British English: Level B2

BRITISH ENGLISH
LEVEL B2 | COURSE 1
Teacher’s Pack
BRITISH ENGLISH
LEVEL B2 | COURSE 1
Teacher’s Pack
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Contents
This Teacher’s Pack contains:
· INTRODUCTION FOR THE TEACHERS 04

· DEXWAY METHODOLOGY 06
· COURSE CONTENTS 08
· EVALUATION 10
· CLASSROOM MANAGEMENT GUIDELINES 11
· INTRODUCTION FOR THE STUDENTS 12
· UNIT 1 “DOING MARKET RESEARCH” 15
· UNIT 2 “REMEMBERING OLD TIMES” 23
· UNIT 3 “MAKING PLANS FOR HOLIDAYS” 29
· UNIT 4 “ONE FORTNIGHT IN AUSTRIA” 49
· UNIT 5 “HOUSEWORK” 63
· UNIT 6 “WHO’S ON?” 71
· UNIT 7 “BOOKING A BUSINESS TRIP” 77
· ADDITIONAL ACTIVITIES: 87
- MAGAZINE 87
- KARAOKE 92
- TV 94
· APPENDIX 95
- Appendix 1: Course Contents 95
- Appendix 2: Course Plan 97
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BRITISH ENGLISH LEVEL B2 | COURSE 1
Introduction for the Teachers

Looking for innovative ways to enhance language learning experiences is the key of our blended
learning methodology that combines online and teacher-led instruction. Dexway introduces flipped
classroom learning in its methodology; a model in which students are the centre of the teaching-
learning process. They are surrounded by the technology that motivates and enhances their learning
and, at the same time, they are helped by the teacher, who becomes the facilitator of knowledge.
This combination is designed in a way that both systems complement each other perfectly so that
we can get the best from each one. The beginning of this academic period is of great importance to
explain students the objective of this methodology. The 21st century pedagogical model should be
much more comprehensive, enriching for both the teacher and the student.
First, we present the online courses: British Dexway Academy, and how to use the platform to
acquire and practise knowledge.
The online courses “British Dexway Academy” provide students with the necessary tools for learning
English successfully. Students work at their own pace, use resources according to their needs,
practise with interactive activities, and get immediate feedback. They work individually on a wide
range of activities, such as pronunciation using speech recognition technology. The combination of
audio, video, animation and texts immerse them deeper into the language. Students achieve greater
learning outcomes because they adapt their style to their learning capability, hence having greater
responsibility for their own education.
With our flipped classroom model, students use new technology to access the course materials
and therefore, become more involved in their learning. This model also allows students to focus on
their learning capabilities, their progression and therefore, they take a more participative and active
role in the process. This innovative method keeps students motivated and involved in their learning
process.
British Dexway Academy is based on the standards of the Common European Framework of
References for Languages (CEFR), and therefore, it consists of six levels divided into different
courses:
A1 (Beginner)
A2 (Basic)
B1 (Pre-intermediate)
B2 (Intermediate)
C1 (Upper-intermediate)
C2 (Advanced)
Each course contains 7 units and a final test before the end of the course.
Second, it comes to explain the purpose of this Teacher’s Pack which provides suggestions for
activities to be carried out during the teacher’s class, including the printable worksheets that may be
needed. The current pack is for the first course of level B2, that is to say, the fourth or intermediate
level.
During the teacher’s classes, the students practises the knowledge and skills acquired during the first
stage of the learning process more freely. The activities recommended for these classes encourage
students to produce their own language structures and to improve their oral and written fluency.
4 Copyright© CAE Computer Aided USA Corporation - Computer Aided Elearning, S.A.
This Teacher’s Pack includes lots of activities that are focused on the communicative approach,
that is, communication and free practise, since oral and written production activities are the keys to
mastering the English language. These competencies are strengthened after working in the online
platform and getting the necessary vocabulary, grammar structures and language functions to use
in real communication. This pack is intended to be used in face-to-face classes. Activities involve
real communication and meaningful tasks promoting collaborative learning.
The activities are divided into 7 units and they are prepared to be developed after students work the
specific unit in the online platform. At the same time, each unit is divided into two parts. The first
group of activities could be developed while the students are working on the first three lessons of
the online platform. In this way we will provide oral practise for the content learnt online. The second
group of activities could be developed while the students are working on the last lessons. In this
way, we will provide practise for the contents learnt online.
The pack also includes some additional activities (See section Additional activities):
• Magazine:
The magazine is updated once a year, altogether with other updates in the pack, and it
provides teachers and students with additional articles to read and comprehend. Teachers
can use them in their classes, ask students to prepare a specific task at home or simply
keep them as additional material.
• Karaoke:
Each pack includes a series of songs that have been carefully chosen for the level. Teachers
have the multimedia files that they can use in class and the lyrics of the songs. Teachers
can use them to revise material, to teach pronunciation and intonation, to inspire class
discussion or to teach listening for details and gist.
• TV:
Each pack includes a series of commercials that have been carefully chosen for each specific
level. Teachers have the multimedia files that they can use in class and the transcription of
the video. They can use them to revise material, to teach pronunciation and intonation, to
inspire class discussion or to work on environment descriptions.
In addition, special emphasis has been given throughout the activities to cooperative learning. This
pack suggests activities in pairs and groups, for students to have a lot of opportunities to express
themselves in simulated real situations. Students that learn cooperatively learn to use other’s
resources and skills, for example, asking one another for information, taking into account other’s
ideas and monitoring someone else’s work.
This pack is intended to give freedom to both students and teachers, going through the activities in
creative ways. We are convinced that it will be very useful to your teaching!
Dexway Methodology
Blended learning. Our methodology combines the instruction via digital and online media with face-
to-face classroom instruction. It is designed in a way in which both systems complement each other
perfectly to the point at which they reach a consensus to provide effectiveness in the teaching-
learning process. Following professor and entrepreneur Salman Khan’s ideas, blended learning is,
for Dexway, the perfect opportunity to provide students with a learning method that adapts to their
own learning style and pace.
Flipped Classroom. As part of our blended learning methodology, this course and its Teacher’s
Pack encourage the use of the instructional strategy known as Flipped Classroom. By training
students on how this type of Blended learning works (pre-teaching them the methodology and
their role in the teaching-learning process), the Flipped Classroom reverses what has been the
traditional educational arrangement. Students learn about the main linguistic concepts by following
the multimedia course at home and engage those concepts in the classroom with the guidance of
the instructor.
Instead of Flipped Classroom, this course can also be taken from a Lab Rotation Model approach.
Students can do the multimedia course in a computer lab following a fixed timetable and then
continue the rotation to the in-class activities suggested in this Teacher’s Pack.
Active learning. The British Dexway Academy course enhances an active learning methodology
whereby students engage in interactive activities that promote motivation, integration, and analysis,
synthesis and evaluation of the content.
Interactive resources. Our resources are extensive, attractive and interactive. They are not just
based on the traditional paper format. Teachers can also record, edit and share new contents with
their students.
Software. Complete software which provides educators with multiple additional activities to practise
in class with all or part of the Dexway course lessons. It has an advanced functionality for analysis
and evaluation progress of their students’ learning.
Individualised teaching. This blended course allows the adaptation and individualisation of the
teaching-learning process. Therefore, students work at their own pace and use resources to their
needs. The teacher’s role becomes much more important since they do not just present and correct
tasks, but also interact with their students and devote much more time to make them understand
and acquire the knowledge.
Practical teaching. The aim of this course is that students learn while practising, in such a way as
to enable them to make sense out of the theoretical contents through practise.
Progressive and cognitive learning. This method enhances in-class learning in a progressive
and cognitive way. In class, teachers are no longer just lecturing; with this method they become
facilitators, creating an active and engaging learning environment.
Communicative language teaching or communicative approach. The course and the activities in
this handbook promote and emphasise interaction in the target language as the means and ultimate
goal of the language learning process. Personal experiences are regarded as an important element
to classroom learning as a way of linking classroom language learning with activities outside the
classroom; therefore, learners are provided with plenty of opportunities to speak about their personal
experiences and interests in the target language.
Collaborative and cooperative approach. In order to promote active learning, learners team up to
work in pairs or groups. They achieve their academic goals by completing tasks collectively using
their personal virtues. The teacher becomes a facilitator in the language learning process.
Course Contents
This table sets out the main functions and contents for every unit in British English Academy Level
B2 Course 1 (Appendix 1: Course contents):
UNIT FUNCTIONS GRAMMAR VOCABULARY

Discussing habitual • Present Simple.
actions. • Present Simple vs.
Discussing actions in Present Continuous. • Work and leisure.
DOING MARKET progress. • Adverbs and • Games and sports.
RESEARCH Expressing likes and expressions of frequency. • Verbs to give directions.
Unit 1
dislikes. • Verbs: “play”, “do”
Discussing jobs and free and “go” and nouns that
time. accompany them.
• Past actions: Past
Continuous and Past
Simple.
Narrating.
• Use of “used to” to
discuss past habits.
Expressing habitual
• Confirmation of past
actions in the past. • Blood relatives.
REMEMBERING actions.
• Relatives by marriage.
OLD TIMES • Comparisons and
Discussing past • Exercising.
Unit 2 descriptions.
situations.
• The impersonal “there
was/there were”.
Shopping.
• Comparative and
superlative sentences.
Describing a house.
• Pronunciation of –ed in
the regular verbs in the
Past Simple.
• Recent past: Present
Perfect vs. Past Simple.
Discussing the recent
MAKING PLANS • Past Simple vs. Past
past.
FOR HOLIDAYS Continuous. • Trips and tourism.
Unit 3 • Adverbs “still”, “yet” • Experiences.
Discussing tourism and
and “already”.
travelling.
• Adverbs “just/ever” with
the Present Perfect.
• Predictions: Future
Simple (with “will” and
Expressing movement. “shall”). • Pastimes.
ONE FORTNIGHT IN Making plans. • “To be going to” + • Excursions and trips.
AUSTRIA Expressing intent. infinitive vs. Future Simple. • Films and television
Unit 4 Making predictions. • Present tenses to talk programmes.
Discussing films and TV about future actions. • Competitions and
programmes. • Prepositions of contests.
movement.
• Sentence intonation.
• Permission, obligation
and the lack thereof:
verbal form (“to be able
Giving and receiving
to”, “should”, “need”, “to
permission.
have to”).
Expression of obligation
• Expression of • Boarding an aeroplane.
HOUSEWORK or the lack thereof.
prohibition and advice. • Domestic chores.
Unit 5 Expression of prohibition.
• Modal verbs: “can”,
Giving advice.
“could”, “must”, “have
Discussing domestic
to”, “should”, and “ought
chores.
to”.
• Uses of “do” and
“make”.
This unit revises
functions, content and
structures from the
previous units:
- Present Simple vs.
Present Continuous.
- Past Simple vs. Past
Describing past Continuous.
experiences. - Present Perfect vs.
Talking about well-known Past Simple.
WHO’S ON?
places. - Future tenses: “will”, • Television programmes.
Unit 6
Describing a house. “to be going to”, Present • Parts of the house.
Comparing. Simple and Continuous.
- Expressing past habits:
“used to”.
- Modal verbs.
- Impersonal structure:
“There was/There were”.
- Comparative and
superlative forms of
adjectives and nouns.
BOOKING A
• Business trips.
BUSINESS TRIP
Arranging a business trip. • Content revision. • Booking trips.
Unit 7
• Hotel facilities.
COURSE REVISION
FINAL TEST
Unit 8
Evaluation
Continuous evaluation throughout the process. Evaluation verifies the correct progress of the
learning process. To this effect, the more constantly and periodically evaluated, the more information
we will get in order to know whether or not to make any change or readjustment in the student’s
individual learning process. The multimedia system is, in this case, an excellent ally because it allows
the teacher to carry out a truly continuous assessment, lesson after lesson, and even exercise after
exercise.
What and how the programme evaluates.

At the end of each lesson, the teacher can refer to the evaluation that the programme has elaborated
in a chart. This evaluation will conform to the following criteria:
· Theoretical contents:
Grammar: We evaluate the student’s achievement percentage in the exercises,
specially designed for them to practise the new structures acquired during the lesson.
Vocabulary: We evaluate the student’s achievement percentage in the vocabulary

exercises.
· Linguistic skills:
Reading: We evaluate the student’s capacity to understand written sentences and
texts.
Listening: We evaluate the student’s capacity to grasp specific information in a

conversation at a normal speaking pace.
Writing: We evaluate spelling correctness as well as the production of syntactically

correct sentences.
Speaking: We evaluate the achievement of the pronunciation as similar as possible to

that of a native English speaker.
The evaluation chart can be modified, so that, once the teacher has introduced their marks, the
programme will evaluate taking into account their average mark and the former percentage.
The teacher has access to other pedagogically interesting data such as the time spent on finishing
the lesson.
Classroom Management Guidelines

Take into consideration these guidelines while doing these activities in the classroom:
Explain the procedure of each exercise to the students.
Make always sure that students do not have any unknown words that may affect their
comprehension of the different exercises.
Encourage students to use English, but use L1 if necessary and help students to answer.
Give a model for the suggested activities and provide useful vocabulary.
Promote participation and free practise. Most of the exercises have been created with that
purpose.
Try to make all students participate.
Introduction for the Students

Before starting the course, the teachers need to make sure that their students have been placed
in the right course. Students can take the Dexway Placement Test in order to check their previous
knowledge.
After that, Dexway advises teachers to use the first class of the course to introduce the method,
clarify the course plan, the objectives of the course and the types of activities they will carry out in
the classroom.
Here are some guidelines of what to include in this introduction:
1. Blended Learning
The teacher has to explain to the students that this innovative method combines online and teacher-
led instruction. They should focus on the fact that the main objective of this method is for students
to work on their own in the online course and then attend the classes to practise what they have
learnt. Therefore, students will have a certain period of time to complete the first unit of the online
course on their own and then, they will attend the face-to-face classes with the teachers to practise
what they have learnt.
Teachers have to explain to their students that their face-to-face classes are based on a
communicative approach, which means that they will be mainly working on their speaking and
writing skills. However, they may revise some grammar or vocabulary, depending on the group of
students and their needs. Students need to understand that with this method the teacher plays the
role of a facilitator in the teaching learning process.
In addition, it is important for students to understand that in most of the activities they will be
working in pairs or in groups. This enhances their possibilities to interact and help other members
of their group.
2. Course Plan
(Appendix 2: Course Plan) The teacher can print and hand out the Course Plan filled in with the
specific dates of the course. The Course Plan is available in this handbook in Appendix 2.
UNIT START DATE UNIT OBJECTIVES CLASS DATES

• Discuss habits
• Discuss actions in progress
1 • Express likes and dislikes
• Discuss jobs and free time
• Narrate
• Express actions in the past
2 • Discuss past situations
• Shopping
• Describe a house
• Discuss recent past
3 • Discuss tourism and travelling
• Express movement
• Make plans
4 • Express intent
• Make predictions
• Discuss films and TV programmes
• Give and receive permission
• Express obligation or the lack thereof
5 • Express prohibition
• Give advice
• Discuss domestic chores
• Revision:
- Present Simple vs. Present Continuous
- Present Perfect vs. Past Simple
- Past Simple vs. Past Continuous
- Comparative and superlative sentences
6 - Past habits: “used to”
- “There was/There were”
- Modal verbs
- Future tenses
• TV programmes
• Parts of the house
• Content revision
7 • Trips and hotels
Course Final test

revision
After handing it out, the teachers should explain the Course Plan to the students and highlight the
important dates of the course.
3. Online course
At this point, teachers should explain that on the platform they have a user guide (Dexway Guide)
in which they will find all the information about the online course: technical requirements, platform
use, how to start a lesson and types of lessons. This guide is available in the section “Materials”.
UNIT 1 | “Doing market research”

FUNCTIONS
Discussing habits
Expressing likes and dislikes
Discussing actions in progress
Discussing jobs and free time
CONTENTS
Grammar
· Present Simple
· Present Simple vs. Present Continuous
· Adverbs and expressions of frequency
· Verbs: “play”, “do” and “go” and nouns that accompany them
Vocabulary
· Work and leisure
· Games and sports
· Verbs to give directions
SKILLS
Mime jobs
Write about present situations
Take a personality test
Talk about actions happening at the moment of speaking
Correct sentence mistakes
Express likes and dislikes
Read dialogues
Write complete sentences from specific information
Talk about one’s habitual actions
ACTIVITIES I
Present Simple
1
How do you imagine him/her?
Bring photos of several people to class. They should be quite different one from the other. Take
one photo and show it to the students. Ask them to imagine where they live, what they do, what
things they like, etc. They can make one sentence each.
Guessing jobs
2
Each student takes a piece of paper from a plastic bag. The teacher has written the name of a
job on each paper. The students take turns asking the first student yes/no questions about his/
her job. They should use the Present Simple.
For example:
Do you work outside? Do you travel a lot? After ten questions they must try to guess the job.
Present Continuous
3
Miming actions:
Start with a brainstorming session to elicit some verbs students have already used in Present
Continuous (go, read, drive, cook, play, etc.). Write down some specific actions with these verbs
on pieces of paper (cook an omelet, play chess, drive a go-kart, etc.) and put them into a bag,
take one out and mime that action; students must guess what you are doing by asking yes/no
questions.
For example:
Are you cooking something? Are you using flour? Then students take turns to mime other actions
from the bag.
(PRINTABLE WORKSHEET) | Frequency expressions

4
Who is it?
Each person writes ten sentences about him/herself using the words in brackets:
- (Always): I ______________________________________________________________
- (Never): I ______________________________________________________________
- (Often): I ______________________________________________________________
- (Sometimes): I ______________________________________________________________
- (Every day): I ______________________________________________________________
- (Once a month): I ______________________________________________________________
- (Hardly ever): I ______________________________________________________________
- (Twice a week): I ______________________________________________________________
When all the students are ready, take all the pieces of paper, mix them and read them aloud one
by one. The first student to guess who has written the paper you are reading gets a point (except
the writer himself, of course). If you have only two or three students in class, you can introduce
“false” papers you have prepared in advance, so that they must guess which ones are true.
You can copy the table on the board, use a projector or print it out (Ref. Number: PH11)
Present Simple vs. Present Continuous

5
“What does he do?” vs. “What is she doing?”
Cut photos of famous people from magazines. They must be doing other activities different from
the ones they are famous for.
For example: a famous actor sunbathing, a famous singer entering a cinema, etc.
Take one of these photos and ask a student: “Do you know him/her?” “Who is he/she?” “What
does he/she do?” “What is he/she doing now?” (Make sure the difference between these two
questions is clear). Then, ask the students to sit in pairs, hand a photo to each student and let
them ask and answer similar questions to each other.
Match questions with answers

6
Give each student four pieces of paper, two with questions and two with answers. However, the
answers don’t fit the questions. He/she must ask other students until he/she gets the correct
answers to his/her questions. You can mix different verbal tenses so that the students have to
recognise the correct verbal tense in order to match the pair.
ACTIVITIES II
Present Simple
1
His/her everyday life
The students can take one picture home and write a composition about how they imagine that
person’s life, what he/she does every day…
Personality tests
2
It is a good idea to look for easy and simple personality tests in magazines. They usually have
silly but appealing titles such as: “Are you jealous?” or “Are you a compulsive buyer?” They
are very good to practise questions in the present tense. You can find these tests in English
magazines translate them from another language or even make them up yourself. Bring them to
class and make your students answer them.
Present Continuous
3
What are they doing?
Look for a photo with plenty of activity, such as lots of people doing different things. Bring it to
class and ask your students to make as many sentences as they can, describing what people
are doing in the photo. Children’s books are a good source of material for this kind of activity.
Present Simple vs. Present Continuous

4
Mistakes
The students are given a text or a piece of a text. Put some deliberate mistakes in the sentences
and see if the students are able to identify the mistakes. The mistakes will be made taking into
account the grammar and structures studied in the lesson, e.g., use of Present Simple instead
of Continuous or vice versa.
(PRINTABLE WORKSHEET) | Expressing likes & dislikes

5
Divide your students into two groups. Each group prepares a questionnaire with ten questions
about a person’s likes. Then, make pairs with one person from group A and another from group
B. They must interview each other using the questionnaires prepared.
Samples of questionnaires:
Yes No
Do you like watching TV?
Do you enjoy reading?
Do you like travelling?
Do you enjoy listening to

music?
Love Like Don’t mind Dislike Hate

How much
do you like
watching TV?
How much
do you enjoy
reading?
How much
do you like
travelling?
If you decide to lead your students towards the second model with more open activities, it would
be interesting to encourage them to obtain further information about their partners with a more
informal conversation out of the questionnaire. For example, when they ask “How much do you
like listening to music?”, if the partner answers “I love it” the student can ask “What kind of
music do you prefer?”, or “What time of the day do you usually listen to music?”. Later on they
can report their conclusions orally.
NOTE: You may prefer to focus this activity on sports’ vocabulary so that you can revise the use
of “play”, “do” or “go” + sports or games.
You can copy the questionnaire on the board, use a projector or print it out (Ref. Number: PH12).
Possible candidates
6
The teacher tells the students they are going to compose their own job advertisements. Tell the
students to write down a brief description of the qualifications they think a person should or
shouldn’t have to get different jobs.
For example, if they need a waiter, they will have to write down the qualifications required for this
job. You should be very patient; you should wear a uniform...
>Possible list of jobs

· Cook
· Language teacher
· Babysitter
· Writer
· Journalist
· Doctor
Then, they will be given the possible candidates; they have to decide which of the people
described below should or shouldn’t get the job and give clear reasons why/why not.
Susan Peter Ana

· Age: 38 · Age: 25 · Age: 30
· Marital status: married twice. · Marital status: single. · Marital status: married for 5
· Hobbies: cooking, driving, · Hobbies: cooking, painting, years.
meeting new people. driving. · Hobbies: swimming, playing
· Studies: B.A. in social · Studies: finished secondary the piano.
studies. school. · Studies: has done evening
· Other jobs: journalist in a · Other jobs: waiter, courses in youth guidance.
newspaper. entertaining tourists. · Other jobs: private teacher.
Bill Kate Alan

· Age: 35 · Age: 28 · Age: 40
· Marital status: married for ten · Marital status: divorced. · Marital status: married for
years. · Hobbies: riding horses, fifteen years.
· Hobbies: riding horses, reading. · Hobbies: reading, writing,
gardening. · Studies: Medicine. meeting people.
· Studies: Languages. · Other jobs: doctor in a private · Studies: Languages and
· Other jobs: teacher in a clinic for ten years. Economics.
secondary school. · Other jobs: in a library, in a
bank.
UNIT 2 | “Remembering old times”

FUNCTIONS
Narrating
Expressing habitual actions in the past
Discussing past situations
Shopping
Describing a house
CONTENTS
Grammar
· Past Continuous vs. Past Simple
· Use of “used to” to discuss past habits
· Confirmation of past actions
· Comparisons and descriptions
· The impersonal “there was/there were”
· Comparative and superlative sentences
· Pronunciation of –ed in the regular verbs in the Past Simple
Vocabulary
· Blood relatives
· Relatives by marriage
· Exercising
SKILLS
Compare images or situations
Write about advantages and disadvantages
Talk about differences
Rearrange stories
Talk about experiences
Repeat sentences from a dialogue
Talk about frequent actions in the past
Match sentences
Talk about actions in the past
Talk about recent past in the present
ACTIVITIES I
Past actions
1
Jigsaw
Students must work in pairs. One student in each pair has the information about someone, it can
be about a famous person, and the other student has some information about another person.
They exchange information trying to find similarities and differences. It can be done by using
someone’s biography.
E.g.:
Bill Clinton Hillary Rodham

1946 - Father killed in a car crash. 1947 - Born in Chicago
He was born four months later in
1965-1969 - Wellesley College, Massachusetts
Arkansas.
1952 - Starts primary school 1970-1973 - Yale Law School
1963 - Meets president Kennedy
As a variation, they could write down their own biography and exchange information to find
similarities and differences.
Ask each other questions such as:

• When were you born?
• Where were you born?
• When did you start primary school?
Past Simple vs. Past Continuous

2
My life
Tell students to think of, or even write down, some important past events in their lives and the
context in which they happened. Encourage them to think as many things as possible.
In this exercise, the student has to identify the context with the use of the Past Continuous form.
The teacher could give a real example related to his/her own life.
E.g.:
When I left school, I was living in Ohio.
Comparisons
3
Which photo do you prefer?
Show two photos of two different houses, or perhaps a house and a flat, or a city and the country.
They are very different and each student must choose one and explain why. Encourage them to
use comparative forms to explain their reasons for the choice.
E.g.:
- I don’t like the house. It’s darker than the flat.
- I prefer the country. It’s quieter.
Let them use all kinds of structures in order to give their opinion about other students’ sentences
and discuss them.
E.g.:
- I prefer the country because it’s quieter.
- Yes, but it’s boring. You can’t do anything in the country. There is nothing to do.
- Oh, that’s not true. There are much more things to do in the country than
urban people think.
- For example?
- ...
“Used to”
4
What was your country like twenty years ago?
Write up students’ suggestions on the board, and then encourage them to discuss: What were
the advantages and disadvantages compared with modern life?
(PRINTABLE WORKSHEET) | “There was/There were”

5
Redecorating
Show two photos of the same room but with differences between them: before and after cleaning
it. The students make sentences comparing the first photo with the second one:
E.g.:
There wasn’t a plant on the side table, there was a telephone.
The student who makes the most sentences wins the game.
Project the images above on the board or print them out (Ref. Number: PH21).
ACTIVITIES II
Past Simple
1
Telling stories
Find a short comic strip of six or seven scenes and six or seven sentences describing what
happened in each scene. The pictures are in order but the sentences are not. Ask the student to
rearrange the sentences in order to tell the story described by the pictures. You can also write
the verbs within brackets in infinitive for the students to write them correctly in the Past Simple.
A further step will be to give students a series of scenes for them to order as they like and then
tell the story creating their own sentences. If the scenes are the same for all the students, it could
be interesting to see the differences in their stories.
Alibi
2
There has been a robbery and two of the students are suspected of having committed the crime
– (for example: a robbery in a bank, this morning at 10 o’clock). They are sent outside and have
ten minutes to prepare a story according to which they have been together all day, so each
one is the “alibi” of the other. They have to make up a situation (what they did, where, who saw
them, etc.). The rest of the students are policemen or policewomen, and they have to prepare
questions about the “suspects’” movements and actions. The suspects are asked in turn, first
one and then the other. If they corroborate each other’s stories, they are innocent. If there are
contradictions, they are guilty.
Past Continuous
3
When the lights went off
Use a projector or give students a printed copy of a photo on where there are several people doing
different things. For example: a family in the kitchen before dinner. Use the overhead-projector
to show the photo and then, tell the student to observe the people in the photo carefully and ask
for any vocabulary they may need to describe their activities. After a minute or two (it depends
on how many people there are in the photo), hide the photo and ask the students to make as
many sentences as they can, explaining what the people were doing when the lights went off.
You can make the first sentence as an example: “When the lights went off, the son was talking
on the phone”. If they cannot remember all the people and activities in the photo, you can give
them some hints or you can show it again for a few seconds.
Matching parts of a sentence

4
Write sentences, say nine, with two clauses, one in Past Continuous and one in Past Simple
(e.g., I was having a shower when the phone rang) and divide them in two parts (e.g., I was
having a shower // when the phone rang). Write each part on a separate piece of paper. Each
student receives the same amount of pieces of paper with parts of sentences, say six. He/she
reads one of his/her papers to another student who does the same; if the parts match, they have
got a sentence, they bring it to you and you check that the sentence is correct. They continue
doing so until all of the students finish all their pieces.
“Used to”
5
He was my friend. Give these instructions to the students:
A friend of yours has left the country, he/she lives abroad now and you miss him/her. Now you
have the opportunity to talk about him/her and explain to the class what he/she was like and the
things you used to do together.
UNIT 3 | “Making plans for holidays”

FUNCTIONS
Discussing the recent past
Discussing tourism and travelling
CONTENTS
Grammar
· Present Perfect vs. Past Simple
· Revision: Past Simple vs. Past Continuous
· The adverbs “still”, “yet” and “already”
· The adverbs “just” and “ever” with the Present Perfect
Vocabulary
· Trips and tourism
· Experiences
SKILLS
Talk about experiences
Talk about tourism.
Write a short story
ACTIVITIES I
Present Perfect vs. Past Simple
1
Headlines: Give students some news clippings from newspapers for this activity. They must
grasp their meaning and then, expand the headlines into complete sentences.
E.g.:
Headline: “Politician accused of bribery”
Students: “Mrs Roberts has accused Mr Thacker, a well-known politician, of
bribery.” or “Mr Thacker, the Australian minister for Foreign Affairs, has been
recently accused of bribery.”
If the students’ level permits, it would also be interesting to compare the use of the Present
Perfect forms at the beginning of the item with the use of the Past Simple forms at the detailed
report, when concrete dates and times are given.
Suggestion for homework: Ask each student to choose a headline he/she is especially interested
in. Then, ask them to rewrite the corresponding article from the headline.
“Have just”
2
Exclamations
Pronounce some exclamations with different intonation, such as: “Oh, my God!” or “Really?!!”.
Ask the students to try to guess what has just happened. Of course, there are many possible
answers.
(PRINTABLE WORKSHEET) | “Have you ever...?”

3
Find someone who...
Each student receives a copy of the following form to complete. They must write down the
names of the people in the group who have done each one of these things. Therefore, they need
to ask their schoolmates: “Have you ever...?”
Find someone who has met a famous person
Name:
Find someone who has won a prize.
Name:
Find someone who has written a letter to a magazine or paper.
Name:
Find someone who has eaten unusual food.
Name:
Find someone who has had an accident.
Name:
Find someone who has travelled to an exotic place.
Name:
If all the students have had at least one of these experiences, the activity can be developed into
a composition for homework in which they can explain their experiences further. (Ref. Number:
PH31)
“Still”, “yet” and “already”

4
What has or hasn’t happened. The students work in pairs, each one is given a photo showing a
person who is about to do something or just after doing something. They must ask whether the
action has already been done or not.
For example: A photo of a birthday party.
· One of them asks: Has the girl blown out the candles yet?
· The other can reply: Yes, she has already blown them out.
· Or: No, she hasn’t blown them out yet.
Tourism: Luxurious or Cheap?

5
Tell the students you are going to dictate some words related to tourism. They must write down
the word you dictate in the column where they think it belongs: the luxurious type of tourism or
the cheap one.
LUXURIOUS CHEAP
Some of the words they have learnt in this unit are: air hostess, guest house, coach, sleeping
bag, tourist guide, suitcase, rucksack, adventure, skiing, hitchhiker, camping site, castle, etc.
But you should dictate more words related to the topic in order to revise students’ vocabulary
or to broaden it.
ACTIVITIES II
Irregular past forms and participles
1
Playing cards
This activity requires some preparation in advance. Choose fourteen irregular verbs and prepare
forty-two cards. Write an infinitive, a past form or a participle of one of these verbs on each card.
In class, give each student seven cards (if there are at least three students) and leave the rest
face down in the middle of the table. Then, start playing “families”, that is, each student must
try to collect as many groups of infinitive-past-participle as they can. To collect them, he/she
can ask for a card they want from his/her partner on his/her left. Suppose a student has the card
“WRITE” and the card “WRITTEN”. Therefore, he/she will ask his/her partner: “Have you got the
card ‘WROTE’?” If the partner has it, he/she must give it away. If not he/she just says: “No, I’m
afraid not”. When a student collects a group he/she shows them to the teacher, so that you can
check that it is correct. The student, who gives a card, takes another one from the pile on the
table. The game finishes when a student finishes all his/her cards.
Present Perfect
2
Experiences
Give a sheet of paper with 5 to 10 questions to each student. They must write down the information
which is true for them.
E.g.:
· A good film you’ve watched recently: _________________________________________
· A good book you’ve read this year: ___________________________________________
· A beautiful place you’ve visited:_______________________________________________
· A strange thing you’ve eaten: ________________________________________________
· A dangerous sport you’ve tried: ______________________________________________
Then they must find out if another person in the group has had these experiences too. They ask
questions like: “Have you seen _____________?” Encourage them to obtain extra information by
asking more questions when the answer is “yes”. For example: “When did you see it?” or “Did
you like it?”
Writing assignment
3
All of a sudden
Dictate this sentence to your students so that they write a story of about 125 words with the
following beginning:
“I suddenly woke to the sound of the telephone. It was 4 am and I was sleeping. I didn’t understand…”
(PRINTABLE WORKSHEET) | Let’s Talk class. Hand out the following worksheet
4 to your students and ask them to read it and check for any vocabulary they
may not understand (Ref. Number: PH32). Explain that this is a guide for the
next conversation they are going to have. They have some of the vocabulary
and structures they may need to use for the conversation, some questions
the teacher may ask them and some role-play activities that they may have
to participate in.
As the teacher, check the following questions and select the ones that are more suitable for your
group of students:
1. How important in the tourism industry in your country?

2. Would you like to work in this sector?
3. What are the positive and negative aspects about tourism?
4. Do you think tourism will change in the future?
5. Can you tell me about some major tourist attractions in your country or region?
6. Have you ever been abroad?
7. Where have you been?
8. Are you planning on going anywhere for your next holiday?
a. If so, where?
b. Who with?
c. How long will you stay?
9. Are you afraid of going abroad alone?
10. What do you think is the attraction for people to go on cruise holiday?
11. What are some jobs on a cruise ship?
12. What would it be like to work on a cruise ship?
13. What are some advantages/disadvantages of working on one?
14. Could you live in another country for the rest of your life?
15. Describe the most interesting person you met on one of your trips.
16. What was your best trip?
17. What was your worst trip?
18. Do you prefer summer holiday or winter holiday?
19. Do you prefer to travel alone or in a group? Why?
20. Do you prefer to be very active or just relax when you are on holiday?
LET´S TALK CLASS PREPARATION
TRAVEL & TOURISM: CRUISES

Prepare for your next class with a tutor!
VOCABULARY QUESTIONS | EXPRESSIONS

YOU CAN PRACTISE YOU CAN PRACTISE
Ahoy! / Welcome on board. Is the cruise all inclusive?
cabin / lifeboat / buoy / pool deck / spa / life Can I leave the ship at a docking location?
jacket / vessel / luxury / resort / adventure / daily Can you tell me what activities there are?
program / dinghy / life raft / launching / oars / What time is…..?
deck chair / library / restaurant / stateroom / What does the package include?
theater / sports deck / galley (kitchen) / gangway / I would like a job as a …
bridge / itinerary / identification / sick bay / I would relax on a cruise / I would like an
passport / entertainment / event / director / adventure cruise
manager / event director This is a business trip / pleasure trip
captain / steward / cruise director /
housekeeping / chef / laundry staff / child
care staff / barman / waiter/ waitress /
reservations agent / guest
SOME QUESTIONS
WE MIGHT ASK YOU TYPICAL SITUATION - ROLE PLAY
Have you ever been on a cruise? In this class we will role-play the following
Have you ever been on board a ship? situations:
Do you like package tours?
1. You are an event director on the cruise
Where did you spend your last holiday? ship. Your teacher is a guest on the ship.
Have you gone on a business trip before? Tell me 3 events that are happening today
Where did you go? and their times.
2. You are planning a cruise. Call and speak

to a travel agent about a trip you would
want to take. Tell me what type of cruise,
what countries you want to visit and 2
activities you would like to do. Include the
dates you want to travel.
(PRINTABLE WORKSHEET) | Project the following images (Ref. Number:

5 PH33) on the board or print them out. First show them the example and, if
necessary, revise how to form answers in the Present Perfect, Past Simple
and Past Continuous.
Use the first image as an example and start asking the following questions. Ask one student at
a time.
What were you doing at this time yesterday?
What were you doing just before this class?
What have you already done today?
What haven’t you done today that you need to do?
Have you ever forgotten the birthday of someone close to you?
What have you done so far this year that you’ve never done before?
Where were you on the 31st of December 1999?
How long have you been learning English?
Talk about something you couldn’t do when you were eight years old that you can do now.
What did you use to do during summer holiday when you were a child?
What games did you use to play?
What didn’t you like eating when you were a child that you like to eat now?
When was the last time you spoke in public?
Have you ever been to a play or performance?
How has your life changed in the past 20 years?
What have been the most significant changes in the way we live in the past 200 years?
What were the positive and negative aspects of life without modern appliances and technology
that we have today?
Do you think people lived less stressful lives in the past?
What were the typical houses like in your country 100 years ago?
How has the way we travelled changed in the last 100 years?
Why do you think people live longer now than 100 years ago?
How have the roles of the sexes changed in the past two generations?
UNIT 4 | “One fortnight in Austria”

FUNCTIONS
Expressing movement
Making plans
Expressing intent
Making predictions
Discussing films and TV programmes
CONTENTS
Grammar
· Future Simple (with “will” and “shall”)
· “To be going to” + infinitive vs. Future Simple
· Present tenses to talk about future actions
· Prepositions of movement
Vocabulary
· Pastimes
· Excursions and trips
· Films and TV programmes
· Competitions and contests
SKILLS
Write a composition about the world in the future
Repeat some sentences from a dialogue
Make an appointment
Write about categories of films
Write about travel and transport
Talk about future actions
Make plans
Talk about cultural appreciation
Talk about sea and beach
ACTIVITIES I
Future Simple
1
The world tomorrow
Present the students with a futuristic photo (you can find them in science-fiction novels, or on
the cover of some CDs) and ask them to describe the scene in their own words. How do they
think people will live in the future? How different will it be from the way we live nowadays?
Write a list of areas on the blackboard: travel, food, technology, education, television, computers,
entertainment, economy, medicine, etc. The students can choose one of these areas as the
subject of a debate entitled: “The future of ...”
“Going to”
2
New Year’s Resolutions
Tell the students you are all going to pretend it is New Year’s Eve and explain to them what New
Year’s Resolutions are. They must write down three resolutions: one related to their private lives,
one related to their work and one related to their classes. Correct the sentences as they give the
papers to you. Keep all the papers and tell them you are going to keep them for a month. After
that period, you will give them back so that they can check whether the resolutions have been
carried out or not.
Present Continuous with future reference

3
Making an appointment
Divide your students into groups of three. Ask them to write a sort of diary with the five days of
the week, from Monday to Friday, and to divide each day into morning and afternoon. Then tell
each student secretly which days he/she is busy:
A B C
Days
a.m. p.m. a.m. p.m. a.m. p.m.
Monday X X
Tuesday X X X
Wednesday X X X X
Thursday X
Friday X X
Ask them to write down an activity for each day marked with X. It should take the whole morning
or afternoon. Then they must find a time to meet. (In the example, they can only meet on Thursday
morning, but let them discover that.)
Vocabulary: films
4
Plots
Write some categories of films on strips of paper: suspense, love story, horror film, comedy, war
film, science fiction and historical film. A student takes a paper and reads the name on it. He/she
must tell the plot of a film of that kind briefly.
Write
5
Travel and transport
Discuss with your students about the best way to travel. Students should pick one means of
transport and write a paragraph (at least 8 sentences) explaining why it is the best.
ACTIVITIES II
“Going to”
1
Holiday plans
Print out a map of an area to be toured with places of interest marked on it. Give one copy for
each student. Tell the students that they are having a week’s holiday in this place. Ask them to
prepare the itinerary and activity programme. Then, they can explain to the group what they are
going to do, what they are going to visit, what they are going to wear, etc. during this week.
Present Continuous, “going to” and “will”

2
Who is it?
Give each student a sheet of paper where he/she must write six sentences about the future.
Two of them must be about his/her plans already arranged for the following week (for example:
On Tuesday I’m visiting my grandmother), two about things they intend to do or change during
the following two months (for example: I’m going to give up smoking) and two about how they
imagine their life will be in five years (for example: I will live in a big city). Take all the sheets of
paper back and mix them. Take one and read it aloud. Who has written it?
Speak
3
Travel and transport
Students have to tell you what they did yesterday, what they are doing today and what they are
going to do tomorrow. They should include any means of transport used, such as, car, bike, train,
underground, walking or bus.
(PRINTABLE WORKSHEET) | Project the following photos (Ref. Number: PH41)

4 on the board or print them out. First show them the example and, if necessary,
revise how to form answers in the Present Simple and Present Continuous.
Use the first photo as an example and start asking the following questions. Ask one student at
a time.
What makes you feel happy?
What kind of TV shows do you like to watch?
What do you know about manners in America or in another country?
Do you prefer dark humour, sarcastic humour or slapstick humour?
Do you like to dance when you go out? Why or why not?
What should governments do to protect the environment?
What’s your favourite magazine?
What’s your opinion of taxation?
You’re walking down the street and someone comes at you with a knife. What do you do?
A poor person asks you for some money in the street. What do you do?
Your child is doing badly at school. Who do you blame?
Give a recipe for a typical dish from your country or region.
Do people mostly live in flats or houses in your area? Why do you think this is?
Is there a national sport in your country? Which sport do you like watching the most?
Does your country have an iconic image?
(PRINTABLE WORKSHEET)
5 Let’s Talk class. Hand out the following worksheet to your students and ask
them to read it and check for any vocabulary they may not understand (Ref.
Number: PH42). Explain that this is a guide for the next conversation they are
going to have. They have some of the vocabulary and some questions the
teacher may ask them.
group of students:
1. When was the last time you went to the beach? Where did you go?
2. What do people do at the beach?
3. Can you swim?
a. When did you learn to swim?
b. Who taught you to swim?
4. Have you ever been swimming at night?
5. Have you ever played sports on the beach?
a. Which sports have you played?
6. Have you ever collected seashells?

7. What sorts of animals live at the beach?
8. Have you ever been fishing on the beach?
9. Have you ever used a surf board or body board?
10. Do you think sunblock is important?
11. How do you keep your wallet safe while you are swimming?
12. Is erosion a problem at your local beach?
13. Is pollution a problem at your local beach?
14. Should people be able to own a beach or part of a beach?
15. Do you prefer a calm sea or do you prefer big waves?
16. Which is your favourite beach?
17. Are there lifeguards at the beaches in your country?
18. What animals have you seen on the beach?
19. What do you think about people bringing pets onto the beach?
20. Do you like looking for/collecting seashells or beach pebbles?
CONVERSATION GROUP PREPARATION
THE BEACH
This is our next topic of conversation!
WE ARE GOING TO TALK ABOUT…

The Beach
· Have you ever visited the beach?

· Do you have a beach in your local area? What do/don’t you like about it?
VOCABULARY TO PRACTISE
• Coast • Shore
• Waterfront • Bank
• Sea (seaside/seafront) • Aquatic
• Seafood • Shellfish
• Tide • Rip tide
• Wave • Sand
• Current • Wind
• Beach volleyball • Beach soccer
• Sandcastles • Beach paddle ball
• Surfing • Swimming
• Body boarding • Wake
• Bucket and spade • Suntan lotion
• Sun protection • Tanning
UNIT 5 | “Housework”
FUNCTIONS
Giving and receiving permission
Expression of obligation or the lack thereof
Expression of prohibition
Giving advice
Discussing domestic chores
CONTENTS
Grammar
· Permission, obligation and the lack thereof: “to be able to”, “should”, “need”, “to
have to”
· Expression of prohibition and advice
· Modal verbs: “can”, “could”, “must”, “have to”, “should” and “ought to”
· Uses of “do” and “make”
Vocabulary
· Boarding an aeroplane
· Domestic chores
SKILLS
Read about chores and household duties
Distinguish the use of “do” and “make”
Discussing about childhood
Give advice
Talk about:
- Rules
- Qualifications for a specific job
- Ways to protect a house
- The ideal partner
ACTIVITIES I
Modal verbs: “Must/mustn’t”
1
My ideal partner
Ask the students to describe their ideal partner in ten sentences. They must explain how their
ideal partner must be and what he/she must do. Start describing your ideal partner yourself as
an example. Try to use negative and affirmative sentences:
- My ideal partner must be self-confident.

- My ideal partner must have a big house in the countryside.
- He/she must wear casual clothes.
- He/she mustn’t smoke.
- He/she mustn’t be selfish.
In case you prefer to give the students time to think about and do the written exercise, you can
then mix up all the papers and ask a student to take one out and read it aloud; everybody else
should try to guess whose ideal partner it is.
(PRINTABLE WORKSHEET) | “Should/shouldn’t”

2
Protecting your home
The teacher gives the students a photo of a house. The students look at the plan and say what
you should or shouldn’t do if you leave your house for a long period in order to avoid a burglary.
The teacher can give some clues such as:
• Leave the windows open.

• Leave the windows unlocked.
• Leave a stepladder outside.
• Leave the garage door open.
• Cancel the newspapers.
• Keep a key under the doormat.
• Leave money and jewellery in a drawer.
• Leave a light on in the hall.
• Leave items like TV in full view.
• Leave the bicycle in the garden.
• Leave a key with your neighbours.
• Leave the dog in the garden or inside the house.
• Tell your neighbours and friends you are leaving the house.
The students can discuss their partners’ suggestions. (Ref. Number: PH51)
Dictation
3
Dictate sentences expressing prohibitions so that students could write sentences giving advices
for them.
Advice for a new schoolmate

4
Ask the students to think of and write down a piece of advice they would give to a new student
or even to a new teacher. It can also be done referring to a job.
E.g.
- You should be on time
- You shouldn’t wear miniskirts
- You should be friendly
The class will hear all the suggestions and the teacher will write them on the blackboard asking
the students to decide which are the most important.
(PRINTABLE WORKSHEET) | “Do/make”

5
Copy these two figures on a card and complete the triangles and squares as indicated:
1: the dusting
2: with a duster
3: the sweeping
4: with a broom
5: the dishes
6: with gloves
7: the cooking
8: because she is a very good cook.
9: the shopping
10: in a greengrocer’s
11: her homework
12: after class
13: overtime
14: when her boss asks her to do it
15: the laundry
16: twice a week.
1: appointments
2: for her boss.
3: a mess
4: when she repairs the car
5: a fuss
6: about getting up early
7: an effort
8: to understand his brother
9: a good impression
10: on everybody
11: some mistakes
12: when she writes quickly
13: her bed
14: every morning
15: some food
16: to put it in the freezer
Cut along the thick lines. Place the two squares (“Sheila does” and “Sheila makes”) on a table
and give all the triangular pieces to the students. Ask them to rebuild the figures by forming
suitable sentences. It will be easier for the students to understand the activity if you draw a
blank figure on the board, so that they know what the result must be. (Ref. Number: PH52)
ACTIVITIES II
The rules of the game
1
Play hangman with your students using vocabulary from this unit and previous ones. Then elicit
the rules of the game; you can write them on the blackboard. Then ask the students in pairs (or
in a group if there are just three of them in class) to think of a game they know or make up a new
game and explain all the rules. They will need to use other modal verbs such as “can” or “can’t”
and your help with specific vocabulary such as “dice” or “counter”. Perhaps you can adapt this
game in class any other day, changing the vocabulary which would be really motivating for your
students.
I need your advice

2
Present your students with a difficult situation and ask them to advise you what to do. Encourage
comments, opinions and discussion.
Examples of situations:
- You have lent a friend your new car and he has had an accident, and now he refuses to pay the
mechanic’s bill.
- Your colleague speaks a lot about his private life. You can’t work properly, but you don’t know how
to tell him to stop talking because you don’t want to hurt his feelings, as he is a nice person.
- You have been preparing a romantic weekend with your boyfriend (or girlfriend) for a long time.
You have already reserved a room in a small hotel and you have had everything arranged, but you
haven’t said anything to him/her as you want it to be a surprise. But this morning, he/she has really
surprised you; he/she has told you he is busy at the weekend: he is having a night out with some
old friends from school.
My childhood
3
Discuss with your students about how different things were in their childhood: what things they
couldn’t do then that can do now or vice versa, or what things they must do now that they didn’t
do then (and vice versa).
“Do” or “make”?
4
Write “do” and “make” on the blackboard, draw a line to separate them:
DO MAKE
Tell the students you are going to dictate some words which usually go with one of these verbs.
They must write down the noun you dictate under the corresponding verb. This will result in two
columns. You can ask the students to write up their lists on the board, so that you can correct
the exercise and leave the lists there for the next activity.
For this activity you can use the vocabulary list in the student’s book.
to participate in.
group of students:
1. How does your family decide who does various chores around the house?
2. Can you name some chores that need to be done every day?
3. What chores are your responsibilities?
4. Which chores do you not like to do?
5. How do you decide on your children’s chores?
6. Do you get paid for doing chores?

7. What is something you hate doing when you get home?
8. Do you like to clean up your room?
9. Do you wash up the dishes in your house?
10. Do you wash clothes for your family?
11. Do you iron the clothes?
12. What are some chores you do outside your house?
13. Can you think of some dangerous chores that you can’t do?
14. If you could buy only one of these two things, would you choose a dishwasher or a
washing machine?
15. Do you like to go to the greengrocer’s?
16. Have you ever had an empty fridge for a long time only because you were too lazy to
go grocery shopping?
17. What kind of products does your family buy on the Internet?
18. If you could have a robot to do all your chores, what would you choose for it to do?
19. What chores do you do that your parents didn’t have to do when they were growing up?
20. What are some chores that your parents have to do around the house?
CONVERSATION GROUP PREPARATION
CHORES AND HOUSEHOLD DUTIES

This is our next topic of conversation!
WE ARE GOING TO TALK ABOUT…
Chores and household duties
• Do you have many chores to do each day? Which chore does you like the least?
• Do others help you with some of the chores?
• Have you ever worked for a cleaning or janitorial service?
VOCABULARY TO PRACTISE
• Assignment • Burden
• Duty • Errand
• Housework • Routine
• Workout • Effort
• Job • “Elbow grease”
• Sweep • Mop
• Lay the table • Clear the table
• Wash up the dishes • Ironing
• Walk the dog • Take out the rubbish
• (Grocery) Shopping • Homework
• Cooking • Loading the dishwasher
• Folding clothes • Putting on a washing
• Baby sitting • Study help
• Make the bed • Wash the car
• Clean your room • Make your bed
UNIT 6 | “Who’s on?”

FUNCTIONS
Describing past experiences
Talking about well-known places
Describing a house
Comparing
CONTENTS
Grammar
This unit revises functions, content and structures from the previous units:
· Present Simple vs. Present Continuous
· Past Simple vs. Past Continuous
· Present Perfect vs. Past Simple
· Future tenses: “will”, “to be going to”, Present Simple and Continuous
· Expressing past habits: “used to”
· Impersonal structure: “There was/There were”
· Comparative and Superlative forms of adjectives and nouns
Vocabulary
· Television programmes
· Parts of the house
SKILLS
- Describe a dream in the past
- Describe photos in the past
- Write experiences in the past
- Talk about a well-known place
- Describe a house
- Use comparatives
- Contrast personal changes from the past to the present
- Use past to describe a meeting
- Write an essay about the future
ACTIVITIES I
Past Simple vs. Past Continuous
1
What a dream!
Tell the students about a dream you had last night. You can tell them about a real dream of yours
or make up a story, but it is important that you combine the use of the Past Continuous with the
Past Simple. Then ask the students to do the same. They must either explain a short dream they
have had or make one up. They may need some hints.
· Last night I had a strange dream.

· In the dream I was....
· At first I...
· Suddenly, ...
· And while I...
· Then, unexpectedly, ...
· But...
· Finally...
If you have described your dream using the same hints, it will be easier for your students to
grasp the activity.
(PRINTABLE WORKSHEET) | Past

2
Stories behind the photos: You need a set of photos of people in different moods (happy, angry,
bored, etc.). Tell the students these photos were taken last week in different contexts. Now you
want them to try to guess who these people were, what they were doing and why:
For example:
> Where was this photo taken? In a house
> What was she doing? She was sleeping
> Why was she sleeping? She was very tired
> Why? What has she been doing?
You may accept any story they tell you or you can have a story already prepared for each photo
and try to lead the students towards your story.
Suggestions for homework: Each student takes a photo and writes about “the story behind that
photo”. (Ref. Number: PH61)
Past tenses
3
Sharing experiences
Each student must make up a story and explain it as if it was a personal experience. Every story
must start with the words: “I’d like to share an experience I had while...” and must use three
elements which the student has chosen at random from a list.
List: Asia, mountain, boat, climbing, fun fair, train, native, ring, silver, horses, palace, swimming
pool, lawyer, carpet, boarding pass, mine, miracle, owl, shoe, river, Middle East, city, phone, forest,
explorer, queen, guitar, wind, energy, soldier.
Talking: Role play

4
In pairs: Student A is talking to a friend who is making a journey to a place he/she knows well.
Student B asks questions about the place and he/she describes the place and suggests activities.
“Do/make”: Heads or tails

5
Take a coin and decide which side is “Heads” and which side is “Tails”, then the students take
turns tossing it. When it is “Heads”, the student must make a sentence with the verb “do” +
a noun from its column. When it is “Tails”, the student must make the sentence with the verb
“make” + a noun from its column.
ACTIVITIES II
Description of a house
1
What is your ideal house like?
Each student draws a sketch of his/her ideal house. Then, in pairs, they talk about it. Finally, each
student describes his/her partner’s ideal house. If you have an overhead-projector available, it
can be a good idea to project an image of the house, so that the student could point at the part
he/she is talking about.
Comparatives
2
Are you very different from your mother or father?
Ask your students to bring a family photo in which they appear with their parents. Then ask one
of them to show his/her photo and ask him/her the question: “Are you very different from your
father? And from your mother?” He/she makes comparisons and the rest of the students can
also help and make suggestions according to the photo.
How I have changed: “used to”

3
Each student has to write down five things that he/she used to be or do and contrast them with
the present.
Where did you all meet? - Paste tenses

4
In groups of three, give each student a copy of the same map and a different sheet of paper (A,
B, C) with different activities and schedules on each. They are on holiday at the same tourist
resort but they didn’t know each other till yesterday, when they all met by chance. Tell them they
must find out where and when they met yesterday. They will need to ask questions such as:
“Where did you have breakfast?”, “What did you do after breakfast?”, “What were you doing at
three o’clock?”
It is a good idea to use a map of the area where the students live so that they can become
familiar with the names of the places of interest in their own town or area.
Future
5
Students must write an essay (200-250 words) about one of the following topics.
- Development of the brain in the future.

- Role of computers in daily life in twenty years.
UNIT 7 | “Booking a business trip”

FUNCTIONS
Arranging a business trip
CONTENTS
Grammar
· Content revision
Vocabulary
· Business trips
· Booking trips
· Hotel facilities
SKILLS
- Narrate a CV with symbols
- Write a story
- Do a role play
- Discuss comparisons
- Practise and comment chain stories
- Prepare a politic meeting
- Talk about future
- Come to conclusions from images
ACTIVITIES I
Narrating
1
My C.V. in symbols
Go to the blackboard and draw a symbol to represent each important fact in your life. Then tell
the students that your whole life is told there. Can they explain what each symbol represents?
And then, can they narrate your whole life?
Suggestions for the drawings:
· A baby’s bottle or a dummy with your date of birth.

· An open book with the name of your studies: (chemistry, law, psychology, etc.).
· Two rings and a heart with the name of your wife of husband.
· A plane with the name of a city you have travelled to.
(PRINTABLE WORKSHEET) | Would you like to be a famous writer?

2
Tell the students that you know how novelists and scriptwriters create their stories and that you
are going to teach them. Give them a sheet of paper with the nine lists below. Each list consists
of six words, and each student must use a word from each list in order to make up the plot for
a story. To decide which noun to take from each list, the student must throw a dice nine times
(once for each list). The number he/she gets (from one to six) represents the word he/she must
use from that list.
LIST 1 LIST 2 LIST 3
1. Reliable 1. Teacher 1. Driving licence

2. Brave 2. Foreigner 2. Bicycle
3. Blind 3. Postman 3. Cat
4. Poor 4. Thief 4. Relationship
5. Polite 5. Taxi driver 5. Glasses
6. Stupid 6. Housewife 6. Headache
1. Park 1. Bag 1. Get

2. Countryside 2. Handkerchief 2. Win
3. Toilet 3. Ring 3. Steal
4. Coast 4. Hammer 4. Find
5. Lift 5. Bill 5. Buy
6. Abroad 6. Button 6. Lose
1. Storm 1. Partner 1. Hit

2. Dinner 2. Boss 2. Meet
3. Flight 3. Neighbour 3. Watch
4. Meeting 4. Witness 4. Kill
5. In the way 5. Colleague 5. Misunderstand
6. Fog 6. Friend 6. Offend
For example, a student who throws on the dice 3 - 1- 6 - 5 - 4 - 3 - 1 - 4 - 1 should make up

a story with the words:
3 (List 1): Blind

1 (List 2): Teacher
6 (List 3): Headache
5 (List 4): Lift
4 (List 5): Hammer
3 (List 6): Steal
1 (List 7): Storm
4 (List 8): Witness
1 (List 9): Hit
(Ref. Number: PH71)
Superlative: Role play

3
In pairs, the students are going to play the roles of a door-to-door salesman and a possible
customer. They act out two conversations exchanging roles for the second one. The salesperson
must try to make the customer buy his/her product by convincing him/her that it is the best
product on the market. In order to decide the product they are going to sell, you can let them
choose any product they want or try a more challenging way: write names of funny things (ant
food, invisible ink, etc.) on strips of paper, put them all in a bag and ask the students to take one
each.
Comparative: As easy as this

4
Give the students some typical comparisons such as: as astute as a fox, as cold as ice, as heavy
as lead, as light as a feather, as smooth as cotton, as hard-working as an ant, etc. Then give the
students a list of adjectives and ask them to find or make up new comparisons. Discuss them in
class and see if you all agree with the new ones.
Possible list of adjectives (learned or revised in this lesson):
Quiet, large, useful, noisy, tidy, exciting, responsible, luxurious, old-fashioned, etc.
Narrating
5
Chain stories
Make up a short story of five or six written lines. Take three students and ask them to go out.
Let the first student in and tell him/her the story, when you have finished, he/she can ask one
question about the story. Then, let the second student in, and ask the first student to repeat the
story for the second one. Repeat the process until all the students have listened to the story and
have told someone. The last student has to tell you the story again. Then, discuss with them the
differences between their versions and the last version. Finally, give them a written copy of the
first version of the story for them to compare with the last one.
ACTIVITIES II
Future tenses: Election campaign
1
Tell the students each one of them is a candidate in next elections for president. They must
prepare a meeting for the campaign, and must promise to do lots of improvements in every area:
taxes, education, environment, economy, etc.
E.g.:
- I’m going to explain to you why we need your vote, what we are going to do for you
and the country.
- We are going to work harder than any other government before.
- You will pay lower taxes
...
Talking
2
Establish a debate about the “future” with your students.
- How do you imagine the future?

- How do you think your life will have changed in ten years from now?
(PRINTABLE WORKSHEET) | Project the following photos (Ref. Number:

3 PH72) on the board or print them out. First show them the example and,
if necessary, revise how to form answers using the modal verbs: “may”,
“might”, “could”, “can”, “must” and their negative forms to make sentences
about the following photos.
Use the first photo as an example and start asking the following questions. Ask one student at
a time.
For example:
This man could be robbing a bank
Speak
4
Students must choose one of the topics and speak about it for approximately 2 minutes:
1) Compare and contrast soccer and basketball. Which do you like more? Why do you like one more
than the other? Which is more interesting? Which is more popular? Which causes more injuries for
the players?
2) Do you prefer to go shopping in small local shops or in a shopping centre? Why? Which one is
better and why? Which is more popular? Which option offers better prices?
to participate in.
group of students:
1. What is the purpose of an interview?

2. What would be your dream job?
3. What makes it so amazing?
4. Would you leave your country to get another job?
5. Do you think it’s easy to choose a candidate from an interview?
6. What do you typically do before a job interview?
7. If you could take a year off work, what would you do?
8. What would your dream job be?
9. What’s one job you wouldn’t like to do? Why not?
10. Would you leave your country to get another job?
11. What is more important: happiness or money?
12. What job did you want to do when you were a child?
13. What is the difference between a job and a career?
14. Can you talk about what a typical day at your current job is like?
15. Do you do the same thing every day?
16. Do you work at the weekend?
17. Would you change anything about your daily routine if you could?
18. What influenced your choice of job? (Why did you choose your job?)
19. How many jobs do you think you will have in your life?
20. Which do you think are some of the most demanding jobs?
LET´S TALK CLASS PREPARATION
MANAGEMENT & HUMAN RESOURCES: JOB INTERVIEW
Prepare for your next class with a tutor!
VOCABULARY QUESTIONS | EXPRESSIONS

YOU CAN PRACTISE YOU CAN PRACTISE
to manage / management / human The best job in the world is…
resources (HR) / dream / best / salary / To be your own boss.
job security / easy / difficult / challenge / I want to be recognised for….
candidate / successful / fulfilled / job / career / I like/don´t like my current job because….
overtime / underpaid / retire / shift work / I work … days a week.
paperwork / boss / employee / happiness / A job I find boring/exciting is…
interesting / childhood dream / family business / The last time I was promoted was…
workmates / volunteer / passionate / important / I wouldn´t worry.
athlete / human resources / manager / research / It would make me happy if…
science / entrepreneur / tourism / restaurant / It would be the best job/worst job in the
cook / appropriate / inappropriate / interview / world
job placement agency / position / interviewer /
interviewee
SOME QUESTIONS
WE MIGHT ASK YOU TYPICAL SITUATION - ROLE PLAY
What would your dream job be? In this class we will role-play the following
What makes it so amazing? situation:
Would you leave your country to get another
1. You have an interview with a job
job? placement agency. Name 3 jobs you find
What is more important: happiness or interesting and why.
money?
What job did you want to do when you were 2. Think about three questions that are
inappropriate in a job interview
a child?
What is the difference between a job and a
career?
ADDITIONAL ACTIVITIES
MAGAZINE
New Zealand
Learning English opens up your world. You can travel and learn about different cultures in
countries where English is a national language.
New Zealand is one of those countries. It is an island in the southwestern Pacific Ocean. Because
of its remoteness, it was one of the last lands to be inhabited on Earth. It is home to many endemic
species or animals and vegetation. A citizen of this country is called a New Zealander, or informally,
a “Kiwi”. It is home to many famous people such as Sir Edmund Hillary who climbed Mount Everest
in 1953 and Baron Ernest Rutherford, the first person in the world to split the atom in 1919. The
national flag of New Zealand is known as a blue ensign and has a union jack (The flag of the United
Kingdom) in one corner and 3 stars which are from the Southern Cross, the brightest stars in the
Southern Hemisphere. The current flag was used from 1841 after New Zealand become a British
Colony. New Zealand and its neighbour Australia both have the Queen of England as their head of
state again showing the colonial past of these countries. In New Zealand they drive on the left hand-
side of the road the same as in the UK If you are interested in which side of the road to drive on in
different countries, take a look at this website: http://whatsideoftheroad.com/
New Zealand has a rich Māori heritage, Polynesians settled there in 1250–1300 and European
settlers in 1642. There is a traditional Māori war dance called the Haka that the New Zealand national
rugby team performs at the start of each match. Rugby is the national sport and they are called The
New Zealand All Blacks. Tourism and adventure sports have always been huge industries in thanks
to the incredibly beautiful scenery.
New Zealand was the country that invented bungee jumping and zorbing. (Zorbing is rolling down a
hill in a huge inflatable balloon.) But the tourism industry in New Zealand had a sudden boom after
the success of The Lord of the Rings series of films. The director, Peter Jackson, is a native and the
films were all shot there. Many fans of the films travel to New Zealand to see some of the locations
and to re-enact their favourite scenes.
Do you like playing or watching rugby? Why or why not?
What do you think about The Lord of the Rings trilogy?
Would you like to visit New Zealand?
Feedback
THE NEVER ENDING LOOP
How can we find out if the customer is actually happy? What if they have the next biggest idea but
cannot communicate it to us? We need feedback, every company needs feedback and we need
to organize a feedback loop so that everything that is said is used to make our product or service
better.
What about your employees? How do we know that the policies and objectives that we set for
them are being met? We can use PI (performance indicators), tracking how many calls or how many
keystrokes. But to really communicate with our employees, we need to set in place a feedback
loop. By loop we actually mean taking the suggestions and putting them into practise. When the
opportunity for feedback comes around again, we can evaluate these changes and fine-tune them.
How, I hear you ask? The first thing to do is to remember whenever you ask a customer for feedback,
they will give you exactly what they think, their view of the world with their expectations and likes and
dislikes. Maybe take this with a pinch of salt. Some companies use surveys at the end of technical
support calls to get instant feedback. We can use mail surveys with simple multiple-choice or rating
questions, and we can follow up sales with after-sales calls; communicating with customers is not
hard.
For our employees, we can give them a yearly or biannual appraisal and ask them how they are
doing, we can review performance and (with the help of the employee) we can set new targets or
objectives. A basic survey can be given to employees to look at specific questions or proposed
changes. The easiest way is to put a suggestion box, but take each suggestion seriously. If the
employee is asking for a change in dress code on a Friday, think about it.
Work clothes
Until very recently there have been very strict guidelines regarding what people wear to work. Work
clothes tend to fall into one of three categories:
1. Uniforms
2. Protective clothing
3. Formal clothes
If you work at a building site, it makes sense to wear steel toecap boots and a hardhat. If you work for
a franchise that deals with the public, like a large chain of retail outlets, then you will probably have
to wear a uniform. Wearing a uniform can be annoying if it is not a very cool outfit, but customers
need to know who they can ask for information and advice so a uniform is necessary. Although I’m
sure the employees at large chains would be happier if their uniforms were all made by Calvin Klein!
The other category is formal clothes; the suits, ties, leather shoes, dresses, and skirts worn by the
men and women that work in offices. It has traditionally been considered that wearing formal clothes
gives an impression of professionalism to any stakeholder that might come to the office, such as a
shareholder or client. It might also make people feel as though they have a responsibility to work to
a certain level of professionalism; if the employees look smart, then the work will be smart as well.
But these ideas have recently been questioned, and not just by the dress-down Friday policy that
many offices have, where staff do not have to dress as formally on Fridays, but by an idea that was
started by the company Google (you might have heard of them!). The employees of Google started
turning up to trade shows and conferences and they weren’t wearing their best suits and neatest
dresses with freshly ironed shirts and blouses, but they were wearing ripped jeans, shorts, sandals,
T-shirts, and sometimes they didn’t even look like they’d brushed their hair. Their idea was that they
did not have to put any effort into the appearance of their employees because their products were
so good that their image was irrelevant.
Fishing
THE OLDEST HOBBY IN THE WORLD
Studies of skeletal remains of Tianyuan man, a 40,000 year old human from eastern Asia, showed that
he regularly ate freshwater fish. Papyrus drawings and tomb paintings from the ancient Egyptians
show different fishing techniques and some of them make it look as though the people are fishing
for fun, not just to feed themselves.
The fishing trade has always been a way of making a living, and exports from Norway of dry cod is
a trade that has been running since Viking times. Nowadays, commercial fishing is a huge industry.
In 1999, over 22 million metric tons of sardines and herring were caught, and in Canada alone the
industry is worth more than five billion Canadian dollars a year.
Fishing for fun with a rod and line, without the intent of making a profit, is very popular and it can
also be called angling. Sometimes people keep the fish that they catch and eat them, although
“catch and release” fishing is becoming more and more popular. Often the fish which are caught
and then thrown back into the water don’t taste particularly great, but they’re hard to catch so a
certain amount of prestige can be gained from managing to catch one.
The Tourism Industry and the World Wide Web
Speaking more than one language is very important if you work in the tourist sector.
If you work in the tourist industry, or if you are thinking of starting your own tourism company, then
you will have to think about your language skills. You will also be aware of how important the internet
and social media sites are (and not just for practising your English!) One of the first things you will do
if you start a small tourism business is to make a Facebook page. It seems like all businesses these
days have a Facebook page and a blog and it is a great way to inform potential customers about
your deals and offers, and to post reviews from happy customers.
Of course, everybody wants their business to be as good as possible, but if a customer has a bad
experience you have to remember that social media sites can then become a way for them to share
their bad experience with potential customers. You can just delete comments that are bad reviews
and pretend you never saw them, but this is not a good way to conduct your business.
MOBILE PHONES
Mobile phones, and the way we use phones, have changed a lot in the past few years. A phone was
usually found in our homes or attached to our wall. Once the mobile phone became more popular,
the way we communicate began to change.
Today, almost every modern home has at least one mobile phone (and sometimes even children
have them!). Because it is easier to contact someone on their mobile phone, we tend to expect
immediate responses to our calls. A younger generation may even call a phone number repeatedly
thinking that the person on the other line is ignoring them. But patience is not the only thing to
change with this new technology. Business life is making use of the mobile technology as well.
Many businesses offer free mobile phones to their employees so they can be contacted anywhere
and anytime.
Even shopping can be done from a mobile phone now! Sometimes we don’t think about how much we
depend on our mobile phones until we lose one. Usually our phones carry all the contact information
for our friends and family, so losing this device can put someone at a great disadvantage. As some
phones become cheaper, more and more families will adopt the new mobile technology. Do you
think there are more advantages or disadvantages to this new system of communication?
KARAOKE
Mamma Mia
(Multimedia Pack. Ref. Number: VH01)
I’ve been cheated by you since I don’t know when

So I made up my mind, it must come to an end
Look at me now, will I ever learn?
I don’t know how but I suddenly lose control
There’s a fire within my soul
Just one look and I can hear a bell ring
One more look and I forget everything, w-o-o-o-oh
Mamma mia, here I go again

My my, how can I resist you?
Mamma mia, does it show again?
My my, just how much I’ve missed you
Yes, I’ve been brokenhearted
Blue since the day we parted
Why, why did I ever let you go?
Mamma mia, now I really know,
My my, I could never let you go.
I’ve been angry and sad about things that you do

I can’t count all the times that I’ve told you we’re through
And when you go, when you slam the door
I think you know that you won’t be away too long
You know that I’m not that strong.
Just one look and I can hear a bell ring
One more look and I forget everything, w-o-o-o-oh

Why, why did I ever let you go?
Mamma mia, even if I say
Bye bye, leave me now or never
Mamma mia, it’s a game we play
Bye bye doesn’t mean forever

Why, why did I ever let you go
Mamma mia, now I really know
My my, I could never let you go
TV
Pacific Line Realty

(Multimedia Pack. Ref. Number: VH02)
A Pacific Line Realty our agents opened well connected to the valley for over fifteen years.
Whether a traditional or contemporary floor plan.
In your first house or second home.
They have the foresight and experience to find you a perfect fit.
Ready to sell your house? Our super agents would put in all of the major listings and show it to
investors and every key market in California.
If you worry about closing cost on your purchase or taxes on your sale, you’d be amazed of what
we can do.
The right house, right now!
That’s the Pacific Line difference.
APPENDIX
Appendix 1: COURSE CONTENTS
UNIT FUNCTIONS GRAMMAR VOCABULARY

Discussing habitual • Present Simple.
actions. • Present Simple vs.
Discussing actions in Present Continuous. • Work and leisure.
DOING MARKET progress. • Adverbs and • Games and sports.
RESEARCH Expressing likes and expressions of frequency. • Verbs to give directions.
Unit 1
dislikes. • Verbs: “play”, “do”
Discussing jobs and free and “go” and nouns that
time. accompany them.
• Past actions: Past
Continuous and Past
Simple.
Narrating.
• Use of “used to” to
discuss past habits.
Expressing habitual
• Confirmation of past
actions in the past. • Blood relatives.
REMEMBERING actions.
• Relatives by marriage.
OLD TIMES • Comparisons and
Discussing past • Exercising.
Unit 2 descriptions.
situations.
• The impersonal “there
was/there were”.
Shopping.
• Comparative and
superlative sentences.
Describing a house.
• Pronunciation of –ed in
the regular verbs in the
Past Simple.
• Recent past: Present
Perfect vs. Past Simple.
Discussing the recent
MAKING PLANS • Past Simple vs. Past
past.
FOR HOLIDAYS Continuous. • Trips and tourism.
Unit 3 • Adverbs “still”, “yet” • Experiences.
Discussing tourism and
and “already”.
travelling.
• Adverbs “just/ever” with
the Present Perfect.
• Predictions: Future
Simple (with “will” and
Expressing movement. “shall”). • Pastimes.
ONE FORTNIGHT IN Making plans. • “To be going to” + • Excursions and trips.
AUSTRIA Expressing intent. infinitive vs. Future Simple. • Films and television
Unit 4 Making predictions. • Present tenses to talk programmes.
Discussing films and TV about future actions. • Competitions and
programmes. • Prepositions of contests.
movement.
• Sentence intonation.
• Permission, obligation
and the lack thereof:
verbal form (“to be able
Giving and receiving
to”, “should”, “need”, “to
permission.
have to”).
Expression of obligation
• Expression of • Boarding an aeroplane.
HOUSEWORK or the lack thereof.
prohibition and advice. • Domestic chores.
Unit 5 Expression of prohibition.
• Modal verbs: “can”,
Giving advice.
“could”, “must”, “have
Discussing domestic
to”, “should”, and “ought
chores.
to”.
• Uses of “do” and
“make”.
This unit revises
functions, content and
structures from the
previous units:
- Present Simple vs.
Present Continuous.
- Past Simple vs. Past
Describing past Continuous.
experiences. - Present Perfect vs.
Talking about well-known Past Simple.
WHO’S ON?
places. - Future tenses: “will”, • Television programmes.
Unit 6
Describing a house. “to be going to”, Present • Parts of the house.
Comparing. Simple and Continuous.
- Expressing past habits:
“used to”.
- Modal verbs.
- Impersonal structure:
“There was/There were”.
- Comparative and
superlative forms of
adjectives and nouns.
BOOKING A
• Business trips.
BUSINESS TRIP
Arranging a business trip. • Content revision. • Booking trips.
Unit 7
• Hotel facilities.
COURSE REVISION
FINAL TEST
Unit 8
Appendix 2: COURSE PLAN
UNIT START DATE UNIT OBJECTIVES CLASS DATES

• Discuss habits
• Discuss actions in progress
1 • Express likes and dislikes
• Discuss jobs and free time
• Narrate
• Express actions in the past
2 • Discuss past situations
• Shopping
• Describe a house
• Discuss recent past
3 • Discuss tourism and travelling
• Express movement
• Make plans
4 • Express intent
• Make predictions
• Discuss films and TV programmes
• Give and receive permission
• Express obligation or the lack thereof
5 • Express prohibition
• Give advice
• Discuss domestic chores
• Revision:
- Present Simple vs. Present Continuous
- Present Perfect vs. Past Simple
- Past Simple vs. Past Continuous
- Comparative and superlative sentences
6 - Past habits: “used to”
- “There was/There were”
- Modal verbs
- Future tenses
• TV programmes
• Parts of the house
• Content revision
7 • Trips and hotels
Course Final test

revision
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· INTRODUCTION FOR THE TEACHERS 04

Introduction for the Teachers

UNIT FUNCTIONS GRAMMAR VOCABULARY

What and how the programme evaluates.

Vocabulary: We evaluate the student’s achievement percentage in the vocabulary

Listening: We evaluate the student’s capacity to grasp specific information in a

Writing: We evaluate spelling correctness as well as the production of syntactically

Speaking: We evaluate the achievement of the pronunciation as similar as possible to

Classroom Management Guidelines

Explain the procedure of each exercise to the students.

Try to make all students participate.

Introduction for the Students

Here are some guidelines of what to include in this introduction:

UNIT START DATE UNIT OBJECTIVES CLASS DATES

Course Final test

UNIT 1 | “Doing market research”

(PRINTABLE WORKSHEET) | Frequency expressions

Present Simple vs. Present Continuous

Match questions with answers

Present Simple vs. Present Continuous

(PRINTABLE WORKSHEET) | Expressing likes & dislikes

Do you enjoy reading?

Do you like travelling?

Do you enjoy listening to

Love Like Don’t mind Dislike Hate

>Possible list of jobs

Susan Peter Ana

Bill Kate Alan

UNIT 2 | “Remembering old times”

Bill Clinton Hillary Rodham

Ask each other questions such as:

Past Simple vs. Past Continuous

(PRINTABLE WORKSHEET) | “There was/There were”

There wasn’t a plant on the side table, there was a telephone.

Matching parts of a sentence

UNIT 3 | “Making plans for holidays”

(PRINTABLE WORKSHEET) | “Have you ever...?”

Find someone who has met a famous person

Find someone who has won a prize.

Find someone who has written a letter to a magazine or paper.

Find someone who has eaten unusual food.

Find someone who has had an accident.

Find someone who has travelled to an exotic place.

“Still”, “yet” and “already”

For example: A photo of a birthday party.

Tourism: Luxurious or Cheap?

1. How important in the tourism industry in your country?

LET´S TALK CLASS PREPARATION

TRAVEL & TOURISM: CRUISES

VOCABULARY QUESTIONS | EXPRESSIONS

2. You are planning a cruise. Call and speak

(PRINTABLE WORKSHEET) | Project the following images (Ref. Number:

What were you doing at this time yesterday?

What were you doing just before this class?

What have you already done today?

What haven’t you done today that you need to do?

Have you ever forgotten the birthday of someone close to you?

Where were you on the 31st of December 1999?

How long have you been learning English?