Adults Intermediate 2024
Andrea Torresi
Created on March 18, 2024
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Transcript
Start
We're about to embark on our English adventure!
Shining Fluency Intermediate
Let's start our journey!
MAP Unit 4a: Bad manners?
Who do you think...?
Warming-up
Two truths and a lie
Warming-up
1. I was given a college scholarship.2. One of my videos went viral.3. I moved out when I was 5.
How much do you know about me?
How much do you remember about your classmates?
Warming-up
Table topics
Warming-up
Pass the word
Vocabulary revision
GUESS THE WORDThe game is played in teams. You get a word and you need to give clues so that your team guess it. You cannot use the word or any of its parts. You have one minute to explain three words. Your team get a point for every correctly guessed word. Every member of the team gets a turn. Then, you need to guess your teammate’s words. Get extra points at the end of the game if you make sentences with the words you guessed.
00:00
Vocabulary revision
Grammar casino
Grammar revision
Kahoot!
Grammar revision
How to start a conversation with a stranger
LET'S GET STARTED
Let’s learn some conversation starters!
Let’s learn some conversation starters!
Let’s learn some conversation starters!
Breakout Rooms
In pairs, decide how you would answer the conversation starters below. Try to show that you are open to a longer conversation!
conversation starters
- When was the last time you talked to a stranger? What did you talk about?
- You are going to watch a video about a man who decided to talk to a hundred strangers. Would you like to do an experiment like this? Why/Why not?
I became friends with 100 strangers in a day
Watch the first part of the video (to 00:37) and choose the answer which best summarizes what the man thinks.
I became friends with 100 strangers in a day
Before watching the second part, try to guess the answers to the questions below. Then, watch the second part of the video (00:37-03:09) and check if you were right.
I became friends with 100 strangers in a day
Match what the man said to the person or people he said it to.
I became friends with 100 strangers in a day
Pick a situation from the list and think of a way to start a conversation .
Now it's your turn!
In pairs, Student A start a conversation. Student B responds. Continue the conversation for as long as you can.
Student B
Student A
Now it's your turn!
Annoying things
Speaking
Exit ticket
Let's get started: Discuss these questions
Warming-up
Phone language
Vocabulary
Solve exercise 1a: Listen and match what you hear to the sentences
Let's work on page 36 SB
Ask and answer the questions giving as much information as possible.
Interaction
Reading
Listening
Grammar: Obligation and prohibition
Read the comments and match the highlighted phrases to their meanings.
Obligation and prohibition
Mustn't vs don't have to
Must vs Have to
VERSUS
Advice or opinion: should/shouldn't
- Let's play a game
- Solve exercises on page 138
Let's practise!
Exit ticket
- Page 26 WB vocabulary
- Pages 27 and 28 WB grammar
Homework
MAP Unit 4a: Bad manners?
Page 26 WB
Vocabulary
- What happened during a performance of Messiah at the National Music Auditorium in Madrid?
- Where was the person with the phone sitting?
- What did the conductor do?
Reading
Grammar: Obligation and prohibition
Read the comments and match the highlighted phrases to their meanings.
Obligation and prohibition
Mustn't vs don't have to
Must vs Have to
VERSUS
Advice or opinion: should/shouldn't
- Let's play a game
- Solve exercises on page 138
Let's practise!
Silent consonants
Pronunciation
Annoying things
Speaking
Exit ticket
Page 27 and 28 WB
Page 38 SB
Homework
MAP Unit 4a: Bad manners?
Let's play a game
Let's check HW on page 138 SB AND 27 AND 28 WB
Warming up
Silent consonants
Pronunciation
Annoying things
Speaking
Page 38 SB
Reading
Solve the activities
Understanding problems and advice
Listening
Understanding problems and advice
Listening
Saying what you think is right
Speaking
Pronunciation: page 29 WB + extra practice
Grammar worksheet extra practice
Homework
MAP Unit 4a: Bad manners?
Annoying things
Speaking
Page 38 SB
Reading
Solve the activities
Understanding problems and advice
Listening
Saying what you think is right
Speaking
Phone anxiety
Telephone phobia
MAP Unit 4b: Yes, I can!
Look at the list of skills and find:
- two that you can do
- two that you can't do
- two that you could do when you were ten years old
- two that you couldn't do when you were ten years old
Warming-up
Page 40 exercise 1
GRAMMAR : ability and possibility
Ability and opssibility
- Grammar bank page 139 SB
Let's practise!
Speaking
Sentence stress
Pronunciation
Let's practice on page 40
MAP Unit 4b: Yes, I can!
wARMING UP
- If you need more practice, solve grammar worksheet
- Exercises 1 a and b on page 29 WB
Let's revise
Let's check homework on page 40
Sentence stress
Pronunciation
Listening
Listening
Speaking
A lot of adjectives are made from verbs by adding -ing or -ed. They are called participial adjectives they take the forms of the present (-ing) and past participle (-ed) of the verb.
-ing adjectives
-ed adjectives
-ing adjectives are used to talk about the things that produce these feelings.
- Running is very tiring. We don’t want to run.
- This film is very boring. Let’s play cards.
- Her visit was very surprising. We weren’t expecting her.
-ed adjectives are used to describe how we feel. Look at the following examples:
- We’re tired. Can we stop running?
- I’m bored. Let’s play cards.
- I was surprised to see her
Vocabulary: -ed/-ing adjectives
- Let's work on page 42 Student's Book
Let's practice
MAP Unit 4b: Yes, I can!
Let's check homework
Let's solve a quiz to revise
Sentence stress
Pronunciation
Listening
Listening
Speaking
Examples
A lot of adjectives are made from verbs by adding -ing or -ed. They are called participial adjectives and they take the forms of the present (-ing) and past participle (-ed) of the verb.
-ing adjectives
-ed adjectives
-ing adjectives are used to talk about the things that produce these feelings.
- Running is very tiring. We don’t want to run.
- This film is very boring. Let’s play cards.
- Her visit was very surprising. We weren’t expecting her.
-ed adjectives are used to describe how we feel. Look at the following examples:
- We’re tired. Can we stop running?
- I’m bored. Let’s play cards.
- I was surprised to see her
Vocabulary: -ed/-ing adjectives
- Let's work on page 42 Student's Book
Let's practice
Understanding tips and examples
READING & SPEAKING
Let's work on page 42 Student's Book
Let's work on page 43 Student's Book
Reflexive pronouns
MAP Unit 4b: Yes, I can!
Speaking
Examples
A lot of adjectives are made from verbs by adding -ing or -ed. They are called participial adjectives and they take the forms of the present (-ing) and past participle (-ed) of the verb.
-ing adjectives
-ed adjectives
-ing adjectives are used to talk about the things that produce these feelings.
- Running is very tiring. We don’t want to run.
- This film is very boring. Let’s play cards.
- Her visit was very surprising. We weren’t expecting her.
-ed adjectives are used to describe how we feel. Look at the following examples:
- We’re tired. Can we stop running?
- I’m bored. Let’s play cards.
- I was surprised to see her
Vocabulary: -ed/-ing adjectives
- Let's work on page 42 Student's Book
Let's practice
Understanding tips and examples
READING & SPEAKING
Let's work on page 42 Student's Book
Let's work on page 43 Student's Book
Reflexive pronouns
Video Time
Answers
MAP Unit 4b: Yes, I can!
- Let's check exercises 3 a to c on pages 30 and 31 Workbook
Let's practice
Understanding tips and examples
READING & SPEAKING
Let's work on page 42 Student's Book
Let's work on page 43 Student's Book
Reflexive pronouns
Video Time
Answers
How much do you remember?
Revision
MAP Unit 4b: Yes, I can!
Let's check homework on page 42 Student's Book
READING & SPEAKING
Let's work on page 43 Student's Book
Reflexive pronouns
Video Time
Answers
How much do you remember?
Revision
UNIT 5A
Info
Vocabulary Bank page 157
Vocabulary
/ɔː/ and /ɜː/
Pronunciation
/ɜː/
/ɔː/
VERSUS
Solve exercise 2 on page 46 SB
/ɜː/
/ɔː/
VERSUS
Interview each other
Speaking
UNIT 5A
Let's check homeworkPages 32 and 33 WB
Vocabulary revision
/ɔː/ and /ɜː/
Pronunciation
/ɜː/
/ɔː/
VERSUS
Solve exercise 2 on page 46 SB
/ɜː/
/ɔː/
VERSUS
Interview each other
Speaking
Let's discuss some questions
Reading
UNIT 5A
- Exercise 2 on page 33 Workbook
- Exercise 2c on page 46 Student's Book
Let's revise
Interview each other
Speaking
Let's discuss some questions
Reading
Understanding an interview
LISTENING
In teams solve exercise 5b on page 48 SB. Decide which is the correct option, place your bet and justify your answers.
LISTENING CASINO
UNIT 5A
Let's discuss some questions
Reading
Understanding an interview
LISTENING
In teams solve exercise 5b on page 48 SB. Decide which is the correct option, place your bet and justify your answers.
LISTENING CASINO
Past Tenses
Grammar
Focus on the title of the article and the photo. What do you think the article is about?Now read the article about Alistair Brownlee and check if you were right
Page 48 sb
Past Simple
Past tenses
Past Perfect
Past Continuous
Past tenses
Grammar BankPage 140 SB
lET'S PRACTISE
UNIT 5A
Let's check homework and discuss some questionsPage 48 Student's Book
LISTENING
Past Tenses
Grammar
Focus on the title of the article and the photo. What do you think the article is about?Now read the article about Alistair Brownlee and check if you were right
Page 48 sb
Past Simple
Past tenses
Past Perfect
Past Continuous
Past tenses
Exercise 6cPage 49 SB
Grammar BankPage 140 SB
lET'S PRACTISE
Student A
Student B
Good sportsmanship
cOMMUNICATION
UNIT 5A
Solve exercise 6d on page 49 SB
Let's check the mistakes
Grammar BankPage 140 SB
RevisioN
Which of the 4 stories do you think is the most heroic?
Student A
Student B
Good sportsmanship
cOMMUNICATION
Telling an anecdote
UNIT 5A
HOMEWORK
Student A
Student B
Marathon cheats
cOMMUNICATION
Telling an anecdote
UNIT 5B
Share a brief story about how you met your best friend or partner.
"How Did We Meet?"
Tiffany and Kristina's Stories
READING & LISTENING
Student A
Student B
The way we met
cOMMUNICATION
Past and present habits and states
GRAMMAR
Listening
Use
Use
Form
Present Habits/states
Past habits/states
Past and present habits and states
Form
Use
Use
Form
Get used to
Be used to
Solve exercises on page 141 Student's Book
Let's practise
Think about how the ways people meet have changed over time compared to the past. Write your thoughts in the chat or share them aloud.
Exit ticket
UNIT 5B
Student A
Student B
The way we met
cOMMUNICATION
Past and present habits and states
GRAMMAR
Listening
Use
Use
Form
Present Habits/states
Past habits/states
Past and present habits and states
Form
Use
Use
Form
Get used to
Be used to
Solve exercises on page 141 Student's Book
Let's practise
Think about how the ways people meet have changed over time compared to the past. Write your thoughts in the chat or share them aloud.
Exit ticket
Page 51 Student's book
the letter s, used to
PRONUNCIATION & SPEAKING
UNIT 5B
📌Grammar worksheet
Let's check the mistakes
📌Exercise b on page 141 Student's Book 📌 Exercises on page 35 Workbook
RevisioN
Think about how the ways people meet have changed over time compared to the past. Write your thoughts or share them aloud.
Exit ticket
Page 51 Student's book
the letter s, used to
PRONUNCIATION & SPEAKING
Past and Present Habits
Relationships
Vocabulary
Guided Discussion
Page 52 Student's Book
hOW MUCH YOU KNOW?
Let's play a game
Verb phrases
Think of one of your close friends. In pairs in breakout rooms, ask and answer the questions with a partner and be ready to share your classmate's answers with the rest of the class.
Guided discussion
UNIT 5B
Past and Present Habits
Relationships
Vocabulary
Page 158 Student's Book
Page 52 Student's Book
hOW MUCH YOU KNOW?
Let's play a game
Verb phrases
Think of one of your close friends. In pairs in breakout rooms, ask and answer the questions with a partner and be ready to share your classmate's answers with the rest of the class.
Guided discussion
Info
Now it's your turn
Can you create sentences where you can use these words?
Abstract nouns
Listening
Do you think these facts are true?
UNIT 5B
Homework correction
Vocabulary race
Vocabulary exercises on pages 36 and 37 Workbook
Revision
Think of one of your close friends. In pairs in breakout rooms, ask and answer the questions with a partner and be ready to share your classmate's answers with the rest of the class.
Guided discussion
Info
Now it's your turn
Can you create sentences where you can use these words?
Abstract nouns
Listening
Do you think these facts are true?
Do you agree or disagree?
Info
SPEAKING
UNIT 5B
Listening
Do you think these facts are true?
Do you agree or disagree?
Info
SPEAKING
PRACTICAL ENGLISH
Then, asnwer the questions in exercise b
Now, let’s watch the video and find out what Monica’s real news is.
Look at the picture of Jenny and Monica:What do you think they are talking about? Come up with three possible pieces of news that Monica could be telling Jenny.
JENNY HAS COFFEE WITH A FRIEND
- You will be working in pairs. One of you will be Jenny and the other will be Monica. You are meeting up at a coffee shop to catch up on each other’s lives.
- Your task is to recreate the coffee shop conversation, but you will change the details and the news that Monica shares.
- Think of new, interesting, or funny news that Monica could tell Jenny, such as a new job, an exciting trip, or a funny story. Be creative!
- Jenny will ask Monica follow-up questions based on the news. Use phrases from the lesson to ask for more details or clarify information (e.g., “When did that happen?”, “How do you feel about it?”, “What are your plans now?”).
Role-play Coffee Shop
Where is Rob? Who is he talking to?They are shaking hands. What do you think this means?How do you think Jenny feels in each picture? What makes you think that?
PERMISSION AND REQUESTS
Do you remember the missing words?
Let's learn more phrases
- We are going to play a Request Chain Game.
- I’ll start by asking one student for a favor, and that person must respond and then ask the next person for a different favor.
- Each time you make a request, use one of the structures we learned in the lesson (e.g., "Could you…?", "Would you mind…?"). The goal is to see how long we can keep the request chain going without repeating any requests. Example: "Could you lend me your book?" – "Sure, but could you help me with my homework first?"
Request Chain Game
PRACTICAL ENGLISH
Homework correction
Exercise 1 page 38 Workbook
Revision
Info
- We are going to play a Request Chain Game.
- I’ll start by asking one student for a favor, and that person must respond and then ask the next person for a different favor.
- Each time you make a request, use one of the structures we learned in the lesson (e.g., "Could you…?", "Would you mind…?"). The goal is to see how long we can keep the request chain going without repeating any requests. Example: "Could you lend me your book?" – "Sure, but could you help me with my homework first?"
Request Chain Game
Pre-Watching Discussion
Paul arrives
Social english
Paul arrives
Info
Social english
PRACTICAL ENGLISH
Exercise 2 page 38 Workbook
Info
Social english
UNIT 6a
Behind the scenes
Step 2: Prepare Your QuestionsAfter reading your part, discuss with your partner and come up with two questions based on your section of the text.These questions should be about key details or ideas from your section. Write them down along with the correct answers.
Step 1: Detective TeamsYou will work in pairs. Each pair will receive a different section of the text.Your job as detectives is to carefully read and understand your section. Look for important details like what extras have to do, the difficulties they face, and anything else interesting.
Text Detectives Activity
- Now it’s time to test the knowledge of your classmates! You will ask your two questions to another pair.
- When answering, the other pair will need to guess the information from the text based on your questions.
- Be ready to explain the correct answer if they don’t get it right.
Interview Other Detectives
Trivia time
Why should we use passive voice?How do we form passive voice?
What is voice?
GRAMMAR passive (all tenses)
Let's play a game
Page 57
pRACTICE
UNIT 6a
Trivia time
Homework correction
Why should we use passive voice?How do we form passive voice?
What is voice?
GRAMMAR passive (all tenses)
Let's play a game
Page 57
pRACTICE
regular and irregular past participles
Pronunciation
The pronunciation of regular past participles is the same as the regular past simple.There are three pronunciations of -ed: 1 -ed is pronounced /t/ after verbs ending in unvoiced sounds, e.g. /k/ looked, /p/ hoped, /f/ laughed2 -ed is pronounced /d/ after verbs ending in voiced sounds, e.g. /v/ arrived, /dʒ/ changed, /l/ failed3 -ed is pronounced /ɪd/ after verbs ending in /t/ hated or /d/ decidedThe most important of these three sounds to get correct is the third.
- Voiced sounds are made in the throat by vibrating the vocal chords.
- Unvoiced sounds have no vibration.
rEGULAR PARTICIPLE
Info
VÍDEO
The pronunciation of irregular past participles can be difficult because they show many of the irregularities associated with sound–spelling relationshipsin English. Be sure how to pronounce irregular participles when you learn them –this is especially important, as many of the most common verbs in English are irregular.
IRrEGULAR PARTICIPLE
Page 57 Student's book
Practice
UNIT 6a
Warming-up
📌Exercise 2a on page 57 and b on page 142 Student's Book 📌Solve page 40 Workbook
Let's play a game
Homework correction
REVISION
regular and irregular past participles
Pronunciation
The pronunciation of regular past participles is the same as the regular past simple.There are three pronunciations of -ed: 1 -ed is pronounced /t/ after verbs ending in unvoiced sounds, e.g. /k/ looked, /p/ hoped, /f/ laughed2 -ed is pronounced /d/ after verbs ending in voiced sounds, e.g. /v/ arrived, /dʒ/ changed, /l/ failed3 -ed is pronounced /ɪd/ after verbs ending in /t/ hated or /d/ decidedThe most important of these three sounds to get correct is the third.
- Voiced sounds are made in the throat by vibrating the vocal chords.
- Unvoiced sounds have no vibration.
rEGULAR PARTICIPLE
Info
VÍDEO
The pronunciation of irregular past participles can be difficult because they show many of the irregularities associated with sound–spelling relationshipsin English. Be sure how to pronounce irregular participles when you learn them –this is especially important, as many of the most common verbs in English are irregular.
IRrEGULAR PARTICIPLE
Page 57 Student's book
Practice
Cinema - Page 58
vocabulary
Kinds of films
people and things
Verbs and verb phrases
UNIT 6a
📌 Exercise 3 on page 57 SB 📌Exercise 2 on page 41 WB
Let's play a game
Homework correction
REVISION
Group B
Group A
- Complete your questions using the correct passive tense of the verb in brackets.
- Each group must ask the other group the first question and read out the three alternative answers.
- If the other group chooses the correct option (the one in bold), they get a point.
- Continue until you have asked all the questions.
communication
Cinema - Page 58
vocabulary
Kinds of films
people and things
Verbs and verb phrases
Listening
Page 59
UNIT 6a
📌Solve exercise 3 on page 41 Workbook
Homework correction
REVISION
people and things
Verbs and verb phrases
Listening
Page 59
Page 59
SPEAKING
UNIT 6a
📌Page 42 Workbook
Homework correction
REVISION
Page 59
Page 59
SPEAKING
UNIT 6B
"Profile Photo Icebreaker"What is your current profile photo on social media?Why did you choose it?What do you think it says about you?
Pre-Reading Activity
1. Read your assigned profile type carefully.2. What does this type of profile photo say about the person? Do you agree with the description? Why or why not?3. Prepare a short summary to explain your assigned profile type.
What your profile photo says about you?
UNIT 6B
1. Read your assigned profile type carefully.2. What does this type of profile photo say about the person? Do you agree with the description? Why or why not?3. Prepare a short summary to explain your assigned profile type.- Ciro: A and B - Iván: C and D - Lili: E and F - Sabi: G and H
What your profile photo says about you?
Info
Modals of deduction
Let's practise
Info
Communicative
UNIT 6B
Page 43 Workbook
Let's revise
Info
Communicative
How much do you know?
PRONUNCIATION: diphthongs
Revision
Let's work in breakout rooms. Read one of the stories on page 50 SB. Then, retell the story to your partner as if it were your own experience. Then, compare how Tiffany and Kristina's stories are similar or different in terms of how they met their friends/partners.Then, solve exercise 1c
Vocabulary notes
- The coach is the non-playing person in charge of a sports team. He / She is in charge of training, tactics, and team selection. In British football, this person is called the manager.
- You usually use both words (= a compound noun) to describe the place where you do a sport, e.g. tennis court, football pitch.
- We say nil for a zero score in football and most other sports (e.g. Inter Milan beat Chelsea three–nil), but we say love in tennis (e.g. fifteen–love).
Many learners of English tend to always pronounce the letter s as the unvoiced sound /s/, as in bus. In fact, s in the middle or at the end of a word is often pronounced /z/, e.g. music, jobs, and -se is very often pronounced /z/, e.g. lose, revise, etc. At the beginning of a word, s is almost always /s/, with the exceptions of sure and sugar, where the s is pronounced /ʃ/. Double s is always pronounced /s/. Used can be pronounced both ways, with a /s/ or a /z/. When it is a main verb (e.g. I used Google maps to find the right way), it is pronounced /juːzd/, but when it is used to (e.g. I used to live in Seville), it is pronounced /juːst/.
Many learners of English tend to always pronounce the letter s as the unvoiced sound /s/, as in bus. In fact, s in the middle or at the end of a word is often pronounced /z/, e.g. music, jobs, and -se is very often pronounced /z/, e.g. lose, revise, etc. At the beginning of a word, s is almost always /s/, with the exceptions of sure and sugar, where the s is pronounced /ʃ/. Double s is always pronounced /s/. Used can be pronounced both ways, with a /s/ or a /z/. When it is a main verb (e.g. I used Google maps to find the right way), it is pronounced /juːzd/, but when it is used to (e.g. I used to live in Seville), it is pronounced /juːst/.
Pronunciation notes Here the focus is on two long sounds which are often mispronounced because of the sometimes irregular relationship between sound and spelling. The biggest problem is -or, which is usually /ɔː/, but sometimes /ɜː/ after w, and the -ought / -aught endings, which are usually /ɔːt/.
The topic of this lesson is the image that people give of themselves to the worldIn this unit we are going to:
- Learn modals of deduction.
- Focus on Vocabulary about the body and verbs related to parts of the body, like touch and point.
- Look at diphthongs (combinations of two vowel sounds).
Pronunciation notes Here the focus is on two long sounds which are often mispronounced because of the sometimes irregular relationship between sound and spelling. The biggest problem is -or, which is usually /ɔː/, but sometimes /ɜː/ after w, and the -ought / -aught endings, which are usually /ɔːt/.
In this unit we are going to learn:
- Vocabulary: words and phrases connected with sport
- Pronunciation: two vowel sounds which Sts often have problems with, /ɔː/ and /ɜː/.
- Grammar: narrative tenses (past simple, past continuous, and past perfect)
In this unit we are going to learn:
- Vocabulary: words and phrases connected with sport
- Pronunciation: two vowel sounds which Sts often have problems with, /ɔː/ and /ɜː/.
- Grammar: narrative tenses (past simple, past continuous, and past perfect)
Use this language for presenting your opinion or commenting on your classmates' presentations
- Grammar: how to use be able to in the tenses / forms where can / can’t cannot be used and the use of reflexive pronouns.
- Pronunciation: sentence stress in sentences with can / could / be able to.
- Listening: a journalist who tried to learn to play the trumpet in 20 hours.
- Speaking: how well you think you would be able to do certain things after 20 hours and about learning English.
- Vocabulary: adjectives which have both -ed and -ing forms, e.g. disappointed / disappointing. .
- Video: about Alex Rawlings, a British language teacher with a talent for learning foreign languages (he can speak 11).
In this unit we are going to learn:
- Vocabulary: words and phrases connected with sport
- Pronunciation: two vowel sounds which Sts often have problems with, /ɔː/ and /ɜː/.
- Grammar: narrative tenses (past simple, past continuous, and past perfect)
Used to only has a past form. If we want to talk about present habits or things that we do repeatedly in the present, we should use usually, normally, often with present simple.
In this part of the unit we are going to:
- Learn some key phrases for asking for permission to do something, and asking other people to do something for you.
For each sentence, I want you to vote using the reaction emojis on Zoom. If you think the statement is true, give it a thumbs-up 👍. If you think it’s false, use the ❌ emoji. After voting, you must explain why you think the sentence is true or false
The topic of this lesson is the cinemaIn this unit we are going to:
- Learn passive forms
- Practise the pronunciation of the past participles
- Learn film language
- Talk about your own cinema preferences and experiences.
- Write a description of a film you would recommend.
In this unit we are going to learn:
- Vocabulary: words and phrases connected with sport
- Pronunciation: two vowel sounds which Sts often have problems with, /ɔː/ and /ɜː/.
- Grammar: narrative tenses (past simple, past continuous, and past perfect)
In this unit we are going to learn:
- Vocabulary: words and phrases connected with sport
- Pronunciation: two vowel sounds which Sts often have problems with, /ɔː/ and /ɜː/.
- Grammar: narrative tenses (past simple, past continuous, and past perfect)
In this unit we are going to learn:
- Vocabulary: words and phrases connected with sport
- Pronunciation: two vowel sounds which Sts often have problems with, /ɔː/ and /ɜː/.
- Grammar: narrative tenses (past simple, past continuous, and past perfect)
The main theme of this lesson is different kinds of relationships. In this unit we are going to:
- Revise and consolidate the use of used to for past habits and states, and contrast it with the way we express present habits.
- Focus on the pronunciation of the letter s.
- Learn vocabulary related to relationships.
- Grammar: how to use be able to in the tenses / forms where can / can’t cannot be used and the use of reflexive pronouns.
- Pronunciation: sentence stress in sentences with can / could / be able to.
- Listening: a journalist who tried to learn to play the trumpet in 20 hours.
- Speaking: how well you think you would be able to do certain things after 20 hours and about learning English.
- Vocabulary: adjectives which have both -ed and -ing forms, e.g. disappointed / disappointing. .
- Video: about Alex Rawlings, a British language teacher with a talent for learning foreign languages (he can speak 11).
Some ideas. Think about the details
Used toSome typical mistakes include: • using use to instead of usually for present habits and states, e.g. I use to go to bed about 11.00. • making mistakes of spelling such as We didn’t used to wear a uniform at my school.
Choose one topic you're going to talk about. Prepare what you're going to say, using this plan:
- Grammar: how to use be able to in the tenses / forms where can / can’t cannot be used and the use of reflexive pronouns.
- Pronunciation: sentence stress in sentences with can / could / be able to.
- Listening: a journalist who tried to learn to play the trumpet in 20 hours.
- Speaking: how well you think you would be able to do certain things after 20 hours and about learning English.
- Vocabulary: adjectives which have both -ed and -ing forms, e.g. disappointed / disappointing. .
- Video: about Alex Rawlings, a British language teacher with a talent for learning foreign languages (he can speak 11).
The topic of this lesson is the cinemaIn this unit we are going to:
- Learn passive forms
- Practise the pronunciation of the past participles
- Learn film language
- Talk about your own cinema preferences and experiences.
- Write a description of a film you would recommend.
The main theme of this lesson is different kinds of relationships. In this unit we are going to:
- Revise and consolidate the use of used to for past habits and states, and contrast it with the way we express present habits.
- Focus on the pronunciation of the letter s.
- Learn vocabulary related to relationships.
The main theme of this lesson is different kinds of relationships. In this unit we are going to:
- Revise and consolidate the use of used to for past habits and states, and contrast it with the way we express present habits.
- Focus on the pronunciation of the letter s.
- Learn vocabulary related to relationships.
dilemma /daɪˈlem.ə//dɪˈlemə/ (= a situation in which you have to make a difficult choice)
Pronunciation notesHow do we prononounce these combinations of sounds?- Watched: say “cheta” without the vowel sounds
- Washed: say “Yeta” without the vowel sounds.
- Worked: say “Coto” without the vowel sounds
- Grammar: how to use be able to in the tenses / forms where can / can’t cannot be used and the use of reflexive pronouns.
- Pronunciation: sentence stress in sentences with can / could / be able to.
- Listening: a journalist who tried to learn to play the trumpet in 20 hours.
- Speaking: how well you think you would be able to do certain things after 20 hours and about learning English.
- Vocabulary: adjectives which have both -ed and -ing forms, e.g. disappointed / disappointing. .
- Video: about Alex Rawlings, a British language teacher with a talent for learning foreign languages (he can speak 11).
- Grammar: how to use be able to in the tenses / forms where can / can’t cannot be used and the use of reflexive pronouns.
- Pronunciation: sentence stress in sentences with can / could / be able to.
- Listening: a journalist who tried to learn to play the trumpet in 20 hours.
- Speaking: how well you think you would be able to do certain things after 20 hours and about learning English.
- Vocabulary: adjectives which have both -ed and -ing forms, e.g. disappointed / disappointing. .
- Video: about Alex Rawlings, a British language teacher with a talent for learning foreign languages (he can speak 11).
Use this language for presenting your opinion or commenting on your classmates' presentations
- Grammar: how to use be able to in the tenses / forms where can / can’t cannot be used and the use of reflexive pronouns.
- Pronunciation: sentence stress in sentences with can / could / be able to.
- Listening: a journalist who tried to learn to play the trumpet in 20 hours.
- Speaking: how well you think you would be able to do certain things after 20 hours and about learning English.
- Vocabulary: adjectives which have both -ed and -ing forms, e.g. disappointed / disappointing. .
- Video: about Alex Rawlings, a British language teacher with a talent for learning foreign languages (he can speak 11).
dilemma /daɪˈlem.ə//dɪˈlemə/ (= a situation in which you have to make a difficult choice)
The topic of this lesson is the cinemaIn this unit we are going to:
- Learn passive forms
- Practise the pronunciation of the past participles
- Learn film language
- Talk about your own cinema preferences and experiences.
- Write a description of a film you would recommend.
1 We use used to to talk about things that were true over a period of time in the past. We make questions with Did + person + use to + infinitive. 2 No
- Step 1: Look at the photos and the list of jobs. Think about which job each person might have.
- Step 2: Discuss with your partner. Eliminate jobs they can’t have. Use: "She/He can’t be a... because..."
- Step 3: Think about possible jobs for each person. Use: "She/He might be a..."
- Step 4: Make a final decision for each person. Use: "She/He must be a... because..."
Choose one topic you're going to talk about. Prepare what you're going to say, using this plan:
The topic of this lesson is the cinemaIn this unit we are going to:
- Learn passive forms
- Practise the pronunciation of the past participles
- Learn film language
- Talk about your own cinema preferences and experiences.
- Write a description of a film you would recommend.
In this unit we are going to learn:
- Vocabulary: words and phrases connected with sport
- Pronunciation: two vowel sounds which Sts often have problems with, /ɔː/ and /ɜː/.
- Grammar: narrative tenses (past simple, past continuous, and past perfect)
Instructions:
- Each group will receive a scenario where you will need to create a short conversation, using the Social English phrases from the lesson.
- Create a brief dialogue based on your scenario, incorporating the Social English phrases. Feel free to add extra lines, but ensure the key phrases are used correctly.
- Once your dialogue is ready, act it out with your partner(s) for the rest of the class.
Let's read the introduction together and discuss these questions:
- What happened during a performance of Messiah at the National Music Auditorium in Madrid?
- Where was the person with the phone sitting?
- What did the conductor do?
The topic of this lesson is the image that people give of themselves to the worldIn this unit we are going to:
- Learn modals of deduction.
- Focus on Vocabulary about the body and verbs related to parts of the body, like touch and point.
- Look at diphthongs (combinations of two vowel sounds).
Instructions:
- Each group will receive a scenario where you will need to create a short conversation, using the Social English phrases from the lesson.
- Create a brief dialogue based on your scenario, incorporating the Social English phrases. Feel free to add extra lines, but ensure the key phrases are used correctly.
- Once your dialogue is ready, act it out with your partner(s) for the rest of the class.
What are Abstract Nouns? Abstract nouns refer to ideas, concepts, feelings, or qualities that we cannot see, touch, or physically measure. These nouns describe things like emotions, relationships, or states of being. Common examples of abstract nouns include words like happiness, freedom, love, or knowledge. Forming Abstract Nouns with "-ship" In English, one way to create abstract nouns from nouns that describe people or roles is by adding the suffix "-ship". This turns the original noun into something more abstract, usually describing a relationship or a state. For example:
- Friend becomes friendship, which describes the abstract idea of being friends or the relationship between friends.
- Leader becomes leadership, which refers to the role or qualities of being a leader.
- Member becomes membership, which refers to the state of being part of a group.
The topic of this lesson is the cinemaIn this unit we are going to:
- Learn passive forms
- Practise the pronunciation of the past participles
- Learn film language
- Talk about your own cinema preferences and experiences.
- Write a description of a film you would recommend.
The main theme of this lesson is different kinds of relationships. In this unit we are going to:
- Revise and consolidate the use of used to for past habits and states, and contrast it with the way we express present habits.
- Focus on the pronunciation of the letter s.
- Learn vocabulary related to relationships.
1 We use used to to talk about things that were true over a period of time in the past. We make questions with Did + person + use to + infinitive. 2 No
Pronunciation notesHow do we prononounce these combinations of sounds?- Watched: say “cheta” without the vowel sounds
- Washed: say “Yeta” without the vowel sounds.
- Worked: say “Coto” without the vowel sounds
a conductor /kənˈdʌktə/ (= a person who stands in front of an orchestra and directs their performance).
In this part of the unit we are going to:
- Learn some key phrases for asking for permission to do something, and asking other people to do something for you.
The main theme of this lesson is different kinds of relationships. In this unit we are going to:
- Revise and consolidate the use of used to for past habits and states, and contrast it with the way we express present habits.
- Focus on the pronunciation of the letter s.
- Learn vocabulary related to relationships.
1 I MET MY BEST FRIEND AT PRIMARY SCHOOL.2 WHERE SHALL WE MEET? HOW ABOUT IN THE CAFÉ BY THE STATION? 3 WHEN I WAS OUT SHOPPING LAST WEEK, I MET AN OLD SCHOOL FRIEND WHO I HADN’T SEEN FOR YEARS. Which is the meaning of the verb meet in each sentence?
Used to only has a past form. If we want to talk about present habits or things that we do repeatedly in the present, we should use usually, normally, often with present simple.
The topic of this lesson is the cinemaIn this unit we are going to:
- Learn passive forms
- Practise the pronunciation of the past participles
- Learn film language
- Talk about your own cinema preferences and experiences.
- Write a description of a film you would recommend.
What are Abstract Nouns? Abstract nouns refer to ideas, concepts, feelings, or qualities that we cannot see, touch, or physically measure. These nouns describe things like emotions, relationships, or states of being. Common examples of abstract nouns include words like happiness, freedom, love, or knowledge. Forming Abstract Nouns with "-ship" In English, one way to create abstract nouns from nouns that describe people or roles is by adding the suffix "-ship". This turns the original noun into something more abstract, usually describing a relationship or a state. For example:
- Friend becomes friendship, which describes the abstract idea of being friends or the relationship between friends.
- Leader becomes leadership, which refers to the role or qualities of being a leader.
- Member becomes membership, which refers to the state of being part of a group.
In this part of the unit we are going to:
- Learn some key phrases for asking for permission to do something, and asking other people to do something for you.
A phone went off while he was playing. He stopped playing, and then played the ringtone on his viola.
a conductor /kənˈdʌktə/ (= a person who stands in front of an orchestra and directs their performance).
The main theme of this lesson is different kinds of relationships. In this unit we are going to:
- Revise and consolidate the use of used to for past habits and states, and contrast it with the way we express present habits.
- Focus on the pronunciation of the letter s.
- Learn vocabulary related to relationships.
Used toSome typical mistakes include: • using use to instead of usually for present habits and states, e.g. I use to go to bed about 11.00. • making mistakes of spelling such as We didn’t used to wear a uniform at my school.
The topic of this lesson is the image that people give of themselves to the worldIn this unit we are going to:
- Learn modals of deduction.
- Focus on Vocabulary about the body and verbs related to parts of the body, like touch and point.
- Look at diphthongs (combinations of two vowel sounds).
- Step 1: Look at the photos and the list of jobs. Think about which job each person might have.
- Step 2: Discuss with your partner. Eliminate jobs they can’t have. Use: "She/He can’t be a... because..."
- Step 3: Think about possible jobs for each person. Use: "She/He might be a..."
- Step 4: Make a final decision for each person. Use: "She/He must be a... because..."
Diphthongs consist of two short vowel sounds which are combined to make one longer sound. The most common problem for Sts is that they may not make the sound long enough, or may pronounce it as just one sound.