GET

STARTED PROTOCOLS
 ICE BREAKER

This essential stage covers the first part of these lessons (5-10 minutes). The main
aim is setting the tone of the lesson and building rapport with the students. It also
helps students reduce anxiety levels and prepare for target language mode whilst
learning about different aspects of each other’s lives.
Suggested activities: asking about feelings and latest news, puzzles, riddles, brain-
teasers, problem solving, brainstorming on a topic, asking around, improvisation of
a topic, five-minute games, exploring students’ needs and likes, vocabulary games,
reviewing activities, tongue twisters, etc.
 GET TO KNOW EACH OTHER ACTIVITY

• You can use digital tools (Jamboard, Padlet, Mural, Flipgrid, etc.)
for students to provide personal information and comment on
each other’s postings.
OR
• You can design in-class activities for students to talk about
themselves in breakout rooms.
 COURSE OVERVIEW
Make sure to address the following aspects:
• Welcome to new students
• Teacher contact information
• Course objectives
• Methodology
• Class schedule
• Asynchronous work
• Grading & assessment
• Important dates
MATERIAL
STRUCTURE
ENGLISH I.D.
 Famous song lines illustrate language from lessons.

Lesson titles are questions

To help you engage with the
Content.

Word stress in pink

on new words

Focus on Common mistakes accelerates accuracy

Contextualized Picture
Dictionary to present and
review vocabulary.

Stimulating
Grammar practice.

Speech bubbles:
models for speaking.

Make it personal: personalized speaking tasks to

help express your identity in English.
ID Skills: extra reading and ID in Action: communication
listening practice. in common situations. ID Café: sitcom videos to
consolidate language

A complete Grammar reference with exercises. Reviews systematically

recycle language
Audio script activities to
consolidate pronunciation.

Pictures to present and

practice Pronunciation.

Workbook to practice and

consolidate lessons.

Phrase Bank to practice

common expressions.
NOW YOU!
Lesson 1 & 2 Grammar, vocabulary and listening

1. Unit menu
1
2. Lesson focus
2
3. Vlogs and the
optional Flipped 3
Learning tasks
4. Exercises and
activities
5. Lesson
objectives
6
6. Pronunciation 4

5
Lesson 1 & 2 Grammar, vocabulary and listening
7. Learning to
learn tools 10
8. Fast finishers 9
9. Grammar tables
and the Grammar
reference at the
11
back of the book
10. Grammar
animations 7
11. NOW YOU!
exercises
12. Project tasks
12

8
Lesson 3 Reading

1. Exercises and
activities before, 1
while and after
reading 2
2. Reading texts
3. Core values

3
Lesson 4 Writing
3
1

1. Focus on key language items 4

from the reading and writing texts.
2. Model texts
3. Did you notice? For useful
language to include in one’s writing
4. NOW YOU! Plan, write, check for
the process of producing one’s own
texts.
2
Lesson 5 Culture and communication

1 2
1. Culture videos
2. Idioms and expressions
3. Pairwork with communicative
tasks to practice the language in
line with the CEFR
4. Unit reviews
5. Wordlists to revise the main
vocabulary from the unit

4
3 5
Project Lesson
6
1. Recap
2. Final task
1
3. Useful
expressions
4. 21st century
skills 2
3
5. Evaluation of
individual and 5
team performance
6. Go beyond
4
 STUDENT-TEACHER AGREEMENTS
Talk about the following suggested topics:
• Schedules, punctuality and absenteeism
• Breaks in class
• Respect at all times (no pictures, screenshots or video)
• Mobile phone use
• Turn on cameras from the start and turn off microphones after greeting
• A student could be designated as the class helper every session. This person can have the microphone
on and is in charge of letting the teacher know what is going on in the chat
• Use the chat for a participation turn
• Speak English all the time
• In case of technical problems:
 Students should… (e.g., inform asap)
 Teachers should… (e.g., send an email informing of what activities should be done while they
troubleshoot the problem.)
 USEFUL CLASSROOM EXPRESSIONS

• What does that mean? • That's it. I’m finished

• Excuse me? Or Can you repeat that, please? • Not yet. Wait a minute
• What's the word for...? • I have a question
• How do you spell that? • No = I don’t think so / Not really
• How do you pronounce that? • Yes = That’s right / Definitely / I think so
 REVIEW

• You can use the review units of the previous

course (when applicable).
• You can use the Get Started section on pages
6-9 (when applicable).