washing dishes. Instruct
students to create a chart, brainstorm ways to save/waste energy, and say sentences
about it following the example you did together. Have students share some of their
sentences with the class.
Introducing the personalized speaking activity Remind students that this lesson contains a personalized speaking activity in which
they need to talk about how they save energy at home. Brainstorm with students the
best way to do this. Elicit the following steps:
1. Listen to the conversation again.
2. Do the preparation activities.
3. Take some notes.
4. Record their answer.
5. Listen to their answer and decide if they want to try again.
6. Click “Submit” to send their recording to the teacher.


Post Computer: How to Save Energy
Activity Procedure
Reviewing the computer lesson Remind students that they predicted what the computer article, “How to Save Energy
at Home”, would be about before they read the text. Ask: Was your prediction
Workbook Appendix: Pages 99, 100 correct? Have students share their predictions with the class. Ask: How does making
predictions help you comprehend? Explain that predictions, whether correct or
incorrect, improve comprehension because they help the reader find meaning in a text
and connect with the author's clues about what is important in the text.
Remind students that they talked about things they do at home to save energy.
Ask: Which topic did you choose to speak about and record in the computer lesson –
electronic devices, washing machines, thermostats, lighting, taking showers, or
washing dishes? Have students volunteer to share some of the ideas they spoke about
in the computer lesson with the class or in groups.
Reviewing and expanding on the vocabulary by playing Play a game:

a game Explain that you're going to play a game in which you name several categories and,
one at a time, students must say different things that belong in each category. Explain
that they may not repeat another student's answer, and that they receive one point
for each correct answer. For example, if the category is electronic devices, the students
can answer computer, cell phone, laptop, tablet, e-reader, game console, digital
camera, etc. At the end of the game, students add up their points to see who the
winner is. Other possible categories:
Electrical appliances (Possible answers: washing machine, television, stove,
refrigerator, microwave, dishwasher, air conditioner, freezer, dryer, heater, etc.)
Anything that gives light (Possible answers: Sun, lightbulb, fire, candles, flashlight, etc.)
Foods you must keep in a refrigerator (Possible answers: eggs, milk, mayonnaise, meat,
fish, etc.)
Energy sources (Possible answers: Sun, wind, water, coal, oil, natural gas, etc.)
Ways to keep cool in hot weather (Possible answers: go for a swim, use an air
conditioner, take a shower, etc.)
Things you unplug (Possible answers: lamp, computer, refrigerator, cell phone,

charger, electric toothbrush, etc.)
Expanding on the computer lesson Make enough copies of Handout 35 for all of your students and give each student a
copy. Tell students to read the questionnaire and make sure they understand all the
Handout 35: Saving Energy Questionnaire questions. Explain that they should answer all of the questions about themselves in
(one for each student) the "Me" column, then add two more questions to ask their partner. Divide the class
into pairs, and instruct students to ask their partners the questions, writing their
answers in the "My Partner" column.
When all students have completed their questionaires, you may want to tally the
results of the entire class to see what the energy-saving habits of the class are. Discuss
students' opinions of the results. You could save the results of the poll and repeat it at
the end of the unit to see if the overall energy awareness of the class changes.
Reviewing the personalized speaking activity Ask volunteers to tell the class about what they do to save energy at home. After
reviewing students’ recordings and/or class presentations, point out any common
errors for students to watch out for in the future as well as positive aspects of their
work.
Checking homework tasks Arrange the class in pairs or small groups and instruct them to go over the homework
assignment together and check their answers.
Workbook: Page 54 Key:
a. 1. Don’t 2. Do 3. Don’t 4. Don’t 5. Do 6. Do


Pre Computer: The Electricity Bill
Activity Procedure
Introducing the computer lesson Before the lesson, prepare an electricity bill to bring to class. It can be a real one or one
you reproduce from the Internet. Write the name of the lesson, “The Electricity Bill”,
on the board. Show the bill to the class and tell them it's called an electricity bill. Then
ask them to guess what the lesson is going to be about. (Possible answers: people
paying their electricity bill, how to save money on your electricity bill, etc.)
Ask: Are electricity bills the same all year round?
When do people use more electricity?
How is it possible to save on electricity?
Introducing the language of the video Write the following sentence on the board:
The electricity bill is too high.
Elicit the meaning of high from the students (expensive, costs a lot). Say: When we
have to pay a lot of money, the bill is high; when we only have to pay a small amount,
the bill is low.
Next, write the following sentence on the board:

The heating is on too high.
Ask students what the word high in this sentence refers to (strong, powerful) and
compare with the previous meaning. Explain that many words in English have more
than one meaning, which can be confusing if students aren't aware of it.
Ask students to think of examples of other words that have more than one meaning.
Possible answers: light – the opposite of heavy / the opposite of dark; cool – not hot
/calm; too – also / excessive (too much); degree – unit of temperature / educational
title (e.g. a university degree); run – let flow (run water) / go fast (like jogging, but
faster)

Preparing for the integrated writing activity Write the following question on the board: Jake, why are all the lights on? Ask the class
who probably said it. (Jake's mother, roommate, wife, etc.) Brainstorm possible replies
and write one or two of them on the board.
Write the following questions on the board:
How many times do I have to tell you to close the window when the heater is on?
Why are you drying one pair of socks in the dryer?
Divide the class into pairs and instruct them to write as many responses to the
questions as they can. Give a time limit of 5-10 minutes. Have students share some of
their responses with the class.
Introducing the integrated writing activity Remind students that this lesson contains an integrated writing activity in which they
need to write a dialogue between two characters from the video in the lesson.
Brainstorm with students the best way to do this. Elicit the following steps:
1. Watch the video again.
3. Take some notes.
4. Write their answer.
5. Check their answer for grammar, spelling and punctuation.
6. Click “Submit” to send their work to the teacher.


Post Computer: The Electricity Bill
Activity Procedure
Reviewing the computer lesson Review the details of the computer lesson by asking some questions about the video
from the computer lesson, such as:
Workbook Appendix: Page 101 Where does the conversation take place? (in an apartment)
Who is talking? (a mother and her son Jake)
What do they discuss? (saving energy and money)
What does Jake’s mother think Jake should do to save energy and money? (turn off
lights, fill the washing machine, wear a sweater instead of turning up the heat)
How does the video end? (Jake's mother says she is going to relax in a bath and Jake
reminds her that baths waste water.)
Ask students how many times they watched the video. Stress the importance of
repetition in learning a language. Explain that the conversational phrases from one
context may be useful for different contexts, so the more they watch and listen, the
more likely they are to be able to use the language of the video.
Using conversational vocabulary in different contexts Remind students that Jake’s mother says: “How many times do I have to tell you how
important it is to save energy!” Write the sentence on the board. Point out or elicit
that the phrase “How many times do I have to tell you (to/that) …” is a phrase often
used by parents who are annoyed with their children for not listening to them. Have
students suggest other things that parents might say to their children using this phrase.
(Possible answers: …to wash your hands before you eat! / …to wipe your feet before
you come in. / …to put your clothes away. / …to turn off the lights when you leave the
room, etc.)
You may want to compare this language to appropriate language between peers. Ask:
Would a person talk this way to a roommate? Then brainstorm ways roommates
might express annoyance over a high electricity bill. (Possible answers: It really bothers
me when… you waste energy./ It's important to me that… we save money. / I'm feeling
upset because… our electricity bill is so high.)

Remind students that Jake says: “Look, why don’t you go relax and I’ll get dinner
ready.” Write the sentence on the board. Underline the beginning of the sentence,
“Why don’t you go relax and I’ll… .” Have students complete the sentence in as many
ways as they can think of. (Possible answers: … wash the dishes / …make you a cup of
coffee / …make all the arrangements / …put on some nice music, etc.)
Asking for/giving advice about saving energy Before class, photocopy Handout 36, one for each pair of students in the class, and cut
them in half along the line indicated. Tell students that they are going to role-play two
Handout 36: Saving Energy Role-Play dialogues in which one person asks for advice about how to save energy, and the other
(one for each pair of students) replies with suitable advice. Divide the class into pairs and give one half of the handout
to each Student A and the other half to each Student B. Go over the instructions and
make sure students understand what they are supposed to do. Give students time to
practice their role-plays, then invite some volunteers to perform in front of the class.
Reviewing the integrated writing activity When you’ve completed your review of the students’ writing submissions in the
Checking homework Have students check the homework assignment in pairs or small groups.
Key:
Workbook: Page 55 a. 1. Jake’s mom 2. Jake 3. Jake’s mom 4. Jake’s mom 5. Jake’s mom 6. Jake
7. Jake 8. Jake


Pre Computer: Looking for a Washing Machine
Activity Procedure
Introducing the computer lesson Write the name of the lesson on the board: "Looking for a Washing Machine." Ask:
What do you think the lesson is going to be about? (buying a washing machine)
What is important to look for when buying a washing machine? Elicit answers
regarding size, cost, energy-efficiency, functions, other people’s recommendations,
etc.
Introducing the vocabulary Write "ENERGY STAR rating" on the board. Have students search the Internet (if
available) for images of the ENERGY STAR label. Ask: Where would you see these
images? What do they mean? If students do not have access to the Internet or do not
have devices to search on, prepare the images in advance and print or project them for
the class to see. Explain that ENERGY STAR is a U.S. Environmental Protection Agency
that helps businesses and individuals know which appliances are energy efficient.
[For advanced students, tell them that the European Union has its own energy
label/rating. An EU energy label indicates what class an appliance fits into, depending
on how energy efficient it is. As directed above, have students search the Internet for
EU energy labels or prepare images in advance, either printed out or projected, for all
to see.]
Be sure students know the meaning of affordable (having a cost that isn't too high) and
a range of … (an assortment, variety).
Preparing for the video Write the following dialogue on the board:
How can I help you?
I'm looking for a new dryer.
We have a large range of energy-efficient dryers.
Do they have the option to do a cool dry?

Yes, they do.

Ask: In the first line of the dialogue, who is talking – a salesclerk or a customer? (a
salesclerk) Write "Salesclerk:" at the beginning of the first line. Repeat the process until
all the lines of the dialogue are labeled with the speaker. Ask two students to
"perform" the dialogue. Then tell students to replace the underlined words with other
words to make a different dialogue. (Possible answer: a new air conditioner / air
conditioners / use a thermostat)
Practicing dialogues Write the following sentence on the board:

Yes, we sell washing machines of all sizes.
Ask: Who is talking – a salesclerk or a customer? (a salesclerk) Then ask students to
suggest what a customer might have said to elicit this response from a salesclerk.
(Possible answers: Do you sell large/small washing machines?)
Write the following sentences on the board:

1. This dryer saves energy, and it doesn't cost a lot.
2. I'm thinking of buying a refrigerator.
3. Oh good. That's very important to me.
4. Are you replacing an old one?
Instruct students to work with a partner. Have them identify who is talking in each
sentence. (salesclerk, customer, customer, salesclerk) Tell them to imagine that each
sentence is part of a separate dialogue between a salesclerk and a customer, and ask
them to write a sentence that could come either before or after each of the sentences.
Possible answers:
1. Customer: I'm looking for an energy-efficient dryer.
Salesclerk: This dryer saves energy, and it doesn't cost a lot.
2. Customer: I'm thinking of buying a refrigerator.
Salesclerk: We have a large range of energy-efficient refrigerators.
3. Salesclerk: Dishwashers are better for the environment.
Customer: Oh good. That's very important to me.
4. Salesclerk: Are you replacing an old one?
Customer: Yes. The one I have is 20 years old!


Post Computer: Looking for a Washing Machine
Activity Procedure
Reviewing the computer lesson Review the computer lesson by asking questions about the video in the lesson, for
instance:
Workbook Appendix: Page 101 Where did the conversation take place? (in a store/appliance store)
Who was talking? (a customer and a salesclerk)
What did the customer want? (to buy a new washing machine)
What was the customer looking for in a washing machine? (a washing machine that
saves energy)
How do we know a washing machine is energy- efficient? (It has an ENERGY STAR
rating.)
Ask students how many times they practiced the branching conversation and whether
they answered differently some of the times in order to get different responses from
the computer. Stress the importance of repetition and practice in learning a language.
Explain that the more you listen and speak, the easier it is to become fluent.
Practicing conditionals in context Tell students they are going to practice making conditional sentences. Write the
following sentence stem on the board:
A dishwasher will get an ENERGY STAR rating if…
Ask students to complete the sentence using the first conditional. (Possible answers: it
saves energy, it doesn't waste water, it uses less electricity)
Repeat with the following sentences:
If a dryer uses a lot of electricity… (Possible answers: it won't get an ENERGY STAR
rating. /you will waste money.)
If you buy an air conditioner with a thermostat,… (Possible answers: you will save
money. / your home won't get too cold. / you won't waste energy.)
Have students share some of their sentences with the class.
You could expand the lesson's vocabulary by making additional sentences using

appliances that students may not be familiar with, such as a hair dryer, an electric
kettle, a vacuum cleaner, etc.
Expanding on the language of the computer lesson Make as many copies of Handout 37 as you have pairs of students. Divide the class into
pairs and instruct them to cut out the dialogue strips along the cutting marks. Explain
Handout 37: Mixed Up Dialogues that there are two dialogues written out on the strips, but they are jumbled up.
(one for each pair of students) Students should put the strips in order to form two dialogues. When they have
succeeded in organizing the dialogues, tell students to practice saying them with their
partners. You may want to invite some students to repeat their dialogues in front of
the class.
Checking homework tasks Divide the class into pairs or small groups, and instruct them to go over the homework
assignment and check their answers.
a. 1. True 2. False 3. True 4. False
b. 1. an energy-efficient refrigerator 2. They all have great ENERGY STAR ratings.
3. the ones with the freezer at the top 4. They don’t have the refrigerator in
chrome. / It only comes in white.


Pre Computer: Make Your Own Energy
Activity Procedure
Introducing the computer lesson Write “People Power “ on the board. Ask: What do you think “people power” means?
Students may relate to issues of democracy, people having power to change things,
etc. Tell students that People Power is the name of an article they are going to read.
Ask: Based on the title, what do you predict the article will be about? Accept any
suggestions that are logical. Remind students that the article is part of a unit called
“Saving Energy”. Ask: Will this information make you change your prediction? If
students answer yes, ask: What is your new prediction? Have students share their new
predictions and see how many students are sticking with their original ideas. Next, tell
students that the article is in a lesson called, “Make Your Own Energy", and write the
name of the lesson on the board. Ask: Do you want to change your prediction after
receiving this new information? If students answer yes, ask: What is your new
prediction? Let students share their newest predictions.
Ask: How can people make their own energy? Elicit answers such as putting solar
panels on houses, using wind turbines to produce electricity, etc.
Introducing the vocabulary Tell students that many words in English have synonyms, and explain that synonyms
are words with the same or very similar meaning. Ask students why writers use
synonyms in their writing (so that it doesn't become repetitious / to make it more
interesting). Explain that readers can sometimes figure out the meaning of a new word
by noticing its synonyms in a nearby sentence.
Write the following sentences on the board, underlining the word create:
You can use solar panels to create energy. Coal and oil are other ways to make energy.
Tell students to read both sentences and guess which word is a synonym for "create".
(make)
Remind students that they can also use context clues to guess a word's meaning.
Write the following sentence on the board:

Ted's Gym has special bikes, treadmills, and other exercise machines.
Ask: Can you guess the meaning of "treadmills" from the context of the sentence?
(exercise machines)
Write the following words and their synonyms on the board, and tell students to pay
attention to them when reading the article in the computer lesson:
power – energy
convert – change
movement – motion
turbine – motor / engine
improve – get better
You may choose to generate a list of synonyms that the students already know on the
board, or have students work in small groups to create a list of synonyms. If you want
to add an element of competition, award a point to each group for every correct
synonym pair, and announce the winning group.
Preparing for the writing activity Bring in pictures of some new power-producing inventions (which you can find on the
Internet). For example, a solar outlet, portable solar kitchen, solar backpack, bike-
powered generator, windbelt, solar wheelchair, kinetic energy merry-go-round, etc.
Use the pictures to stimulate a discussion of new inventions that produce power. Let
students speculate on how the inventor got his/her idea for the invention, how
practical the inventions are, who might use them, etc. Ask: Do you have any ideas for
inventions that could produce energy?
are going to write about an invention that uses people's movements to produce
power. Brainstorm with students the best way to do this. Elicit the following steps:
1. Read the article again.
3. Take some notes.



Post Computer: Make Your Own Energy
Activity Procedure
Reviewing the computer lesson Have students report back and say whether their predictions about the content of the
article called “People Power” were accurate.
Review the article in the computer lesson by asking the following questions:
Which is the best definition of " kinetic energy" – energy from the Sun, energy from
motion, or energy from a turbine?(energy from motion)
Why does the article mention gyms? (There's a lot of kinetic energy at gyms.)
What happens when people walk on the special floors in train stations and airports?
(They make energy.)
Some dance clubs have special floors that use kinetic energy. What do these floors do?
(They make lights flash on and off./ They make the lights work.)
You might want to encourage a discussion about kinetic energy. Tell students that
although the article discusses kinetic energy produced by people, kinetic energy is
produced by all motion – including wind, water, etc. Ask students to suggest other
forms of kinetic energy. (Possible answers include: thermal/heat energy, tidal energy,
motion of sound waves, static electricity, gravitational pull, lightning, fire, geysers,
waterfalls, flowing rivers, cars driving – in short, anything that moves.)
Ask students to make an educated guess about whether kinetic energy will replace
solar energy or fossil fuels in the future. (Accept all logical answers.)
Discussing inventions Remind students that for the computer lesson, they imagined an invention that could
be powered by people’s movements, and that they wrote and submitted a short
paragraph on the subject. Have students sit in groups and describe their inventions to
the other members of the group. Have each group select one of the inventions to
present to the class.
For fun, you might want to have one student describe what his/her invention looks
like, and have another student draw it on the board according to the description.
Taking a poll Take a poll in class.

On the board, list the inventions the students talked about. Ask:

Which invention is the most creative?

Which invention will help the most people?
Which invention is the most practical?
Have students vote to see what the majority view is.
Reviewing material from the unit Before class, photocopy Handout 38. Make sure you have one die for each board and
three different colored markers for each student. To make the game more challenging,
Handout 38: Energy Board Game tell students that whoever rolls a 6 must go back to the beginning and whoever rolls a
(one for each pair or group of students) 5 must miss a turn.
Divide the class into groups of three. Give out Handout 38. Tell the students that they
are going to play a board game which reviews the content of the unit so far.
To play, students place their markers on Start. One at a time, players roll the die, move
their marker the number of spaces indicated, and answer the questions or follow the
instructions. If they answer a question incorrectly, they must return their marker to the
previous space.
Checking homework Have students work in pairs or small groups to go over the homework assignment and
check their answers.
a. a train station, a dance club, a gym, an airport
b. a. 5 b. 4 c. 3 d. 6 e. 1 f. 2
c. 1. stationary 2. convert 3. turbine 4. kinetic 5. treadmill


Pre Computer: Renewable Energy
Activity Procedure
Introducing the topic of the computer lesson Tell students that in this lesson they are going to watch a slide show with a lecturer
speaking about “renewable energy”, and at the end of the lesson, they will be asked to
summarize the information for a friend.
Ask students to anticipate difficulties they might have summarizing the information, and
list their ideas on the board. For example:
I might not understand the lecture.
I won’t remember all the details.
It's hard to speak without making mistakes.
Together with students, brainstorm possible solutions to the problems. For example:
Problem: I might not understand the lecture.
Solution: Listen to the lecture a few times.
Use all the student tools to help you understand.
Problem: I won’t remember all the details.
Solution: Take notes while listening.
Organize your notes at the end.
Problem: It's hard to speak without making mistakes.
Solution: Practice a few times on your own.
Practice in front of a mirror.
Record yourself and listen to how you sound.
Don't worry about it! Everyone makes mistakes when learning a new
language.
Introducing the vocabulary Divide the class into pairs and instruct students to make a list of all the types of energy
they can think of. Then tell them to decide whether each item on their list is renewable
or not renewable. Generate a cumulative list on the board. Ask students to mention
something positive and something negative about the various types of energy on the
list. For instance:
solar energy – It's free and available to everybody. / Cloudy areas can't depend on it.
coal – It's inexpensive and plentiful. / It causes pollution.
wind – It doesn't use water to produce energy. / Wind turbines make a lot of noise.
Allow students to use any digital resources they have available
(cellphones/tablets/computers) to check their ideas.
Introducing the language of the computer lesson Draw the following chart on the board and have students copy it into their notebooks:
Solar panel Wind turbine
Write the following sentences on the board or prepare them ahead of time to hand out,
and tell the students to copy them into the appropriate column (or columns) in the
chart:
It has blades that spin. (wind turbine)
It's connected to a generator. (both)
It produces electricity. (both)
It absorbs heat. (solar panel)
It doesn't work well on cloudy days. (solar panel)
It can power 300 homes. (wind turbine)
If there are terms that any students aren't familiar with, ask other students to explain
them, or explain them yourself.
Introducing the integrated speaking activity Remind students that this lesson contains an integrated speaking activity in which they
will need to summarize a lecture. Explain that they will be scored both for their delivery,
and for how accurately they used the information provided in the computer lesson.
1. Watch the slideshow/listen to the lecture again.
3. Take some notes.


Post Computer: Renewable Energy
Activity Procedure
Reviewing the computer lesson Remind students that they saw a slide show accompanied by a lecture on “renewable
energy” in the computer lesson. Ask:
Workbook Appendix: Page 103 What advantages does renewable energy have over non-renewable energy? (It does not
get used up and does not cause pollution.)
Which types of non-renewable energy were mentioned? (fossil fuels, including coal, oil,
and natural gas)
Which types of renewable energy were mentioned? (solar energy, wind energy)
According to the lecturer, are there other types of renewable energy? (yes) What are
they? (She doesn't say.)
Remind students that they recorded themselves giving a summary of the lecture.
Find out who found this challenging and why. Ask some students to volunteer to
repeat what they said from memory.
Reviewing vocabulary Write the following words on the board:

renewable, powerful, take in, engine, endless, pollution, strong, absorb, turbine, dirt
Tell students to find synonym pairs and write them in their notebooks.
(Answers: renewable – endless; powerful – strong; absorb – take in; pollution – dirt;
turbine – engine)
Let students come up with other synonym pairs from the unit. Have a student say one
of the words in a pair, and tell the class to say its synonym.
Expanding on the unit topic Before class, photocopy enough copies of Handout 39 for each small group of 3-4
students. Bring poster paper to class (one for each group) and materials for making
Handout 39: Plan a "Saving Energy Day" posters. Divide the class into groups and tell them they are going to plan a "Saving
(one for each group) Energy Day" – a large event for a school or community, which is designed to encourage
people to save energy. Explain that each group will also make a poster to advertise their
event. Pass out the handout, and go over it with the class to be sure they understand all

the words and know what they are supposed to do. After students have planned their
Saving Energy Day and made their poster, make time for the groups to share their work
with the class.
Reviewing the integrated speaking activity Ask volunteers to tell the class about renewable energy. After reviewing students’
recordings and/or class presentations, point out any common errors for students to
watch out for in the future, as well as positive aspects of their work.
Checking homework Divide the class into pairs or small groups, and instruct them to check their answers to
the homework assignment.
a. 1. geothermal 2. deep in the Earth 3. with geothermal power plants / We dig into
the Earth and pump it up. 4. heat

Unit 10: Knowing a Second Language

Workbook
Pages
Introduction • Introducing the topic of the unit by engaging students in a discussion

about world languages
The topic of knowing a second language is introduced.
Learners are exposed to and practice words and
• Introducing the vocabulary of the computer lesson by preparing and
phrases on the topic. A review of present and past identifying images with particular prefixes
tenses is presented and learners practice the tenses. • Reviewing the present and past tenses by describing what is happening 59, 60
currently and what happened the previous day
• Reviewing the present and past tenses by working in pairs to identify the
tenses in sentences
• Practicing verb tenses by playing a word order game
The Benefits of Language Learning • Introducing the topic of the computer lesson by brainstorming the
The comprehension strategy of identifying examples is benefits of knowing a second language
presented and practiced. Learners read an article about • Introducing the comprehension strategy by identifying the main ideas
the advantages of learning a second language. and examples in sample texts 60
• Reviewing and expanding on the vocabulary of the computer lesson by
playing a miming game
• Reviewing the content of the unit with a language learning questionnaire
Being Bilingual • Introducing the topic of the computer lesson by comparing formal and
Learners watch a video in which two friends are talking informal English
about being bilingual. They then talk about their • Reviewing the Present Simple, Present Progressive, Past Simple and Past
experiences speaking or learning another language. Progressive by playing a truth game 61
• Reviewing the content of the computer lesson by discussing and
brainstorming examples of formal and informal language
• Practicing language for giving advice with a role-play activity

Tips for Learning English • Introducing the topic of the computer lesson by sharing feelings about
Learners watch a video and take part in a conversation learning English
about the difficulties of learning English. They then take • Introducing the vocabulary of the computer lesson by giving examples of
part in a branching conversation about tips for learning words and phrases for giving and requesting advice
English. • Practicing the language of the computer lesson by brainstorming the
62
elements of language learning
• Practicing the content of the computer lesson by working in pairs to
sequence sentences to make two dialogues
• Expanding on the computer lesson by brainstorming a list of writing tips
in pairs
The Bilingual Circle • Introducing the topic of the computer lesson through a discussion about
raising bilingual children
Learners read a Web page about an organization that
helps parents of bilingual children. They then write an
• Expanding on the vocabulary by learning about how two separate words
e-mail to the organization. can combine to form a new word
• Reviewing and practicing the present and past verb tenses by writing
63
sentences
• Expanding on the vocabulary by understanding phrasal verbs and
expressions
• Expanding on the content of the computer lesson with an information
gap activity
Language Channel Podcast • Introducing the topic of the computer lesson by discussing the meaning
of changes in people's personalities
Learners listen to part of a podcast about personality in
language. They then write a summary of the podcast.
• Introducing the vocabulary of the computer lesson by conducting a class
survey
• Expanding on the computer lesson by working in groups to plan an 64
English club and designing a leaflet to advertise it
• Reviewing the content of the course by creating a trivia quiz in groups
• Reflecting on the content of the course by having students share how
they felt about the course


Pre Computer: Introduction
Activity Procedure
Introducing the topic of the unit Ask students to name languages that are spoken in the world and generate a list on the
board. When you get tired of writing, or students run out of languages, ask: How many
languages are there in the world? and let the class guess. Explain that there isn't an
exact number to answer the question (there are probably additional languages spoken
by undiscovered tribes in the Amazon, for example), but there is an approximate
answer. Then write the following numbers on the board and have the class vote on
which they think is the correct answer:
a. 50,000 b. 7,000 c. 2,500 d. 230
(answer: 7,000 distinct languages)
Ask: Which language has the most native speakers? Explain what a native speaker is, if
students don't know the term. (Mandarin Chinese has about a billion native speakers.)
Then ask, Which language has the most speakers? (English has more than 1.5 billion
speakers, while Mandarin Chinese has about 1.1 billion.)
Ask: Why is it important to know more than one language? Generate a discussion on
the advantages of being able to speak more than one language. Elicit responses
including social advantages, travel, brain development, economic/employment, etc.
Introducing the vocabulary Prepare images to depict the following words and bring to class:
monorail, monocle, monologue
bicycle, binoculars, biplane
multimedia, multimillionaire, multicolored
(Freely substitute other mono-, bi-, or multi- words+pictures that you feel would be
more familiar to your students.)
Show the first three pictures to the class and ask what they have in common. (one: one
rail, one lens, one person) Write the words on the board and elicit that mono means

one.
Repeat with the bi- pictures and words eliciting that bi=two. Repeat with the multi-
pictures and words, eliciting that multi=many. Explain that knowing prefixes such as
mono-, bi-, and multi- helps language learners figure out the meanings of words.
Write the following words on the board and elicit their meanings:
monolingual, bilingual, multilingual.
Ask students to listen to the following sentences and decide whether the people are
monolingual, bilingual, or multilingual :
Luca, from Luxembourg, speaks French, German, and the local language,
Luxembourgish. (multilingual)
Margaret speaks English, but she doesn't know any other languages. (monolingual)
Aisha speaks Arabic with her parents, but she speaks Turkish at school. (bilingual)
Write the vocabulary word raise on the board and mention that it is an example of a
word that has more than one meaning. Ask students if they know any of its meanings.
(raise your hand to ask a question / get a raise at work / raise your voice to be heard /
raise chickens and tomatoes, etc.) Write the following sentence on the board and elicit
the meaning of raise: We decided to raise our children in a bilingual home. (raise=bring
up children)
Reviewing present tenses Ask students to describe what is happening in the classroom at the moment. Write one
or two of their sentences on the board. Then have students mention things that
usually happen on this day of the week. Write one or two of their sentences on the
board. Underline the verbs in the sentences and elicit the differences between them.
(am, is, are + verbing / base form of the verb, or base form+s) Have students say which
is Present Progressive and which is Present Simple and explain when we use them.
(Present Progressive for things happening now / Present Simple for facts, feelings, and
everyday routines and activities)
Reviewing past tenses Ask students what they did the previous day or weekend and write one or two of their
sentences on the board. Then ask: What were you doing yesterday from eight to ten
o'clock? Write one or two of their responses on the board. Underline the verbs in the
sentences and elicit the differences between them. (base form of the verb +ed / was,

were + verbing) Have students say which verbs are in the Past Simple and which are in
the Past Progressive, and explain when we use them. (Past Simple for actions that
began and ended in the past / Past Progressive for actions that were ongoing or
repeated in the past) You might also want to review irregular verbs in the Past Simple.
Homework tasks Explain/Demonstrate workbook activities: Page 59, 60


Post Computer: Introduction
Activity Procedure
Reviewing the computer lesson Write the name of the unit on the board, "Knowing a Second Language", and ask if
anyone in the class was raised bilingually. If there are any bilingual students, ask them
Workbook Appendix: Pages 104, 105 to share their experience growing up knowing more than one language and how it
affected them. Ask the class: If you have the opportunity, will you raise your children
bilingual? Why or why not?
Review ways people can study a second language (converse with a friend who speaks
the language, listen to the radio, watch TV, read books or newspapers, take a class,
participate in online forums, etc.)
Reviewing the language focus: Present and past tenses Write the following four sentences on the board and have students copy them into
their notebooks:
1. I took an Arabic class a year ago.
2. Margot often speaks French on business trips to Monaco.
3. Mr. Gomez was teaching a Spanish class from 7:00 to 9:00 last night.
4. We are studying English at the moment.
Have students work with a partner and do the following:
• Identify and underline the verbs. (took, speaks, was teaching, are studying)
• Identify and circle all the time and frequency expressions. (a year ago, last
night, at the moment)
• Decide which sentences are in a present/past tense. (present – sentences 2
and 4, past – sentences 1 and 3)
• Name the specific tenses and explain your decisions. (1. Past Simple – It
started and ended in the past 2. Present Simple – It's a regular activity. 3. Past
Progressive – It was a continuous activity in the past. 4. Present Progressive –
It's happening now.)
• Write each sentence in its negative form. (1. I didn't take… 2. Margot doesn't
often speak… 3. Mr. Gomez wasn't teaching… 4. We aren't studying…)
• Write an appropriate question for each sentence. (Possible answers: 1. When
did you learn Arabic? 2. Where does Margot speak French? 3. What was Mr.
Gomez doing at 8:00 o'clock last night? 4. Are you learning Spanish right
now?)
• Write a sentence in positive, negative, or question form for each of the tenses.
Playing a game to review verb tenses Make one copy of Handout 40. Cut out the sentences on the handout and put the
words for each sentence into seven separate envelopes. Divide students into seven
Handout 40: Word Order Game small groups and give each group an envelope. Tell students they're going to be
(one copy for the class) making sentences using the Present Simple, Past Simple, Present Progressive, and Past
Progressive. Explain that they have to form a sentence with the words in the envelope.
Ask them to call you when they think they have formed a complete sentence. Check
that they have completed the task successfully, and tell a member of the group to
write the completed sentence on a separate piece of paper. As soon as one group
completes a sentence, they exchange their envelope of words with another group.
(You may want to keep a sentence in reserve for a group that finishes early.) The first
group to complete all the sentences correctly wins.
Checking homework Divide the class into pairs or small groups and instruct them to go over the
homework assignment together and check their answers.
Workbook: Pages 59, 60 Key:
a. 1. bilingual 2. raised 3. vocabulary 4. native speaker’s
5. culture
b. 1. am writing 2. speak 3. decided 4. love 5. went
6. were having 7. started 8. ran


Pre Computer: The Benefits of Language Learning
Activity Procedure
Introducing the topic of the computer lesson Remind students that this unit is called “Knowing a Second Language”. Write on the
board: Benefits of learning a second language. Explain the meaning of “benefits” and
ask students to say why they are studying English / what benefits they hope to gain
from knowing English. Brainstorm ways that knowing a second language can be helpful
in life and make an abbreviated list on the board. (Possible answers: You can
understand foreign movies and TV shows. / You can read menus and maps when you
travel. / You can get a job in other countries. / You can talk to family or neighbors who
only know a different language., etc.)
Introducing the comprehension strategy: Identifying Tell students that most texts have a main idea, and the writer often supports or
examples clarifies that main idea by giving examples.
Write the following on the board and ask which is the main idea and which is the
example:
Knowing a second language is useful when you're traveling. (main idea)
For instance, you can communicate with people you meet along the way. (example)
If students don't know the word "communicate", ask them to figure it out using the
context clues in the example.
For more practice, you could use the following sentences. Have students identify the
main idea and examples.
In some countries, such as Canada and India, there are two official languages.
Learning a language with a different alphabet, like Arabic or Japanese, can be
confusing for a native English speaker.
Explain that the computer lesson will give students more information about identifying
examples.

Introducing new vocabulary through comprehension Write the word "multitask" on the board. Ask students what the prefix is and what it
strategies means. (multi- / many) Ask what synonyms they know for "task". (Possible answers:
job, chore, assignment) Tell them to put the two parts together and guess what
multitask means. (Possible answer: many jobs / do many jobs at the same time)
Write the following sentence on the board:

Studies show that bilingual people get brain diseases, like Alzheimer's, at an older age
than monolinguals.
Tell students to find the example in the sentence. (Alzheimer's) Ask if they can figure
out the meaning of "brain diseases".


Post Computer: The Benefits of Language Learning
Activity Procedure
Reviewing the computer lesson Remind students that they read a magazine article called “Six Benefits of Learning a
Second Language” in the computer lesson.
Workbook Appendix: Pages 105, 106
Write on the board:
health benefits memory benefits social benefits other benefits
Say: The article mentioned many benefits of learning a second language. Can you
remember examples of health, memory, and social benefits? Write students' responses
in the correct category on the board. (Possible answers: health benefits: slows the
beginning of brain diseases / memory benefits: remember directions, remember
names, remember shopping lists / social benefits: make friends, understand different
cultures, enjoy literature, films, and music / other benefits: flexible brain, multitasking,
get a better job, your first language may improve)
After students have remembered information from the text, allow them to suggest
additional benefits, such as: learn new words more easily, better problem-solving,
travel is easier, etc.
Review the words and phrases used for introducing examples: for example, for
instance, such as, like.
Reviewing and expanding on the vocabulary with a Before the lesson, write these words on individual cards: multitask, memory, flexible,
game résumé, bilingual, formal, raise (a child), and personality. Bring a stopwatch or phone
with a timing device to class.
Divide the class into two teams. Have a student from one team come to the front of
the class and take a card. Instruct the student to act out the word without speaking,
and tell the team members they have 60 seconds to guess the word. If the team
guesses the word successfully, award them one point. To earn a second point, the
team must make up a sentence using the word. Repeat with a student from the other
team. Continue until all the cards have been used, or the time you've allotted for the

activity is up.
Reviewing the topic of the unit Make enough copies of Handout 41 for all of your students and give each student a
copy. Tell the students to read the questionnaire and make sure they understand all
Handout 41: Language Learning Questionnaire the questions. Explain that they should answer all of the questions about themselves in
(one for each student) the "Me" column, then add two more questions to ask their partner. Divide the class
into pairs, and instruct students to ask their partners the questions, writing their
answers in the "My Partner" column. When students have completed the tasks, allow
some time to let them share with the class how their partners feel about learning
languages.
Checking homework Divide the class into pairs or small groups and have them check the homework
assignment.
Workbook: Page 60 Key: a. 1. f 2. c 3. b 4. d 5. a 6. e

Unit 10: Knowing a second Language

Pre Computer: Being Bilingual
Activity Procedure
Introducing the computer lesson Tell the class they're going to watch a video in the computer lesson about two friends.
Instruct students to pay attention to the language the friends use when speaking with
each other in English.
Mention that at the end of the computer lesson, students will record themselves
talking about their experiences learning a different language. Discuss what they can do
to speak confidently and fluently. Elicit answers such as: come up with good ideas,
know the necessary vocabulary, practice speaking about the subject several times,
don't worry about making mistakes, etc.
Comparing formal and informal English Write the vocabulary words "formal" and "informal" on the board. Ask: How do you tell
your boss or manager that you will be late for work? Do you use the same language
when telling a co-worker or friend? Have students explain the differences, using their
native language, if necessary. You could also have a few students role-play the two
situations. Explain that in English, there are also differences between formal and
informal language. Have students suggest ways to greet a manager or professor in the
morning, and ways to greet a coworker or friend. Mention that some of these
differences have to do with culture, and review the vocabulary word. For example, in
some cultures, superiors are addressed with formal language as a sign of respect,
whereas in other cultures, using informal language (including first names) – to signify
ease and accessibility – is common. Point out that one of the challenges of learning a
foreign language is being able to use formal and informal language correctly.
Tell students to pay attention to the way the people speak in the video, and decide
whether it's formal or informal. Mention that there will be a discussion about it in the
following lesson.
Introducing the personalized speaking activity Remind students that this lesson contains a personalized speaking activity in which

they need to talk about their experiences speaking or learning a different language.
3. Take some notes.


Post Computer: Being Bilingual
Activity Procedure
Reviewing the computer lesson Help the students remember the details of the computer lesson by asking some
questions about the video they watched:
Workbook Appendix: Page 106 Where does the conversation take place? (in a restaurant)
Who is talking? (a man named Sydney and a woman named Michelle)
What are they talking about? (growing up with more than one language at home)
Which of the speakers is bilingual? (the man – Sydney)
Which two languages does he speak? (English and Chinese)
How does Sydney feel about growing up bilingual? (He is happy about it.)
What didn’t he like about growing up bilingual? (his parents speaking to him in Chinese
in front of his friends)
Reviewing the language focus Play a truth game using the Present Simple, Present Progressive, Past Simple and Past
Progressive. Ask for two volunteers to stand in front of the class. One of them (Student
A) says a sentence using any of the four tenses, such as, "I usually speak Russian with
my grandmother," and the second student (Student B) has to decide whether the
statement is true or false. If Student B guesses incorrectly, he/she sits down and a new
student takes his/her place. If Student B guesses correctly, Student A sits down and a
new Student A challenges Student B. This time, Student B makes a statement, for
example, "Yesterday, I went shopping for a new car." The winner is the student who
lasts the longest without having to sit down.
Discussing formal and informal language Write the following sentences on the board and mention that they are all from the
video:
1. My parents are from China.
2. Wow! You can read Chinese.
3. Most of the time it was OK.
4. What language do you speak with your brothers and sisters?
5. I’m gonna raise my kids bilingual.
Ask students which of the sentences are in informal English and why they think so.
(2/Wow!; 3/OK; 5/I'm gonna)

Ask: When would you use these informal sentences? Elicit that they are for spoken
English. Ask: What does “gonna” mean? Elicit that “gonna” is an informal way people
sometimes say “going to”.
You might want to brainstorm other informal words that students have heard, such as
wanna (want to) or gotta (got to).
Make it clear that this style is never acceptable in formal writing (unless quoting
someone). Also point out that abbreviations are rarely used in formal writing.
Brainstorm types of writing and speaking that are formal and informal, and write them
on the board. (Possible answers: Informal – talking with friends, song lyrics, chatting on
cellphones, postcards, letters to friends or family; Formal – job interview, business
letters, giving a lecture, etc.)
Practicing giving advice This role-play activity will help students prepare for the following lesson, "Tips for
Learning English". Be sure students know that a "tip" can be a piece of advice. Make as
Handout 42: Learning Languages Role-Play many copies of Handout 42 as you have pairs of students. Divide the class into pairs.
(one for each pair of students) Using the handout, students take turns role-playing Student A, who is having
difficulties learning English, and Student B, who gives advice to Student A to help
him/her. While students are practicing their role-plays, move around the classroom
listening and helping. When students have completed the activity, ask for volunteers to
perform their role-play in front of the class.
Reviewing the personalized speaking activity Ask volunteers to tell the class about their experiences speaking or learning a different
language. After reviewing students’ recordings and/or class presentations, point out
any common errors for students to watch out for in the future as well as positive
aspects of their work.
Checking homework Organize the class in pairs or small groups, and have them check their answers to the
homework assignment.
a. 1. Michelle 2. Sidney 3. Michelle 4. Michelle 5. Sidney 6. Sidney
b. 1. Yes. My parents are from China.
2. They do, but not so much.
3. What language do you speak with your brothers and sisters?
4. I guess we speak a mixture of English and Chinese.

5. Are you glad you know two languages?


Pre Computer: Tips for Learning English
Activity Procedure
Introducing the computer lesson Ask students what they find difficult about learning English. Encourage students to
share their thoughts, feelings and ideas. Ask: How do you feel when you make a
mistake in English? Allow students to share their feelings. Write the following quote
from the video in the computer lesson on the board: "Language learning is all about
making mistakes", and ask students what they think it means. Ask if they agree or
disagree with the quote. Explain that all learners make mistakes, and it is a normal part
of English language learning. Be sure students understand that there is nothing to be
embarrassed about. Say: This lesson is called “Tips for Learning English,” and tip
number 1 is, "Do not be afraid to make mistakes!"
Introducing vocabulary for giving advice Have students try to come up with synonyms or similar expressions for “tip”. (advice,
suggestion, recommendation, useful idea, etc.)
Write the following sentences on the board and ask if a person requesting advice or
giving advice probably said them:
Let me give you a tip. (giving advice)
Do you have any other suggestions? (requesting advice)
Don't worry about that. (giving advice)
What do you find most difficult? (giving advice)
That's a good idea! (requesting advice)
Introducing the language of the speaking activities Brainstorm the various elements/skills of language learning and make a list on the
board. (reading, writing, speaking, listening, grammar, vocabulary) Have students
comment on the skills they don't feel very confident about. Write the following
sentence stems on the board to help them:
I want to improve my ...
I don't … very well.
My biggest problem is…

It's hard for me to…

Before giving advice, students might need to get more information. Suggest the
following phrases:
What do you want to focus on?
What's your biggest problem when you…?
What do you find the most difficult?
Have the class make suggestions for helping with the issues brought up by students.
For example: Issue – I don't understand what I hear very well. Suggestion – Why not
listen to people talking on online sites such as YouTube?
Write the following on the board to help them:

Try to…
Why not…
Don't be…
I guess you should…
Introducing the personalized writing activity Remind students that this lesson contains a personalized writing activity in which they
need to write about how they study English.
Brainstorm with students the best way to do this:
3. Take some notes.


Post Computer: Tips for Learning English
Activity Procedure
Reviewing the computer lesson Review the video from the computer lesson by asking the following questions:
Where does the conversation take place? (in a classroom)
Workbook Appendix: Page 107 Who participates in the conversation? (two students, Lucy and Ron)
What is the topic of the conversation? (tips for learning English)
Why does Lucy find speaking difficult? (She is afraid of making mistakes.)
What advice does Ron give her? (not to worry about making mistakes / listen to native
speakers on radio or TV)
Make sure the students practice the computer speaking activity several times, and that
they practice the various possible responses. Stress the importance of repetition when
practicing these communicative conversations. Ask why it is so important to do this,
and elicit the answers that the phrases can be used in different contexts and that
practice improves fluency.
Practicing the language of the computer lesson Make as many copies of Handout 43 as you have pairs of students. Divide the class
into pairs. Have students cut out the sentences and put them into the correct order to
Handout 43: Mixed Up Dialogues make two different dialogues. Mention that there may be more than one correct way
(one for each pair of students) to do this. After students have completed the task, tell them to practice the dialogues.
You may wish to have some of the pairs present their dialogues to the class.
Key:
Dialogue 1:
Can you suggest some ways to help me learn English?
Sure, I can. What do you want to focus on?
I really want to improve my reading.
What's your biggest problem when you read?
Well, I don't know a lot of the words, so it's hard for me to understand what I'm
reading.
Maybe you should work on your vocabulary. Try to learn a new word every day.
That's a good idea. I'll start tomorrow!
Dialogue 2:
Do you have any good tips for learning English?
Well, what do you find the most difficult?
I still find speaking hard. I'm afraid of making mistakes.
When you're alone, you should try speaking to yourself in English.
I don't think I can do that.
Then why not find a study partner to practice with?
OK, how about you? Would you be my study partner?
Brainstorming a list of writing tips Divide the class into pairs and tell them to think of three important tips they would
give a student who has to complete a writing assignment in English. For instance,
Make a list of useful words and phrases. / List the points you want to write about. / Put
them into logical order, etc. Based on students' ideas, generate a list of writing tips on
the board. Together, decide on four or five tips that are most useful. Have students
copy the final list into their notebooks.
Reviewing the personalized writing activity When you’ve completed your review of the students’ writing submissions in the
Checking homework Have students sit in pairs or small groups to go over the homework assignment and
Workbook: Page 62 Key: a. 1. b 2. d 3. a 4. c


Pre Computer: The Bilingual Circle
Activity Procedure
Introducing the topic of the computer lesson Initiate a discussion about issues parents might face when raising bilingual children by
asking: Do you think parents have any problems raising bilingual children? If so, what
do you think they are? (Possible answers: Children want to fit in and be like everyone
else. / They're uncomfortable bringing friends home. / Children prefer speaking the
language they hear at school. / Parents get criticized for "confusing" their children. /
Children don't really need the second language for communication, so they tend not to
use it. / For older children, it's usually easier to read in the primary language, so their
reading and writing in the second language doesn't develop. / Parents can't always find
books, movies, etc. in the second language. / Sometimes, both parents don't speak the
same second language, etc.)
Ask: Where can parents go if they need help with problems of raising bilingual
children? (Possible answers: doctor, pediatrician / the Internet / family magazine
articles / other parents / teachers, etc.)
Ask if any students want/plan to raise a bilingual family and have them say which
languages they anticipate speaking.
Expanding on the vocabulary Explain that in English two words are sometimes combined to form a new word; the
beginning of the new word comes from one of the words and the ending comes from
the other. (A word formed in this manner is called a portmanteau.) Write the following
examples on the board:
breakfast + lunch = brunch
smoke + fog = smog
vital + mineral = vitamin
Tell students that new portmanteaus are created every day to describe modern culture
and technology (such as romantic + comedy = romcom; emotion + icon = emoticon;
electronic + mail = e-mail, etc.) Write the following words on the board and ask
students to guess what their portmanteaus are:

Web + seminar (answer: Web + seminar = Webinar)

iPod + broadcast (answer: iPod + broadcast = podcast)
Web + log (answer: Web + log = blog)
Tell students that understanding how portmanteaus are made can help them guess
the definitions of similar words they may come across in English.
Reviewing the present and past verb tenses Write the following sentences on the board:
1. We wanted our children to speak two languages.
2. Are you raising bilingual children?
3. We were looking for a place to meet other bilingual families.
4. I speak English.
Have students say what the verb is in each sentence. (wanted; are raising; were
looking; speak) Then tell them to decide which tense each sentence is – Present
Simple, Present Progressive, Past Simple, or Past Progressive. (1. Past Simple 2. Present
Progressive 3. Past Progressive 4. Present Simple)
Practice making positive and negative sentences as well as questions and answers:
Have a student read the first sentence out loud: We wanted our children to speak two
languages. Then instruct the class to come up with a negative sentence that could
logically follow the first sentence and write it on the board. For instance: We didn't
want them to be monolingual. Then ask students to make up a question that could
logically follow the first two sentences, such as: What languages did you speak with
them? Finally, have students answer the question logically, for example: We spoke
English and Spanish. When finished, you should have the following written on the
board:
Positive: We wanted our children to speak two languages.

Negative: We didn't want them to be monolingual.
Question: What languages did you speak with them?
Answer: We spoke English and Spanish.
Divide the class into pairs and instruct them to write similar sentences for 2, 3, and 4.
Tell them that they may mix verb tenses. When students have finished, have them

share their sentences with the class.
Possible answers:
2. Question: Are you raising bilingual children?
Answer: No, we aren't.
Positive: My husband knows Russian.
Negative: But I don't understand Russian.
3. Positive: We were looking for a place to meet other bilingual families.
Negative: But we weren't having any luck.
Question: Did you try the Internet?
Answer: No, we didn't. That's a great idea!
4. Positive: I speak English.
Negative: I don't know any other languages.
Question: Do you want to learn another language?
Answer: Yes, I do.
need to write an e-mail expressing interest in becoming part of The Bilingual Circle.
Brainstorm with students the best way to do this. Elicit the following:
1. Read the Web page again.
3. Take some notes.


Post Computer: The Bilingual Circle
Activity Procedure
Reviewing the computer lesson Review the Web page from the computer lesson by asking the following questions:
Who is the Web page for? (bilingual and multilingual families)
Workbook Appendix: Pages 107, 108 What is "The Bilingual Circle"? (a place for parents of bilingual families to get
information and support)
Who started The Bilingual Circle? (two parents of bilingual children)
What are some of the things The Bilingual Circle offers? (support, information, social
experiences, private workshops, public workshops, webinars, a newsletter)
In your opinion, is the information on the Web page useful? Why? Why not?
Remind students that they wrote an e-mail to The Bilingual Circle. Divide the class into
small groups and encourage students to discuss their writing experience. Provide the
following prompts to guide their discussion:
I think it's easy/difficult to plan what I want to write because…
It's easy/difficult for me to express my ideas because…
It's easy/difficult to check my own writing and find my mistakes because…
Expanding on the vocabulary of the computer lesson Write the following words from the Web page on the board: update, upcoming, and
sign up, and ask students what they have in common. ("up")
Explain to students that English sometimes combines words to express something with
a different meaning from the individual words. As an example, ask what "up" means.
(the direction or position from lower to higher) Then ask what "date" means.
(a particular day of the year) Ask: So, does "update" mean the day is moving higher?
(No, it means to change something by adding the most recent information.)
After making sure students understand the meanings of "upcoming" (happening soon)
and sign up (write your name down to commit yourself to taking part in something),
ask if they know any other expressions using the word "up". (Possible answers: What's
up?/ mixed up sentences/ grow up/ wake up / stay up late / show up, etc.
Explain that certain words in English are very commonly used in combination with

other words to make expressions, such as down, out, in, make, take, get, come, etc.
You might want to divide the class into small groups and assign one of the words to
each group to look up using a dictionary or electronic device.
Expanding on the content of the computer lesson For this information gap activity, divide the class into pairs. Give one student a copy of
Handout 44 labeled Student A and the other student a copy labeled Student B. Explain
Handout 44: Unusual Languages that each student has an article about an unusual language, but they each have a
(one Student A page and one Student B page for each different article about a different language. Tell the students to read their articles, and
pair of students) when they have finished, to question their partner to find out about his or her article.
While students are working in pairs, circulate and help with any vocabulary or
comprehension issues that may arise. Give students time to ask and answer each
other's questions, and then review their answers with the whole class.
Answers to Student A's questions:

1. Esperanto
2. It was a simple language for the whole world to use.
3. about two million people around the world
4. Possible answers: One man created it. / It's easy to learn. / It has rules, but no
exceptions. / You
write exctly what you hear.
Answers to Student B's questions:

1. sign language
2. It uses hand signs.
3. deaf and hard of hearing people all over the world
4. Possible answers: There are thousands of different sign languages. / Each country or
region has its
own sign language. / ASL is the third most common language in the US.

Checking homework Have students sit in pairs or small groups to go over the homework assignment and
a. 1. social experiences 2. founded 3. community center 4. webinars 5. participate
6. support


Pre Computer: Language Channel Podcast
Activity Procedure
Introducing the topic of the computer lesson Come into class wearing something very different from what you usually wear,
something that students will notice right away, such as cowboy boots, a hat with a
long feather, or a brightly colored scarf. Write "personality changes" on the board and
explain the meaning. Have students share their ideas on what might change a person's
personality. Ask: Do your clothes change your personality? Does your job change your
personality?
Write on the board: My personality changes when… and ask students to complete the
sentence. Ask: Does your personality change when you speak English? Is your
personality different when you speak your native language?
Introducing vocabulary through a survey Conduct a quick survey in class. Write the following table on the board and make sure
students understand all of the words. Then ask the questions and fill in the table.
Survey Question Yes No

Do you usually use a lot of slang when you talk?
Do you use formal language when you talk to your teachers?
Do you use different languages in different contexts?
After the survey, ask students if they are surprised by the results.

Using a checklist to improve writing Tell students that they will be writing a paragraph in the computer lesson. Explain that
a checklist is a useful way to make sure their writing is well-organized and doesn't have
mistakes. Mention that using a checklist can become part of their writing process.
Brainstorm what to include in the checklist. Elicit ideas and then have students create
a checklist. For example:
Yes No
The order of the sentences is logical.
I checked for spelling mistakes.
The verb tenses are correct.
I checked for capital letters.
I checked for correct punctuation.
Singular and plural nouns are correct.
will summarize the podcast from the lesson.
1. Listen to the podcast again.
3. Take some notes.


Post Computer: Language Channel Podcast
Activity Procedure
Reviewing the computer lesson Remind students that they listened to a podcast during the computer lesson, and ask
them to summarize it. Have them share brief stories about instances they've
Workbook Appendix: Pages 108, 109 experienced in which people acted differently when speaking different languages.
Remind students that they summarized the podcast in writing and ask a few students
to tell the class what they wrote. Ask if students made and used a checklist for writing
their paragraph. Discuss whether/how the checklist was helpful.
Expanding on the topic Tell students they are going to organize an English Club to help people learn English.
Divide the class into small groups and give each student a copy of Handout 45. Tell
Handout 45: Plan an English Club them to discuss the questions on the handout and to come up with a plan for their
(one for each student) club. Explain that after they have worked out the details, they will make a leaflet to
advertise their club. Tell them to be prepared to present their ideas to the class.
Checking homework tasks Divide the class into pairs or small groups and have students check their homework.
a. 1. a podcast

2. She conducted surveys with people.

Possible answers:
3. a. They can be more outgoing.
b. They can feel more relaxed / formal.
b. 1. conducted 2. slang 3. relaxed 4. context 5. different
Reviewing the content of the course: Playing a trivia Tell students that they are going to design a trivia quiz based on the content of the
quiz course. Explain that the quiz will help them review material for the test. Divide the
class into five groups and ask each group to write four questions based on the content
of the course. Group 1 will concentrate on Units 1-2, Group 2 on Units 3-4, Group 3 on
Units 5-6, Group 4 on Units 7-8, and Group 5 on Units 9-10. Tell students that the
questions should be simple trivia questions or language-based questions. Check the
questions and listen to the answers. Make sure the questions are clear and capable of
being answered quickly and easily. When everyone has their questions, place the
teams around the classroom facing each other and take up your position at the board.
Instruct each group to direct one of their four questions to each of the other groups.
Your role is to play quiz host, keep score, and make sure fair play is observed at all
times. Enjoy!
Reflecting on the course of study Point out that this is the last lesson of the course. Have students flip back through their
notebooks and online platform (if available) and recall what they have studied, what
they have learned, where they have improved, and what they would like to improve
further. Go around the class and have each student mention one thing he/she learned,
one thing he/she enjoyed, or one thing he/she would like to improve on.
Reflecting on the learning process End the lesson by giving students the opportunity to reflect on the course and their
overall learning experience. Give each student a copy of Handout 46 and tell them to
Handout 46: Reflection answer the questions on the handout. Then have them compare their answers with a
(one for each student) partner. Encourage students to make suggestions about how the course could be
improved in the future. If you are feeling courageous, you could also ask them to
assess your performance and how it could be improved (this of course is strictly
optional!) Finally, collect the handouts so that you can analyze the answers in more
detail.

Pre-Intermediate (A 2 - B 1) LP - Lesson Plans

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Pre-Intermediate (A 2 - B 1) LP - Lesson Plans

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Basic 3

English Learning Program

Unit 1: Getting A Job 1

Unit 2: Business Matters 15

Unit 3: Planning A Vacation 31

Unit 4: Eating Out 47

Unit 5: Traveling Abroad 64

Unit 7: Making Excuses 92

Unit 8: Tickets, Please! 104

Unit 9: Saving Energy 121

Unit 10: Knowing a Second Language 150

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Lesson Plans | Basic 3

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Unit 1: Getting A Job

My Education Plans • Discussing the education/experience an actor needs

Phone Call • Giving and getting feedback on written work

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Education • Using context clues to define a word

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Unit 1: Getting A Job

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Homework tasks Explain/Demonstrate workbook activities: Pages 7, 8

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Unit 1: Getting A Job

Reviewing the computer lesson Ask students:

Checking homework tasks in pairs or small groups Key:

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Unit 1: Getting A Job

Discussing the role of education in job opportunities Ask students:

Homework tasks Explain/Demonstrate workbook activities: Page 9

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Unit 1: Getting A Job

Checking homework tasks Key:

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Unit 1: Getting A Job

Homework tasks Explain/Demonstrate workbook activities: Pages 11, 12

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Unit 1: Getting A Job

Reviewing the computer lessons Review the computer lesson by asking:

Checking homework tasks in pairs or small groups Key:

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Simulation: Ask the class:

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Unit 1: Getting A Job

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Unit 1: Getting A Job

Reviewing the computer lessons Ask students:

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Unit 1: Getting A Job

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Unit 1: Getting A Job

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Unit 2: Business Matters

London • Giving and getting feedback on written work

Fax It • Rating factors for relocating a factory

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Work 2 • Using context clues to define a word

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Unit 2: Business Matters

Do you like working late at night?

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calling the bank for financial help, arranging a lunch date