Want to create interactive content? It’s easy in Genially!
Adults Pre-Intermediate 2024
Andrea Torresi
Created on March 19, 2024
Start designing with a free template
Discover more than 1500 professional designs like these:
Transcript
Start
We're about to embark on our English adventure!
Uplift your English Pre-Intermediate
Let's start our journey!
MAP Unit 1a
Who do you think...?
Warming-up
Two truths and a lie
Warming-up
1. I lived in another country. 2. My first job was at a restaurant. 3. I have two different degrees.
How much do you know about me?
How much do you remember about your classmates?
Warming-up
Pass the word
Vocabulary revision
Error correction
Grammar revision
Kahoot!
Grammar revision
Saint Patrick's day celebration
LET'S GET STARTED
Watch the video and be ready to play a quiz game
Saint Patrick's day celebration
Complete the sentences with the words in the box.
Saint Patrick's day celebration
What do you remember about Saint Patrick's day celebration?
Now it's your turn!
Useful vocavulary
Talk for a minute about two of the topics below.
Talking about professions
Some useful vocabulary
Discussion
Dream jobs and unsual jobs
Unsual jobs
Video time
Look at the words and say what the jobs might be.
you’ll watch two videos about unusual jobs
Watch the first video and check your ideas.
Watch the second video and check your ideas.
- Which job surprised you more: people walker or dumpster diver? Why?
- What skills do you need to do these jobs?
- Would you like to try these jobs? Why/Why not?
Discuss the questions
Think of three jobs for each category. Explain your choices.
- Today I learned about...
- I need more help with...
- Make 1 sentences saying something new about your job
Exit ticket
Are you? Can you? Do you? Did you?
Warming-up
Word order in questions
Grammar
Questions with do/does/did
Questions with be and can
VERSUS
Let's checkunderstanding!
- Page 127 exercises 1A
- Page 7 exercose 2c
- Page 7 exercises 2 a
Let's practise
Let's see how much you remember!
The alphabet
Page 108
Page 102
Alphabet quiz
Let's work on page 7. Solve exercise 4
understanding personal information
Let's work on page 7. Solve exercise 4
understanding personal information
- Today I learned about...
- I need more help with...
- Can you spell any word from the pages we worked on today?
Exit ticket
MAP Unit 1a
Let's revise with a game!
Warming-up
- Exercises 1A a and b on page 127 SB
- Exercise 2c on page 7 Student's Book
Let's check homework
Let's see how much you remember!
The alphabet
Page 108
Page 102
Alphabet quiz
Let's work on page 7. Solve exercise 4
understanding personal information
Natalie Portman and Jude Law
In a moment, you’ll watch an interview with:
Read the notes from the interview with Natalie Portman and complete the missing words. Watch the video (to 01:27) and check your answers.
Watch the second part of the video (02:14–03:10) and answer the questions.
Order the words to make questions.
Now, we’ll put it into practice!
Read some of Natalie Portman’s answers from the next part of the interview and decide what the questions might be.
Decide what questions Jude Law answers in the final part of the interview based on the given words. Discuss what his answers might be.
Choose the correct answers.
Let’s learn some useful phrases!
Choose the correct answers.
Let’s learn some useful phrases!
Complete the dialogues with the phrases from the boxes.
MAP Unit 1a +
Pages 4 and 5 Workbook
Let's check homework
Let's work on page 7. Solve exercise 4
understanding personal information
Natalie Portman and Jude Law
In a moment, you’ll watch an interview with:
Read the notes from the interview with Natalie Portman and complete the missing words. Watch the video (to 01:27) and check your answers.
Watch the second part of the video (02:14–03:10) and answer the questions.
Order the words to make questions.
Now, we’ll put it into practice!
Read some of Natalie Portman’s answers from the next part of the interview and decide what the questions might be.
Decide what questions Jude Law answers in the final part of the interview based on the given words. Discuss what his answers might be.
Choose the correct answers.
Let’s learn some useful phrases!
Choose the correct answers.
Let’s learn some useful phrases!
Complete the dialogues with the phrases from the boxes.
Work in pairs. You’re going to get a card with a role to play. Read your card and prepare to have a conversation with your partner.
Let’s role play!
MAP Unit 1B
How much do you know?
Warming-up
Describing people
VOCABULARY
Describing people
Page 150 SB
Physical description
- Don't confuse these two questions:
- Blonde is used to describe women’s / girls’ hair and blond is used for men’s / boys’ hair
vOCABULARY NOTES
Page 150 SB
Physical description
Page 150 SB
Opposites
Speaking
MAP Unit 1B
The perfect date?
Warming-up
Describing people
VOCABULARY
Describing people
Page 150 SB
Physical description
- Don't confuse these two questions:
- Blonde /blɒnd/ is used to describe women’s / girls’ hair and blond is used for men’s / boys’ hair
vOCABULARY NOTES
Page 150 SB
Physical description
Page 150 SB
Opposites
Speaking
Please date my dad!
Reading
Present Simple Page 9
Grammar
MAP Unit 1B
Let's revise vocabulary
Warming-up
Pages 6 and 7 Workbook
Let's check homework
Please date my dad!
Reading
Info
Present Simple Page 9, exercise 2
Grammar
Solve exercises 2 a and b page 9 SB
Info
final -s and -es
Pronunciation
Student A
Student B
A date for Clint
cOMMUNICATION
MAP Unit 1B
Board game
Solve exercises 3 page 22 SB
Info
final -s and -es
Pronunciation
Student A
Student B
A date for Clint
cOMMUNICATION
Listening exercises on page 9 Student's Book
Let's check homework
Speaking and writing
Describing yourself
Writing
MAP Unit 1B
Student B
Student A
A date for Clint
cOMMUNICATION
Listening exercises on page 9 Student's Book
Let's check homework
Speaking and writing
Describing yourself
Writing
MAP Unit 1C
Clothes
Vocabulary
Page 10 Student's Book
The remake project
Let's work on page 151 Student's Book
How much do you know?
Things you wear
Speaking
Present Continuous
Grammar
Grammar
Page 126 Student's book
Practice
MAP Unit 1C
Info
Let's check homework page 10 Student's Book
How much do you know?
Things you wear
Speaking
Present Continuous
Grammar
Grammar
Page 126 Student's book
Practice
Listening
6. 175 Dutch guilders
5. the milkmaid's apron
4. Girl with a Pearl Earring
3. his wife, his daughter, and his servant
2. light coming through window
1. Delft
MAP Unit 1C
Grammar
Vocabulary
Page 127 Student's bookPage 8 Workbook
Workbook page 7
Let's revise
Listening
6. 175 Dutch guilders
5. the milkmaid's apron
4. Girl with a Pearl Earring
3. his wife, his daughter, and his servant
2. light coming through window
1. Delft
Prepositions of place
Vocabulary
Page 11 Student's Book
How much do you know?
Solve exercises 5 a and b
Prepositions of place
Describing a picture
Speaking
Student B
Student A
Remakes
cOMMUNICATION
MAP Unit 1C
Listening
6. 175 Dutch guilders
5. the milkmaid's apron
4. Girl with a Pearl Earring
3. his wife, his daughter, and his servant
2. light coming through window
1. Delft
Prepositions of place
Vocabulary
Page 11 Student's Book
How much do you know?
Solve exercises 5 a and b
Prepositions of place
Describing a picture
Speaking
Student B
Student A
Remakes
cOMMUNICATION
Hotel problems
Practical English
Characters
Answer
Answers
Page 12
Practice
Page 13
Page 13
Page 13
Pages 10 and 11 Workbook
Revision
Let's check homeworkExercise 1 page 10 WB
Practical English
Practice
nOW IT'S YOUR TURN
Page 13
Page 13
Listening Casino
Follow-up activity
Pages 10 and 11 Workbook
Revision
MAP Unit 2a
Understanding the key events in a story
READING & LISTENINg
You have two minutes to find out from me as much as possible about my last holiday.
Page 14 SB
Read the story again and correct the wrong information.
Listening
MAP Unit 2a
Let's check homework: correct the wrong information.
Listening
Past simple: regular and irregular verbs
Grammar
Past simple
Solve exercises on page 129 Student's Book
explanation
qUIZ Time
MAP Unit 2a
📌 Exercises 2A - page 129 Student's Book 📌 Exercises 1 a to d - page 12 Workbook
revision
-ed endings
Pronunciation
Info
VÍDEO
Page 15 Student's book
Practice
Info
Info
What do you like doing when you're on holiday?
Vocabulary
Other Holiday phrases
Phrases with go
Page 152 Student's Book
Vocabulary bank
Adjectives
Holidays!
More vocabulary
ACTIVATION
MAP Unit 2a
Share your stories with your classmates.Are the anecdotes true or false?
ANECDOTES
-ed endings
Pronunciation
Info
VÍDEO
Page 15 Student's book
Practice
Info
Info
What do you like doing when you're on holiday?
Vocabulary
Other Holiday phrases
Phrases with go
Page 152 Student's Book
Vocabulary bank
Adjectives
Holidays!
More vocabulary
ACTIVATION
MAP Unit 2a
Worksheet pronunciation -ed
Holidays
Homework
Exercise 2 on page 12 Workbook
warming-up
Other Holiday phrases
Phrases with go
Info
Info
Page 152 Student's Book
Vocabulary bank
Adjectives
Holidays!
More vocabulary
Extra
Speaking
MAP Unit 2a
More
Holidays
Homework
Vocabulary exercises 1 and 2 on page 152 Student's Book.
warming-up
Adjectives
Holidays!
More vocabulary
Vocabulary Review Wrap-Up
You'll work in groups to prepare arguments about why your assigned holiday destination is the best. Use the adjectives we learnt to describe the weather, accommodation, location, and people. After presenting your arguments, we'll have a class debate where you can challenge other groups and defend your choice. Finally, we'll vote on which destination was the most convincing.
Holiday Debate
Extra
Speaking
MAP Unit 2a
Holiday debate
warming-up
Extra
Speaking
MAP Unit 2B
Info
warming-up
Group 2
Group 1
- You will act as a news reporter, and the other group will act as the man from the picture.
- You will interview the "character" about what was happening when the photo was taken, asking questions like Where were you?, What were you doing?, etc.
- You will act as a news reporter, and the other group will act as the woman from the picture
- You will interview the "character" about what was happening when the photo was taken, asking questions like Where were you?, What were you doing?, etc.
Role-Play the Article
checking hypotheses
reading
At, in, on
Vocabulary
Info
Let's work on page 153 SB
Complete the sentences and the check with the article if you were right
Let's put it into practice
More PRACTICE
At, in, on
Communication
Group B
Group A
Answer with a preposition and a time or place
MAP Unit 2B
That's me in the picture!
reading
At, in, on
Vocabulary
Info
Let's work on page 153 SB
Complete the sentences and the check with the article if you were right
Let's put it into practice
More PRACTICE
At, in, on
Communication
Group B
Group A
Answer with a preposition and a time or place
Page 129
Info
GRAMMAR past continuous
MAP Unit 2B
Homework correction
Exercise 1 on page 14 Workbook
warming-up
At, in, on
Communication
Group B
Group A
Answer with a preposition and a time or place
Page 129
Info
GRAMMAR past continuous
The short action in past simple often interrupts the longer action in past continuous.
Past Continuous
Past Simple
- We use the past continuous for actions in progress (not finished) in the past
- The past continuous describes a longer action or situation.
1. We use the past simple for completed actions in the past.2. The past simple describes a shorter action or event. 3. We use the past simple for completed actions that happened one after the other.
VERSUS
weak forms: was, were
MAP Unit 2B
Homework correction
Revision
📌Exercise 2B on page 129 Student's Book📌 Exercise 2 on pages 14 and 15 Workbook
Warming-up
weak forms: was, were
Photo Share & Discuss
- Choose a Favorite Photo
- Show and Describe the Photo
- Ask & Answer Questions
SPEAKING & WRITING: describing a photo
MAP Unit 2B
weak forms: was, were
Photo Share & Discuss
- Choose a Favorite Photo
- Show and Describe the Photo
- Ask & Answer Questions
SPEAKING & WRITING: describing a photo
MAP Unit 2C
Prediction
Take a moment to look at the pictures on the screen. Without knowing the story yet, try to guess what is happening in each scene. Discuss with your partner or group: Who are the people in the pictures? What might they be talking about? What do you think will happen next?
One dark October evening
In this story, we follow Hannah and Jamie, two friends who share a surprising and mysterious experience on a dark October evening. After an unexpected encounter at a club, they find themselves in a situation they never anticipated. First, read the story and complete it with a word or phrase from the list. Then listen and check.
Page 18
In breakout rooms work together to answer the questions
Info
Info
GRAMMAR time sequencers and connectors
PRACTICE
Page 129
PRACTICE
MAP Unit 2C
Page 18
Info
Info
GRAMMAR time sequencers and connectors
PRACTICE
Page 129
PRACTICE
Word stress
PRONUNCIATION
Page 19 Student's Book
WORD STRESS
MAP Unit 2C
Homework correction
Sentence race
📌Solve exercise 1 f on page 19 Student's Book 📌Solve page 16 Workbook
Warming-up
Word stress
PRONUNCIATION
Page 19 Student's Book
WORD STRESS
Verb phrases
VOCABULARY & SPEAKING
Group B
Group A
If you chose the sad ending, answer the questions in Sad ending p.109.
If you chose the happy ending, answer the questions in Happy ending p.103.
There are two different endings to the story. Have a class vote. Do you want to know the happy ending or the sad ending?
VIDEO LISTENING
MAP Unit 2C
Group B
Group A
Page 17 Workbook
HOMEWORK CORRECTION
If you chose the sad ending, answer the questions in Sad ending p.109.
If you chose the happy ending, answer the questions in Happy ending p.103.
There are two different endings to the story. Have a class vote. Do you want to know the happy ending or the sad ending?
VIDEO LISTENING
REVISION UNIT 2
MAP Unit 3A
Things people do at the airport
VOCABULARY
Homework correction
Sentence race
📌Solve exercise 1 f on page 19 Student's Book 📌Solve page 16 Workbook
Warming-up
The letter g
Pronunciation
Have you ever had a long layover at an airport? What did you do?
Reading
1. Work in small groups. Each group will read one paragraph of the article and summarize it in 1-2 sentences. Be ready to share your summary with the class when we come back!2. In your groups, complete the gap-fill sentences using the information from the article. The group that finishes first and gets the most correct answers wins! Write your answers clearly and be ready to explain them.
EXPLORE THE ARTICLE
Vocabulary
Vocabulary
MAP Unit 3A
Homework correction
📌Page 18 WORKBOOK
Warming-up
Have you ever had a long layover at an airport? What did you do?
Reading
1. Work in small groups. Each group will read one paragraph of the article and summarize it in 1-2 sentences. Be ready to share your summary with the class when we come back!2. In your groups, complete the gap-fill sentences using the information from the article. The group that finishes first and gets the most correct answers wins! Write your answers clearly and be ready to explain them.
EXPLORE THE ARTICLE
Vocabulary
Listening
GRAMMAR be going to (plans and predictions)
Info
MAP Unit 3A
Vocabulary
Listening
GRAMMAR be going to (plans and predictions)
Info
Group B
Group A
Communication: What are your plans?
Plan a Day in Paris or New York
- Step 1: Work in groups.
- Step 2: Check the times for each activity.
- Step 3: Join the other group.
A DAY IN...
MAP Unit 3a
Homework correction
📌Pages 18 and 19 workbook
Warming-up
Group B
Group A
Communication: What are your plans?
MAP Unit 3b
Put it in your calendar
P 103 Results
aRE YOU ORGANIZED?
Page 153
Verbs + prepositions
Listening
Page 130 SB
Grammar
In this lesson, we are going to:
- Revise going to to talk about plans and predictions.
- Learn useful vocabulary related to airports.
- Focus on the pronunciation of the letter g.
In this lesson, we are going to:
- Learn to use time sequencers, e.g. after
- Revise the past simple and continuous.
- Focus on word stress in two-syllable words.
- Learb vocabulary to expand your knowledge of verb phrases.
What’s the verb in this sentence? When did the action happen, now or in the past? What do we use before the verb to show the past?
- The couple was walking through the park.
- They were looking at something in the distance.
- It was getting colder, and they were wrapping their coats tightly.
- Leaves were falling from the trees.
- They were probably planning their next holiday.
In this lesson, we are going to:
- Learn to use time sequencers, e.g. after
- Revise the past simple and continuous.
- Focus on word stress in two-syllable words.
- Learb vocabulary to expand your knowledge of verb phrases.
- It's important to be able to spell in English, particularly your name or email address.
- It is very useful to be able to recognize and write down letters correctly when people spell words to you.
- It's useful also to learn the phonetic symbols to check the pronunciation of a word in the dictionary.
- Remember that the two dots in /iː/, /uː/, and /ɑː/ mean that they are long sounds.
Vocabulary notes:
- go out (at night) = leave your house / hotel, e.g. go to a restaurant, a club, etc.
- go away (for the weekend) = leave your town, e.g. go to the country, to another town, etc.
- We use go + swimming, etc. when we refer to it as an activity rather than an ability or way of moving. Compare I go swimming every day and I can swim very well, and We went walking in the hills and We walked to the shops.
- Choose a Favorite Photo: Select a photo on your phone, computer, or tablet that has a personal story behind it. It can be a recent photo, something from your childhood, or a memorable moment.
- Show and Describe the Photo: Share your screen or hold up your device to show the photo to the class.
- Tell your classmates: What is happening in the photo. Why this photo is important to you. Any special memories or stories related to the photo.
- Ask & Answer Questions: After you present, your classmates will ask you follow-up questions about the photo. You should respond using the past simple or past continuous. Be prepared to explain more details if needed.
- Take Turns: Each student will take a turn sharing a photo and discussing it with the group.
If you must sit inside the vehicle, we use ‘in’. For example, we could be in a car, in a taxi or in a canoe. If you can stand or walk🚶on the vehicle, then we use ‘on’. So we go on a ship, on a bus or on a plane. ✈️
Time connectors
In this lesson, we are going to:
- Focus on the prepositions at, in, and on, both for time (revision) and place.
- Learn the past continuous.
- Talk about your own favourite photos, and then writing about one of them
Native speakers use two different pronunciations of wasand were, depending on whether the words are stressedor not, i.e. they can have a strong or weak pronunciation. Was and were always have a strong pronunciation inshort answers and negatives, and can have a strongpronunciation in yes / no questions, e.g. Was he workingwhen you phoned him?. The pronunciation is /wɒz/ and/wɜː/. Was and were tend to have a weak pronunciation inpositive sentences and are pronounced /wəz/ and/wə/, e.g. He was a teacher /wəz/, They were walking in thepark /wə/. This is important to be able to recognize wasand were when you hear them in speech.
Differences Between British and American English: British English:
- "Holiday" can refer to a vacation or a day of celebration.
- "Holidays" usually refers to multiple days of celebration or a vacation period.
- "Holiday" typically refers to a single day of celebration.
- "Holidays" often refers to the festive period around Christmas and New Year.
It’s a film and a book about his relationship with a young servant, inspired by one of his paintings.
- The pronunciation of clothes is /kləʊðz/
- This noun is always plural. The singular form has another meaning (a small piece of material, used in cleaning to remove dirt, dust, or liquid), and that if you want to talk about an item of clothing, you should refer to it by name, e.g. a sweater.
- Which verbs can we use with clothes?
Pronunciation notes The regular past simple ending -ed can be pronounced in three different ways: 1 -ed is pronounced /t/ after verbs ending in these unvoiced* sounds: /k/, /p/, /f/, /s/, /ʃ/, and /tʃ/, e.g. looked, hoped, laughed, passed, washed, watched. 2 After voiced endings, -ed is pronounced /d/, e.g. arrived, changed, showed. This group is the largest. 3 After verbs ending in /t/ or /d/, the pronunciation of -ed is /ɪd/, e.g. hated, decided. The difference between 1 and 2 is very small and rarely causes communication problems.
Vocabulary notes Some clothes words only exist in the plural, e.g. jeans, leggings, pyjamas, shorts, trousers, tights. These words cannot be used with a, e.g. NOT a trousers. If you want to use an indefinite article, you should use some, e.g. I bought some trousers / some shoes. You can also use a pair of, which is often used with plural clothes words, e.g. a pair of trousers.
Let's work in breakout roomsAsk your partner about their last holiday using these questions. Show interest in what they say and try to ask more questions.After the first round, change partners and repeat the activity.
- It's important to be able to spell in English, particularly your name or email address.
- It is very useful to be able to recognize and write down letters correctly when people spell words to you.
- It's useful also to learn the phonetic symbols to check the pronunciation of a word in the dictionary.
- Remember that the two dots in /iː/, /uː/, and /ɑː/ mean that they are long sounds.
Holiday HighlightsThink about what you learned about your partners' last holidays. Share one interesting thing about each of them with the class. Ask more questions about your classmates' holiday experiences if you’re curious.
- Let's learn some functional language that will help you ‘survive’ in English in travel and social situations.
- There is a storyline based on two characters, Jenny Zielinski, an American journalist who works in the New York office of a magazine called NewYork 24seven, and Rob Walker, a British journalist who works in London for the same magazine, but who is now in New York for a month.
- When the speaker is Jenny, you will be listening to an American accent.
- The main focus of this lesson is on describing problems and asking for help.
In this lesson, we are going to:
- Read three stories about trips where people lose something important.
- Listen to a similar story.
- Revise the past simple of both regular and irregular verbs.
- Focus on the pronunciation of -ed endings in regular verbs.
- Learn new holiday vocabulary, they listen to
- Interview each other about your last holiday using a short questionnaire.
In this lesson, we are going to:
- Revise and learn clothes vocabulary
- Focus on two common vowel sounds, /ə/ and /ɜː/.
- Revise or learn Present continuous for things that are happening now, or around now, and for describing what is happening in a picture and contrast it with the present simple.
- Revise prepositions of place
The pronunciation rules for adding an -s (or -es) to verbs (e.g. smokes) and nouns (e.g. books) are the same. The difference between the /s/ and /z/ sounds is very small and only occasionally causes communication problems. The most important thing is to learn when to pronounce -es as /ɪz/. These are the rules: • The s is pronounced /s/ after these unvoiced* sounds: /k/, /p/, /f/, and /t/, e.g. walks, stops, laughs, eats. • In all other cases, the final s is voiced and pronounced /z/, e.g. plays, parties, etc.
In this lesson, we are going to:
- Read three stories about trips where people lose something important.
- Listen to a similar story.
- Revise the past simple of both regular and irregular verbs.
- Focus on the pronunciation of -ed endings in regular verbs.
- Learn new holiday vocabulary, they listen to
- Interview each other about your last holiday using a short questionnaire.
Differences Between British and American English: British English:
- "Holiday" can refer to a vacation or a day of celebration.
- "Holidays" usually refers to multiple days of celebration or a vacation period.
- "Holiday" typically refers to a single day of celebration.
- "Holidays" often refers to the festive period around Christmas and New Year.
REMEMBER!with was / were: − = wasn’t or weren’t, e.g. It wasn’t cold. ? = Were (you, etc.)?, Was (he, etc.)?, e.g. Was it nice? with could: − = couldn’t, e.g. We couldn’t stay very long. ? = Could (I, you, etc.)?, e.g. Could you swim there? with other verbs: − = didn’t + infinitive, e.g. I didn’t show them, I didn’t want it. ? = Did (you, etc.) + infinitive?, e.g. Did you go…?
In this lesson, we are going to:
- Focus on the prepositions at, in, and on, both for time (revision) and place.
- Learn the past continuous.
- Talk about your own favourite photos, and then writing about one of them
1 were looking 2 was living, was working
Native speakers use two different pronunciations of wasand were, depending on whether the words are stressedor not, i.e. they can have a strong or weak pronunciation. Was and were always have a strong pronunciation inshort answers and negatives, and can have a strongpronunciation in yes / no questions, e.g. Was he workingwhen you phoned him?. The pronunciation is /wɒz/ and/wɜː/. Was and were tend to have a weak pronunciation inpositive sentences and are pronounced /wəz/ and/wə/, e.g. He was a teacher /wəz/, They were walking in thepark /wə/. This is important to be able to recognize wasand were when you hear them in speech.
Most people think they are the women in his paintings.
What someone paid for the painting 20 years after his death. It was then a lot of money.
You'll work in groups to prepare arguments about why your assigned holiday destination is the best. Use the adjectives we learnt to describe the weather, accommodation, location, and people. After presenting your arguments, we'll have a class debate where you can challenge other groups and defend your choice. Finally, we'll vote on which destination was the most convincing.
In this lesson, we are going to:
- Revise going to to talk about plans and predictions.
- Learn useful vocabulary related to airports.
- Focus on the pronunciation of the letter g.
Holiday HighlightsThink about what you learned about your partners' last holidays. Share one interesting thing about each of them with the class. Ask more questions about your classmates' holiday experiences if you’re curious.
1 were looking 2 was living, was working
In this lesson, we are going to:
- Revise going to to talk about plans and predictions.
- Learn useful vocabulary related to airports.
- Focus on the pronunciation of the letter g.
If you must sit inside the vehicle, we use ‘in’. For example, we could be in a car, in a taxi or in a canoe. If you can stand or walk🚶on the vehicle, then we use ‘on’. So we go on a ship, on a bus or on a plane. ✈️
In this lesson, we are going to:
- Revise the present simple (all forms) in detail through a British newspaper article.
- Revise basic language for physical description, and learn new language and adjectives of personality.
- Focus on the pronunciationof the final -s and -es endings in verbs and nouns.
- Describe a person – a member of your family, or a friend – in detail, and write a short description.
Most people think they are the women in his paintings.
Voiced and unvoiced consonantsVoiced consonant sounds are made by vibrating the vocal chords, e.g. /b/, /l/, /m/, /v/, etc. Unvoiced consonant sounds are made without vibration in the vocal chords, e.g. /k/, /p/, /t/, /s/, etc. You can see this if you hold your hand against your throat. For voiced sounds, you should feel a vibration in your throat, but not for unvoiced sounds.
What someone paid for the painting 20 years after his death. It was then a lot of money.
- What was the last information you googled?
- Why do people google information about celebrities? Do you sometimes do it?
- Who are Natalie Portman and Jude Law? What do you know about them?
Useful prepositions
- foreground = the part of a picture that is nearest to you when you look at it) and
- background = the part of a picture behind the main objects, people, etc.).
Vocabulary notes:
- go out (at night) = leave your house / hotel, e.g. go to a restaurant, a club, etc.
- go away (for the weekend) = leave your town, e.g. go to the country, to another town, etc.
- We use go + swimming, etc. when we refer to it as an activity rather than an ability or way of moving. Compare I go swimming every day and I can swim very well, and We went walking in the hills and We walked to the shops.
In this lesson, we are going to:
- Focus on the prepositions at, in, and on, both for time (revision) and place.
- Learn the past continuous.
- Talk about your own favourite photos, and then writing about one of them
- We often use the past continuous at the beginning of a story, to set the scene and to say what was happening, e.g. On 1st April, I was staying with some friends in the country. It was a sunny day and we were having lunch in the garden.
- Very often these ‘actions in progress’ (past continuous) are ‘interrupted’ by a short, completed action (past simple), e.g. We were having lunch in the garden when suddenly it started to rain.
- There's a similarity in form with the present continuous. It is identical except for using was / were instead of am / is / are. Y
- When or while?
Native speakers use two different pronunciations of wasand were, depending on whether the words are stressedor not, i.e. they can have a strong or weak pronunciation. Was and were always have a strong pronunciation inshort answers and negatives, and can have a strongpronunciation in yes / no questions, e.g. Was he workingwhen you phoned him?. The pronunciation is /wɒz/ and/wɜː/. Was and were tend to have a weak pronunciation inpositive sentences and are pronounced /wəz/ and/wə/, e.g. He was a teacher /wəz/, They were walking in thepark /wə/. This is important to be able to recognize wasand were when you hear them in speech.
In this lesson, we are going to:
- Read three stories about trips where people lose something important.
- Listen to a similar story.
- Revise the past simple of both regular and irregular verbs.
- Focus on the pronunciation of -ed endings in regular verbs.
- Learn new holiday vocabulary, they listen to
- Interview each other about your last holiday using a short questionnaire.
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
Holiday HighlightsThink about what you learned about your partners' last holidays. Share one interesting thing about each of them with the class. Ask more questions about your classmates' holiday experiences if you’re curious.
In this lesson, we are going to:
- Focus on the prepositions at, in, and on, both for time (revision) and place.
- Learn the past continuous.
- Talk about your own favourite photos, and then writing about one of them
Easy Trick to Remember
- At = Exact times and small places.
- On = Days and surfaces.
- In = Larger periods of time and big areas/places.
In this lesson, we are going to:
- Read three stories about trips where people lose something important.
- Listen to a similar story.
- Revise the past simple of both regular and irregular verbs.
- Focus on the pronunciation of -ed endings in regular verbs.
- Learn new holiday vocabulary, they listen to
- Interview each other about your last holiday using a short questionnaire.
In this lesson, we are going to:
- Revise going to to talk about plans and predictions.
- Learn useful vocabulary related to airports.
- Focus on the pronunciation of the letter g.
Pronunciation notes The regular past simple ending -ed can be pronounced in three different ways: 1 -ed is pronounced /t/ after verbs ending in these unvoiced* sounds: /k/, /p/, /f/, /s/, /ʃ/, and /tʃ/, e.g. looked, hoped, laughed, passed, washed, watched. 2 After voiced endings, -ed is pronounced /d/, e.g. arrived, changed, showed. This group is the largest. 3 After verbs ending in /t/ or /d/, the pronunciation of -ed is /ɪd/, e.g. hated, decided. The difference between 1 and 2 is very small and rarely causes communication problems.
Vocabulary notes:
- go out (at night) = leave your house / hotel, e.g. go to a restaurant, a club, etc.
- go away (for the weekend) = leave your town, e.g. go to the country, to another town, etc.
- We use go + swimming, etc. when we refer to it as an activity rather than an ability or way of moving. Compare I go swimming every day and I can swim very well, and We went walking in the hills and We walked to the shops.
- Choose a Favorite Photo: Select a photo on your phone, computer, or tablet that has a personal story behind it. It can be a recent photo, something from your childhood, or a memorable moment.
- Show and Describe the Photo: Share your screen or hold up your device to show the photo to the class.
- Tell your classmates: What is happening in the photo. Why this photo is important to you. Any special memories or stories related to the photo.
- Ask & Answer Questions: After you present, your classmates will ask you follow-up questions about the photo. You should respond using the past simple or past continuous. Be prepared to explain more details if needed.
- Take Turns: Each student will take a turn sharing a photo and discussing it with the group.
Grammar notes Present simple Things to remember: • the difference in pronunciation between do /duː/, don’t /dəʊnt/, and does /dʌz/ • the pronunciation of goes /ɡəʊz/ and has /hæz/Adverbs and expressions of frequency• usually / normally and sometimes can also be used at the beginning of a present simple sentence, e.g. Sometimes I get up late on Saturday. • Other common expressions of frequency using every are every week, every month, and every year. • In expressions like once a month, twice a day, etc., once and twice are irregular (NOT one time, two times); times is used with all other numbers, e.g. ten times, thirty times (a year).
In this lesson, we are going to:
- Revise the present simple (all forms) in detail through a British newspaper article.
- Revise basic language for physical description, and learn new language and adjectives of personality.
- Focus on the pronunciationof the final -s and -es endings in verbs and nouns.
- Describe a person – a member of your family, or a friend – in detail, and write a short description.
Work in breakout rooms un pairs to prepare the conversations and act it out in front of the rest of the class
Easy Trick to Remember
- At = Exact times and small places.
- On = Days and surfaces.
- In = Larger periods of time and big areas/places.
In this lesson, we are going to:
- Read three stories about trips where people lose something important.
- Listen to a similar story.
- Revise the past simple of both regular and irregular verbs.
- Focus on the pronunciation of -ed endings in regular verbs.
- Learn new holiday vocabulary, they listen to
- Interview each other about your last holiday using a short questionnaire.
He was especially good at painting this.
In this lesson, we are going to:
- Revise and learn clothes vocabulary
- Focus on two common vowel sounds, /ə/ and /ɜː/.
- Revise or learn Present continuous for things that are happening now, or around now, and for describing what is happening in a picture and contrast it with the present simple.
- Revise prepositions of place
Voiced and unvoiced consonantsVoiced consonant sounds are made by vibrating the vocal chords, e.g. /b/, /l/, /m/, /v/, etc. Unvoiced consonant sounds are made without vibration in the vocal chords, e.g. /k/, /p/, /t/, /s/, etc. You can see this if you hold your hand against your throat. For voiced sounds, you should feel a vibration in your throat, but not for unvoiced sounds.
Pronunciation notes
- The letter g can be pronounced in two different ways, /ɡ/ or /dʒ/.
- g before a, o, and u, and before a consonant, is pronounced /ɡ/, e.g. gas, go, gun, great.
- gu + vowel is also pronounced /ɡ/, e.g. guard.
- g is also always pronounced /ɡ/ when it comes after a vowel at the end of a word, e.g. bag, dog.
- ge and gi can be pronounced /ɡ/ or /dʒ/, e.g. get, give, but also generous, page, giraffe.
- gg is usually pronounced /ɡ/, e.g. bigger, but there are two exceptions where it is pronounced /dʒ/: suggest and exaggerate. The letter g is sometimes silent, e.g. foreign, sign, etc.
Let's work in breakout roomsAsk your partner about their last holiday using these questions. Show interest in what they say and try to ask more questions.After the first round, change partners and repeat the activity.
It’s a film and a book about his relationship with a young servant, inspired by one of his paintings.
Time connectors
Most people think they are the women in his paintings.
The pronunciation rules for adding an -s (or -es) to verbs (e.g. smokes) and nouns (e.g. books) are the same. The difference between the /s/ and /z/ sounds is very small and only occasionally causes communication problems. The most important thing is to learn when to pronounce -es as /ɪz/. These are the rules: • The s is pronounced /s/ after these unvoiced* sounds: /k/, /p/, /f/, and /t/, e.g. walks, stops, laughs, eats. • In all other cases, the final s is voiced and pronounced /z/, e.g. plays, parties, etc.
In this lesson, we are going to:
- Revise and learn clothes vocabulary
- Focus on two common vowel sounds, /ə/ and /ɜː/.
- Revise or learn Present continuous for things that are happening now, or around now, and for describing what is happening in a picture and contrast it with the present simple.
- Revise prepositions of place
It’s a film and a book about his relationship with a young servant, inspired by one of his paintings.
He was especially good at painting this.
Differences Between British and American English: British English:
- "Holiday" can refer to a vacation or a day of celebration.
- "Holidays" usually refers to multiple days of celebration or a vacation period.
- "Holiday" typically refers to a single day of celebration.
- "Holidays" often refers to the festive period around Christmas and New Year.
Let's work in breakout roomsAsk your partner about their last holiday using these questions. Show interest in what they say and try to ask more questions.After the first round, change partners and repeat the activity.
In this lesson, we are going to:
- Revise and learn clothes vocabulary
- Focus on two common vowel sounds, /ə/ and /ɜː/.
- Revise or learn Present continuous for things that are happening now, or around now, and for describing what is happening in a picture and contrast it with the present simple.
- Revise prepositions of place
In this lesson, we are going to:
- Read three stories about trips where people lose something important.
- Listen to a similar story.
- Revise the past simple of both regular and irregular verbs.
- Focus on the pronunciation of -ed endings in regular verbs.
- Learn new holiday vocabulary, they listen to
- Interview each other about your last holiday using a short questionnaire.
Connectors of contrast, reason and result
Work in breakout rooms un pairs to prepare the conversations and act it out in front of the rest of the class
In this lesson, we are going to:
- Revise the present simple (all forms) in detail through a British newspaper article.
- Revise basic language for physical description, and learn new language and adjectives of personality.
- Focus on the pronunciationof the final -s and -es endings in verbs and nouns.
- Describe a person – a member of your family, or a friend – in detail, and write a short description.
Connectors of contrast, reason and result
He was especially good at painting this.
The blue paint he used for this was very expensive (made from lapis lazuli, a very expensive stone).
What someone paid for the painting 20 years after his death. It was then a lot of money.
In this lesson, we are going to:
- Learn to use time sequencers, e.g. after
- Revise the past simple and continuous.
- Focus on word stress in two-syllable words.
- Learb vocabulary to expand your knowledge of verb phrases.
In this lesson, we are going to:
- Read three stories about trips where people lose something important.
- Listen to a similar story.
- Revise the past simple of both regular and irregular verbs.
- Focus on the pronunciation of -ed endings in regular verbs.
- Learn new holiday vocabulary, they listen to
- Interview each other about your last holiday using a short questionnaire.
- Let's learn some functional language that will help you ‘survive’ in English in travel and social situations.
- There is a storyline based on two characters, Jenny Zielinski, an American journalist who works in the New York office of a magazine called NewYork 24seven, and Rob Walker, a British journalist who works in London for the same magazine, but who is now in New York for a month.
- When the speaker is Jenny, you will be listening to an American accent.
- The main focus of this lesson is on describing problems and asking for help.
The blue paint he used for this was very expensive (made from lapis lazuli, a very expensive stone).
In this lesson, we are going to:
- Focus on the prepositions at, in, and on, both for time (revision) and place.
- Learn the past continuous.
- Talk about your own favourite photos, and then writing about one of them
Useful prepositions
- foreground = the part of a picture that is nearest to you when you look at it) and
- background = the part of a picture behind the main objects, people, etc.).
In this lesson, we are going to:
- Revise the present simple (all forms) in detail through a British newspaper article.
- Revise basic language for physical description, and learn new language and adjectives of personality.
- Focus on the pronunciationof the final -s and -es endings in verbs and nouns.
- Describe a person – a member of your family, or a friend – in detail, and write a short description.
- We often use the past continuous at the beginning of a story, to set the scene and to say what was happening, e.g. On 1st April, I was staying with some friends in the country. It was a sunny day and we were having lunch in the garden.
- Very often these ‘actions in progress’ (past continuous) are ‘interrupted’ by a short, completed action (past simple), e.g. We were having lunch in the garden when suddenly it started to rain.
- There's a similarity in form with the present continuous. It is identical except for using was / were instead of am / is / are. Y
- When or while?
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
In this lesson, we are going to:
- Learn to use time sequencers, e.g. after
- Revise the past simple and continuous.
- Focus on word stress in two-syllable words.
- Learb vocabulary to expand your knowledge of verb phrases.
In this lesson, we are going to:
- Revise the present simple (all forms) in detail through a British newspaper article.
- Revise basic language for physical description, and learn new language and adjectives of personality.
- Focus on the pronunciationof the final -s and -es endings in verbs and nouns.
- Describe a person – a member of your family, or a friend – in detail, and write a short description.
In this lesson, we are going to:
- Revise going to to talk about plans and predictions.
- Learn useful vocabulary related to airports.
- Focus on the pronunciation of the letter g.
The blue paint he used for this was very expensive (made from lapis lazuli, a very expensive stone).