Adults Intermediate 2024

Shining Fluency Intermediate

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MAP Unit 4a: Bad manners?

Warming-up

Who do you think...?

Warming-up

Two truths and a lie

How much do you know about me?

1. I was given a college scholarship. 2. One of my videos went viral. 3. I moved out when I was 5.

Warming-up

How much do you remember about your classmates?

Warming-up

Table topics

Vocabulary revision

Pass the word

Vocabulary revision

GUESS THE WORDThe game is played in teams. You get a word and you need to give clues so that your team guess it. You cannot use the word or any of its parts. You have one minute to explain three words. Your team get a point for every correctly guessed word. Every member of the team gets a turn. Then, you need to guess your teammate’s words. Get extra points at the end of the game if you make sentences with the words you guessed.

00:00

Grammar revision

Grammar casino

Grammar revision

Kahoot!

How to start a conversation with a stranger

LET'S GET STARTED

Let’s learn some conversation starters!

Let’s learn some conversation starters!

Let’s learn some conversation starters!

conversation starters

Breakout Rooms

In pairs, decide how you would answer the conversation starters below. Try to show that you are open to a longer conversation!

I became friends with 100 strangers in a day

• When was the last time you talked to a stranger? What did you talk about?

• You are going to watch a video about a man who decided to talk to a hundred strangers. Would you like to do an experiment like this? Why/Why not?

I became friends with 100 strangers in a day

Watch the first part of the video (to 00:37) and choose the answer which best summarizes what the man thinks.

I became friends with 100 strangers in a day

Before watching the second part, try to guess the answers to the questions below. Then, watch the second part of the video (00:37-03:09) and check if you were right.

I became friends with 100 strangers in a day

Match what the man said to the person or people he said it to.

Now it's your turn!

Pick a situation from the list and think of a way to start a conversation .

Now it's your turn!

In pairs, Student A start a conversation. Student B responds. Continue the conversation for as long as you can.

Student A

Student B

Speaking

Annoying things

Exit ticket

Warming-up

Let's get started: Discuss these questions

Vocabulary

Phone language

Let's work on page 36 SB

Solve exercise 1a: Listen and match what you hear to the sentences

Interaction

Ask and answer the questions giving as much information as possible.

Grammar: Obligation and prohibition

Listening

Reading

Obligation and prohibition

Read the comments and match the highlighted phrases to their meanings.

VERSUS

Must vs Have to

Mustn't vs don't have to

Advice or opinion: should/shouldn't

Let's practise!

• Let's play a game

• Solve exercises on page 138

Exit ticket

Homework

• Page 26 WB vocabulary

• Pages 27 and 28 WB grammar

MAP Unit 4a: Bad manners?

Vocabulary

Page 26 WB

Grammar: Obligation and prohibition

Reading

• What happened during a performance of Messiah at the National Music Auditorium in Madrid?
• Where was the person with the phone sitting?
• What did the conductor do?

Obligation and prohibition

Read the comments and match the highlighted phrases to their meanings.

VERSUS

Must vs Have to

Mustn't vs don't have to

Advice or opinion: should/shouldn't

Let's practise!

• Let's play a game

• Solve exercises on page 138

Pronunciation

Silent consonants

Speaking

Annoying things

Exit ticket

Homework

Page 27 and 28 WB

Page 38 SB

MAP Unit 4a: Bad manners?

Warming up

Let's play a game

Let's check HW on page 138 SB AND 27 AND 28 WB

Pronunciation

Silent consonants

Speaking

Annoying things

Reading

Page 38 SB

Solve the activities

Listening

Understanding problems and advice

Listening

Understanding problems and advice

Speaking

Saying what you think is right

Homework

Pronunciation: page 29 WB + extra practice

Grammar worksheet extra practice

MAP Unit 4a: Bad manners?

Speaking

Annoying things

Reading

Page 38 SB

Solve the activities

Listening

Understanding problems and advice

Speaking

Saying what you think is right

Telephone phobia

Phone anxiety

MAP Unit 4b: Yes, I can!

Warming-up

Look at the list of skills and find:

• two that you can do
• two that you can't do
• two that you could do when you were ten years old
• two that you couldn't do when you were ten years old

GRAMMAR : ability and possibility

Page 40 exercise 1

Ability and opssibility

Let's practise!

• Grammar bank page 139 SB

Speaking

Pronunciation

Sentence stress

Let's practice on page 40

MAP Unit 4b: Yes, I can!

wARMING UP

Let's revise

• Exercises 1 a and b on page 29 WB

• If you need more practice, solve grammar worksheet

Pronunciation

Sentence stress

Let's check homework on page 40

Listening

Listening

Speaking

Vocabulary: -ed/-ing adjectives

A lot of adjectives are made from verbs by adding -ing or -ed. They are called participial adjectives they take the forms of the present (-ing) and past participle (-ed) of the verb.

-ed adjectives

-ing adjectives

-ing adjectives are used to talk about the things that produce these feelings.

• Running is very tiring. We don’t want to run.
• This film is very boring. Let’s play cards.
• Her visit was very surprising. We weren’t expecting her.

-ed adjectives are used to describe how we feel. Look at the following examples:

• We’re tired. Can we stop running?
• I’m bored. Let’s play cards.
• I was surprised to see her

Let's practice

• Let's work on page 42 Student's Book

MAP Unit 4b: Yes, I can!

Pronunciation

Sentence stress

Let's solve a quiz to revise

Let's check homework

Listening

Listening

Speaking

Vocabulary: -ed/-ing adjectives

A lot of adjectives are made from verbs by adding -ing or -ed. They are called participial adjectives and they take the forms of the present (-ing) and past participle (-ed) of the verb.

Examples

-ed adjectives

-ing adjectives

-ing adjectives are used to talk about the things that produce these feelings.

• Running is very tiring. We don’t want to run.
• This film is very boring. Let’s play cards.
• Her visit was very surprising. We weren’t expecting her.

-ed adjectives are used to describe how we feel. Look at the following examples:

• We’re tired. Can we stop running?
• I’m bored. Let’s play cards.
• I was surprised to see her

Let's practice

• Let's work on page 42 Student's Book

READING & SPEAKING

Understanding tips and examples

Let's work on page 42 Student's Book

Reflexive pronouns

Let's work on page 43 Student's Book

MAP Unit 4b: Yes, I can!

Speaking

Vocabulary: -ed/-ing adjectives

A lot of adjectives are made from verbs by adding -ing or -ed. They are called participial adjectives and they take the forms of the present (-ing) and past participle (-ed) of the verb.

Examples

-ed adjectives

-ing adjectives

-ing adjectives are used to talk about the things that produce these feelings.

• Running is very tiring. We don’t want to run.
• This film is very boring. Let’s play cards.
• Her visit was very surprising. We weren’t expecting her.

-ed adjectives are used to describe how we feel. Look at the following examples:

• We’re tired. Can we stop running?
• I’m bored. Let’s play cards.
• I was surprised to see her

Let's practice

• Let's work on page 42 Student's Book

READING & SPEAKING

Understanding tips and examples

Let's work on page 42 Student's Book

Reflexive pronouns

Let's work on page 43 Student's Book

Video Time

Answers

MAP Unit 4b: Yes, I can!

Let's practice

• Let's check exercises 3 a to c on pages 30 and 31 Workbook

READING & SPEAKING

Understanding tips and examples

Let's work on page 42 Student's Book

Reflexive pronouns

Let's work on page 43 Student's Book

Video Time

Answers

Revision

How much do you remember?

MAP Unit 4b: Yes, I can!

READING & SPEAKING

Let's check homework on page 42 Student's Book

Reflexive pronouns

Let's work on page 43 Student's Book

Video Time

Answers

Revision

How much do you remember?

UNIT 5A

Vocabulary

Vocabulary Bank page 157

Info

Pronunciation

/ɔː/ and /ɜː/

VERSUS

/ɔː/

/ɜː/

VERSUS

/ɜː/

/ɔː/

Solve exercise 2 on page 46 SB

Speaking

Interview each other

UNIT 5A

Vocabulary revision

Let's check homeworkPages 32 and 33 WB

Pronunciation

/ɔː/ and /ɜː/

VERSUS

/ɔː/

/ɜː/

VERSUS

/ɜː/

/ɔː/

Solve exercise 2 on page 46 SB

Speaking

Interview each other

Reading

Let's discuss some questions

UNIT 5A

Let's revise

• Exercise 2c on page 46 Student's Book

• Exercise 2 on page 33 Workbook

Speaking

Interview each other

Reading

Let's discuss some questions

LISTENING

Understanding an interview

LISTENING CASINO

In teams solve exercise 5b on page 48 SB. Decide which is the correct option, place your bet and justify your answers.

UNIT 5A

Reading

Let's discuss some questions

LISTENING

Understanding an interview

LISTENING CASINO

In teams solve exercise 5b on page 48 SB. Decide which is the correct option, place your bet and justify your answers.

Grammar

Past Tenses

Page 48 sb

Focus on the title of the article and the photo. What do you think the article is about?Now read the article about Alistair Brownlee and check if you were right

Past tenses

Past Simple

Past tenses

Past Continuous

Past Perfect

lET'S PRACTISE

Grammar BankPage 140 SB

UNIT 5A

LISTENING

Let's check homework and discuss some questionsPage 48 Student's Book

Grammar

Past Tenses

Page 48 sb

Focus on the title of the article and the photo. What do you think the article is about?Now read the article about Alistair Brownlee and check if you were right

Past tenses

Past Simple

Past tenses

Past Continuous

Past Perfect

lET'S PRACTISE

Grammar BankPage 140 SB

Exercise 6cPage 49 SB

cOMMUNICATION

Good sportsmanship

Student B

Student A

UNIT 5A

RevisioN

Let's check the mistakes

Grammar BankPage 140 SB

Solve exercise 6d on page 49 SB

cOMMUNICATION

Good sportsmanship

Student B

Student A

Which of the 4 stories do you think is the most heroic?

Telling an anecdote

UNIT 5A

HOMEWORK

cOMMUNICATION

Marathon cheats

Student B

Student A

Telling an anecdote

UNIT 5B

"How Did We Meet?"

Share a brief story about how you met your best friend or partner.

READING & LISTENING

Tiffany and Kristina's Stories

cOMMUNICATION

The way we met

Student B

Student A

GRAMMAR

Past and present habits and states

Listening

Past and present habits and states

Past habits/states

Present Habits/states

Form

Use

Use

Be used to

Get used to

Form

Form

Use

Use

Let's practise

Solve exercises on page 141 Student's Book

Exit ticket

Think about how the ways people meet have changed over time compared to the past. Write your thoughts in the chat or share them aloud.

UNIT 5B

cOMMUNICATION

The way we met

Student B

Student A

GRAMMAR

Past and present habits and states

Listening

Past and present habits and states

Past habits/states

Present Habits/states

Form

Use

Use

Be used to

Get used to

Form

Form

Use

Use

Let's practise

Solve exercises on page 141 Student's Book

Exit ticket

Think about how the ways people meet have changed over time compared to the past. Write your thoughts in the chat or share them aloud.

PRONUNCIATION & SPEAKING

the letter s, used to

Page 51 Student's book

UNIT 5B

RevisioN

Let's check the mistakes

📌Exercise b on page 141 Student's Book 📌 Exercises on page 35 Workbook

📌Grammar worksheet

Exit ticket

Think about how the ways people meet have changed over time compared to the past. Write your thoughts or share them aloud.

PRONUNCIATION & SPEAKING

the letter s, used to

Page 51 Student's book

Past and Present Habits

Vocabulary

Relationships

hOW MUCH YOU KNOW?

Guided Discussion

Page 52 Student's Book

Verb phrases

Let's play a game

Guided discussion

Think of one of your close friends. In pairs in breakout rooms, ask and answer the questions with a partner and be ready to share your classmate's answers with the rest of the class.

UNIT 5B

Past and Present Habits

Vocabulary

Relationships

hOW MUCH YOU KNOW?

Page 158 Student's Book

Page 52 Student's Book

Verb phrases

Let's play a game

Guided discussion

Think of one of your close friends. In pairs in breakout rooms, ask and answer the questions with a partner and be ready to share your classmate's answers with the rest of the class.

Abstract nouns

Now it's your turn

Can you create sentences where you can use these words?

Info

Listening

Do you think these facts are true?

UNIT 5B

Revision

Vocabulary race

Homework correction

Vocabulary exercises on pages 36 and 37 Workbook

Guided discussion

Think of one of your close friends. In pairs in breakout rooms, ask and answer the questions with a partner and be ready to share your classmate's answers with the rest of the class.

Abstract nouns

Now it's your turn

Can you create sentences where you can use these words?

Info

Listening

Do you think these facts are true?

SPEAKING

Do you agree or disagree?

Info

UNIT 5B

Listening

Do you think these facts are true?

SPEAKING

Do you agree or disagree?

Info

PRACTICAL ENGLISH

JENNY HAS COFFEE WITH A FRIEND

Look at the picture of Jenny and Monica:What do you think they are talking about? Come up with three possible pieces of news that Monica could be telling Jenny.

Now, let’s watch the video and find out what Monica’s real news is.

Then, asnwer the questions in exercise b

Role-play Coffee Shop

• You will be working in pairs. One of you will be Jenny and the other will be Monica. You are meeting up at a coffee shop to catch up on each other’s lives.
• Your task is to recreate the coffee shop conversation, but you will change the details and the news that Monica shares.
• Think of new, interesting, or funny news that Monica could tell Jenny, such as a new job, an exciting trip, or a funny story. Be creative!
• Jenny will ask Monica follow-up questions based on the news. Use phrases from the lesson to ask for more details or clarify information (e.g., “When did that happen?”, “How do you feel about it?”, “What are your plans now?”).

PERMISSION AND REQUESTS

Where is Rob? Who is he talking to?They are shaking hands. What do you think this means? How do you think Jenny feels in each picture? What makes you think that?

Do you remember the missing words?

Let's learn more phrases

Request Chain Game

• We are going to play a Request Chain Game.
• I’ll start by asking one student for a favor, and that person must respond and then ask the next person for a different favor.
• Each time you make a request, use one of the structures we learned in the lesson (e.g., "Could you…?", "Would you mind…?"). The goal is to see how long we can keep the request chain going without repeating any requests. Example: "Could you lend me your book?" – "Sure, but could you help me with my homework first?"

PRACTICAL ENGLISH

Revision

Homework correction

Exercise 1 page 38 Workbook

Request Chain Game

• We are going to play a Request Chain Game.
• I’ll start by asking one student for a favor, and that person must respond and then ask the next person for a different favor.
• Each time you make a request, use one of the structures we learned in the lesson (e.g., "Could you…?", "Would you mind…?"). The goal is to see how long we can keep the request chain going without repeating any requests. Example: "Could you lend me your book?" – "Sure, but could you help me with my homework first?"

Info

Paul arrives

Pre-Watching Discussion

Social english

Paul arrives

Social english

Info

PRACTICAL ENGLISH

Social english

Info

Exercise 2 page 38 Workbook

UNIT 6a

Behind the scenes

Text Detectives Activity

Step 1: Detective Teams You will work in pairs. Each pair will receive a different section of the text. Your job as detectives is to carefully read and understand your section. Look for important details like what extras have to do, the difficulties they face, and anything else interesting.

Step 2: Prepare Your Questions After reading your part, discuss with your partner and come up with two questions based on your section of the text. These questions should be about key details or ideas from your section. Write them down along with the correct answers.

Interview Other Detectives

1. Now it’s time to test the knowledge of your classmates! You will ask your two questions to another pair.
2. When answering, the other pair will need to guess the information from the text based on your questions.
3. Be ready to explain the correct answer if they don’t get it right.

Trivia time

GRAMMAR passive (all tenses)

Why should we use passive voice?How do we form passive voice?

What is voice?

pRACTICE

Page 57

Let's play a game

UNIT 6a

Trivia time

Homework correction

GRAMMAR passive (all tenses)

Why should we use passive voice?How do we form passive voice?

What is voice?

pRACTICE

Page 57

Let's play a game

Pronunciation

regular and irregular past participles

rEGULAR PARTICIPLE

The pronunciation of regular past participles is the same as the regular past simple.There are three pronunciations of -ed: 1 -ed is pronounced /t/ after verbs ending in unvoiced sounds, e.g. /k/ looked, /p/ hoped, /f/ laughed 2 -ed is pronounced /d/ after verbs ending in voiced sounds, e.g. /v/ arrived, /dʒ/ changed, /l/ failed 3 -ed is pronounced /ɪd/ after verbs ending in /t/ hated or /d/ decided The most important of these three sounds to get correct is the third.

• Voiced sounds are made in the throat by vibrating the vocal chords.
• Unvoiced sounds have no vibration.

VÍDEO

Info

IRrEGULAR PARTICIPLE

The pronunciation of irregular past participles can be difficult because they show many of the irregularities associated with sound–spelling relationshipsin English. Be sure how to pronounce irregular participles when you learn them –this is especially important, as many of the most common verbs in English are irregular.

Practice

Page 57 Student's book

UNIT 6a

Warming-up

REVISION

Homework correction

Let's play a game

📌Exercise 2a on page 57 and b on page 142 Student's Book 📌Solve page 40 Workbook

Pronunciation

regular and irregular past participles

rEGULAR PARTICIPLE

The pronunciation of regular past participles is the same as the regular past simple.There are three pronunciations of -ed: 1 -ed is pronounced /t/ after verbs ending in unvoiced sounds, e.g. /k/ looked, /p/ hoped, /f/ laughed 2 -ed is pronounced /d/ after verbs ending in voiced sounds, e.g. /v/ arrived, /dʒ/ changed, /l/ failed 3 -ed is pronounced /ɪd/ after verbs ending in /t/ hated or /d/ decided The most important of these three sounds to get correct is the third.

• Voiced sounds are made in the throat by vibrating the vocal chords.
• Unvoiced sounds have no vibration.

VÍDEO

Info

IRrEGULAR PARTICIPLE

The pronunciation of irregular past participles can be difficult because they show many of the irregularities associated with sound–spelling relationshipsin English. Be sure how to pronounce irregular participles when you learn them –this is especially important, as many of the most common verbs in English are irregular.

Practice

Page 57 Student's book

vocabulary

Cinema - Page 58

Kinds of films

people and things

Verbs and verb phrases

UNIT 6a

REVISION

Homework correction

Let's play a game

📌 Exercise 3 on page 57 SB 📌Exercise 2 on page 41 WB

communication

Group A

Group B

1. Complete your questions using the correct passive tense of the verb in brackets.
2. Each group must ask the other group the first question and read out the three alternative answers.
3. If the other group chooses the correct option (the one in bold), they get a point.
4. Continue until you have asked all the questions.

vocabulary

Cinema - Page 58

Kinds of films

people and things

Verbs and verb phrases

Listening

Page 59

UNIT 6a

REVISION

Homework correction

📌Solve exercise 3 on page 41 Workbook

people and things

Verbs and verb phrases

Listening

Page 59

Page 59

SPEAKING

UNIT 6a

REVISION

Homework correction

📌Page 42 Workbook

Page 59

Page 59

SPEAKING

UNIT 6B

Pre-Reading Activity

"Profile Photo Icebreaker"What is your current profile photo on social media? Why did you choose it? What do you think it says about you?

What your profile photo says about you?

1. Read your assigned profile type carefully.2. What does this type of profile photo say about the person? Do you agree with the description? Why or why not? 3. Prepare a short summary to explain your assigned profile type.

UNIT 6B

What your profile photo says about you?

1. Read your assigned profile type carefully.2. What does this type of profile photo say about the person? Do you agree with the description? Why or why not? 3. Prepare a short summary to explain your assigned profile type. - Ciro: A and B - Iván: C and D - Lili: E and F - Sabi: G and H

Modals of deduction

Info

Let's practise

Communicative

Info

UNIT 6B

Let's revise

Page 43 Workbook

Communicative

Info

How much do you know?

PRONUNCIATION: diphthongs

Revision

Let's work in breakout rooms. Read one of the stories on page 50 SB. Then, retell the story to your partner as if it were your own experience. Then, compare how Tiffany and Kristina's stories are similar or different in terms of how they met their friends/partners. Then, solve exercise 1c

Vocabulary notes

• The coach is the non-playing person in charge of a sports team. He / She is in charge of training, tactics, and team selection. In British football, this person is called the manager.
• You usually use both words (= a compound noun) to describe the place where you do a sport, e.g. tennis court, football pitch.
• We say nil for a zero score in football and most other sports (e.g. Inter Milan beat Chelsea three–nil), but we say love in tennis (e.g. fifteen–love).

Many learners of English tend to always pronounce the letter s as the unvoiced sound /s/, as in bus. In fact, s in the middle or at the end of a word is often pronounced /z/, e.g. music, jobs, and -se is very often pronounced /z/, e.g. lose, revise, etc. At the beginning of a word, s is almost always /s/, with the exceptions of sure and sugar, where the s is pronounced /ʃ/. Double s is always pronounced /s/. Used can be pronounced both ways, with a /s/ or a /z/. When it is a main verb (e.g. I used Google maps to find the right way), it is pronounced /juːzd/, but when it is used to (e.g. I used to live in Seville), it is pronounced /juːst/.

Many learners of English tend to always pronounce the letter s as the unvoiced sound /s/, as in bus. In fact, s in the middle or at the end of a word is often pronounced /z/, e.g. music, jobs, and -se is very often pronounced /z/, e.g. lose, revise, etc. At the beginning of a word, s is almost always /s/, with the exceptions of sure and sugar, where the s is pronounced /ʃ/. Double s is always pronounced /s/. Used can be pronounced both ways, with a /s/ or a /z/. When it is a main verb (e.g. I used Google maps to find the right way), it is pronounced /juːzd/, but when it is used to (e.g. I used to live in Seville), it is pronounced /juːst/.

Pronunciation notes Here the focus is on two long sounds which are often mispronounced because of the sometimes irregular relationship between sound and spelling. The biggest problem is -or, which is usually /ɔː/, but sometimes /ɜː/ after w, and the -ought / -aught endings, which are usually /ɔːt/.

The topic of this lesson is the image that people give of themselves to the world In this unit we are going to:

• Learn modals of deduction.
• Focus on Vocabulary about the body and verbs related to parts of the body, like touch and point.
• Look at diphthongs (combinations of two vowel sounds).

Pronunciation notes Here the focus is on two long sounds which are often mispronounced because of the sometimes irregular relationship between sound and spelling. The biggest problem is -or, which is usually /ɔː/, but sometimes /ɜː/ after w, and the -ought / -aught endings, which are usually /ɔːt/.

In this unit we are going to learn:

• Vocabulary: words and phrases connected with sport

• Pronunciation: two vowel sounds which Sts often have problems with, /ɔː/ and /ɜː/.

• Grammar: narrative tenses (past simple, past continuous, and past perfect)

In this unit we are going to learn:

• Vocabulary: words and phrases connected with sport

• Pronunciation: two vowel sounds which Sts often have problems with, /ɔː/ and /ɜː/.

• Grammar: narrative tenses (past simple, past continuous, and past perfect)

Use this language for presenting your opinion or commenting on your classmates' presentations

• Grammar: how to use be able to in the tenses / forms where can / can’t cannot be used and the use of reflexive pronouns.
• Pronunciation: sentence stress in sentences with can / could / be able to.
• Listening: a journalist who tried to learn to play the trumpet in 20 hours.
• Speaking: how well you think you would be able to do certain things after 20 hours and about learning English.
• Vocabulary: adjectives which have both -ed and -ing forms, e.g. disappointed / disappointing. .
• Video: about Alex Rawlings, a British language teacher with a talent for learning foreign languages (he can speak 11).

In this unit we are going to learn:

• Vocabulary: words and phrases connected with sport

• Pronunciation: two vowel sounds which Sts often have problems with, /ɔː/ and /ɜː/.

• Grammar: narrative tenses (past simple, past continuous, and past perfect)

Used to only has a past form. If we want to talk about present habits or things that we do repeatedly in the present, we should use usually, normally, often with present simple.

In this part of the unit we are going to:

• Learn some key phrases for asking for permission to do something, and asking other people to do something for you.

For each sentence, I want you to vote using the reaction emojis on Zoom. If you think the statement is true, give it a thumbs-up 👍. If you think it’s false, use the ❌ emoji. After voting, you must explain why you think the sentence is true or false

The topic of this lesson is the cinema In this unit we are going to:

• Learn passive forms

• Practise the pronunciation of the past participles
• Learn film language

• Talk about your own cinema preferences and experiences.

• Write a description of a film you would recommend.

In this unit we are going to learn:

• Vocabulary: words and phrases connected with sport

• Pronunciation: two vowel sounds which Sts often have problems with, /ɔː/ and /ɜː/.

• Grammar: narrative tenses (past simple, past continuous, and past perfect)

In this unit we are going to learn:

• Vocabulary: words and phrases connected with sport

• Pronunciation: two vowel sounds which Sts often have problems with, /ɔː/ and /ɜː/.

• Grammar: narrative tenses (past simple, past continuous, and past perfect)

In this unit we are going to learn:

• Vocabulary: words and phrases connected with sport

• Pronunciation: two vowel sounds which Sts often have problems with, /ɔː/ and /ɜː/.

• Grammar: narrative tenses (past simple, past continuous, and past perfect)

The main theme of this lesson is different kinds of relationships. In this unit we are going to:

• Revise and consolidate the use of used to for past habits and states, and contrast it with the way we express present habits.
• Focus on the pronunciation of the letter s.
• Learn vocabulary related to relationships.

• Grammar: how to use be able to in the tenses / forms where can / can’t cannot be used and the use of reflexive pronouns.
• Pronunciation: sentence stress in sentences with can / could / be able to.
• Listening: a journalist who tried to learn to play the trumpet in 20 hours.
• Speaking: how well you think you would be able to do certain things after 20 hours and about learning English.
• Vocabulary: adjectives which have both -ed and -ing forms, e.g. disappointed / disappointing. .
• Video: about Alex Rawlings, a British language teacher with a talent for learning foreign languages (he can speak 11).

Some ideas. Think about the details

Used toSome typical mistakes include: • using use to instead of usually for present habits and states, e.g. I use to go to bed about 11.00. • making mistakes of spelling such as We didn’t used to wear a uniform at my school.

Choose one topic you're going to talk about. Prepare what you're going to say, using this plan:

• Grammar: how to use be able to in the tenses / forms where can / can’t cannot be used and the use of reflexive pronouns.
• Pronunciation: sentence stress in sentences with can / could / be able to.
• Listening: a journalist who tried to learn to play the trumpet in 20 hours.
• Speaking: how well you think you would be able to do certain things after 20 hours and about learning English.
• Vocabulary: adjectives which have both -ed and -ing forms, e.g. disappointed / disappointing. .
• Video: about Alex Rawlings, a British language teacher with a talent for learning foreign languages (he can speak 11).

The topic of this lesson is the cinema In this unit we are going to:

• Learn passive forms

• Practise the pronunciation of the past participles
• Learn film language

• Talk about your own cinema preferences and experiences.

• Write a description of a film you would recommend.

The main theme of this lesson is different kinds of relationships. In this unit we are going to:

• Revise and consolidate the use of used to for past habits and states, and contrast it with the way we express present habits.
• Focus on the pronunciation of the letter s.
• Learn vocabulary related to relationships.

The main theme of this lesson is different kinds of relationships. In this unit we are going to:

• Revise and consolidate the use of used to for past habits and states, and contrast it with the way we express present habits.
• Focus on the pronunciation of the letter s.
• Learn vocabulary related to relationships.

dilemma /daɪˈlem.ə//dɪˈlemə/ (= a situation in which you have to make a difficult choice)

Pronunciation notesHow do we prononounce these combinations of sounds?

• Watched: say “cheta” without the vowel sounds
• Washed: say “Yeta” without the vowel sounds.
• Worked: say “Coto” without the vowel sounds

• Grammar: how to use be able to in the tenses / forms where can / can’t cannot be used and the use of reflexive pronouns.
• Pronunciation: sentence stress in sentences with can / could / be able to.
• Listening: a journalist who tried to learn to play the trumpet in 20 hours.
• Speaking: how well you think you would be able to do certain things after 20 hours and about learning English.
• Vocabulary: adjectives which have both -ed and -ing forms, e.g. disappointed / disappointing. .
• Video: about Alex Rawlings, a British language teacher with a talent for learning foreign languages (he can speak 11).

• Grammar: how to use be able to in the tenses / forms where can / can’t cannot be used and the use of reflexive pronouns.
• Pronunciation: sentence stress in sentences with can / could / be able to.
• Listening: a journalist who tried to learn to play the trumpet in 20 hours.
• Speaking: how well you think you would be able to do certain things after 20 hours and about learning English.
• Vocabulary: adjectives which have both -ed and -ing forms, e.g. disappointed / disappointing. .
• Video: about Alex Rawlings, a British language teacher with a talent for learning foreign languages (he can speak 11).

Use this language for presenting your opinion or commenting on your classmates' presentations

• Grammar: how to use be able to in the tenses / forms where can / can’t cannot be used and the use of reflexive pronouns.
• Pronunciation: sentence stress in sentences with can / could / be able to.
• Listening: a journalist who tried to learn to play the trumpet in 20 hours.
• Speaking: how well you think you would be able to do certain things after 20 hours and about learning English.
• Vocabulary: adjectives which have both -ed and -ing forms, e.g. disappointed / disappointing. .
• Video: about Alex Rawlings, a British language teacher with a talent for learning foreign languages (he can speak 11).

dilemma /daɪˈlem.ə//dɪˈlemə/ (= a situation in which you have to make a difficult choice)

The topic of this lesson is the cinema In this unit we are going to:

• Learn passive forms

• Practise the pronunciation of the past participles
• Learn film language

• Talk about your own cinema preferences and experiences.

• Write a description of a film you would recommend.

1 We use used to to talk about things that were true over a period of time in the past. We make questions with Did + person + use to + infinitive. 2 No

• Step 1: Look at the photos and the list of jobs. Think about which job each person might have.
• Step 2: Discuss with your partner. Eliminate jobs they can’t have. Use: "She/He can’t be a... because..."
• Step 3: Think about possible jobs for each person. Use: "She/He might be a..."
• Step 4: Make a final decision for each person. Use: "She/He must be a... because..."

Choose one topic you're going to talk about. Prepare what you're going to say, using this plan:

The topic of this lesson is the cinema In this unit we are going to:

• Learn passive forms

• Practise the pronunciation of the past participles
• Learn film language

• Talk about your own cinema preferences and experiences.

• Write a description of a film you would recommend.

In this unit we are going to learn:

• Vocabulary: words and phrases connected with sport

• Pronunciation: two vowel sounds which Sts often have problems with, /ɔː/ and /ɜː/.

• Grammar: narrative tenses (past simple, past continuous, and past perfect)

Instructions:

• Each group will receive a scenario where you will need to create a short conversation, using the Social English phrases from the lesson.
• Create a brief dialogue based on your scenario, incorporating the Social English phrases. Feel free to add extra lines, but ensure the key phrases are used correctly.
• Once your dialogue is ready, act it out with your partner(s) for the rest of the class.

Let's read the introduction together and discuss these questions:

• What happened during a performance of Messiah at the National Music Auditorium in Madrid?
• Where was the person with the phone sitting?
• What did the conductor do?

The topic of this lesson is the image that people give of themselves to the world In this unit we are going to:

• Learn modals of deduction.
• Focus on Vocabulary about the body and verbs related to parts of the body, like touch and point.
• Look at diphthongs (combinations of two vowel sounds).

Instructions:

• Each group will receive a scenario where you will need to create a short conversation, using the Social English phrases from the lesson.
• Create a brief dialogue based on your scenario, incorporating the Social English phrases. Feel free to add extra lines, but ensure the key phrases are used correctly.
• Once your dialogue is ready, act it out with your partner(s) for the rest of the class.

What are Abstract Nouns? Abstract nouns refer to ideas, concepts, feelings, or qualities that we cannot see, touch, or physically measure. These nouns describe things like emotions, relationships, or states of being. Common examples of abstract nouns include words like happiness, freedom, love, or knowledge. Forming Abstract Nouns with "-ship" In English, one way to create abstract nouns from nouns that describe people or roles is by adding the suffix "-ship". This turns the original noun into something more abstract, usually describing a relationship or a state. For example:

• Friend becomes friendship, which describes the abstract idea of being friends or the relationship between friends.
• Leader becomes leadership, which refers to the role or qualities of being a leader.
• Member becomes membership, which refers to the state of being part of a group.

The topic of this lesson is the cinema In this unit we are going to:

• Learn passive forms

• Practise the pronunciation of the past participles
• Learn film language

• Talk about your own cinema preferences and experiences.

• Write a description of a film you would recommend.

The main theme of this lesson is different kinds of relationships. In this unit we are going to:

• Revise and consolidate the use of used to for past habits and states, and contrast it with the way we express present habits.
• Focus on the pronunciation of the letter s.
• Learn vocabulary related to relationships.

1 We use used to to talk about things that were true over a period of time in the past. We make questions with Did + person + use to + infinitive. 2 No

Pronunciation notesHow do we prononounce these combinations of sounds?

• Watched: say “cheta” without the vowel sounds
• Washed: say “Yeta” without the vowel sounds.
• Worked: say “Coto” without the vowel sounds

a conductor /kənˈdʌktə/ (= a person who stands in front of an orchestra and directs their performance).

In this part of the unit we are going to:

• Learn some key phrases for asking for permission to do something, and asking other people to do something for you.

The main theme of this lesson is different kinds of relationships. In this unit we are going to:

• Revise and consolidate the use of used to for past habits and states, and contrast it with the way we express present habits.
• Focus on the pronunciation of the letter s.
• Learn vocabulary related to relationships.

1 I MET MY BEST FRIEND AT PRIMARY SCHOOL.2 WHERE SHALL WE MEET? HOW ABOUT IN THE CAFÉ BY THE STATION? 3 WHEN I WAS OUT SHOPPING LAST WEEK, I MET AN OLD SCHOOL FRIEND WHO I HADN’T SEEN FOR YEARS. Which is the meaning of the verb meet in each sentence?

Used to only has a past form. If we want to talk about present habits or things that we do repeatedly in the present, we should use usually, normally, often with present simple.

The topic of this lesson is the cinema In this unit we are going to:

• Learn passive forms

• Practise the pronunciation of the past participles
• Learn film language

• Talk about your own cinema preferences and experiences.

• Write a description of a film you would recommend.

What are Abstract Nouns? Abstract nouns refer to ideas, concepts, feelings, or qualities that we cannot see, touch, or physically measure. These nouns describe things like emotions, relationships, or states of being. Common examples of abstract nouns include words like happiness, freedom, love, or knowledge. Forming Abstract Nouns with "-ship" In English, one way to create abstract nouns from nouns that describe people or roles is by adding the suffix "-ship". This turns the original noun into something more abstract, usually describing a relationship or a state. For example:

• Friend becomes friendship, which describes the abstract idea of being friends or the relationship between friends.
• Leader becomes leadership, which refers to the role or qualities of being a leader.
• Member becomes membership, which refers to the state of being part of a group.

In this part of the unit we are going to:

• Learn some key phrases for asking for permission to do something, and asking other people to do something for you.

A phone went off while he was playing. He stopped playing, and then played the ringtone on his viola.

a conductor /kənˈdʌktə/ (= a person who stands in front of an orchestra and directs their performance).

The main theme of this lesson is different kinds of relationships. In this unit we are going to:

• Revise and consolidate the use of used to for past habits and states, and contrast it with the way we express present habits.
• Focus on the pronunciation of the letter s.
• Learn vocabulary related to relationships.

Used toSome typical mistakes include: • using use to instead of usually for present habits and states, e.g. I use to go to bed about 11.00. • making mistakes of spelling such as We didn’t used to wear a uniform at my school.

The topic of this lesson is the image that people give of themselves to the world In this unit we are going to:

• Learn modals of deduction.
• Focus on Vocabulary about the body and verbs related to parts of the body, like touch and point.
• Look at diphthongs (combinations of two vowel sounds).

• Step 1: Look at the photos and the list of jobs. Think about which job each person might have.
• Step 2: Discuss with your partner. Eliminate jobs they can’t have. Use: "She/He can’t be a... because..."
• Step 3: Think about possible jobs for each person. Use: "She/He might be a..."
• Step 4: Make a final decision for each person. Use: "She/He must be a... because..."

Diphthongs consist of two short vowel sounds which are combined to make one longer sound. The most common problem for Sts is that they may not make the sound long enough, or may pronounce it as just one sound.