Want to create interactive content? It’s easy in Genially!
Adults Advanced 2024
Andrea Torresi
Created on March 20, 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!
Advanced English 3R
Let's start our journey!
MAP
Let's get started
Warming-up
Join in quizizz.com
Let’s work with some vocabulary!
Using the phrases, ask your partner questions about her job.
It's your turn!
6 tips to improve your work-life balance
video time
Watch the video. Then, work in pairs and summarize the three tips you are assigned. Use the words and phrases given below.
Discuss the questions
Let’s discuss!
Baamboozle
Grammar revision
Scan the code
Exit ticket
Talk for a minute about one of the topics below using the given vocabulary.
Useful vocavulary
Talking about professions
Some useful vocabulary
6 tips to improve your work-life balance
video time
Watch the video. Then, work in pairs and summarize the three tips you are assigned. Use the words and phrases given below.
Discuss the questions
Let’s discuss!
- Something new I learned today...
- I need more help with...
- Make 1 sentences saying something new about your job
Exit ticket
Baamboozle
Grammar revision
MAP Unit 4A
Do you agree with these quotes?
Warming-up
Let’s discuss!
Do the questionnaire on page 36 and work out your score.Read about what your score means. Do you agree?
What about you?
Words
- What methods of environment protection do the icons show?
- What do you do to preserve the environment?
- What danger does your country pose to the environment?
- What eco-friendly initiatives do you know? Has your country introduced any?
Look at the picture, discuss the words and use them to discuss the questions.
Do you agree?
- What is the initiative the speaker is involved in? Do you like it?
- Do creative slogans, memes, t-shirts, bags, etc. help to save our planet? In what ways?
In a moment, you’ll watch a TED Talk by Andy Hobsbawm titled: Do the green thing. Work in pairs to answer these questions and then discuss with the whole group.
VIDEO TIME
Read the infographic on page 37 and answer the questions
Future perfect and future continuous
Then let's work on page 138 SB
Let's practise with a game!
Answer these questions about you
Exit ticket
Grammar exercises pages 26 and 27 WB
Homework
Do you agree?
- What is the initiative the speaker is involved in? Do you like it?
- Do creative slogans, memes, t-shirts, bags, etc. help to save our planet? In what ways?
In a moment, you’ll watch a TED Talk by Andy Hobsbawm titled: Do the green thing. Work in pairs to answer these questions and then discuss with the whole group.
VIDEO TIME
Each of you is going to tell the others about one of the predictions: - Carla: energy
- Cami R: waste
- Cami S: transport
- Cris: food and water
- Mari: the weather
Read the infographic on page 37
Future perfect and future continuous
Then let's work on page 138 SB
Let's practise with a game!
Solve exercises on page 138 SB
Some more practice!
Let's make some predictions
Speaking
Weather
Vocabulary
Vocabulary challenge
How much do you know?
Solve exercises on page 156 SB
Let's practise!
- Something new I learned today...
- I need more help with...
- Can you predict the weather for next Wednesday?
Exit ticket
MAP Unit 4A
Future perfect and future continuous
Page 138 Student's BookGrammar exercises pages 26 and 27 WB
Let's check Homework
Let's make some predictions
Speaking
Weather
Vocabulary
Vocabulary challenge
How much do you know?
Solve exercises on page 156 SB
Let's practise!
Vowel sounds
Pronunciation
Solve exercise 4a on page 38
Let's practise!
- Something new I learned today...
- I need more help with...
- Can you predict the weather for next Wednesday?
Exit ticket
MAP Unit 4A
Vocabulary challenge page 156 SB
How much do you know?
Vowel sounds
Pronunciation
Solve exercise 4a on page 38
Let's practise!
Scanning for examples
Reading
Solve these activities
Understanding examples
Listening
Let's talk about the weather
Speaking
MAP Unit 4A
Reading
Understanding examples
Listening
Zero and first conditionals, future time clauses
gRAMMAR
Let's talk about the weather
Speaking
MAP Unit 4B
What do you think?
Warming-up
Focusing on the main points
Listening
pAGE 40 SB
Let's interview each other and decide who is more risk-taking
Speaking
Zero and first conditionals, future time clauses
gRAMMAR
VERSUS
Then let's work on page 41 SB
Let's practise with a game!
MAP Unit 4B
Zero and first conditionals, future time clauses
gRAMMAR
VERSUS
Then let's work on page 41 SB
Let's practise with a game!
Linked phrases
Pronunciation
There are two main rules for linking: a) a word ending in a consonant sound followed by a word beginning with a vowel, e.g. some eggs b) a word ending in a consonant sound followed by a word which begins with the same sound, e.g. some money. REMEMBER! In the second rule, /s/ and /z/ are considered the same sound, and /t/ and /d/. So for example, the words is singing are linked, and the words wanted to are linked.
Linked phrases
Minute 3:58
pRACTICE
Minute 11:14
pRACTICE
Page 41 SB
lET'S PRACTICE
MAP Unit 4B
Zero and first conditionals, future time clauses
gRAMMAR
Let's revise
Then let's work on page 41 SB
Let's practise with a game!
Linked phrases
Pronunciation
There are two main rules for linking: a) a word ending in a consonant sound followed by a word beginning with a vowel, e.g. some eggs b) a word ending in a consonant sound followed by a word which begins with the same sound, e.g. some money. REMEMBER! In the second rule, /s/ and /z/ are considered the same sound, and /t/ and /d/. So for example, the words is singing are linked, and the words wanted to are linked.
Linked phrases
Minute 11:14
pRACTICE
Minute 3:58
pRACTICE
Page 41 SB
lET'S PRACTICE
Why are deadly extreme sports more popular than ever?
Reading
MAP Unit 4B
Exercise 2 a and b Page 30 Workbook
lET'S check homework
Why are deadly extreme sports more popular than ever?
Reading
Expressions with take
Vocabulary
Answers
Answers
Page 114
Page 108
I'll take a question
Video listening
MAP Unit 4B
Expressions with take
Vocabulary
Answers
Answers
Page 114
Page 108
I'll take a question
Video listening warming up
Video listening warming up
Video listening
Exit ticket
MAP Unit 4B
Page 114
Page 108
I'll take a question
Exit ticket
MAP Unit 5A
What do you think about these quotes?
Discussion
How do you think you would react in an emergency situation?
Speaking
Student C
Student B
Student A
It's an emergency!
cOMMUNICATION
Recognizing positive and negative experiences
READING & LISTENING
Reading pages 46 and 47
listening pages 46 and 47
Feelings
Vocabulary
Solve ex 2 and 3 on page 157
Solve ex 1a on page 157
Strong adjectives and informal expressions
Adjectives
FEELINGS
What about you?
MAP Unit 5A
Let's start with a discussion
Warming-up
Recognizing positive and negative experiences
READING & LISTENING
Reading pages 46 and 47
listening pages 46 and 47
Feelings
Vocabulary
Solve ex 2 and 3 on page 157
Solve ex 1a on page 157
Strong adjectives and informal expressions
Adjectives
FEELINGS
What about you?
MAP Unit 5A
What do you remember about Ali Brookes?
Discussion
listening pages 46 and 47
Feelings
Vocabulary
Solve ex 2 and 3 on page 157
Solve ex 1a on page 157
Strong adjectives and informal expressions
Adjectives
FEELINGS
What about you?
MAP Unit 5A
📌Exercises 2 and 3 on page 157 Student's Book 📌 Exercises 1 a to c on pages 32 and 33 Workbook
lET'S check homework
What about you?
MAP Unit 5A
Word stress
Pronunciation
Long adjectives
Reading
Listening
Listening
Listening
MAP Unit 5A
📌Exercises 1 d to f on page 33 Workbook
Let's check homework
Reading
Listening
Listening
Listening
Unreal Conditionals
Grammar
unreal conditionals
VERSUS
Info
Solve exercises on page 140 Student's Book
Let's practise
MAP Unit 5A
Trapped in the Amazon Jungle - discussion
1. If Yossi hadn't trusted the guide, he __________ (not/go) on the dangerous path. 2. If they had had better communication devices, they __________ (be) able to call for help sooner. 3. If Yossi had been more experienced in jungle survival, he __________ (prepare) better for the expedition. 4. If the weather had been better, their journey __________ (not/become) so difficult. 5. If Yossi had brought more supplies, he __________ (not/suffer) from starvation. 6. If the group had stayed together, they __________ (find) a way out more easily. 7. If Yossi had found a river, he __________ (have) a better chance of finding help. 8. If he hadn't eaten the poisonous berries, he __________ (not/get) sick. 9. If Yossi had had a map, he __________ (navigate) the jungle more effectively. 10. If the search party had started earlier, they __________ (rescue) Yossi sooner.
If + past perfect, would have + past participle.
Unreal Conditionals
Grammar
unreal conditionals
VERSUS
Info
Solve exercises on page 140 Student's Book
Let's practise
Exit ticket
MAP Unit 5A
Exercises on page 140 Student's Book and 33 and 34 Workbook
Let's revise
Exit ticket
MAP Unit 5B
Reflect on what this quote might mean
"Don’t wish it were easier; wish you were better."
Think of a personal wish using the structure "I wish…". For example, "I wish I could travel to Japan." Share your wish with the class, but don't explain why you have that wish. The rest of the class will guess why you made that wish.
I wish...
Wish for the present / future
gRAMMAR
WISH BATTLE
PINTEREST DREAMS
One team will choose a wish from the list, and the other team will have to come up with a counter-wish that nullifies or challenges the first team's wish. For example: Team A: "I wish I didn’t have to go to work today." Team B: "I wish I had an exciting project at work today so I wouldn’t want to miss it!"
Info
Debate: "Pet Peeves on WhatsApp"
- Combine what we’ve discussed today. Write a wish using "I wish…" that is related to one of the "pet peeves" we talked about earlier.
- For example: "I wish people would stop sending me voice messages on WhatsApp when they could just text."
- Be prepared to share your wish with the class.
"Wish and Pet Peeve Mashup"
MAP Unit 5B
Think of a personal wish using the structure "I wish…". For example, "I wish I could travel to Japan." Share your wish with the class, but don't explain why you have that wish. The rest of the class will guess why you made that wish.
I wish...
Wish for the present / future
gRAMMAR
WISH BATTLE
PINTEREST DREAMS
One team will choose a wish from the list, and the other team will have to come up with a counter-wish that nullifies or challenges the first team's wish. For example: Team A: "I wish I didn’t have to go to work today." Team B: "I wish I had an exciting project at work today so I wouldn’t want to miss it!"
Discuss
Debate: "Pet Peeves"
Info
Debate: "Pet Peeves on WhatsApp"
- Combine what we’ve discussed today. Write a wish using "I wish…" that is related to one of the "pet peeves" we talked about earlier.
- For example: "I wish people would stop sending me voice messages on WhatsApp when they could just text."
- Be prepared to share your wish with the class.
"Wish and Pet Peeve Mashup"
Info
LET'S PRACTICE
GRAMMAR BANK PAGE 141 SB
wish present/future
MAP Unit 5B
Combine your pet peeves with your wishes. Share your wishes using "I wish…" related to the "pet peeves" we talked about before.
Are you ready to share your own "pet peeves" (things that annoy you) related to social media or technology?
Debate: "Wish and Pet Peeve Mashup"
Info
LET'S PRACTICE
GRAMMAR BANK PAGE 141 SB
wish present/future
Expressing feelings with verbs or -ed / -ing adjectives
VOCABULARY & SPEAKING
WAYS OF EXPRESSING FEELINGS
Let's practice
page 51 SB
MAP Unit 5B
LET'S CHECK HOMEWORK
Exercises 2 a and c on page 51 Student's BookExercises 1 and 2 on pages 35 and 36 Workbook
Which three areas of life do you think people tend to have the most regrets about? Choose from the list below.
READING & SPEAKING
Info
- Take turns reading the article out loud.
- Brainstorm how the author changed someone's life and complete activity b and c on page 52 and 53.
Let's read in pairs
Think of one regret you have and explain it to your partners using the vocabulary words from the exercise. After listening to your partner's regret statement, ask a follow-up question.
Reading vocabulary
wish for past regrets
GRAMMAR
Grammar
Listening
Wishes and regrets
Let's practise
MAP Unit 5B
Which three areas of life do you think people tend to have the most regrets about? Choose from the list below.
READING & SPEAKING
Info
- Take turns reading the article out loud.
- Brainstorm how the author changed someone's life and complete activity b and c on page 52 and 53.
Let's read in pairs
Think of one regret you have and explain it to your partners using the vocabulary words from the exercise. After listening to your partner's regret statement, ask a follow-up question.
Reading vocabulary
wish for past regrets
GRAMMAR
Grammar
Listening
Wishes and regrets
Let's practise
MAP Unit 5B
Think of one regret you have and explain it to your partners using the vocabulary words from the exercise. After listening to your partner's regret statement, ask a follow-up question.
Reading vocabulary
wish for past regrets
GRAMMAR
Grammar
Listening
Wishes and regrets
Let's practise
PRONUNCIATION & SPEAKING
PRONUNCIATION & SPEAKING
Listening and Writing
MAP Unit 5B
Answer
PRONUNCIATION & SPEAKING
PRONUNCIATION & SPEAKING
Info
Listening and Writing
Colloquial English
Talking about waste
part 1
part 2
part 3
Info
Comment adverbs
Colloquial English
part 2
part 3
Info
Comment adverbs
Task
THE CONVERSATION
Let’s predict what the video conversation might bring!
THE CONVERSATION
Watch and solve
Watch and solve
Give your opinion on one of the following questions:"What kinds of things in everyday life do you think really make a difference to the environment?" "What do you think the government could do to make people recycle more?" The others will respond to their classmate's opinion using the responses discussed before (e.g., “Oh wow!,” “That’s depressing,” “That sounds pretty cool,” etc.). Example: Student A: "I think one of the best ways to help the environment is to reduce plastic waste by using reusable bags." Student B: "Oh wow! That’s such a great idea!" Student C: "Yes, but it’s depressing that so few people actually do that."
React and Respond
Colloquial English
Revision and homework correction
Info
Comment adverbs
Task
THE CONVERSATION
Let’s predict what the video conversation might bring!
THE CONVERSATION
Watch and solve
Watch and solve
Give your opinion on one of the following questions:"What kinds of things in everyday life do you think really make a difference to the environment?" "What do you think the government could do to make people recycle more?" The others will respond to their classmate's opinion using the responses discussed before (e.g., “Oh wow!,” “That’s depressing,” “That sounds pretty cool,” etc.). Example: Student A: "I think one of the best ways to help the environment is to reduce plastic waste by using reusable bags." Student B: "Oh wow! That’s such a great idea!" Student C: "Yes, but it’s depressing that so few people actually do that."
React and Respond
UNIT 6A
- What do you think this quote means?
- What does it tell us about social situations or personal habits?
- Do you agree with the quote? Why or why not?
- Can you think of a time when laughing made you feel part of a group, or when snoring or another habit made you feel isolated?
- Do you have problems sleeping?
- What have you gotten used to in your sleep routine over time?
GRAMMAR used to, be used to, get used to
Info
GRAMMAR used to, be used to, get used to
Speaking
Colloquial English
Exercises 2, 3 and 4 on page 38 Workbook
Let's check homework
Give your opinion on one of the following questions:"What kinds of things in everyday life do you think really make a difference to the environment?" "What do you think the government could do to make people recycle more?" The others will respond to their classmate's opinion using the responses discussed before (e.g., “Oh wow!,” “That’s depressing,” “That sounds pretty cool,” etc.). Example: Student A: "I think one of the best ways to help the environment is to reduce plastic waste by using reusable bags." Student B: "Oh wow! That’s such a great idea!" Student C: "Yes, but it’s depressing that so few people actually do that."
React and Respond
UNIT 6A
- What do you think this quote means?
- What does it tell us about social situations or personal habits?
- Do you agree with the quote? Why or why not?
- Can you think of a time when laughing made you feel part of a group, or when snoring or another habit made you feel isolated?
- Do you have problems sleeping?
- What have you gotten used to in your sleep routine over time?
GRAMMAR used to, be used to, get used to
Info
GRAMMAR used to, be used to, get used to
Speaking
UNIT 6A
Info
GRAMMAR used to, be used to, get used to
Speaking
/s/ and /z/
Pronunciation
Final /s/ or final /z/
Pronunciation used to
Info
/s/ and /z/
UNIT 6A
Exercise 1 on pages 40 and 41 Workbook
Let's check homework AND REVISE
/s/ and /z/
Pronunciation
Final /s/ or final /z/
Pronunciation used to
Info
/s/ and /z/
READING
Read the rest of the text and be ready to solve a quiz
PAGE 57
You should take notes to share a summary with the class afterward. Take about five minutes to discuss. Enjoy your conversation!
In groups, talk about these questions:
- Do you consider yourself a night owl or an early bird?
- Have you ever had to stay awake all night? Why?
- What activities do you find relaxing at night?
- Do you think you would enjoy working or being active during the night? Why or why not?
What do you usually do at night before going to bed?
Things people do at night
UNIT 6A
READING
Read the rest of the text and be ready to solve a quiz
PAGE 57
You should take notes to share a summary with the class afterward. Take about five minutes to discuss. Enjoy your conversation!
In groups, talk about these questions:
- Do you consider yourself a night owl or an early bird?
- Have you ever had to stay awake all night? Why?
- What activities do you find relaxing at night?
- Do you think you would enjoy working or being active during the night? Why or why not?
What do you usually do at night before going to bed?
Things people do at night
Vocabulary sleep
- Work in pairs.
- Write the correct words or phrases to match the phrases on the left as quickly as you can.
- Once you finish, send a message to the group.
- The first pair to finish with the most correct answers wins!
Vocabulary Race
UNIT 6A
Things people do at night
Vocabulary sleep
- Work in pairs.
- Write the correct words or phrases to match the phrases on the left as quickly as you can.
- Once you finish, send a message to the group.
- The first pair to finish with the most correct answers wins!
Vocabulary Race
Pre-Listening Activity: "Sleep Habits Poll"
LISTENING: understanding reasons
UNIT 6A
Vocabulary race
- Work in pairs.
- Write the correct words or phrases to match the phrases on the left as quickly as you can.
- Once you finish, send a message to the group.
- The first pair to finish with the most correct answers wins!
Page 42 Workbook
Let's check homework AND REVISE
Pre-Listening Activity: "Sleep Habits Poll"
LISTENING: understanding reasons
UNIT 6B
Let's discuss some questions and quotes about music
Music to my ears
Listening
GRAMMAR: gerunds and infinitives
How much do you know?
Rules:When one verb follows another, the first verb determines the form of the second. This can be the gerund (verb + -ing) or the infinitive.
- Use the gerund after certain verbs and expressions, e.g. enjoy, can’t help, feel like.
- When a phrasal verb is followed by another verb, the second verb is in the gerund.
- Use the infinitive (with to) after certain verbs, e.g. want, afford.
- Use the infinitive (without to) after modal verbs and some expressions, e.g. might, would rather, and after the verbs make and let.
- Some verbs, e.g. start, begin, and continue can be followed by the gerund or infinitive (with to) with no difference in meaning.
Gerunds and Infinitives
Info
lET'S PRACTISE
music and words from other languages
Environmentally friendly: doing things that help the environment, e.g. recycling).
First vs zero conditional We use the first conditional to talk about a particular situation, whereas we use the zero conditional to talk about what happens in general. If you don’t use oil, it tastes awful. (=I’m talking about what happens every time.) If you don’t use oil, it will taste awful. (=I’m talking about this particular occasion.)
The topic of this lesson is risk. We are going to:
- Talk and listen about risk-takers and the rise in popularity of extreme sports
- Learn or revise conditionals.
- Expand your knowledge of future time clauses and real conditionals, and see the variety of tenses that can be used apart from the present simple and future simple.
- In Pronunciation, we are going to look at linked phrases.
- Learn vocabulary about common collocations with take(e.g. take a risk, take seriously).
- Do you enjoy watching survival stories or movies?
- Have you ever been on an adventure trip that turned into a challenging situation?
- What qualities do you think are necessary for survival in extreme conditions?
- How important is it to have a positive mindset in difficult situations like being lost in the jungle?
- Do you think you would be able to survive in the Amazon rainforest if you were in a similar situation as Yosi Ginsburg?
Instructions: You will work in pairs in breakout rooms for this activity. Ask your partner the questions listed. Make sure to provide more details when answering, not just "yes" or "no" responses. Once you finish discussing, come back to the main room. In the main room, you will share something interesting about your partner's answers with the rest of the group. Be ready to explain what your partner said and provide additional details if asked.
Explanation of Used to PronunciationIn English, used to can be pronounced differently depending on the context and meaning. Here’s how it changes in each of the examples.
- When used to indicates a past habit or repeated action, it is pronounced /ˈjuːst tə/.
- When used to indicates the process of adapting or getting accustomed, it is also pronounced /ˈjuːst tə/.
- When used is part of the passive voice, showing purpose or function, it’s pronounced with a strong "d" sound at the end:
The topic of this lesson is risk. We are going to:
- Talk and listen about risk-takers and the rise in popularity of extreme sports
- Learn or revise conditionals.
- Expand your knowledge of future time clauses and real conditionals, and see the variety of tenses that can be used apart from the present simple and future simple.
- In Pronunciation, we are going to look at linked phrases.
- Learn vocabulary about common collocations with take(e.g. take a risk, take seriously).
Second or third conditional?
- The second conditional refers to a hypothetical situation in the present or future, which can sometimes be changed and sometimes not, e.g. If she were taller, she could get a job as a model (situation can’t be changed). If you studied more, you would pass the exam (situation could be changed).
- The third conditional refers to hypothetical situations in the past which didn’t happen, e.g. If we had known you were in hospital, we would have visited you (we didn’t know, so we didn’t visit you).
Imagine you are given the responsibility of making a choice for the entire world to solve a plastic-related issue, but there’s a catch! You can only choose between two difficult options. In pairs or small groups, discuss the following question: Would you rather ban ALL single-use plastics globally and disrupt industries or implement a global tax on all plastic production that increases the price of plastic goods by 300%? Each group should:
- Pick one option.
- Discuss the impacts and consequences.
- Get ready to share and defend your decision with the rest of the class.
In English, some words sound very similar but have different meanings based on whether the sound is /s/ (unvoiced) or /z/ (voiced).
First vs zero conditional We use the first conditional to talk about a particular situation, whereas we use the zero conditional to talk about what happens in general. If you don’t use oil, it tastes awful. (=I’m talking about what happens every time.) If you don’t use oil, it will taste awful. (=I’m talking about this particular occasion.)
- They help convey opinions, attitudes, or judgments in conversation. Some examples include: unfortunately, obviously, clearly, surprisingly, and luckily.
- These adverbs modify the entire sentence, helping express the speaker's viewpoint or emphasis. Example:
- "Surprisingly, she decided to join the project at the last minute."
- "Obviously, this decision was not easy to make."
Our climate is changing quickly, too quickly. And great creativity is needed to do what it does so well: to provoke us to think differently with dramatic creative statements.
The topic of this lesson is survival. We are going to:
- Talk about how you think you would react in an emergency situation
- Read about a British reality TV show in which groups of participants have to survive on a remote uninhabited island.
- Listen to an interview with one of the participants talking about the best and worst experiences on the island.
- Learn vocabulary focus on feelings
- Look at word stress in three- or four-syllable adjectives.
- Learn or revise the second and third conditionals.
- Write a blog post.
Although the difference between these two sounds is small, there are pairs of words where the only difference is whether there is a /s/ or /z/ sound, and this section raises awareness of the comprehension problems that might occur if you don’t discriminate successfully between the sounds when you hear them, or if you don’t produce them precisely.
In pairs or small groups, you'll be given real-life scenarios (e.g., "You lost your keys," "You got a promotion at work"). You'll have to describe the situation using at least three comment adverbs to show different emotions about the same event. Example scenario: Situation: You lost your keys. "Obviously, I had to call a locksmith." "Luckily, I had a spare key with me." "Unfortunately, the locksmith took too long to arrive."
Explanation of Used to PronunciationIn English, used to can be pronounced differently depending on the context and meaning. Here’s how it changes in each of the examples.
- When used to indicates a past habit or repeated action, it is pronounced /ˈjuːst tə/.
- When used to indicates the process of adapting or getting accustomed, it is also pronounced /ˈjuːst tə/.
- When used is part of the passive voice, showing purpose or function, it’s pronounced with a strong "d" sound at the end:
The topic of this lesson is risk. We are going to:
- Talk and listen about risk-takers and the rise in popularity of extreme sports
- Learn or revise conditionals.
- Expand your knowledge of future time clauses and real conditionals, and see the variety of tenses that can be used apart from the present simple and future simple.
- In Pronunciation, we are going to look at linked phrases.
- Learn vocabulary about common collocations with take(e.g. take a risk, take seriously).
Make a list of your own "pet peeves" (things that annoy you) related to social media or technology. Be ready to share your list with the class.
Which predictions...
Our climate is changing quickly, too quickly. And great creativity is needed to do what it does so well: to provoke us to think differently with dramatic creative statements.
Although the difference between these two sounds is small, there are pairs of words where the only difference is whether there is a /s/ or /z/ sound, and this section raises awareness of the comprehension problems that might occur if you don’t discriminate successfully between the sounds when you hear them, or if you don’t produce them precisely.
In this lesson we are going to:
- Listen to three people who all have some kind of sleep problem.
- Revise the use of used to to talk about repeated past actions, and be used to and get used to (doing something) to talk about actions or activities which have become, or are becoming, familiar.
- The pronunciation focus is on the sounds /s/ and /z/ in used to.
- Focus on words and phrases related to sleep (e.g. yawn, be a light sleeper).
The topic of this lesson is survival. We are going to:
- Talk about how you think you would react in an emergency situation
- Read about a British reality TV show in which groups of participants have to survive on a remote uninhabited island.
- Listen to an interview with one of the participants talking about the best and worst experiences on the island.
- Learn vocabulary focus on feelings
- Look at word stress in three- or four-syllable adjectives.
- Learn or revise the second and third conditionals.
- Write a blog post.
- In The Interview, the person interviewed is Candida Brady, a British journalist and film-maker.
- In The Conversation, you are going to watch three people discussing whether they think we will ever be plastic free.
- Then we are gping to discuss this question as well as a couple of other questions related to the topic.
- We are going to focus on different ways that people respond to what another person has said.
Mixed third/second conditional We use this combination to talk about a hypothetical condition happening in the past (third conditional) with a present result (second conditional). We use past perfect in the if clause and would/could/might + infinitive in the main clause. If I had been elected, I would be the president now. Mixed second/third conditional We use this combination to talk about a hypothetical condition happening in the present (second conditional) with a past result (third conditional). We use past in the if clause and would/could/might + have + past participle in the main clause. If I were a man, they would have given me the job.
- It’s important to be sure whether the word you are using is an adjective or a noun. Compare It’s windy (adj) with There’s a strong wind (n).
- The difference between chilly and cool is a question of how pleasant / unpleasant it is; 12°C may be cool for one person and chilly for another.
- Despite having similar meanings, certain adjectives are only used with certain nouns, e.g. you can say strong winds, but not strong rain (you have to say heavy rain), and we say bright sunshine (not strong sunshine).
- Settled is the opposite of changeable.
- In The Interview, the person interviewed is Candida Brady, a British journalist and film-maker.
- In The Conversation, you are going to watch three people discussing whether they think we will ever be plastic free.
- Then we are gping to discuss this question as well as a couple of other questions related to the topic.
- We are going to focus on different ways that people respond to what another person has said.
In this lesson we are going to:
- Listen to three people who all have some kind of sleep problem.
- Revise the use of used to to talk about repeated past actions, and be used to and get used to (doing something) to talk about actions or activities which have become, or are becoming, familiar.
- The pronunciation focus is on the sounds /s/ and /z/ in used to.
- Focus on words and phrases related to sleep (e.g. yawn, be a light sleeper).
Word stress
- There are not many clear rules regarding the pronunciation of three- and four-syllable adjectives, and the stress may fall on the first, second, or third syllable.
- However, prefixes and suffixes are not stressed, e.g. dishonest, ungrateful, etc.
- The unstressed /ə/ sound often occurs after or before the stressed syllable in multi-syllabic words, and may even occur twice, e.g. desperate /ˈdespərət/.
- In The Interview, the person interviewed is Candida Brady, a British journalist and film-maker.
- In The Conversation, you are going to watch three people discussing whether they think we will ever be plastic free.
- Then we are gping to discuss this question as well as a couple of other questions related to the topic.
- We are going to focus on different ways that people respond to what another person has said.
In this lesson we are going to:
- Learn the difference between wish + past simple and wish + would a to express things you would like to be different and to express annoyance.
- Learn vocabulary focused on different ways of expressing feelings, with a verb or with an -ed or -ing adjective, e.g. It annoys me. / I’m annoyed. / It’s annoying.
- Learn how to use wish + past perfect to express past regrets.
- Focus on sentence rhythm and intonation.
- Talk about some past regrets.
- Read and write a poem about regret.
Second or third conditional?
- The second conditional refers to a hypothetical situation in the present or future, which can sometimes be changed and sometimes not, e.g. If she were taller, she could get a job as a model (situation can’t be changed). If you studied more, you would pass the exam (situation could be changed).
- The third conditional refers to hypothetical situations in the past which didn’t happen, e.g. If we had known you were in hospital, we would have visited you (we didn’t know, so we didn’t visit you).
A zero conditional is used to generalize or give facts, e.g. If you heat water, it boils. Although zero conditionals are usually based on present tenses, they can also be used in the past, e.g. If people didn’t have money, they didn’t eat.
- Grammar notes
- wish + past simple
- wish + would / wouldn’t
- Choose one prompt and share your experience related to that prompt. As you share, make sure to use adjectives that describe how you felt in the situation.
- After each of you shares your experience, the rest of the group can ask questions or share their own similar experiences.
- They help convey opinions, attitudes, or judgments in conversation. Some examples include: unfortunately, obviously, clearly, surprisingly, and luckily.
- These adverbs modify the entire sentence, helping express the speaker's viewpoint or emphasis. Example:
- "Surprisingly, she decided to join the project at the last minute."
- "Obviously, this decision was not easy to make."
Instructions: You will work in pairs in breakout rooms for this activity. Ask your partner the questions listed. Make sure to provide more details when answering, not just "yes" or "no" responses. Once you finish discussing, come back to the main room. In the main room, you will share something interesting about your partner's answers with the rest of the group. Be ready to explain what your partner said and provide additional details if asked.
In this lesson we are going to:
- Listen to three people who all have some kind of sleep problem.
- Revise the use of used to to talk about repeated past actions, and be used to and get used to (doing something) to talk about actions or activities which have become, or are becoming, familiar.
- The pronunciation focus is on the sounds /s/ and /z/ in used to.
- Focus on words and phrases related to sleep (e.g. yawn, be a light sleeper).
The topic of this lesson is survival. We are going to:
- Talk about how you think you would react in an emergency situation
- Read about a British reality TV show in which groups of participants have to survive on a remote uninhabited island.
- Listen to an interview with one of the participants talking about the best and worst experiences on the island.
- Learn vocabulary focus on feelings
- Look at word stress in three- or four-syllable adjectives.
- Learn or revise the second and third conditionals.
- Write a blog post.
The topic of this lesson is the environment and climate change. We're going to:
- Discover if we are as environmentally friendly as we think.
- See and discuss predictions related to the environment.
- Learn or revise two tenses: the future perfect and future continuous.
- Expand our weather vocabulary.
In this lesson we are going to:
- Listen to three people who all have some kind of sleep problem.
- Revise the use of used to to talk about repeated past actions, and be used to and get used to (doing something) to talk about actions or activities which have become, or are becoming, familiar.
- The pronunciation focus is on the sounds /s/ and /z/ in used to.
- Focus on words and phrases related to sleep (e.g. yawn, be a light sleeper).
The topic of this lesson is survival. We are going to:
- Talk about how you think you would react in an emergency situation
- Read about a British reality TV show in which groups of participants have to survive on a remote uninhabited island.
- Listen to an interview with one of the participants talking about the best and worst experiences on the island.
- Learn vocabulary focus on feelings
- Look at word stress in three- or four-syllable adjectives.
- Learn or revise the second and third conditionals.
- Write a blog post.
If something that you hear is music to your ears, it makes you feel very happy
In this lesson we are going to:
- Listen to three people who all have some kind of sleep problem.
- Revise the use of used to to talk about repeated past actions, and be used to and get used to (doing something) to talk about actions or activities which have become, or are becoming, familiar.
- The pronunciation focus is on the sounds /s/ and /z/ in used to.
- Focus on words and phrases related to sleep (e.g. yawn, be a light sleeper).
- It’s important to be sure whether the word you are using is an adjective or a noun. Compare It’s windy (adj) with There’s a strong wind (n).
- The difference between chilly and cool is a question of how pleasant / unpleasant it is; 12°C may be cool for one person and chilly for another.
- Despite having similar meanings, certain adjectives are only used with certain nouns, e.g. you can say strong winds, but not strong rain (you have to say heavy rain), and we say bright sunshine (not strong sunshine).
- Settled is the opposite of changeable.
In this lesson we are going to:
- Learn the difference between wish + past simple and wish + would a to express things you would like to be different and to express annoyance.
- Learn vocabulary focused on different ways of expressing feelings, with a verb or with an -ed or -ing adjective, e.g. It annoys me. / I’m annoyed. / It’s annoying.
- Learn how to use wish + past perfect to express past regrets.
- Focus on sentence rhythm and intonation.
- Talk about some past regrets.
- Read and write a poem about regret.
a) all the ones beginning with will have, e.g. will have installed, will have stopped, etc. b) all the ones with will be + -ing form, e.g. will be recycling, will be cycling, etc
- Grammar notes
- wish + past simple
- wish + would / wouldn’t
A zero conditional is used to generalize or give facts, e.g. If you heat water, it boils. Although zero conditionals are usually based on present tenses, they can also be used in the past, e.g. If people didn’t have money, they didn’t eat.
In this lesson we are going to:
- Learn the difference between wish + past simple and wish + would a to express things you would like to be different and to express annoyance.
- Learn vocabulary focused on different ways of expressing feelings, with a verb or with an -ed or -ing adjective, e.g. It annoys me. / I’m annoyed. / It’s annoying.
- Learn how to use wish + past perfect to express past regrets.
- Focus on sentence rhythm and intonation.
- Talk about some past regrets.
- Read and write a poem about regret.
In this lesson we are going to:
- Learn the difference between wish + past simple and wish + would a to express things you would like to be different and to express annoyance.
- Learn vocabulary focused on different ways of expressing feelings, with a verb or with an -ed or -ing adjective, e.g. It annoys me. / I’m annoyed. / It’s annoying.
- Learn how to use wish + past perfect to express past regrets.
- Focus on sentence rhythm and intonation.
- Talk about some past regrets.
- Read and write a poem about regret.
The topic of this lesson is risk. We are going to:
- Talk and listen about risk-takers and the rise in popularity of extreme sports
- Learn or revise conditionals.
- Expand your knowledge of future time clauses and real conditionals, and see the variety of tenses that can be used apart from the present simple and future simple.
- In Pronunciation, we are going to look at linked phrases.
- Learn vocabulary about common collocations with take(e.g. take a risk, take seriously).
In this lesson we are going to:
- Learn the difference between wish + past simple and wish + would a to express things you would like to be different and to express annoyance.
- Learn vocabulary focused on different ways of expressing feelings, with a verb or with an -ed or -ing adjective, e.g. It annoys me. / I’m annoyed. / It’s annoying.
- Learn how to use wish + past perfect to express past regrets.
- Focus on sentence rhythm and intonation.
- Talk about some past regrets.
- Read and write a poem about regret.
Instructions: You will work in pairs in breakout rooms for this activity. Ask your partner the questions listed. Make sure to provide more details when answering, not just "yes" or "no" responses. Once you finish discussing, come back to the main room. In the main room, you will share something interesting about your partner's answers with the rest of the group. Be ready to explain what your partner said and provide additional details if asked.
- They help convey opinions, attitudes, or judgments in conversation. Some examples include: unfortunately, obviously, clearly, surprisingly, and luckily.
- These adverbs modify the entire sentence, helping express the speaker's viewpoint or emphasis. Example:
- "Surprisingly, she decided to join the project at the last minute."
- "Obviously, this decision was not easy to make."
- Choose one prompt and share your experience related to that prompt. As you share, make sure to use adjectives that describe how you felt in the situation.
- After each of you shares your experience, the rest of the group can ask questions or share their own similar experiences.
The topic of this lesson is the environment and climate change. We're going to:
- Discover if we are as environmentally friendly as we think.
- See and discuss predictions related to the environment.
- Learn or revise two tenses: the future perfect and future continuous.
- Expand our weather vocabulary.
In English, some words sound very similar but have different meanings based on whether the sound is /s/ (unvoiced) or /z/ (voiced).
In this lesson we are going to:
- Learn the difference between wish + past simple and wish + would a to express things you would like to be different and to express annoyance.
- Learn vocabulary focused on different ways of expressing feelings, with a verb or with an -ed or -ing adjective, e.g. It annoys me. / I’m annoyed. / It’s annoying.
- Learn how to use wish + past perfect to express past regrets.
- Focus on sentence rhythm and intonation.
- Talk about some past regrets.
- Read and write a poem about regret.
Imagine you are given the responsibility of making a choice for the entire world to solve a plastic-related issue, but there’s a catch! You can only choose between two difficult options. In pairs or small groups, discuss the following question: Would you rather ban ALL single-use plastics globally and disrupt industries or implement a global tax on all plastic production that increases the price of plastic goods by 300%? Each group should:
- Pick one option.
- Discuss the impacts and consequences.
- Get ready to share and defend your decision with the rest of the class.
The topic of this lesson is survival. We are going to:
- Talk about how you think you would react in an emergency situation
- Read about a British reality TV show in which groups of participants have to survive on a remote uninhabited island.
- Listen to an interview with one of the participants talking about the best and worst experiences on the island.
- Learn vocabulary focus on feelings
- Look at word stress in three- or four-syllable adjectives.
- Learn or revise the second and third conditionals.
- Write a blog post.
Make a list of your own "pet peeves" (things that annoy you) related to social media or technology. Be ready to share your list with the class.
After regret, you can use:
- a gerund (I regret doing...)
- a perfect gerund (I regret having done...)
- that-clause (I regret that I didn’t…)
- It’s important to be sure whether the word you are using is an adjective or a noun. Compare It’s windy (adj) with There’s a strong wind (n).
- The difference between chilly and cool is a question of how pleasant / unpleasant it is; 12°C may be cool for one person and chilly for another.
- Despite having similar meanings, certain adjectives are only used with certain nouns, e.g. you can say strong winds, but not strong rain (you have to say heavy rain), and we say bright sunshine (not strong sunshine).
- Settled is the opposite of changeable.
The topic of this lesson is the environment and climate change. We're going to:
- Discover if we are as environmentally friendly as we think.
- See and discuss predictions related to the environment.
- Learn or revise two tenses: the future perfect and future continuous.
- Expand our weather vocabulary.
eco-friendly and green.
Mixed third/second conditional We use this combination to talk about a hypothetical condition happening in the past (third conditional) with a present result (second conditional). We use past perfect in the if clause and would/could/might + infinitive in the main clause. If I had been elected, I would be the president now. Mixed second/third conditional We use this combination to talk about a hypothetical condition happening in the present (second conditional) with a past result (third conditional). We use past in the if clause and would/could/might + have + past participle in the main clause. If I were a man, they would have given me the job.
In this lesson we are going to:
- Listen to three people who all have some kind of sleep problem.
- Revise the use of used to to talk about repeated past actions, and be used to and get used to (doing something) to talk about actions or activities which have become, or are becoming, familiar.
- The pronunciation focus is on the sounds /s/ and /z/ in used to.
- Focus on words and phrases related to sleep (e.g. yawn, be a light sleeper).
In this lesson we are going to:
- Listen to three people who all have some kind of sleep problem.
- Revise the use of used to to talk about repeated past actions, and be used to and get used to (doing something) to talk about actions or activities which have become, or are becoming, familiar.
- The pronunciation focus is on the sounds /s/ and /z/ in used to.
- Focus on words and phrases related to sleep (e.g. yawn, be a light sleeper).
The topic of this lesson is risk. We are going to:
- Talk and listen about risk-takers and the rise in popularity of extreme sports
- Learn or revise conditionals.
- Expand your knowledge of future time clauses and real conditionals, and see the variety of tenses that can be used apart from the present simple and future simple.
- In Pronunciation, we are going to look at linked phrases.
- Learn vocabulary about common collocations with take(e.g. take a risk, take seriously).
a.In teams, the first student says an "I wish" regret sentence for one category (e.g., "I wish I had spent more time with my family."). b. The next student in the group must create an "I wish" sentence for the next category (e.g., health), but the catch is, you can’t repeat any words or ideas from previous team members. c. This continues until all four categories are covered.
As happens with conditional sentences, we use a comma when we begin the sentence with a time clause. But we don’t use a comma if we put the time clause at the end of the sentence. When I am 65, I will retire. I will retire when I am 65. With present perfect We can often use the present perfect after the time word. The meaning is similar to using the present simple, but with the present perfect we emphasise that the action will be completed. I’ll go to bed as soon as I have finished my homework. I won’t leave until you have arrived.
The topic of this lesson is the environment and climate change. We're going to:
- Discover if we are as environmentally friendly as we think.
- See and discuss predictions related to the environment.
- Learn or revise two tenses: the future perfect and future continuous.
- Expand our weather vocabulary.
The way words are linked in English can often cause problems in understanding when we hear several words run together so that they sound like one word, e.g. we sometimes hear festival when someone is saying first of all.
a.In teams, the first student says an "I wish" regret sentence for one category (e.g., "I wish I had spent more time with my family."). b. The next student in the group must create an "I wish" sentence for the next category (e.g., health), but the catch is, you can’t repeat any words or ideas from previous team members. c. This continues until all four categories are covered.
In pairs or small groups, you'll be given real-life scenarios (e.g., "You lost your keys," "You got a promotion at work"). You'll have to describe the situation using at least three comment adverbs to show different emotions about the same event. Example scenario: Situation: You lost your keys. "Obviously, I had to call a locksmith." "Luckily, I had a spare key with me." "Unfortunately, the locksmith took too long to arrive."
After regret, you can use:
- a gerund (I regret doing...)
- a perfect gerund (I regret having done...)
- that-clause (I regret that I didn’t…)
As happens with conditional sentences, we use a comma when we begin the sentence with a time clause. But we don’t use a comma if we put the time clause at the end of the sentence. When I am 65, I will retire. I will retire when I am 65. With present perfect We can often use the present perfect after the time word. The meaning is similar to using the present simple, but with the present perfect we emphasise that the action will be completed. I’ll go to bed as soon as I have finished my homework. I won’t leave until you have arrived.
In pairs or small groups, you'll be given real-life scenarios (e.g., "You lost your keys," "You got a promotion at work"). You'll have to describe the situation using at least three comment adverbs to show different emotions about the same event. Example scenario: Situation: You lost your keys. "Obviously, I had to call a locksmith." "Luckily, I had a spare key with me." "Unfortunately, the locksmith took too long to arrive."
1 What do you think the quote means in the context of personal growth and challenges? 2 Can you think of a time when you faced a difficult situation? How did you handle it? Did you wish it were easier, or did you try to improve yourself to overcome the challenge? 3 How can this quote apply to learning English or other skills?
In this lesson we are going to:
- Revise the basic rules about when to use a gerund or an infinitive after a verb, and then learn about certain verbs (e.g. remember, try) which can be followed by either a gerund or an infinitive, but with a change in meaning.
- Focus on words related to music, including ‘borrowed’ words such as cello, choir, and ballet, and on other foreign words which are used in English and its pronunciation.
The topic of this lesson is survival. We are going to:
- Talk about how you think you would react in an emergency situation
- Read about a British reality TV show in which groups of participants have to survive on a remote uninhabited island.
- Listen to an interview with one of the participants talking about the best and worst experiences on the island.
- Learn vocabulary focus on feelings
- Look at word stress in three- or four-syllable adjectives.
- Learn or revise the second and third conditionals.
- Write a blog post.
The way words are linked in English can often cause problems in understanding when we hear several words run together so that they sound like one word, e.g. we sometimes hear festival when someone is saying first of all.
In this lesson we are going to:
- Learn the difference between wish + past simple and wish + would a to express things you would like to be different and to express annoyance.
- Learn vocabulary focused on different ways of expressing feelings, with a verb or with an -ed or -ing adjective, e.g. It annoys me. / I’m annoyed. / It’s annoying.
- Learn how to use wish + past perfect to express past regrets.
- Focus on sentence rhythm and intonation.
- Talk about some past regrets.
- Read and write a poem about regret.
- In The Interview, the person interviewed is Candida Brady, a British journalist and film-maker.
- In The Conversation, you are going to watch three people discussing whether they think we will ever be plastic free.
- Then we are gping to discuss this question as well as a couple of other questions related to the topic.
- We are going to focus on different ways that people respond to what another person has said.
The topic of this lesson is survival. We are going to:
- Talk about how you think you would react in an emergency situation
- Read about a British reality TV show in which groups of participants have to survive on a remote uninhabited island.
- Listen to an interview with one of the participants talking about the best and worst experiences on the island.
- Learn vocabulary focus on feelings
- Look at word stress in three- or four-syllable adjectives.
- Learn or revise the second and third conditionals.
- Write a blog post.
The topic of this lesson is survival. We are going to:
- Talk about how you think you would react in an emergency situation
- Read about a British reality TV show in which groups of participants have to survive on a remote uninhabited island.
- Listen to an interview with one of the participants talking about the best and worst experiences on the island.
- Learn vocabulary focus on feelings
- Look at word stress in three- or four-syllable adjectives.
- Learn or revise the second and third conditionals.
- Write a blog post.
a.In teams, the first student says an "I wish" regret sentence for one category (e.g., "I wish I had spent more time with my family."). b. The next student in the group must create an "I wish" sentence for the next category (e.g., health), but the catch is, you can’t repeat any words or ideas from previous team members. c. This continues until all four categories are covered.
The topic of this lesson is risk. We are going to:
- Talk and listen about risk-takers and the rise in popularity of extreme sports
- Learn or revise conditionals.
- Expand your knowledge of future time clauses and real conditionals, and see the variety of tenses that can be used apart from the present simple and future simple.
- In Pronunciation, we are going to look at linked phrases.
- Learn vocabulary about common collocations with take(e.g. take a risk, take seriously).