Adults Advanced afternoon

Advanced English 3R afternoon

Let's start our journey!

We're about to embark on our English adventure!

Start

MAP

Warming-up

Getting to know each other better

Warming-up

You are going to receive different topics to talk about for 30 seconds. Other students from the group will ask you some follow-up questions.

Warming-up

Table topics

Grammar revision

Error correction

Grammar revision

Verb tenses

It's QUIZ TIME!

Prove your linguistic abilities

hOW MUCH vocabulary DO YOU REMEMBER?

Join in quizizz.com

video time

6 tips to improve your work-life balance

Watch the video. Then, work in pairs and summarize the three tips you are assigned. Use the words and phrases given below.

Let’s discuss!

Discuss the questions

Exit ticket

MAP

Let's discuss some questions about the video

It's QUIZ TIME!

Let's discuss the mistakes

MAP Unit 4 a

Warming-up

Do you agree with these quotes?

Four Opinions, One Discussion. Let's Go!

Let’s discuss!

What about you?

Do the questionnaire on page 36 and work out your score.Read about what your score means. Do you agree?

VIDEO TIME

In a moment, you’ll watch a TED Talk by Andy Hobsbawm titled: Do the green thing. Work in pairs to answer these questions and then discuss with the whole group.

• What is the initiative the speaker is involved in? Do you like it?
• Do creative slogans, memes, t-shirts, bags, etc. help to save our planet? In what ways?

Do you agree?

Read the infographic on page 37 and answer the questions

Future perfect and future continuous

Future perfect and future continuous

Let's practise with a game!

Then let's work on page 138 SB

Some more practice!

Solve exercises on page 138 SB

Exit ticket

Answer these questions about you

MAP Unit 4 a

Vocabulary

Weather

Read the infographic on page 37 and answer the questions

Future perfect and future continuous

Future perfect and future continuous

Let's practise with a game!

Then let's work on page 138 SB

Some more practice!

Solve exercises on page 138 SB

Speaking

Let's make some predictions

Vocabulary

Weather

How much do you know?

Vocabulary challenge page 156

Exit ticket

• Something new I learned today...
• I need more help with...
• Can you predict the weather for next Wednesday?

MAP Unit 4 a

Let's check homework!

Page 138 SBPages 26 and 27 WB

Speaking

Let's make some predictions

Vocabulary

Weather

How much do you know?

Vocabulary challenge page 156

Pronunciation

Vowel sounds

Let's practise!

Solve exercise 4a on page 38

Reading

Scanning for examples

Solve these activities

Listening

Understanding examples

Speaking

Let's talk about the weather

MAP Unit 4 a

Pronunciation

Vowel sounds

Let's practise!

Solve exercise 4a on page 38

Reading

Scanning for examples

Solve these activities

Listening

Understanding examples

Speaking

Let's talk about the weather using modifiers

MAP Unit 4B

Warming-up

What do you think?

Listening

Focusing on the main points

pAGE 40 SB

Speaking

Let's interview each other and decide who is more risk-taking

gRAMMAR

Zero and first conditionals, future time clauses

VERSUS

Let's practise with a game!

Then let's work on page 41 SB

MAP Unit 4B

Speaking

Let's interview each other and decide who is more risk-taking

gRAMMAR

Zero and first conditionals, future time clauses

VERSUS

Let's practise with a game!

Then let's work on page 41 SB

Pronunciation

Linked phrases

Linked phrases

There are two main rules for linking: a) a word ending in a consonant sound followed by a word beginning with a vowel, e.g. some eggs b) a word ending in a consonant sound followed by a word which begins with the same sound, e.g. some money. REMEMBER! In the second rule, /s/ and /z/ are considered the same sound, and /t/ and /d/. So for example, the words is singing are linked, and the words wanted to are linked.

pRACTICE

Minute 11:14

pRACTICE

Minute 3:58

lET'S PRACTICE

Page 41 SB

MAP Unit 4B

Pronunciation

Linked phrases

Linked phrases

There are two main rules for linking: a) a word ending in a consonant sound followed by a word beginning with a vowel, e.g. some eggs b) a word ending in a consonant sound followed by a word which begins with the same sound, e.g. some money. REMEMBER! In the second rule, /s/ and /z/ are considered the same sound, and /t/ and /d/. So for example, the words is singing are linked, and the words wanted to are linked.

pRACTICE

Minute 11:14

pRACTICE

Minute 3:58

lET'S PRACTICE

Page 41 SB

Reading

Summarizing an argument

MAP Unit 4B

Let's check homework

📌 Exercises 3 a to d on page 41 Student's Book 📌 Grammar exercises on page 29 and 30 Workbook

Pronunciation

Linked phrases

Linked phrases

There are two main rules for linking: a) a word ending in a consonant sound followed by a word beginning with a vowel, e.g. some eggs b) a word ending in a consonant sound followed by a word which begins with the same sound, e.g. some money. REMEMBER! In the second rule, /s/ and /z/ are considered the same sound, and /t/ and /d/. So for example, the words is singing are linked, and the words wanted to are linked.

pRACTICE

Minute 11:14

pRACTICE

Minute 3:58

lET'S PRACTICE

Page 41 SB

Reading

Why are deadly extreme sports more popular than ever?

Vocabulary

Expressions with take

Answers

Answers

I'll take a question

Page 108

Page 114

MAP Unit 4B

Let's check homework

📌 Exercises 2 a and b on page 30 Workbook

Reading

Why are deadly extreme sports more popular than ever?

Vocabulary

Expressions with take

Answers

Answers

I'll take a question

Page 108

Page 114

MAP Unit 4B

Let's check homework

📌 Vocabulary exercises on pages 30 and 31 Workbook

I'll take a question

Page 108

Page 114

Exit ticket

MAP Unit 5A

Discussion

What do you think about these quotes?

Speaking

How do you think you would react in an emergency situation?

cOMMUNICATION

It's an emergency!

Student B

Student C

Student A

MAP Unit 5A

Speaking

How do you think you would react in an emergency situation?

cOMMUNICATION

It's an emergency!

Student B

Student C

Student A

READING & LISTENING

Recognizing positive and negative experiences

reality shows

Let's start with a discussion

Reading pages 46 and 47

listening pages 46 and 47

Vocabulary

Feelings

FEELINGS

Strong adjectives and informal expressions

Adjectives

Solve ex 2 and 3 on page 157

Solve ex 1a on page 157

What about you?

MAP Unit 5A

reality shows

What do you remember about Ali Brookes?

Reading pages 46 and 47

listening pages 46 and 47

Vocabulary

Feelings

FEELINGS

Strong adjectives and informal expressions

Adjectives

Solve ex 2 and 3 on page 157

Solve ex 1a on page 157

What about you?

MAP Unit 5A

lET'S check homework

📌Page 157 Student's Book 📌 Exercises 1 a to c on pages 32 and 33 Workbook

What about you?

Pronunciation

Word stress

Long adjectives

Reading

Listening

Listening

Listening

MAP Unit 5A

Let's check homework

📌Exercises 1 d to f on page 33 Workbook

Reading

Listening

Listening

Listening

Grammar

Unreal Conditionals

unreal conditionals

VERSUS

Info

Let's practise

Solve exercises on page 140 Student's Book

MAP Unit 5A

Trapped in the Amazon Jungle - discussion

If + past perfect, would have + past participle.

1. If Yossi hadn't trusted the guide, he __________ (not/go) on the dangerous path. 2. If they had had better communication devices, they __________ (be) able to call for help sooner. 3. If Yossi had been more experienced in jungle survival, he __________ (prepare) better for the expedition. 4. If the weather had been better, their journey __________ (not/become) so difficult. 5. If Yossi had brought more supplies, he __________ (not/suffer) from starvation. 6. If the group had stayed together, they __________ (find) a way out more easily. 7. If Yossi had found a river, he __________ (have) a better chance of finding help. 8. If he hadn't eaten the poisonous berries, he __________ (not/get) sick. 9. If Yossi had had a map, he __________ (navigate) the jungle more effectively. 10. If the search party had started earlier, they __________ (rescue) Yossi sooner.

Grammar

Unreal Conditionals

unreal conditionals

VERSUS

Info

Let's practise

Solve exercises on page 140 Student's Book

Exit ticket

MAP Unit 5A

Let's revise

Exercises on page 140 Student's Book and 33 and 34 Workbook

Exit ticket

MAP Unit 5B

"Don’t wish it were easier; wish you were better."

Reflect on what this quote might mean

I wish...

Think of a personal wish using the structure "I wish…". For example, "I wish I could travel to Japan." Share your wish with the class, but don't explain why you have that wish. The rest of the class will guess why you made that wish.

gRAMMAR

Wish for the present / future

PINTEREST DREAMS

WISH BATTLE

One team will choose a wish from the list, and the other team will have to come up with a counter-wish that nullifies or challenges the first team's wish. For example: Team A: "I wish I didn’t have to go to work today." Team B: "I wish I had an exciting project at work today so I wouldn’t want to miss it!"

Debate: "Pet Peeves on WhatsApp"

Info

"Wish and Pet Peeve Mashup"

• Combine what we’ve discussed today. Write a wish using "I wish…" that is related to one of the "pet peeves" we talked about earlier.
• For example: "I wish people would stop sending me voice messages on WhatsApp when they could just text."
• Be prepared to share your wish with the class.

MAP Unit 5B

gRAMMAR

Wish for the present / future

PINTEREST DREAMS

WISH BATTLE

One team will choose a wish from the list, and the other team will have to come up with a counter-wish that nullifies or challenges the first team's wish. For example: Team A: "I wish I didn’t have to go to work today." Team B: "I wish I had an exciting project at work today so I wouldn’t want to miss it!"

Discuss

Debate: "Pet Peeves"

Debate: "Pet Peeves on WhatsApp"

Info

"Wish and Pet Peeve Mashup"

• Combine what we’ve discussed today. Write a wish using "I wish…" that is related to one of the "pet peeves" we talked about earlier.
• For example: "I wish people would stop sending me voice messages on WhatsApp when they could just text."
• Be prepared to share your wish with the class.

wish present/future

LET'S PRACTICE

GRAMMAR BANK PAGE 141 SB

Info

VOCABULARY & SPEAKING

Expressing feelings with verbs or -ed / -ing adjectives

WAYS OF EXPRESSING FEELINGS

Let's practice

page 51 SB

MAP Unit 5B

"Wish and Pet Peeve Mashup"

• Combine what we’ve discussed today. Write a wish using "I wish…" that is related to one of the "pet peeves" we talked about earlier.
• For example: "I wish people would stop sending me voice messages on WhatsApp when they could just text."
• Be prepared to share your wish with the class.

gRAMMAR

Wish for the present / future

wish present/future

LET'S PRACTICE

GRAMMAR BANK PAGE 141 SB

Info

wish present/future

LET'S PRACTICE

GRAMMAR BANK PAGE 141 SB

Info

VOCABULARY & SPEAKING

Expressing feelings with verbs or -ed / -ing adjectives

WAYS OF EXPRESSING FEELINGS

Let's practice

page 51 SB

MAP Unit 5B

LET'S CHECK HOMEWORK

Exercises 2 a and c on page 51 Student's BookExercises 1 and 2 on pages 35 and 36 Workbook

READING & SPEAKING

Which three areas of life do you think people tend to have the most regrets about? Choose from the list below.

Let's read in pairs

• Take turns reading the article out loud.
• Brainstorm how the author changed someone's life and complete activity b and c on page 52 and 53.

Info

Reading vocabulary

Think of one regret you have and explain it to your partners using the vocabulary words from the exercise. After listening to your partner's regret statement, ask a follow-up question.

GRAMMAR

wish for past regrets

Wishes and regrets

Grammar

Listening

Let's practise

MAP Unit 5B

READING & SPEAKING

Let's read in pairs

• Let's discuss how the author changed someone's life and complete activities b and c on page 52 and 53.

Info

Reading vocabulary

Think of one regret you have and explain it to your partners using the vocabulary words from the exercise. After listening to your partner's regret statement, ask a follow-up question.

GRAMMAR

wish for past regrets

Wishes and regrets

Grammar

Listening

Let's practise

MAP Unit 5B

Reading vocabulary

Think of one regret you have and explain it to your partners using the vocabulary words from the exercise. After listening to your partner's regret statement, ask a follow-up question.

GRAMMAR

wish for past regrets

Wishes and regrets

Grammar

Listening

Let's practise

PRONUNCIATION & SPEAKING

PRONUNCIATION & SPEAKING

Listening and Writing

MAP Unit 5B

PRONUNCIATION & SPEAKING

Answer

PRONUNCIATION & SPEAKING

Listening and Writing

Info

Colloquial English

Talking about waste

part 1

part 2

part 3

Comment adverbs

Info

Colloquial English

part 2

part 3

Comment adverbs

Info

THE CONVERSATION

Task

THE CONVERSATION

Let’s predict what the video conversation might bring!

Watch and solve

Watch and solve

React and Respond

Give your opinion on one of the following questions:"What kinds of things in everyday life do you think really make a difference to the environment?" "What do you think the government could do to make people recycle more?" The others will respond to their classmate's opinion using the responses discussed before (e.g., “Oh wow!,” “That’s depressing,” “That sounds pretty cool,” etc.). Example: Student A: "I think one of the best ways to help the environment is to reduce plastic waste by using reusable bags." Student B: "Oh wow! That’s such a great idea!" Student C: "Yes, but it’s depressing that so few people actually do that."

Colloquial English

Comment adverbs

Revision and homework correction

Info

THE CONVERSATION

Task

THE CONVERSATION

Let’s predict what the video conversation might bring!

Watch and solve

Watch and solve

React and Respond

Give your opinion on one of the following questions:"What kinds of things in everyday life do you think really make a difference to the environment?" "What do you think the government could do to make people recycle more?" The others will respond to their classmate's opinion using the responses discussed before (e.g., “Oh wow!,” “That’s depressing,” “That sounds pretty cool,” etc.). Example: Student A: "I think one of the best ways to help the environment is to reduce plastic waste by using reusable bags." Student B: "Oh wow! That’s such a great idea!" Student C: "Yes, but it’s depressing that so few people actually do that."

UNIT 6A

• What do you think this quote means?
• What does it tell us about social situations or personal habits?
• Do you agree with the quote? Why or why not?
• Can you think of a time when laughing made you feel part of a group, or when snoring or another habit made you feel isolated?

GRAMMAR used to, be used to, get used to

• Do you have problems sleeping?
• What have you gotten used to in your sleep routine over time?

GRAMMAR used to, be used to, get used to

Info

Speaking

Colloquial English

Let's check homework

Exercises 2, 3 and 4 on page 38 Workbook

React and Respond

Give your opinion on one of the following questions:"What kinds of things in everyday life do you think really make a difference to the environment?" "What do you think the government could do to make people recycle more?" The others will respond to their classmate's opinion using the responses discussed before (e.g., “Oh wow!,” “That’s depressing,” “That sounds pretty cool,” etc.). Example: Student A: "I think one of the best ways to help the environment is to reduce plastic waste by using reusable bags." Student B: "Oh wow! That’s such a great idea!" Student C: "Yes, but it’s depressing that so few people actually do that."

UNIT 6A

• What do you think this quote means?
• What does it tell us about social situations or personal habits?
• Do you agree with the quote? Why or why not?
• Can you think of a time when laughing made you feel part of a group, or when snoring or another habit made you feel isolated?

GRAMMAR used to, be used to, get used to

• Do you have problems sleeping?
• What have you gotten used to in your sleep routine over time?

GRAMMAR used to, be used to, get used to

Info

Speaking

UNIT 6A

GRAMMAR used to, be used to, get used to

Info

Speaking

Pronunciation

/s/ and /z/

/s/ and /z/

Final /s/ or final /z/

Pronunciation used to

Info

UNIT 6A

Let's check homework AND REVISE

Exercise 1 on pages 40 and 41 Workbook

Pronunciation

/s/ and /z/

/s/ and /z/

Final /s/ or final /z/

Pronunciation used to

Info

READING

PAGE 57

Read the rest of the text and be ready to solve a quiz

What do you usually do at night before going to bed?

In groups, talk about these questions:

1. Do you consider yourself a night owl or an early bird?
2. Have you ever had to stay awake all night? Why?
3. What activities do you find relaxing at night?
4. Do you think you would enjoy working or being active during the night? Why or why not?

You should take notes to share a summary with the class afterward. Take about five minutes to discuss. Enjoy your conversation!

Things people do at night

UNIT 6A

READING

PAGE 57

Read the rest of the text and be ready to solve a quiz

Things people do at night

Vocabulary sleep

Vocabulary Race

1. Work in pairs.
2. Write the correct words or phrases to match the phrases on the left as quickly as you can.
3. Once you finish, send a message to the group.
4. The first pair to finish with the most correct answers wins!

UNIT 6A

Vocabulary sleep

Vocabulary Race

1. Work in pairs.
2. Write the correct words or phrases to match the phrases on the left as quickly as you can.
3. Once you finish, send a message to the group.
4. The first pair to finish with the most correct answers wins!

LISTENING: understanding reasons

Pre-Listening Activity: "Sleep Habits Poll"

UNIT 6B

Music to my ears

Let's discuss some questions and quotes about music

Listening

GRAMMAR: gerunds and infinitives

How much do you know?

Gerunds and Infinitives

Rules:When one verb follows another, the first verb determines the form of the second. This can be the gerund (verb + -ing) or the infinitive.

• Use the gerund after certain verbs and expressions, e.g. enjoy, can’t help, feel like.
• When a phrasal verb is followed by another verb, the second verb is in the gerund.
• Use the infinitive (with to) after certain verbs, e.g. want, afford.
• Use the infinitive (without to) after modal verbs and some expressions, e.g. might, would rather, and after the verbs make and let.
• Some verbs, e.g. start, begin, and continue can be followed by the gerund or infinitive (with to) with no difference in meaning.

Info

lET'S PRACTISE

music and words from other languages

First vs zero conditional We use the first conditional to talk about a particular situation, whereas we use the zero conditional to talk about what happens in general. If you don’t use oil, it tastes awful. (=I’m talking about what happens every time.) If you don’t use oil, it will taste awful. (=I’m talking about this particular occasion.)

Environmentally friendly: doing things that help the environment, e.g. recycling).

First vs zero conditional We use the first conditional to talk about a particular situation, whereas we use the zero conditional to talk about what happens in general. If you don’t use oil, it tastes awful. (=I’m talking about what happens every time.) If you don’t use oil, it will taste awful. (=I’m talking about this particular occasion.)

• They help convey opinions, attitudes, or judgments in conversation. Some examples include: unfortunately, obviously, clearly, surprisingly, and luckily.
• These adverbs modify the entire sentence, helping express the speaker's viewpoint or emphasis. Example:
• "Surprisingly, she decided to join the project at the last minute."
• "Obviously, this decision was not easy to make."

• Grammar notes
• wish + past simple

This structure is often used with I or we for things you would like to be different for you, e.g. I wish I / we could / had / was…, etc. The use of the past simple with a future meaning is the same as in second conditionals, e.g. I wish I had more money. If I had more money, I’d buy a new phone.

• wish + would / wouldn’t

The contracted form of would (’d) is often used after wish. We only use this structure to talk about things we would like other people (or things) to do or not to do. We don’t use this structure with I or we, e.g. NOT I wish I would have more money

As happens with conditional sentences, we use a comma when we begin the sentence with a time clause. But we don’t use a comma if we put the time clause at the end of the sentence. When I am 65, I will retire. I will retire when I am 65. With present perfect We can often use the present perfect after the time word. The meaning is similar to using the present simple, but with the present perfect we emphasise that the action will be completed. I’ll go to bed as soon as I have finished my homework. I won’t leave until you have arrived.

Although the difference between these two sounds is small, there are pairs of words where the only difference is whether there is a /s/ or /z/ sound, and this section raises awareness of the comprehension problems that might occur if you don’t discriminate successfully between the sounds when you hear them, or if you don’t produce them precisely.

• They help convey opinions, attitudes, or judgments in conversation. Some examples include: unfortunately, obviously, clearly, surprisingly, and luckily.
• These adverbs modify the entire sentence, helping express the speaker's viewpoint or emphasis. Example:
• "Surprisingly, she decided to join the project at the last minute."
• "Obviously, this decision was not easy to make."

The topic of this lesson is risk. We are going to:

• Talk and listen about risk-takers and the rise in popularity of extreme sportsLearn or revise conditionals.
• Expand your knowledge of future time clauses and real conditionals, and see the variety of tenses that can be used apart from the present simple and future simple.
• In Pronunciation, we are going to look at linked phrases.
• Learn vocabulary about common collocations with take(e.g. take a risk, take seriously).

Make a list of your own "pet peeves" (things that annoy you) related to social media or technology. Be ready to share your list with the class.

In English, some words sound very similar but have different meanings based on whether the sound is /s/ (unvoiced) or /z/ (voiced).

The topic of this lesson is the environment and climate change. We're going to:

• Discover if we are as environmentally friendly as we think.
• See and discuss predictions related to the environment.
• Learn or revise two tenses: the future perfect and future continuous.
• Expand our weather vocabulary.

In this lesson we are going to:

• Listen to three people who all have some kind of sleep problem.
• Revise the use of used to to talk about repeated past actions, and be used to and get used to (doing something) to talk about actions or activities which have become, or are becoming, familiar.
• The pronunciation focus is on the sounds /s/ and /z/ in used to.
• Focus on words and phrases related to sleep (e.g. yawn, be a light sleeper).

• They help convey opinions, attitudes, or judgments in conversation. Some examples include: unfortunately, obviously, clearly, surprisingly, and luckily.
• These adverbs modify the entire sentence, helping express the speaker's viewpoint or emphasis. Example:
• "Surprisingly, she decided to join the project at the last minute."
• "Obviously, this decision was not easy to make."

Our climate is changing quickly, too quickly. And great creativity is needed to do what it does so well: to provoke us to think differently with dramatic creative statements.

In this lesson we are going to:

• Listen to three people who all have some kind of sleep problem.
• Revise the use of used to to talk about repeated past actions, and be used to and get used to (doing something) to talk about actions or activities which have become, or are becoming, familiar.
• The pronunciation focus is on the sounds /s/ and /z/ in used to.
• Focus on words and phrases related to sleep (e.g. yawn, be a light sleeper).

The topic of this lesson is risk. We are going to:

• Talk and listen about risk-takers and the rise in popularity of extreme sportsLearn or revise conditionals.
• Expand your knowledge of future time clauses and real conditionals, and see the variety of tenses that can be used apart from the present simple and future simple.
• In Pronunciation, we are going to look at linked phrases.
• Learn vocabulary about common collocations with take(e.g. take a risk, take seriously).

Which predictions...

a.In teams, the first student says an "I wish" regret sentence for one category (e.g., "I wish I had spent more time with my family."). b. The next student in the group must create an "I wish" sentence for the next category (e.g., health), but the catch is, you can’t repeat any words or ideas from previous team members. c. This continues until all four categories are covered.

In pairs or small groups, you'll be given real-life scenarios (e.g., "You lost your keys," "You got a promotion at work"). You'll have to describe the situation using at least three comment adverbs to show different emotions about the same event. Example scenario: Situation: You lost your keys. "Obviously, I had to call a locksmith." "Luckily, I had a spare key with me." "Unfortunately, the locksmith took too long to arrive."

• In The Interview, the person interviewed is Candida Brady, a British journalist and film-maker.

• In The Conversation, you are going to watch three people discussing whether they think we will ever be plastic free.

• Then we are gping to discuss this question as well as a couple of other questions related to the topic.
• We are going to focus on different ways that people respond to what another person has said.

• Grammar notes
• wish + past simple

This structure is often used with I or we for things you would like to be different for you, e.g. I wish I / we could / had / was…, etc. The use of the past simple with a future meaning is the same as in second conditionals, e.g. I wish I had more money. If I had more money, I’d buy a new phone.

• wish + would / wouldn’t

The contracted form of would (’d) is often used after wish. We only use this structure to talk about things we would like other people (or things) to do or not to do. We don’t use this structure with I or we, e.g. NOT I wish I would have more money

The way words are linked in English can often cause problems in understanding when we hear several words run together so that they sound like one word, e.g. we sometimes hear festival when someone is saying first of all.

In pairs or small groups, you'll be given real-life scenarios (e.g., "You lost your keys," "You got a promotion at work"). You'll have to describe the situation using at least three comment adverbs to show different emotions about the same event. Example scenario: Situation: You lost your keys. "Obviously, I had to call a locksmith." "Luckily, I had a spare key with me." "Unfortunately, the locksmith took too long to arrive."

The topic of this lesson is survival. We are going to:

• Talk about how you think you would react in an emergency situation
• Read about a British reality TV show in which groups of participants have to survive on a remote uninhabited island.
• Listen to an interview with one of the participants talking about the best and worst experiences on the island.
• Learn vocabulary focus on feelings

• Look at word stress in three- or four-syllable adjectives.
• Learn or revise the second and third conditionals.
• Write a blog post.

a.In teams, the first student says an "I wish" regret sentence for one category (e.g., "I wish I had spent more time with my family."). b. The next student in the group must create an "I wish" sentence for the next category (e.g., health), but the catch is, you can’t repeat any words or ideas from previous team members. c. This continues until all four categories are covered.

The topic of this lesson is survival. We are going to:

• Talk about how you think you would react in an emergency situation
• Read about a British reality TV show in which groups of participants have to survive on a remote uninhabited island.
• Listen to an interview with one of the participants talking about the best and worst experiences on the island.
• Learn vocabulary focus on feelings

• Look at word stress in three- or four-syllable adjectives.
• Learn or revise the second and third conditionals.
• Write a blog post.

• Grammar notes
• wish + past simple

This structure is often used with I or we for things you would like to be different for you, e.g. I wish I / we could / had / was…, etc. The use of the past simple with a future meaning is the same as in second conditionals, e.g. I wish I had more money. If I had more money, I’d buy a new phone.

• wish + would / wouldn’t

The contracted form of would (’d) is often used after wish. We only use this structure to talk about things we would like other people (or things) to do or not to do. We don’t use this structure with I or we, e.g. NOT I wish I would have more money

A zero conditional is used to generalize or give facts, e.g. If you heat water, it boils. Although zero conditionals are usually based on present tenses, they can also be used in the past, e.g. If people didn’t have money, they didn’t eat.

Imagine you are given the responsibility of making a choice for the entire world to solve a plastic-related issue, but there’s a catch! You can only choose between two difficult options. In pairs or small groups, discuss the following question: Would you rather ban ALL single-use plastics globally and disrupt industries or implement a global tax on all plastic production that increases the price of plastic goods by 300%? Each group should:

• Pick one option.
• Discuss the impacts and consequences.
• Get ready to share and defend your decision with the rest of the class.

In this lesson we are going to:

• Revise the basic rules about when to use a gerund or an infinitive after a verb, and then learn about certain verbs (e.g. remember, try) which can be followed by either a gerund or an infinitive, but with a change in meaning.
• Focus on words related to music, including ‘borrowed’ words such as cello, choir, and ballet, and on other foreign words which are used in English and its pronunciation.

The topic of this lesson is survival. We are going to:

• Talk about how you think you would react in an emergency situation
• Read about a British reality TV show in which groups of participants have to survive on a remote uninhabited island.
• Listen to an interview with one of the participants talking about the best and worst experiences on the island.
• Learn vocabulary focus on feelings

• Look at word stress in three- or four-syllable adjectives.
• Learn or revise the second and third conditionals.
• Write a blog post.

The topic of this lesson is risk. We are going to:

• Talk and listen about risk-takers and the rise in popularity of extreme sportsLearn or revise conditionals.
• Expand your knowledge of future time clauses and real conditionals, and see the variety of tenses that can be used apart from the present simple and future simple.
• In Pronunciation, we are going to look at linked phrases.
• Learn vocabulary about common collocations with take(e.g. take a risk, take seriously).

The way words are linked in English can often cause problems in understanding when we hear several words run together so that they sound like one word, e.g. we sometimes hear festival when someone is saying first of all.

Second or third conditional?

• The second conditional refers to a hypothetical situation in the present or future, which can sometimes be changed and sometimes not, e.g. If she were taller, she could get a job as a model (situation can’t be changed). If you studied more, you would pass the exam (situation could be changed).
• The third conditional refers to hypothetical situations in the past which didn’t happen, e.g. If we had known you were in hospital, we would have visited you (we didn’t know, so we didn’t visit you).

Mixed conditionalsSometimes the second and third conditionals are mixed.

In this lesson we are going to:

• Listen to three people who all have some kind of sleep problem.
• Revise the use of used to to talk about repeated past actions, and be used to and get used to (doing something) to talk about actions or activities which have become, or are becoming, familiar.
• The pronunciation focus is on the sounds /s/ and /z/ in used to.
• Focus on words and phrases related to sleep (e.g. yawn, be a light sleeper).

In this lesson we are going to:

• Learn the difference between wish + past simple and wish + would a to express things you would like to be different and to express annoyance.

• Learn vocabulary focused on different ways of expressing feelings, with a verb or with an -ed or -ing adjective, e.g. It annoys me. / I’m annoyed. / It’s annoying.

• Learn how to use wish + past perfect to express past regrets.

• Focus on sentence rhythm and intonation.

• Talk about some past regrets.
• Read and write a poem about regret.

The topic of this lesson is survival. We are going to:

• Talk about how you think you would react in an emergency situation
• Read about a British reality TV show in which groups of participants have to survive on a remote uninhabited island.
• Listen to an interview with one of the participants talking about the best and worst experiences on the island.
• Learn vocabulary focus on feelings

• Look at word stress in three- or four-syllable adjectives.
• Learn or revise the second and third conditionals.
• Write a blog post.

In this lesson we are going to:

• Listen to three people who all have some kind of sleep problem.
• Revise the use of used to to talk about repeated past actions, and be used to and get used to (doing something) to talk about actions or activities which have become, or are becoming, familiar.
• The pronunciation focus is on the sounds /s/ and /z/ in used to.
• Focus on words and phrases related to sleep (e.g. yawn, be a light sleeper).

Imagine you are given the responsibility of making a choice for the entire world to solve a plastic-related issue, but there’s a catch! You can only choose between two difficult options. In pairs or small groups, discuss the following question: Would you rather ban ALL single-use plastics globally and disrupt industries or implement a global tax on all plastic production that increases the price of plastic goods by 300%? Each group should:

• Pick one option.
• Discuss the impacts and consequences.
• Get ready to share and defend your decision with the rest of the class.

In English, some words sound very similar but have different meanings based on whether the sound is /s/ (unvoiced) or /z/ (voiced).

Mixed third/second conditional We use this combination to talk about a hypothetical condition happening in the past (third conditional) with a present result (second conditional). We use past perfect in the if clause and would/could/might + infinitive in the main clause. If I had been elected, I would be the president now. Mixed second/third conditional We use this combination to talk about a hypothetical condition happening in the present (second conditional) with a past result (third conditional). We use past in the if clause and would/could/might + have + past participle in the main clause. If I were a man, they would have given me the job.

In this lesson we are going to:

• Listen to three people who all have some kind of sleep problem.
• Revise the use of used to to talk about repeated past actions, and be used to and get used to (doing something) to talk about actions or activities which have become, or are becoming, familiar.
• The pronunciation focus is on the sounds /s/ and /z/ in used to.
• Focus on words and phrases related to sleep (e.g. yawn, be a light sleeper).

• In The Interview, the person interviewed is Candida Brady, a British journalist and film-maker.

• In The Conversation, you are going to watch three people discussing whether they think we will ever be plastic free.

• Then we are gping to discuss this question as well as a couple of other questions related to the topic.
• We are going to focus on different ways that people respond to what another person has said.

Mixed third/second conditional We use this combination to talk about a hypothetical condition happening in the past (third conditional) with a present result (second conditional). We use past perfect in the if clause and would/could/might + infinitive in the main clause. If I had been elected, I would be the president now. Mixed second/third conditional We use this combination to talk about a hypothetical condition happening in the present (second conditional) with a past result (third conditional). We use past in the if clause and would/could/might + have + past participle in the main clause. If I were a man, they would have given me the job.

Instructions: You will work in pairs in breakout rooms for this activity. Ask your partner the questions listed. Make sure to provide more details when answering, not just "yes" or "no" responses. Once you finish discussing, come back to the main room. In the main room, you will share something interesting about your partner's answers with the rest of the group. Be ready to explain what your partner said and provide additional details if asked.

The way words are linked in English can often cause problems in understanding when we hear several words run together so that they sound like one word, e.g. we sometimes hear festival when someone is saying first of all.

In this lesson we are going to:

• Learn the difference between wish + past simple and wish + would a to express things you would like to be different and to express annoyance.

• Learn vocabulary focused on different ways of expressing feelings, with a verb or with an -ed or -ing adjective, e.g. It annoys me. / I’m annoyed. / It’s annoying.

• Learn how to use wish + past perfect to express past regrets.

• Focus on sentence rhythm and intonation.

• Talk about some past regrets.
• Read and write a poem about regret.

a) all the ones beginning with will have, e.g. will have installed, will have stopped, etc. b) all the ones with will be + -ing form, e.g. will be recycling, will be cycling, etc

Instructions: You will work in pairs in breakout rooms for this activity. Ask your partner the questions listed. Make sure to provide more details when answering, not just "yes" or "no" responses. Once you finish discussing, come back to the main room. In the main room, you will share something interesting about your partner's answers with the rest of the group. Be ready to explain what your partner said and provide additional details if asked.

Make a list of your own "pet peeves" (things that annoy you) related to social media or technology. Be ready to share your list with the class.

• In The Interview, the person interviewed is Candida Brady, a British journalist and film-maker.

• In The Conversation, you are going to watch three people discussing whether they think we will ever be plastic free.

• Then we are gping to discuss this question as well as a couple of other questions related to the topic.
• We are going to focus on different ways that people respond to what another person has said.

The topic of this lesson is risk. We are going to:

• Talk and listen about risk-takers and the rise in popularity of extreme sportsLearn or revise conditionals.
• Expand your knowledge of future time clauses and real conditionals, and see the variety of tenses that can be used apart from the present simple and future simple.
• In Pronunciation, we are going to look at linked phrases.
• Learn vocabulary about common collocations with take(e.g. take a risk, take seriously).

The topic of this lesson is survival. We are going to:

• Talk about how you think you would react in an emergency situation
• Read about a British reality TV show in which groups of participants have to survive on a remote uninhabited island.
• Listen to an interview with one of the participants talking about the best and worst experiences on the island.
• Learn vocabulary focus on feelings

• Look at word stress in three- or four-syllable adjectives.
• Learn or revise the second and third conditionals.
• Write a blog post.

• In The Interview, the person interviewed is Candida Brady, a British journalist and film-maker.

• In The Conversation, you are going to watch three people discussing whether they think we will ever be plastic free.

• Then we are gping to discuss this question as well as a couple of other questions related to the topic.
• We are going to focus on different ways that people respond to what another person has said.

The topic of this lesson is the environment and climate change. We're going to:

• Discover if we are as environmentally friendly as we think.
• See and discuss predictions related to the environment.
• Learn or revise two tenses: the future perfect and future continuous.
• Expand our weather vocabulary.

eco-friendly and green.

In this lesson we are going to:

• Learn the difference between wish + past simple and wish + would a to express things you would like to be different and to express annoyance.

• Learn vocabulary focused on different ways of expressing feelings, with a verb or with an -ed or -ing adjective, e.g. It annoys me. / I’m annoyed. / It’s annoying.

• Learn how to use wish + past perfect to express past regrets.

• Focus on sentence rhythm and intonation.

• Talk about some past regrets.
• Read and write a poem about regret.

Instructions: You will work in pairs in breakout rooms for this activity. Ask your partner the questions listed. Make sure to provide more details when answering, not just "yes" or "no" responses. Once you finish discussing, come back to the main room. In the main room, you will share something interesting about your partner's answers with the rest of the group. Be ready to explain what your partner said and provide additional details if asked.

As happens with conditional sentences, we use a comma when we begin the sentence with a time clause. But we don’t use a comma if we put the time clause at the end of the sentence. When I am 65, I will retire. I will retire when I am 65. With present perfect We can often use the present perfect after the time word. The meaning is similar to using the present simple, but with the present perfect we emphasise that the action will be completed. I’ll go to bed as soon as I have finished my homework. I won’t leave until you have arrived.

a) all the ones beginning with will have, e.g. will have installed, will have stopped, etc. b) all the ones with will be + -ing form, e.g. will be recycling, will be cycling, etc

• Choose one prompt and share your experience related to that prompt. As you share, make sure to use adjectives that describe how you felt in the situation.
• After each of you shares your experience, the rest of the group can ask questions or share their own similar experiences.

The topic of this lesson is risk. We are going to:

• Talk and listen about risk-takers and the rise in popularity of extreme sportsLearn or revise conditionals.
• Expand your knowledge of future time clauses and real conditionals, and see the variety of tenses that can be used apart from the present simple and future simple.
• In Pronunciation, we are going to look at linked phrases.
• Learn vocabulary about common collocations with take(e.g. take a risk, take seriously).

In this lesson we are going to:

• Learn the difference between wish + past simple and wish + would a to express things you would like to be different and to express annoyance.

• Learn vocabulary focused on different ways of expressing feelings, with a verb or with an -ed or -ing adjective, e.g. It annoys me. / I’m annoyed. / It’s annoying.

• Learn how to use wish + past perfect to express past regrets.

• Focus on sentence rhythm and intonation.

• Talk about some past regrets.
• Read and write a poem about regret.

The topic of this lesson is survival. We are going to:

• Talk about how you think you would react in an emergency situation
• Read about a British reality TV show in which groups of participants have to survive on a remote uninhabited island.
• Listen to an interview with one of the participants talking about the best and worst experiences on the island.
• Learn vocabulary focus on feelings

• Look at word stress in three- or four-syllable adjectives.
• Learn or revise the second and third conditionals.
• Write a blog post.

If something that you hear is music to your ears, it makes you feel very happy

In this lesson we are going to:

• Learn the difference between wish + past simple and wish + would a to express things you would like to be different and to express annoyance.

• Learn vocabulary focused on different ways of expressing feelings, with a verb or with an -ed or -ing adjective, e.g. It annoys me. / I’m annoyed. / It’s annoying.

• Learn how to use wish + past perfect to express past regrets.

• Focus on sentence rhythm and intonation.

• Talk about some past regrets.
• Read and write a poem about regret.

• Choose one prompt and share your experience related to that prompt. As you share, make sure to use adjectives that describe how you felt in the situation.
• After each of you shares your experience, the rest of the group can ask questions or share their own similar experiences.

The topic of this lesson is survival. We are going to:

• Talk about how you think you would react in an emergency situation
• Read about a British reality TV show in which groups of participants have to survive on a remote uninhabited island.
• Listen to an interview with one of the participants talking about the best and worst experiences on the island.
• Learn vocabulary focus on feelings

• Look at word stress in three- or four-syllable adjectives.
• Learn or revise the second and third conditionals.
• Write a blog post.

In this lesson we are going to:

• Learn the difference between wish + past simple and wish + would a to express things you would like to be different and to express annoyance.

• Learn vocabulary focused on different ways of expressing feelings, with a verb or with an -ed or -ing adjective, e.g. It annoys me. / I’m annoyed. / It’s annoying.

• Learn how to use wish + past perfect to express past regrets.

• Focus on sentence rhythm and intonation.

• Talk about some past regrets.
• Read and write a poem about regret.

Word stress

• There are not many clear rules regarding the pronunciation of three- and four-syllable adjectives, and the stress may fall on the first, second, or third syllable.
• However, prefixes and suffixes are not stressed, e.g. dishonest, ungrateful, etc.
• The unstressed /ə/ sound often occurs after or before the stressed syllable in multi-syllabic words, and may even occur twice, e.g. desperate /ˈdespərət/.

Second or third conditional?

• The second conditional refers to a hypothetical situation in the present or future, which can sometimes be changed and sometimes not, e.g. If she were taller, she could get a job as a model (situation can’t be changed). If you studied more, you would pass the exam (situation could be changed).
• The third conditional refers to hypothetical situations in the past which didn’t happen, e.g. If we had known you were in hospital, we would have visited you (we didn’t know, so we didn’t visit you).

Mixed conditionalsSometimes the second and third conditionals are mixed.

• Choose one prompt and share your experience related to that prompt. As you share, make sure to use adjectives that describe how you felt in the situation.
• After each of you shares your experience, the rest of the group can ask questions or share their own similar experiences.

The topic of this lesson is the environment and climate change. We're going to:

• Discover if we are as environmentally friendly as we think.
• See and discuss predictions related to the environment.
• Learn or revise two tenses: the future perfect and future continuous.
• Expand our weather vocabulary.

• It’s important to be sure whether the word you are using is an adjective or a noun. Compare It’s windy (adj) with There’s a strong wind (n).
• The difference between chilly and cool is a question of how pleasant / unpleasant it is; 12°C may be cool for one person and chilly for another.
• Despite having similar meanings, certain adjectives are only used with certain nouns, e.g. you can say strong winds, but not strong rain (you have to say heavy rain), and we say bright sunshine (not strong sunshine).
• Settled is the opposite of changeable.

1 What do you think the quote means in the context of personal growth and challenges? 2 Can you think of a time when you faced a difficult situation? How did you handle it? Did you wish it were easier, or did you try to improve yourself to overcome the challenge? 3 How can this quote apply to learning English or other skills?

a.In teams, the first student says an "I wish" regret sentence for one category (e.g., "I wish I had spent more time with my family."). b. The next student in the group must create an "I wish" sentence for the next category (e.g., health), but the catch is, you can’t repeat any words or ideas from previous team members. c. This continues until all four categories are covered.

Explanation of Used to PronunciationIn English, used to can be pronounced differently depending on the context and meaning. Here’s how it changes in each of the examples.

• When used to indicates a past habit or repeated action, it is pronounced /ˈjuːst tə/.
• When used to indicates the process of adapting or getting accustomed, it is also pronounced /ˈjuːst tə/.
• When used is part of the passive voice, showing purpose or function, it’s pronounced with a strong "d" sound at the end:

/ˈjuːzd/.

The topic of this lesson is risk. We are going to:

• Talk and listen about risk-takers and the rise in popularity of extreme sportsLearn or revise conditionals.
• Expand your knowledge of future time clauses and real conditionals, and see the variety of tenses that can be used apart from the present simple and future simple.
• In Pronunciation, we are going to look at linked phrases.
• Learn vocabulary about common collocations with take(e.g. take a risk, take seriously).

A zero conditional is used to generalize or give facts, e.g. If you heat water, it boils. Although zero conditionals are usually based on present tenses, they can also be used in the past, e.g. If people didn’t have money, they didn’t eat.

Although the difference between these two sounds is small, there are pairs of words where the only difference is whether there is a /s/ or /z/ sound, and this section raises awareness of the comprehension problems that might occur if you don’t discriminate successfully between the sounds when you hear them, or if you don’t produce them precisely.

Explanation of Used to PronunciationIn English, used to can be pronounced differently depending on the context and meaning. Here’s how it changes in each of the examples.

• When used to indicates a past habit or repeated action, it is pronounced /ˈjuːst tə/.
• When used to indicates the process of adapting or getting accustomed, it is also pronounced /ˈjuːst tə/.
• When used is part of the passive voice, showing purpose or function, it’s pronounced with a strong "d" sound at the end:

/ˈjuːzd/.

Which predictions...

The topic of this lesson is the environment and climate change. We're going to:

• Discover if we are as environmentally friendly as we think.
• See and discuss predictions related to the environment.
• Learn or revise two tenses: the future perfect and future continuous.
• Expand our weather vocabulary.

• Do you enjoy watching survival stories or movies?
• Have you ever been on an adventure trip that turned into a challenging situation?
• What qualities do you think are necessary for survival in extreme conditions?
• How important is it to have a positive mindset in difficult situations like being lost in the jungle?
• Do you think you would be able to survive in the Amazon rainforest if you were in a similar situation as Yosi Ginsburg?

After regret, you can use:

• a gerund (I regret doing...)

I regret quitting my job without having a backup plan.

• a perfect gerund (I regret having done...)

I regret having quit my job without securing another one first.

• that-clause (I regret that I didn’t…)

I regret that I didn’t take the opportunity to study abroad when I had the chance.

In this lesson we are going to:

• Learn the difference between wish + past simple and wish + would a to express things you would like to be different and to express annoyance.

• Learn vocabulary focused on different ways of expressing feelings, with a verb or with an -ed or -ing adjective, e.g. It annoys me. / I’m annoyed. / It’s annoying.

• Learn how to use wish + past perfect to express past regrets.

• Focus on sentence rhythm and intonation.

• Talk about some past regrets.
• Read and write a poem about regret.

After regret, you can use:

• a gerund (I regret doing...)

I regret quitting my job without having a backup plan.

• a perfect gerund (I regret having done...)

I regret having quit my job without securing another one first.

• that-clause (I regret that I didn’t…)

I regret that I didn’t take the opportunity to study abroad when I had the chance.

In this lesson we are going to:

• Listen to three people who all have some kind of sleep problem.
• Revise the use of used to to talk about repeated past actions, and be used to and get used to (doing something) to talk about actions or activities which have become, or are becoming, familiar.
• The pronunciation focus is on the sounds /s/ and /z/ in used to.
• Focus on words and phrases related to sleep (e.g. yawn, be a light sleeper).

In pairs or small groups, you'll be given real-life scenarios (e.g., "You lost your keys," "You got a promotion at work"). You'll have to describe the situation using at least three comment adverbs to show different emotions about the same event. Example scenario: Situation: You lost your keys. "Obviously, I had to call a locksmith." "Luckily, I had a spare key with me." "Unfortunately, the locksmith took too long to arrive."

• It’s important to be sure whether the word you are using is an adjective or a noun. Compare It’s windy (adj) with There’s a strong wind (n).
• The difference between chilly and cool is a question of how pleasant / unpleasant it is; 12°C may be cool for one person and chilly for another.
• Despite having similar meanings, certain adjectives are only used with certain nouns, e.g. you can say strong winds, but not strong rain (you have to say heavy rain), and we say bright sunshine (not strong sunshine).
• Settled is the opposite of changeable.