Fresh Start 2 -2025

Fresh Start Elementary 2

Let's start our journey!

We're about to embark on our English adventure!

Start

MAP Lesson 1

Icebreakers

Getting to know each other better

Part 1

Emoji introduction

Part 2

Are you? Can you? Do you?

Back to Basics Challenge

Round 1: Grammar Fix It!

Round 2: baamboozle

Round 3: word association

Final Thought & Discussion

“The expert in anything was once a beginner.” – Helen Hayes

MAP Unit 4a

Family Photos

How much do you know?

Let's talk about your family!

Grammar

GRAMMAR possessive ’s, Whose…?

Possessive 's and Whose

lET'S pRACTISE!

Exercise 1 F - Page 30 SB

Page 131 - SB

MAP Unit 4a

lET'S pRACTISE!

Exercise 1 F - Page 30 SB

Page 131 - SB

How much do you remember?

Let's revise!

Let's practise

Complete Vocabulary Bank Page 155

PRONUNCIATION /ʌ/, the letter o

MAP Unit 4a

Let's revise

Task 1 – True or False: Each group will read the sentences in breakout rooms and decide if the sentence are true or false. Then, each group will read their senteces to the other group. Thet also have to decide if they are T or F. If the sentence is false, they should correct it with the right information.

Task 2 – Partner Testing: Ask the other group questions about the family members (e.g., "Who is Dave's wife?"). Each team should try to answer the questions based on the information in the family tree.

PRONUNCIATION /ʌ/, the letter o

lISTENING

SPEAKING

MAP Unit 4a

lISTENING

SPEAKING

MAP Unit 4b

Unit 4B

From morning to nightPage 32

Good or bad?

Discuss when the habits might be good or bad for someone.

Vocabulary

Daily routine

hOW MUCH DO YOU KNOW?

Vocabulary challenge

LET'S WORK ON PAGE 156

Vocabulary

Let's work on page 32 ex 1

forming new habits

Let's talk!

Linking

Let's work on page 32 ex 2

Reading: busy lives

Let's read the introduction of the text on page 32 together. Then, read alone parapgrah one and solve the quiz. After that read paragraph 2 and solve the T or F.

lET'S SOLVE EX 3B ON PAGE 33

Work in pairs

Exit ticket

• Today I learned about...
• I need more help with...
• Do you have a busy routine? Can you mention some things you do every day?

MAP UNIT 4B

Vocabulary

Daily routine

Linking

Let's work on page 32 ex 2

Reading: busy lives

Let's read the introduction of the text on page 32 together. Then, read alone parapgrah one and solve the quiz. After that read paragraph 2 and solve the T or F.

lET'S SOLVE EX 3B ON PAGE 33

Work in pairs

Listening

Listen to Darius, Marjan's 17-year-old son, talking about his day. Complete exercise 3c on page 33

Grammar time

Prepositions of time and place

Prepositions: in, on or at

Prepositions: in, on or at

Prepositions of place

Prepositions of time

Let's do some practice

- Solve exercise 4 on page 33 SB- Solve exercises on page 131 SB

hOMEWORK

- Page 29 WB- Grammar worksheet

Exit ticket

• Today I learned about...
• I need more help with...
• Make 3 sentences about you using in, on and at

Let's check homework

• Exercises 2 a and b page 32 SB
• Exercises 2 a and b page 29 WB

Reading: busy lives

Let's read the introduction of the text on page 32 together. Then, read alone parapgrah one and solve the quiz. After that read paragraph 2 and solve the T or F.

lET'S SOLVE EX 3B ON PAGE 33

Work in pairs

Listening

Listen to Darius, Marjan's 17-year-old son, talking about his day. Complete exercise 3c on page 33

Grammar time

Prepositions of time and place

Prepositions: in, on or at

Prepositions: in, on or at

Prepositions of place

Prepositions of time

Let's do some practice

- Solve exercise 4 on page 33 SB- Solve exercises on page 131 SB

Communicative

Prepositions questionnaire

hOMEWORK

- Page 29 WB- Grammar worksheet

MAP Unit 4b

lET'S check EX 3B ON PAGE 33

Listening

Listen to Darius, Marjan's 17-year-old son, talking about his day. Complete exercise 3c on page 33

Grammar time

Prepositions of time and place

Prepositions: in, on or at

Prepositions: in, on or at

Prepositions of place

Prepositions of time

Let's do some practice

- Solve exercise 4 on page 33 SB- Solve exercises on page 131 SB

Communicative

Prepositions questionnaire

Speaking

Typical weekday

hOMEWORK

- Page 29 WB- Grammar worksheet

MAP

Let's check homework

- Page 29 WB- Solve exercises on page 131 SB

Communicative

Prepositions questionnaire

Speaking

Typical weekday

MAP uNIT 4c

Speaking

Typical weekday

Vocabulary

Months of the year

Vocabulary and grammar

Adverbs and expressions of frequency

Vocabulary and grammar

Adverbs and expressions of frequency

The letter h

The main problem with the letter h is that in many languages it is silent at the beginning of a word. In English it is almost always pronounced like the /h/ in hotel and How. There are very few exceptions, we are going to see in some seconds! Let's work on page 34

vOCABULARY

Let's work on page 34

Communication

Short life, long life?

MAP uNIT 4c

Warming-up

Let's revise!

Communication

Short life, long life?

Pronunciation

The letter h

The letter h

The main problem with the letter h is that in many languages it is silent at the beginning of a word. In English it is almost always pronounced like the /h/ in hotel and How. There are very few exceptions, we are going to see in some seconds! Let's work on page 34

Reading

What are the blue zones?How old do you think Alexis and María are?

Communication

Students B

Students A

Video Listening

The island of Okinawa

qUIZ TIME

How much do you remember?

MAP uNIT 4c

Communication

Students B

Students A

Video Listening

The island of Okinawa

qUIZ TIME

How much do you remember about the Blue Zones?

Revise and Check

Let's revise Units 3 and 4

Exit ticket

MAP uNIT 5A

Uses of can

Verb phrases

Page 38 Student's Book

Let's learn more vocabulary

Listening

Reality shows

Let's work on page 38 Student's Book

Grammar

Can/can't

Can/can't

Solve grammar bank page 133 Student's Book

Exit ticket

Make 3 true sentences about you using can/can't and the new verb phrases

MAP uNIT 5A

Verb phrases

Revision

Listening

Reality shows

Let's work on page 38 Student's Book

Grammar

Can/can't

Can/can't

Solve grammar bank page 133 Student's Book

Pronunciation

Sentence stress - Page 39

Speaking

What's your talent?

MAP uNIT 5A

Listening

Reality shows

Let's check homework on page 38 Student's Book

Grammar

Can/can't

Can/can't

Solve grammar bank page 133 Student's Book

Pronunciation

Sentence stress - Page 39

Speaking

What's your talent?

Exit ticket

• Page 33 Workbook

MAP uNIT 5A

Let's check homework

• Page 39 Student's Book - exercise 4
• Page 33 Workbook

Speaking

What's your talent?

MAP uNIT 5B

vocabulary and Speaking

Noise: verb and verb phrases

gRAMMAR

pRESENT cONTINUOUS

Solve exercises on page 133

MAP uNIT 5B

revision

gRAMMAR

pRESENT cONTINUOUS

Page 133 Student's Book

Page 34 Workbook

Communication

Students B

Students A

Listening

working out a situation from context

revision

MAP uNIT 5B

Let's check homework AND REVISE

• Page 34 Workbook

• Worksheet Present Continuous

Communication

Students B

Students A

Listening

working out a situation from context

revision

MAP uNIT 5C

What do you know about London?

Vocabulary

How much vocabulary do you know?

Solve exercises on page 159

Some more vocabulary

Listening

Grammar

present simple or present continuous?

VÍDEO

Let's revise and practise

Solve exercises on page 133 Student's Book

MAP uNIT 5C

Vocabulary REVISON

Communication

Students B

Students A

READING

• Read the online guide and solve exercise 3 a in groups

Grammar

present simple or present continuous?

VÍDEO

Let's revise and practise

Solve exercises on page 133 Student's Book

MAP uNIT 5C

Let's check homework

• Exercises 5C on page 133 Student's Book

• Pages 36 and 37 Workbook

Communication

Students B

Students A

Let's REVISE

PRACTICAL ENGLISH

In a clothes shop

In a clothes shop

Vocabulary: clothes

Clothes

Meeting in the street

apologizing

Apologizing

buying clothes

buying clothes

Buying clothes

Saying prices

Asking about prices

Telling the Price

Saying prices

Units of Money

How to Read Prices

PRACTICE

Asking and giving prices

People asking about prices

Demonstrative pronouns

This-That-These-Those

Info

PRACTICE

buying clothes

Buying clothes

EXIT TICKET

• Work in Pairs: One of you will be the customer and the other will be the shop assistant in a clothing store.
• Create the Conversation: Use the information provided to build a shopping conversation.

In a clothes shop

Saying prices

Units of Money

How to Read Prices

Let's revise

Asking and giving prices

People asking about prices

Demonstrative pronouns

This-That-These-Those

Info

PRACTICE

buying clothes

In a clothes shop

buying clothes

Buying clothes

rOLE-PLAY

• Work in Pairs: One of you will be the customer and the other will be the shop assistant in a clothing store.
• Create the Conversation: Use the information provided to build a shopping conversation.

Social english: on the phone

social english phrases

When do we use these phrases?

Now, it's your turn!

social english phrases

Wrap-Up: Role plays

In a clothes shop

Revision

Now, it's your turn!

📌Read your dialogues at the shop in pairs.📌Pages 38 and 39 Workbook

Wrap-Up: Role plays

uNIT 6a

What do people read?

Reading: the glass bottle

Based on the title and the pictures, can you predict what the story might be about?Let's see how much vocabulary vocabulary related to the story you know.

Part 1

Grammar: object pronouns

Let's practise

Let's work on page 134

uNIT 6a

Part 1

Grammar: object pronouns

Let's practise

Let's work on page 134

Part 2

Subject and object pronouns and possisive adjectives

Let's revise

Answer

Part 3

Think the moral of the story

uNIT 6a

subject and object pronouns

📌Let's work on page 134 SB 📌Let's solve page 40 workbook

Part 2

Subject and object pronouns and possisive adjectives

Let's revise

Answer

Part 3

Think the moral of the story

Words in a story

In groups in breakout rooms solve this game correctly. The first team to finish is the winner

uNIT 6a

Homework correction

Let's revise

Answer

Part 3

Think the moral of the story

Words in a story

In groups in breakout rooms solve this game correctly. The first team to finish is the winner

Let's practise

Two Truths and a Lie

Fill-in-the-Gaps Story

1. Each of you think of three sentences using the vocabulary from the previous exercise.
2. Two of the sentences must be true, and one should be a lie.
3. The rest of the class must guess which sentence is the lie.

PRONUNCIATION /aɪ/, /ɪ/, and /iː/

Speaking

Group B

Group A

uNIT 6a

LET'S CHECK HOMEWORK

Page 41 Workbook

uNIT 6b

What's the date today?

Can you remember the months of the year?

ordinal numbers

how to say dates

Pronunciation

/ð/ and /θ/

Let's practise

LISTENING

uNIT 6b

revision

Homework correction

📌Exercise 2a on page 159 Student's Book📌 Exercise 1 on page 42 Workbook

how to say dates

Pronunciation

/ð/ and /θ/

Let's practise

LISTENING

reading

Good times, bad times

Role-play: Seasons of the Year and Times of Day

Info

Instructions:

1. Divide into Groups: You will work in small groups. Each group will be assigned a season, a day of the week, or a time of day.
2. Prepare Your Argument: As a group, discuss reasons why your assigned season, day, or time is the best or the worst. Think about the weather, activities, mood, or anything that makes this season, day, or time unique. Use adjectives like fun, boring, exciting, relaxing, etc.
3. Present to the Class: Each group will take turns presenting their reasons to the rest of the class. Try to convince the others why your season, day, or time is the best (or the worst).
4. Ask and Answer Questions: After each presentation, the other groups can ask questions or give comments. Be ready to explain and defend your choice!

Matching emotions activity

Look at each situation and use an adjective to describe how you would feel, like this: 'Saturday night is exciting because…'

uNIT 6b

revision

Homework correction

📌Exercise 2 on page 42 Workbook 📌Exercise 1 c-d on page 48 Student's Book

LISTENING

reading

Good times, bad times

Role-play: Seasons of the Year and Times of Day

Info

Instructions:

1. Divide into Groups: You will work in small groups. Each group will be assigned a season, a day of the week, or a time of day.
2. Prepare Your Argument: As a group, discuss reasons why your assigned season, day, or time is the best or the worst. Think about the weather, activities, mood, or anything that makes this season, day, or time unique. Use adjectives like fun, boring, exciting, relaxing, etc.
3. Present to the Class: Each group will take turns presenting their reasons to the rest of the class. Try to convince the others why your season, day, or time is the best (or the worst).
4. Ask and Answer Questions: After each presentation, the other groups can ask questions or give comments. Be ready to explain and defend your choice!

Matching emotions activity

Look at each situation and use an adjective to describe how you would feel, like this: 'Saturday night is exciting because…'

GRAMMAR like + (verb + -ing)

Info

practice

uNIT 6b

Matching emotions activity

Look at each situation and use an adjective to describe how you would feel, like this: 'Saturday night is exciting because…'

GRAMMAR like + (verb + -ing)

Info

practice

SPEAKING: LIKES AND DISLIKES

Revision

uNIT 6b

revision

Homework correction

📌Exercise 3 on pages 42 and 43 Workbook 📌 Grammar Worksheet

SPEAKING: LIKES AND DISLIKES

Revision

uNIT 6C

VOCABULARY

Music and instruments

Page 50 Student's Book

Let's solve exercises 1 a to f

GRAMMAR revision: be or do?

Let's practise

Page 50 Student's Book

Page 135 Student's Book

Speaking: My Music Interview

• Work in pairs.
• Ask your partner the questions from the questionnaire.
• Write down their answers.
• After the interview, share what you learned about your partner with the whole class.
• For example: "My partner likes pop music. They listen to music when they are relaxing."

uNIT 6C

revision

Homework correction

📌Exercises 6C on page 135 Student's Book 📌Vocabulary and Grammar exercises on pages 44 and 45 Workbook

Speaking: My Music Interview

• Work in pairs.
• Ask your partner the questions from the questionnaire.
• Write down their answers.
• After the interview, share what you learned about your partner with the whole class.
• For example: "My partner likes pop music. They listen to music when they are relaxing."

Tell Me About You

1 Work in pairs: Pair up with a classmate. Each of you will have a different worksheet (A or B).2 Complete your questions: Look at your worksheet and fill in the blanks to complete the questions. 23Ask your partner: Once you're ready, take turns asking each other your questions. Listen to their answers carefully.

4 Contract your questions (if needed): When asking questions like "What is...?", say them naturally (e.g., "What's...?").5 Share feedback: At the end, discuss some interesting answers with the whole class.

PRONUNCIATION /j/

giving opinions

VIDEO LISTENING

uNIT 6C

revision

Homework correction

📌Exercises 4 a, b and c on page 51 Student's Book 📌Exercise 3 on page 45 Workbook

giving opinions

VIDEO LISTENING

REVIEW UNITS 5 AND 6

Pages 52 and 53

Useful Phrases:

• "We think that (summer/evening/Friday) is the best because..."
• "(Monday/winter) is the worst because..."
• "In this (season/time of day), we can/can't..."
• "It’s a good/bad time to (relax, work, go outside, etc.)"

Open your book on page 111.Ask A your answers.

Pronunciation notes The /ʌ/ sound The most common spelling of this short sound is u between consonants, e.g. up, husband, sun, etc. However, o can also make this sound as in the family words mother, brother, etc., and also ou, e.g. young. The letter o The two most common pronunciations of the letter o are /ɒ/ (e.g. clock) and /əʊ/ (e.g. phone), and two less common ones are /ʌ/ (e.g. up) and /uː/ (e.g. boot). Clock and up are short sounds, boot is a long sound, and phone is a diphthong.

Possible morals

• Don’t ask for more than you need.
• Different things are important to different people.
• Be happy when you have enough.

Here and there

"Here" se usa para indicar un punto exacto cerca del hablante. Ejemplo: "Put the shirt here" (Poné la camisa aquí). "There" se usa para indicar un punto exacto lejos del hablante. Ejemplo: "Put the shirt there" (Poné la camisa allí). "Over here" and "Over there" se usan para referirse a puntos inexactos. Ejemplo: "The shirt is over here/ over there" (La camisa está por acá/por allá).

"This" y "these" se usan para referirse a cosas que están cerca del hablante. This (singular): Se usa para una cosa que está cerca. Ejemplo: "This shirt" (esta camisa) "This sweater" (este suéter) These (plural): Se usa para más de una cosa que están cerca. Ejemplo: "These shirts" (estas camisas) "These sweaters" (estos suéters) "That" y "those" se usan para referirse a cosas que están lejos del hablante. That (singular): Se usa para una cosa que está lejos. Ejemplo: "That shirt" (esa camisa). "That sweater" (ese suéter) Those (plural): Se usa para más de una cosa que están lejos. Ejemplo: "Those shirts" (esas camisas) "Those sweaters" (esos suéters).

You are Walid. Your task is to narrate Walid's part of the story, focusing on what he does while Hassan is away. Discuss and plan the narrative from his perspective.

Open your book on page 110.Describe the picture and discover the differences.

In this Unit we are going to:

• Learn the possessive ’s (e.g. Who is he? He’s Brad Pitt’s brother.) and the question word Whose…?.
• Learn the vocabulary of family members.
• Focus on the /ʌ/ sound, and the most common pronunciations of the letter o.

Pronunciation notes The /ʌ/ sound The most common spelling of this short sound is u between consonants, e.g. up, husband, sun, etc. However, o can also make this sound as in the family words mother, brother, etc., and also ou, e.g. young. The letter o The two most common pronunciations of the letter o are /ɒ/ (e.g. clock) and /əʊ/ (e.g. phone), and two less common ones are /ʌ/ (e.g. up) and /uː/ (e.g. boot). Clock and up are short sounds, boot is a long sound, and phone is a diphthong.

In this lesson we are going to:

• Learn about London – its weather and some unusual tourist attractions.
• Learn basic vocabulary to talk about the weather
• Listen to a travel guide describing typical London weather.
• Revise when to use present simple or present continuous
• Read an online guide which recommends what to do in London in different seasons.
• Focus on how to pronounce and understand famous place names in London.

In this lesson we are going to:

• Learn more verb phrases.
• Revise or learn CAN to express ability, possibility, permission, and to make requests.
• Pay special attention to the pronunciation of can and can’t when stressed and unstressed.

We first read all of the numbers to the left of the decimal point, and then start over and read all of the numbers to the right of the decimal point

In this Unit we are going to:

• Look at people’s different reading habits and talk about your own general reading habits.
• Learn about object pronouns (me, you, him, etc.) and revise possessive adjectives.
• Learn some vocabulary associated with a story
• Look at three sounds (/aɪ/, /ɪ/, and /iː/)
• Retell the story in the role of one of the two main characters.

In this Unit we are going to:

• Learn the possessive ’s (e.g. Who is he? He’s Brad Pitt’s brother.) and the question word Whose…?.
• Learn the vocabulary of family members.
• Focus on the /ʌ/ sound, and the most common pronunciations of the letter o.

Open your book on page 105.Describe the picture and discover the differences.

Verbs + -ing Some verbs in English are followed by another verb in the -ing form. The most common of these verbs are verbs of liking and disliking: love, like, enjoy, don’t mind, don’t like, hate. If we use another verb after these verbs, it often takes the -ing form. I love going to the gym. I like reading. I enjoy travelling. I don’t mind cooking. I don’t like doing homework. I hate getting up early. The second verb is in the -ing form in the past, too. When I was a child, I hated going to school.

In this Unit we are going to:

• Revise the uses of be and do.
• Focus on the vocabulary of musical instruments and musicians.

• Focus on the /j/ sound, including the ‘hidden’ /j/, e.g. in music, and look at the stress on words when giving opinions.
• Learn how to write an informal email.

In this Unit we are going to:

• Look at people’s different reading habits and talk about your own general reading habits.
• Learn about object pronouns (me, you, him, etc.) and revise possessive adjectives.
• Learn some vocabulary associated with a story
• Look at three sounds (/aɪ/, /ɪ/, and /iː/)
• Retell the story in the role of one of the two main characters.

In this Unit we are going to:

• Focus on how to say the date
• Revise the months

• Learn ordinal numbers.
• Focus on the grammar, like, love, etc. + the -ing form,
• Talk about what free-time activities you like and dislike and your favourite or least favourite month / day / week.

• Write aboutyour own favourite times.

Giving opinions

• When we give our opinion, we give extra stress to the ‘opinion’ word, e.g. He’s fantastic.

The ‘Blue Zones’ are five places where many people live for a long time. Alexis is 102 and María is 97.

There is a clear difference in use between the present simple and present continuous:

• The present simple is used for habitual actions (things which are always true or which happen every day).
• The present continuous is used for temporary actions, things happening now / at this moment, or around now.

Stative verbs, e.g. want, like, need, have (= possess), and know, are not normally used in the present continuous

Open your book on page 104.Read the article about Ikaria, answer the questions and tell Students B about the life there.

Work in pairs. Students A interview Sts B and circle their partner’s answers. Then, the pairs swap roles, and Sts B interview Sts A and circle their answers. When you have finished, calculate your partner’s score and tell him / her the result.

Pronunciation notes /j/

• y at the beginning of a word is always pronounced /j/, e.g. yes.
• Some words containing u or ew also have a ‘hidden’ /j/ sound, e.g. music, student, new, etc.

Open your book on page 105.Describe the picture and discover the differences.

In this Unit we are going to:

• Focus on how to say the date
• Revise the months

• Learn ordinal numbers.
• Focus on the grammar, like, love, etc. + the -ing form,
• Talk about what free-time activities you like and dislike and your favourite or least favourite month / day / week.

• Write aboutyour own favourite times.

Open your book on page 110.Read the article about Nicoya, answer the questions and tell Students A about the life there.

Possible morals

• Don’t ask for more than you need.
• Different things are important to different people.
• Be happy when you have enough.

Warning We cannot use phrases such as 'The price is...', 'The cost is...', or 'I paid the money'. They are not grammatically wrong but they sound unnatural, unnecessary, and weird.

In this Unit we are going to:

• Learn the possessive ’s (e.g. Who is he? He’s Brad Pitt’s brother.) and the question word Whose…?.
• Learn the vocabulary of family members.
• Focus on the /ʌ/ sound, and the most common pronunciations of the letter o.

Open your book on page 110.Describe the picture and discover the differences.

Instructions 1️⃣ The teacher will say a starting word. 2️⃣ One student from one team says a word related to it (e.g., "ocean" → "waves"). 3️⃣ The next student from the other team continues with another related word (e.g., "waves" → "surfing"). 4️⃣ You CANNOT repeat words or take too long (max 5 seconds). 5️⃣ If you hesitate, repeat a word, or say something unrelated, the other team gets a point.

Slang terms for money in the UK £1 - "A quid" (This is probably one of the most common slang terms for pounds.) £5 - "A fiver" (A widely used term for a £5 note.) £10 - "A tenner" (Similarly, a £10 note is often referred to as a tenner.) £20 - "A score" or "a pony" (A less common term, but still heard occasionally.) £50 - "A bullseye" or "a nifty" (These are more old-fashioned terms but may still be heard in certain contexts.) £100 - "A ton" or "a century" (Both these terms are used to refer to a £100 note.) £500 - "A monkey" (This term comes from old slang, where different amounts of money were associated with different animals.) £1000 - "A grand" (This is commonly used to denote £1000.)

Pronunciation notes

• There are two main pronunciation problems related to can / can’t:
• Can is usually unstressed = /kən/ in positive sentences like I can sing. If you stress can, the listener may think you are saying a negative sentence.
• The negative can’t is always stressed. Not stressing it can cause a communication problem (the listener may understand can, not can’t).
• The pronunciation of this word varies among different groups of native English speakers. The standard pronunciation is /kɑːnt/, but there are regional variations.
• The important thing is to make sure that you stress /kɑːnt/ quite strongly.

Open your book on page 104.Read the article about Ikaria, answer the questions and tell Students B about the life there.

In this Unit we are going to:

• Look at people’s different reading habits and talk about your own general reading habits.
• Learn about object pronouns (me, you, him, etc.) and revise possessive adjectives.
• Learn some vocabulary associated with a story
• Look at three sounds (/aɪ/, /ɪ/, and /iː/)
• Retell the story in the role of one of the two main characters.

In this lesson we are going to:

• Learn new verbs and verb phrases and talk about noise problems in your families or with their neighbours.

• Learn the present continuous (used for what is happening now or for temporary actions / situations)
• Focus on the /ŋ/ sound, used in all present continuous endings.
• Learn to express what the people are doing.

Verbs + -ing Some verbs in English are followed by another verb in the -ing form. The most common of these verbs are verbs of liking and disliking: love, like, enjoy, don’t mind, don’t like, hate. If we use another verb after these verbs, it often takes the -ing form. I love going to the gym. I like reading. I enjoy travelling. I don’t mind cooking. I don’t like doing homework. I hate getting up early. The second verb is in the -ing form in the past, too. When I was a child, I hated going to school.

Open your book on page 105.Ask B your questions

• Pick up a number and try to anser the question
• You have 30 seconds before the turn goes to the next team!

• The topic of this lesson is lifestyle choices which may determine whether you have a longer or shorter life.
• Let's begin by learning the vocabulary for months and adverbs and expressions of frequency.
• Pronunciation focuses on the letter h.
• Let's read and learn about the so-called ‘Blue Zones’, five places in the world which have a very high proportion of centenarians, and about the lifestyles in two of them.
• Listening: a video listening about one of the Blue Zones countries, Okinawa, in Japan.

"This" y "these" se usan para referirse a cosas que están cerca del hablante. This (singular): Se usa para una cosa que está cerca. Ejemplo: "This shirt" (esta camisa) "This sweater" (este suéter) These (plural): Se usa para más de una cosa que están cerca. Ejemplo: "These shirts" (estas camisas) "These sweaters" (estos suéters) "That" y "those" se usan para referirse a cosas que están lejos del hablante. That (singular): Se usa para una cosa que está lejos. Ejemplo: "That shirt" (esa camisa). "That sweater" (ese suéter) Those (plural): Se usa para más de una cosa que están lejos. Ejemplo: "Those shirts" (esas camisas) "Those sweaters" (esos suéters).

There is a clear difference in use between the present simple and present continuous:

• The present simple is used for habitual actions (things which are always true or which happen every day).
• The present continuous is used for temporary actions, things happening now / at this moment, or around now.

Stative verbs, e.g. want, like, need, have (= possess), and know, are not normally used in the present continuous

Work in pairs. Students A interview Sts B and circle their partner’s answers. Then, the pairs swap roles, and Sts B interview Sts A and circle their answers. When you have finished, calculate your partner’s score and tell him / her the result.

Pronunciation notes This pronunciation exercise focuses on a small but significant difference between two similar but very common sounds /ɪ/, /iː/ as well as /aɪ/, all of which occur in subject and object pronouns. This difference is small and with time and practice you will be able to differentiate and make these sounds.

1️⃣ You will see a sentence with a mistake. 2️⃣ Your team must quickly correct it and write the correct version in the chat. 3️⃣ The first team to give the correct answer earns a point. 4️⃣ If the first answer is not fully correct, the other team can try to improve it. 5️⃣ The team with the most points wins the challenge!

In this unit we are going to:

• Learn verb phrases to talk about
• daily routines.
• Focus on linking, which will help you to understand spoken English.
• Learn prepositions of time and
• place, which are commonly used when we describe a typical day.
• Talk about your typical weekdays.
• Write a description of your favourite day of the week.

We often use:

• Can I have…? to ask for something
• Can you…? to ask another person to do something.
• In this lesson we will learn other uses of can.

Useful Phrases:

• "We think that (summer/evening/Friday) is the best because..."
• "(Monday/winter) is the worst because..."
• "In this (season/time of day), we can/can't..."
• "It’s a good/bad time to (relax, work, go outside, etc.)"

Instructions:🔹Choose three emojis that represent you.🔹 Your classmates will guess why you chose them by asking you yes-no questions. 🔹 After that, you confirm or expand on their ideas and they will ask you follow-up questions. ✅ Example: 👩‍🍳 🎶 📚 → Are you a chef? Do you love music? Do you enjoy reading?

In this Unit we are going to:

• Learn the possessive ’s (e.g. Who is he? He’s Brad Pitt’s brother.) and the question word Whose…?.
• Learn the vocabulary of family members.
• Focus on the /ʌ/ sound, and the most common pronunciations of the letter o.

In this Unit we are going to:

• Focus on how to say the date
• Revise the months

• Learn ordinal numbers.
• Focus on the grammar, like, love, etc. + the -ing form,
• Talk about what free-time activities you like and dislike and your favourite or least favourite month / day / week.

• Write aboutyour own favourite times.

In this Unit we are going to:

• Look at people’s different reading habits and talk about your own general reading habits.
• Learn about object pronouns (me, you, him, etc.) and revise possessive adjectives.
• Learn some vocabulary associated with a story
• Look at three sounds (/aɪ/, /ɪ/, and /iː/)
• Retell the story in the role of one of the two main characters.

• The topic of this lesson is lifestyle choices which may determine whether you have a longer or shorter life.
• Let's begin by learning the vocabulary for months and adverbs and expressions of frequency.
• Pronunciation focuses on the letter h.
• Let's read and learn about the so-called ‘Blue Zones’, five places in the world which have a very high proportion of centenarians, and about the lifestyles in two of them.
• Listening: a video listening about one of the Blue Zones countries, Okinawa, in Japan.

You are Hassan. Your task is to narrate Hassan's journey, starting from when he decides to leave home until he returns. Discuss within your group how you will tell the story.

In this lesson we are going to:

• Learn more verb phrases.
• Revise or learn CAN to express ability, possibility, permission, and to make requests.
• Pay special attention to the pronunciation of can and can’t when stressed and unstressed.

In this lesson we are going to:

• Learn more verb phrases.
• Revise or learn CAN to express ability, possibility, permission, and to make requests.
• Pay special attention to the pronunciation of can and can’t when stressed and unstressed.

Here and there

"Here" se usa para indicar un punto exacto cerca del hablante. Ejemplo: "Put the shirt here" (Poné la camisa aquí). "There" se usa para indicar un punto exacto lejos del hablante. Ejemplo: "Put the shirt there" (Poné la camisa allí). "Over here" and "Over there" se usan para referirse a puntos inexactos. Ejemplo: "The shirt is over here/ over there" (La camisa está por acá/por allá).

We first read all of the numbers to the left of the decimal point, and then start over and read all of the numbers to the right of the decimal point

In this lesson we are going to:

• Learn more verb phrases.
• Revise or learn CAN to express ability, possibility, permission, and to make requests.
• Pay special attention to the pronunciation of can and can’t when stressed and unstressed.

In this Unit we are going to:

• Revise the uses of be and do.
• Focus on the vocabulary of musical instruments and musicians.

• Focus on the /j/ sound, including the ‘hidden’ /j/, e.g. in music, and look at the stress on words when giving opinions.
• Learn how to write an informal email.

Slang terms for money in the UK £1 - "A quid" (This is probably one of the most common slang terms for pounds.) £5 - "A fiver" (A widely used term for a £5 note.) £10 - "A tenner" (Similarly, a £10 note is often referred to as a tenner.) £20 - "A score" or "a pony" (A less common term, but still heard occasionally.) £50 - "A bullseye" or "a nifty" (These are more old-fashioned terms but may still be heard in certain contexts.) £100 - "A ton" or "a century" (Both these terms are used to refer to a £100 note.) £500 - "A monkey" (This term comes from old slang, where different amounts of money were associated with different animals.) £1000 - "A grand" (This is commonly used to denote £1000.)

In this lesson we are going to:

• Learn about London – its weather and some unusual tourist attractions.
• Learn basic vocabulary to talk about the weather
• Listen to a travel guide describing typical London weather.
• Revise when to use present simple or present continuous
• Read an online guide which recommends what to do in London in different seasons.
• Focus on how to pronounce and understand famous place names in London.

In this lesson we are going to:

• Learn about London – its weather and some unusual tourist attractions.
• Learn basic vocabulary to talk about the weather
• Listen to a travel guide describing typical London weather.
• Revise when to use present simple or present continuous
• Read an online guide which recommends what to do in London in different seasons.
• Focus on how to pronounce and understand famous place names in London.

Open your book on page 110.Read the article about Nicoya, answer the questions and tell Students A about the life there.

Possible morals

• Don’t ask for more than you need.
• Different things are important to different people.
• Be happy when you have enough.

In this Unit we are going to:

• Focus on how to say the date
• Revise the months

• Learn ordinal numbers.
• Focus on the grammar, like, love, etc. + the -ing form,
• Talk about what free-time activities you like and dislike and your favourite or least favourite month / day / week.

• Write aboutyour own favourite times.

In this lesson we are going to:

• Learn new verbs and verb phrases and talk about noise problems in your families or with their neighbours.

• Learn the present continuous (used for what is happening now or for temporary actions / situations)
• Focus on the /ŋ/ sound, used in all present continuous endings.
• Learn to express what the people are doing.

🏆 Points and Winner 1️⃣ You will be divided into teams.2️⃣ There are three rounds, and each round is a different challenge.3️⃣ Earn points for correct answers. The team with the most points wins!

In this Unit we are going to:

• Look at people’s different reading habits and talk about your own general reading habits.
• Learn about object pronouns (me, you, him, etc.) and revise possessive adjectives.
• Learn some vocabulary associated with a story
• Look at three sounds (/aɪ/, /ɪ/, and /iː/)
• Retell the story in the role of one of the two main characters.

• The topic of this lesson is lifestyle choices which may determine whether you have a longer or shorter life.
• Let's begin by learning the vocabulary for months and adverbs and expressions of frequency.
• Pronunciation focuses on the letter h.
• Let's read and learn about the so-called ‘Blue Zones’, five places in the world which have a very high proportion of centenarians, and about the lifestyles in two of them.
• Listening: a video listening about one of the Blue Zones countries, Okinawa, in Japan.

In this Unit we are going to:

• Focus on how to say the date
• Revise the months

• Learn ordinal numbers.
• Focus on the grammar, like, love, etc. + the -ing form,
• Talk about what free-time activities you like and dislike and your favourite or least favourite month / day / week.

• Write aboutyour own favourite times.

In this Unit we are going to:

• Revise the uses of be and do.
• Focus on the vocabulary of musical instruments and musicians.

• Focus on the /j/ sound, including the ‘hidden’ /j/, e.g. in music, and look at the stress on words when giving opinions.
• Learn how to write an informal email.

Giving opinions

• When we give our opinion, we give extra stress to the ‘opinion’ word, e.g. He’s fantastic.