Adults Advanced 2024

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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

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?

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).

Mixed conditionalsSometimes the second and third conditionals are mixed.

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.)

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.

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.

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.

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.

Word stress

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

Second or third conditional?

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

Mixed conditionalsSometimes the second and third conditionals are mixed.

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

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

• wish + would / wouldn’t

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

The 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.

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.

• 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.

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

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.

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).

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:

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

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

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

• Focus on sentence rhythm and intonation.

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

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

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

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

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.

• 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.

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).

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.

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.

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?

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.

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.

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.

• Grammar notes
• wish + past simple

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

• wish + would / wouldn’t

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

• 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.