British English: Level B2

BRITISH ENGLISH
LEVEL B2 | COURSE 3
Teacher’s Pack
BRITISH ENGLISH
LEVEL B2 | COURSE 3
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 “THE NAME RINGS A BELL” 15
· UNIT 2 “BAD NEWS!” 25
· UNIT 3 “INTERVIEWING A HEAD TEACHER” 45
· UNIT 4 “I HAVE TO SEE A DOCTOR” 63
· UNIT 5 “YOU NEED A RETREAT” 73
· UNIT 6 “MOVING PLANS” 83
· UNIT 7 “ANIMALS AND EDUCATION” 103
· ADDITIONAL ACTIVITIES: 113
- MAGAZINE 113
- KARAOKE 117
- TV 118
· APPENDIX 119
- Appendix 1: Course Contents 119
- Appendix 2: Course Plan 121
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BRITISH ENGLISH LEVEL B2 | COURSE 3
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 third 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 3 (Appendix 1: Course contents):
UNIT FUNCTIONS GRAMMAR VOCABULARY
Defining objects and

people.
Giving additional
information about an • Defining and non-defining • Ecology.
THE NAME RINGS
object or person. relative pronouns.
A BELL Adding and obtaining • The environment.
Unit 1 information in formal • Indirect questions.
contexts.
Requesting and giving
opinions.
Making deductions about

• Regretting past actions:
the past.
“I wish/If only”. • Connectors.
BAD NEWS! Regretting past actions.
• Connecting ideas: • Homophones.
Unit 2 Connecting ideas.
sentence connectors. • Sections of the news.
Giving advice to various
• Perfect conditional. • Politics.
people with different
• Perfect modals.
problems or issues.
Giving permission.
• Verb patterns: verb + • Education, teaching and
object + infinitive. learning.
INTERVIEWING A Discussing abilities.
• Abbreviations and
HEAD TEACHER
acronyms. • School subjects.
Unit 3 Discussing impossible
• Second conditional.
facts in the present
• Third conditional. • New learning
caused by incomplete
techniques.
conditions in the past.
Reporting commands. • Reported questions. • Health and nutrition.

Reporting questions.
I HAVE TO SEE A Explaining cause. • Reported commands. • Seeing the doctor.
DOCTOR! Discussing culture and
Unit 4 history from different • Modal verbs in reported • Eating healthily.
countries: politics, media, speech.
education, the industrial • Connectors: cause and
revolution, holidays, etc. • The imperative. effect.
• The passive voice.

• The passive form of
sentences with two • Beliefs and religions:
Expressing purpose.
objects. spiritual life.
YOU NEED A • The causative.
Discussing different
RETREAT religions.
• The completing agent. • Protecting the
Unit 5 • Ending sentences. environment for the
• Sentence connectors future.
Describing a process.
to express purpose: “to
+ verb”, “for + noun” and
“so that + clause”.
This unit revises functions, content and structure of the previous units:
- “I wish/If only”
- Perfect conditional
MOVING PLANS
- Modal verbs in reported speech
Unit 6
- Verb patterns
- Reported questions
- Relative clauses
- The passive voice
• This unit revises

• Jewellery.
ANIMALS AND functions, content and
EDUCATION Answering questions structure of the previous
• Animals.
Unit 7 about general matters units.
• Use of “would” and
• Education.
conditionals.
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

• Define objects and people
• Give additional information
1
• Add and obtain information in formal contexts
• Request and give opinions
• Make deductions about the past
• Regret past actions
2
• Connect ideas
• Give advice
• Give permission
• Discuss abilities
3
• Discuss impossible facts in the present
caused by incomplete conditions in the past
• Report commands
• Report questions
4 • Explain cause
• Discuss culture and history from different
countries
• Express purpose
5 • Discuss different religions
• Describe a process
• Revise functions, content and structure from
6
previous units
• Answer questions about general matters
7 • Revise functions, content and structure from
previous units
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 | “The name rings a bell”

FUNCTIONS
Defining an object or a person

Giving additional information about an object or person
Adding and obtaining information in formal contexts
Requesting and giving opinions
CONTENTS
Grammar
· Defining and non-defining relative pronouns
· Indirect questions
Vocabulary
· Ecology
· The environment
SKILLS
Practise previous vocabulary
Write sentences and a story using relative pronouns
Do a role play
Ask and express opinions
Read, write, summarise and talk about gift giving
Talk about environment and pollution
Talk about changing landscapes
ACTIVITIES I
Relative pronouns
1
Definitions
Prepare a list of five nouns for each student. You can use this activity to revise the vocabulary
learned up to now. Students describe the nouns on a separate piece of paper (go around and
correct the descriptions if necessary) and pass it to the student on the right. They have two
minutes to guess the nouns, and then pass it to the next student. When all the students have
tried with all the papers, see which student has guessed the most nouns from the original ones.
Make sure they use relative pronouns in their definitions.
(PRINTABLE WORKSHEET) | A strange story

2
Write a story with plenty of nouns to add relative clauses. Write each sentence on a piece of
paper and give one to each student. They add the relative clauses they want as far as they are
grammatically correct. Then, ask them to learn by heart their parts of the story and say them
aloud. They stand up and try to agree on the correct order of the sentences to form a story
(they repeat their sentences as many times as necessary). At the end, they must stand in the
same order as their sentences go in the story so that when the first student in the line says his
sentence and the last finishes, it makes a story.
Once upon a time there was an old man......................................................................
He lived near a river.......................................................................................................
He went fishing every day in a little boat......................................................................
One day he met a young man.......................................................................................
This man had a gun.......................................................................................................
However, he didn’t want to hurt the old man, he was a hunter...................................
He wanted to hunt a big animal....................................................................................
The old man........................., and the hunter.............................. became very good friends.
They had lunch together in the fisherman’s hut...........................................................
(Ref. Number: PJ11)
Indirect questions
3
The information we need
Tell the students they are on holiday in a town or city they have never been to. They have decided
to go to the tourist information office to get some information about what to do, where to go,
what to visit, how to get there, etc. But first, they are going to make a list of all the questions
they want to ask. Start the list on the blackboard by using an indirect question so that the
students can copy the structure: “I’d like to know how to get city centre.” Afterwards, in pairs,
students play the roles of the tourist and the visitor’s guide. The visitor’s guide should have some
information about the city in order to answer the tourist’s questions. You can tell them to pretend
that the town or city they are visiting is their own city or you can get some brochures from tourist
information offices (in English, of course) with information about other towns or cities.
Asking and expressing opinions

4
Do you agree?
Read three or four controversial statements aloud. Each student writes down whether he/she
agrees with the statement or not. Then, read the first statement again and ask a student: Do you
agree? Why/Why not?
Then, ask the rest of the students. Encourage discussion.
Examples of statements:
· Punishment must fit the crime.

· The more you have, the more you want.
· Beauty is a matter of taste.
· Love means never saying you’re sorry.
(PRINTABLE WORKSHEET) | Let’s Talk class. Hand out the following worksheet
5 to your students and ask them to read it and check for any vocabulary they
may not understand (Ref. Number: PJ12). Explain that this is a guide for the
next conversation they are going to have. They have some of the vocabulary
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. Are there litter laws where you live?

2. Do you think cars should be banned from city centres?
3. Do you think people should recycle newspapers? Why/Why not?
4. How often is garbage collected in your neighbourhood?
5. Why should we recycle?
6. What are some types of pollution?
7. What are some ways that you can reduce pollution in this country?
8. What can you do to help prevent pollution?
9. How has the world changed since you were a child? (You can talk about: technology, values,
environment or health.)
10. Which is more important, increasing people’s standard of living, or protecting the environment?
11. Do you usually drink bottled water? Why/Why not?
12. If you could choose one alternative energy source to develop, which one would you choose?
Why?
13. Who should play for the costs associated with renewable energy?
14.Should we make the development of renewable energy sources an economic priority?
15. What are some ways energy is wasted?
16.What types of energy are popular in your home country?
17. What is the main problem with renewable energy sources? How would this help the environment?
18. Should petrol for motorists be more expensive? What would be the advantages of this?
19. Do you think global warming is real? Do you think it is an effect of pollution?
20. Are there people in your country who make their living from picking up other people’s rubbish?
LET´S TALK CLASS PREPARATION
MAGAZINE ARTICLE: ENVIRONMENT AND POLLUTION
Prepare for your next class with a tutor!
ARTICLE
Protecting Mother Earth
Pollution and the environment, everyone keeps banging on about it, like maybe it is really
important. Manmade or natural climate change is happening, we see it in history and we see
it in our local area. Increased storminess could be blamed on the moving of the jet stream, but
also could be blamed on global warming.
Unlike global warming, pollution is something that we have made. We are so addicted and
hungry for energy, for oil and for gas, that we literally create trillions (1,000,000,000,000) of
tons of rubbish and pollution each year. We consume massive amounts of resources, but our
systems for recycling are not up to this challenge. Reduce, Reuse, Recycle is a common slang
we are taught to help the environment.
Reducing the amount of things we throw out or how much electricity, gas and water we use is
the first step. It is not an easy task.
If we throw something away or recycle it, there is no magic wand to turn that item into
something else; it takes hours of labour and a lot of extra energy to turn our recycled material
into something useful.
Maybe we should concentrate on reusing rather than recycling, because recycling uses energy
that creates pollution. This never ending cycle is maybe why governments give recyclers a pat
on the back but don’t push non-recyclers to recycle.
VOCABULARY TO PRACTISE
• Banging on • Reduce, Reuse, Recycle

• Storminess • Task
• Jet stream • Magic wand
• Rubbish • Pat on the back
ACTIVITIES II
(PRINTABLE WORKSHEET) | Relative pronouns (Ref. Number: PJ13)
1
Who is it?
Give each student a piece of paper with the following sentences to complete:
I like people who...

I like friends...
I like parents...
I like bosses ...
I dislike people who...
I dislike friends...
I dislike parents...
I dislike bosses...
I like films in which...
I like books...
I like stories...
I like countries...
I dislike films in which...
I dislike books...
I dislike stories...
I dislike countries...
Then, take the papers back and hand them to other students, each student reads the sentences
he/she has received and they have to try to guess who has written them. You can also correct
the mistakes in the sentences as a group.
The Martian
2
In pairs, students play the roles of a Martian and a human. The Martian has just landed on Earth
and has no idea about our day-to-day lives. You can have some cards with some common
nouns prepared in advance. The Martian takes a card and asks: What is a ...(bird)...? The human
answers the questions: “It is an animal with wings, and it can fly” The Martian asks again: “What
are wings?” And the human tries to answer again. It goes on until the human cannot explain
anything further or the Martian cannot think of any other question. Then, they exchange roles
and the “new” Martian takes another card.
Make sure students use relative pronouns.
Asking and expressing opinions

3
Debate
It could be interesting to develop one of the discussions below into a proper debate (or you can
choose a more challenging topic: woman’s place, blood sports, etc.). Give the students some
time to brainstorm their ideas.
Statements previously debated:
· Punishment must fit the crime.

· The more you have, the more you want.
· Beauty is a matter of taste.
· Love means never saying you’re sorry.
(PRINTABLE WORKSHEET) | Gift-giving

4
Ask your students to read the following text and prepare a summary with the most relevant
information.
Gift-giving dates back as far as anthropologists have been able to look; all cultures have elaborated
traditions and rituals for it. The problem is that, after thousands of years, givers still end up spending
more money and feeling less happy than if the recipient had just bought something on his or her
own.
Research proves that what you choose to offer as a gift on special dates, such as birthdays,
anniversaries or Christmas, can alter your relationships, the way recipients think about you and
even how you feel about yourself. If you feel anxious about that, don’t worry because science can
help. Studies that have looked at the consequences of gift exchanges suggest ways to achieve
maximum benefit for both giver and receiver. Among other tips: spend time thinking before buying;
avoid giving money; take risks and, most importantly, buy things that people want but would make
them feel guilty if they bought them for themselves.
Scientists believe that people underestimate the social implications of gift-giving. They believe
that giving things, such as cash cards or cash, is a huge mistake. Why? They create no social
value. You need to give people real gifts, in other words, gifts that have a tremendous potential for
strengthening relationships.
In a study in Europe, scientists selected participants that were given a gift card to spend in a famous
coffee house chain and told them to use it for themselves, to pass the card along to someone else
or to use it to buy something for someone and also spend time with that person. The people in the
third group reported the highest levels of happiness.
All in all, gift-exchanging is all about showing how much you care about others.
After reading the text, ask your students to give their opinion about the text. They can use the
following questions as a reference:
• When you buy a gift, do you prefer setting a budget and then looking for the gift or do you
prefer going and looking for the gift without having a budget?
• Have you ever bought jewellery as a gift?
• When was the last time you had to buy a gift?
• Did you find it difficult?
• What do you think about holidays such as Valentine’s Day?
• What was the best present you have ever received?
(Students talk for about 2-3 minutes.) | (Ref. Number: PJ14)
group of students:
1. What’s the difference between global warming and climate change?
2. Do you think human activity is responsible for climate change?
3. What do you do in your daily life that might increase global warming?
4. When did you first become aware of this problem?
5. Have you made changes in your life to reduce global warming?
6. Do you think global warming is being taken seriously nowadays?
7. What should be done to tackle the dangers involved with global warming?
8. What most concerns you about this issue?
9. How do you think it will change over the next century?
10. Do you think you have already experienced the effects of global warming?
11. Do you believe there is enough public education on this matter?
12. What do you think are the advantages and disadvantages of biofuels?
13. Would you buy a hybrid car?
14. Is this the price we have to pay to save our world?
15. What do you think about alternative energy sources?
16. What is the main problem with renewable energy sources?

17. Do you think overpopulation is an important environmental issue?
18. Does your country have a law banning smoking in place?
19. What are the advantages/disadvantages of a smoking ban?
20. In what ways can we save more water?
21. Prepare the following role play:
STUDENT A TEACHER/STUDENT B
You have to give a speech to primary You must ask lots of silly questions
school children about what they need about the environment.
to do to protect the environment and
why this is important.
MAGAZINE ARTICLE:
TRAVEL AND TOURISM – CHANGING LANDSCAPES
ARTICLE
Changing environments
A beach can be defined as a narrow band of land between the lowest low tide and the highest
high tide; in many cases the beach protects land from the aggressive nature of the sea. But a
beach is so much more than a natural method of protection; it provides diversion and memories.
My earliest memories of a beach was eating ice cream, in those days we called the ice cream
in a wafer a “99” because it cost 99 pennies, now it costs about 1 dollar and 60 cents. Later
on in life, I would upgrade to a bag of greasy fries wrapped in yesterday’s newspaper, sadly a
tradition that no longer exists.
The main point of going to the seaside was to play the video arcades or one-armed bandits
and we would save all of our 1 and 4 cent. coins to then spend hours feeding them into the
machines. We never swam in the sea; there was a nuclear power plant very close, I learned to
swim in a covered pool. In my teens, I tried body boarding, riding waves with a board, and that
was the first time I swam in the sea, with a life jacket and wet suit. On one of the many field
trips, I stopped off in Brittany to witness the beautiful, long sandy beaches beaten by the full
force of the North Atlantic.
Later, I would travel to Spain and see a real beach, covered in multicoloured umbrellas and
packed to breaking point, the greasy fries being replaced by ice-cold beer and pasta salad,
card games, ball games and swimming. I am a beach addict.
• Defined • Tradition
• Tide • Video arcades
• Diversion • One-armed bandits
• Memories • Life jacket
• Wafer • Wet suit
• Greasy • Beaten
UNIT 2 | “Bad news!”

FUNCTIONS
Making deductions about the past

Regretting past actions
Connecting ideas
Giving advice to various people with different problems or issues
CONTENTS
Grammar
· Regretting past actions: “I wish/If only”
· Connecting ideas: sentence connectors
· Perfect conditional
· Perfect modals
Vocabulary
· Connectors
· Homophones
· Sections of the news
· Politics
SKILLS
Write deductions in the past
Use connectors
Talk about sociology
Write about wishes
Write about regrets
Give advice in specific situations
ACTIVITIES I
Deductions in the past: can’t, must, may, might, could + have + participle
1
Categories
Tell the students you are going to dictate some sentences and they must decide what these
sentences express: impossibility, possibility, probability, and certainty. Ask the students to draw
four columns with these headings. When you dictate a sentence, they must write a word from
this sentence in the appropriate column.
IMPOSSIBILITY POSSIBILITY PROBABILITY CERTAINTY
lost bomb job conditions long time

... ... ... ...
Then, see if the number of words in each column corresponds to the number of sentences
corresponding to that column.
Finally, see how many sentences the students are able to repeat from the key words they have
written down and taking into account under which category the sentence has been classified.
Sentences:
- She must have known him for a long time.

- The bomb might have exploded before we get there.
- They can’t have got lost.
- The conditions may have been too hard to accept the job.
- You can’t have finished all the food.
- There might have been some survivors.
- She must be her daughter.
- You can’t have seen a cat swimming.
- They must have moved from their old house.
- I must have eaten something bad.
- You can’t have lost it. Look in your bag again.
- They may have escaped through the window.
If only, I wish
2
I wish I had known... (Regrets)
Ask the students to pick an age in the past. Pick one yourself and write it on the blackboard.
Then, make two or three sentences about things you would like to have known at that age.
E.g.:
- I wish I had known how to feel more confident.

- I wish I had known my parents were my friends and not my enemies.
- If only I had known that I had the ability to dance.
Ask the students to write down five sentences expressing their own regrets for the age they have
chosen. After five minutes ask the students to share their regrets and comment on them.
Connectors
3
Connectors
Start with a brainstorming session: ask the students to tell you all the connectors they know and
write them up on the blackboard. You may start by writing “and” and “but”. Make sure the list
includes the following connectors: “although”, “however”, “nevertheless”, “besides”, “due to”,
and “anyway”.
Then, write on the board five sentences around a topic. Ask the students to work on their own
and arrange the sentences in any order they like, adding any sentence they want and using the
connectors to link them into a paragraph or two.
Finally, ask the student to read their paragraphs and compare the results.
Example of sentences:
- Most animals are very intelligent.

- Some people don’t like animals.
- I don’t have any pets at home.
- Vets are incredibly patient.
- At times human beings act like animals.
group of students:
1. The article spoke about a common life experience between the ages of 25-64 called a midlife
crisis. How would you define this term?
2. Do you think everyone has a midlife crisis?
3. What can you do to minimise a midlife crisis?
4. Is it possible to avoid having a midlife crisis?
5. How is a midlife crisis different when you are married and when you are single?
6. Do you worry about having a midlife crisis?
7. Do you think everyone has a midlife crisis?
8. Many people fear getting old. What is your opinion of this?
9. What is the best age to be and why?
10. Would you like to be immortal if it was possible?
11. Why do some people age before others?
12. Would you like to go back to when you were a child?
13. What are the good and bad things about today’s youth?
14. Does today’s youth respect authority?
15. What can old people teach young people?
16. Do you think that older people make better leaders?
17.Do you prefer spending time with family or friends?
18. Do you think it is important to have siblings?
19. Do you think it is important to know your ancestors and family history?
20. Do you like big family get-togethers?
21. What would you do in the following situations?
1. Your child asks where babies come from.
2. Your child fails his English test.
3. Your 13-year-old gets a tattoo on his back of the devil.
4. Your child won’t eat his/her vegetables at dinner.
5. Your 12-year-old daughter has a 20-year-old boyfriend.

6. Your child won’t stop screaming because you won’t buy him/her candy.
7. Your child graduates from university.
22. Do you know these idioms?
1. Black sheep of the family
2. It runs in the family
3. Like one of the family
4. One’s own flesh and blood
5. Blood is thicker than water
6. Mom’s the word
7. A chip off the old block
8. Child’s play
23. Prepare the following role plays:
Your friend wants to leave his job, You want to leave your job, buy a
buy a motorcycle and travel round the motorcycle and travel around the
country for the next year. Try and give country for a year.
him some advice. You think that it is a
bad idea.
Your friend at work thinks he/she is You are having a midlife crisis and it
having a midlife crisis. Talk to him/her seems like everything is going wrong.
about it and try and find out how he/ Your friend is trying to help you.
she is suffering and give advice.
MAGAZINE ARTICLE: SOCIOLOGY IN ACTION
ARTICLE
Sociology in action
In this article we will explain the term midlife crisis. Midlife crisis is one of the 8 stages of human
development as suggested by Erik Erikson, he called it Generativist vs. Stagnation and suggested that
it might occur in what he calls middle adulthood from 40-60.
Erikson states a central question to be answered at this stage in our life is “Can I Make My Life Count?”
He says we take the role of guiding the next generation or working to better the society that we live in,
we work towards productivity and accomplishment at this stage of our lives and if we can’t reach this
high level of productivity or cannot gain a sense of accomplishment from the interactions, then we enter
into a period of stagnation, neither moving backwards or forward and this is when we need to make
changes in our life.
Commonly people also experience this state after the death of a loved one, a career set back or times
of high stress. Some “symptoms” of a midlife crisis are a general feeling of unhappiness with life and
the lifestyle that we have, boredom with the people and things around us and questioning the choices
that we have made in our lives to date - this can also include regrets about the choices we didn’t make.
The media might suggest that a midlife crisis leads to somebody buying a boat and sailing around
the world, or dressing younger and acting out a period when we were younger or even buying a
motorcycle, when before no interest was shown in any of these areas. For some people, the midlife
crisis can destroy families and shatter relationships. In popular, many books and films deal with people
experiencing a midlife crisis which is often a source of amusement or misunderstandings in the plot.
But in real life, how can we get help? Many doctors suggest to, try to think positively, be thankful for
what you have, set more realistic goals, talk to a doctor, mentor or someone you trust, and remember
you are in control of your feelings.
• Human development • Productivity
• Generativist • Accomplishment
• Stagnation • Destroy
• Generation • Shatter
• Society
Homophones
5
Students must write as many pairs of homophones as they can think of. They should try to
include at least 5 pairs. After writing them down, they need to explain the differences in spelling
and meaning.
ACTIVITIES II
If only, I wish
1
The three wishes
Tell the students that they are going to be given three wishes, but they must explain what they
wish for and why.
First, ask them to express their wishes using the form “I wish...” (I wish I lived in Paris). Give them
time to write down the three sentences, then ask one of them to read his/her first sentences and
explain why he/she wishes that. You can accept any explanation or you may want to use this
activity to revise the second conditional.
- I wish I lived in Paris.

- Why?
- Because my family lives there.
OR
- If I lived there, I would stay with my family.
Regrets
2
Write down some statements in the past tense on pieces of paper. Put them all in a bag and ask
each student to take one. Ask them to make a sentence regretting the action they have got on
their papers. They should use the modal verbs “should” and “ought to” + “have” + “participle”
(For example: I didn’t recognise him. I should have recognised him.) Then, they must invent a
situation (or a short story) in which these two sentences fit.
For example: He was my schoolmate. We had been the best friends in the world for years but,
when his family moved to New York, we lost contact. Last Sunday, we bumped into each other
at a party. He recognised me immediately, but I didn’t recognise him. I should have recognised
him. He felt disappointed.
Examples of sentences:
· I was so careless.
· They were frightened.
· She didn’t get there on time.
· They didn’t do anything about it.
· He was very rude.
· You left me alone.
· He didn’t buy the house.
ask them.
group of students:
1. Answer the following questions:

• The article was about giving advice. Do you think this is an easy task?
• Have you ever given really bad advice?
• Have you ever been given really bad advice?
• Are there times when it is better not to give advice?
• Is it better to get advice from family or friends?
• What do you think about people who prefer getting advice from complete strangers?
• Do you think you are good at giving advice?
2. I will give you some options for when you want to ask for advice. Complete the sentences
appropriately.
• I’ve got a bad toothache. What do you suggest?
• I am very tired. What do you advise me to do?
• I am bored. What should I do?
• My parents need me to be with my little brother tonight. What ought I to do?
• I find it difficult to concentrate in class. What’s your advice?
• My sister constantly annoys me. If you were me, what would you do?
3. There are also different ways to refuse to give advice when you consider it best not to advise
anything. Can you think of situations when you would need to use one of the following?
• I don’t know what to advise, I’m afraid.
• I wish I could suggest something, but I can’t.
• I wish I could help.
• I’m afraid I can’t really help you.
4. In order to practise the vocabulary given beforehand, you must give appropriate advice in
these situations:
Your friend has an interview in a few days for a You have an interview in a few days for a large
large school. He/she is not the cleanest person school. You are a fashion victim and worry that
in the world or the most fashionable. how you present yourself in an interview is
important.
Your friend wants to give up smoking. You You want to give up smoking but you have been
believe it is a simple matter of self-motivation doing it for 30 years now. It relaxes you when
and total abstinence. Explain why it is important you’re stressed and gives you an excuse to
to quit smoking sooner rather than later. have regular breaks at work.
Your friend wants to quit his/her English course. You find languages incredibly difficult. Also,
Explain why languages are so important, English is impossible to pronounce. Ask your
especially if he/she wants a good job nowadays. friend why English is so tough.
Your friend has just won £2 million. You think You have just won £2 million. You are very
he/she should enjoy most of it, invest another selfish and want to spend it all on yourself. You
big part of it and donate some to an important believe that charities already have sufficient
charity. funding and investing money is pointless.
Your friend is always stressed. Find out what Your boss is making you work lots of overtime,
the problem is and suggest what he/she could your children are failing their school exams,
do to help. your car is with the mechanic and you have to
do your tax return. You are very stressed.
You are a guidance counselor in a school. You are a very organised person. You are
Ask your student about his/her qualities and outgoing and love meeting new people. Your
interests and advise him/her about what to results in art and biology were quite good. You
study in university. dislike being given orders all the time.
Your friend is new in this city and only knows You are new in a city and just have 1 friend. You
you. Suggest how he/she could meet new want to meet more people, but you are finding
people with similar interests. it difficult because you’re a very simple person
without many hobbies or interests.
CONVERSATION GROUP PREPARATION
GIVING AND GETTING ADVICE

This is our next topic of conversation!
WE ARE GOING TO TALK ABOUT…
Giving and getting advice
· Have you ever given someone advice?
· Do you think it is difficult to give good advice?
· What about receiving advice? Can you trust other people’s opinions?
USEFUL VOCABULARY
• Aid • Consultation
• Encouragement • Guidance
• Input • Judgement
• Lesson • Prescription
• Proposal • Recommend
• Suggestion • Tip
• Warning • Advisement
• Caution • Counsel
• “Words to the wise” • “My two pennies’ worth”
• I think you need to/must/should... • How about?
• My suggestion/advice is (to) • Why don’t you?
• You could (try) • You probably/definitely/really should.....
(PRINTABLE WORKSHEET) | Giving advice

4
Explain to your students that they have received a letter from a colleague and that they have to
reply to this letter giving advice to him/her. They need to include the following information:
• Opening and closing remarks.
• Detailed explanation of the pros and cons of each job and your opinion on them.
• Explanation of what you would do.
(Give them a copy of the text below.)
“After some time seeking a good teaching job, a colleague of yours has just been offered two
different ones. Since she isn’t sure of the best decision to make, she has asked you for some advice.
The first job is far from her home and she would need to commute for two hours every day, but
she would be teaching in an international school that has a very high reputation. The second job
is closer to her home and is better paid too, but the school has a high level of absenteeism and is
more problematic.”
Tip: The letter should be written in a semi-formal register and they need to use about 150 words.
(Ref. Number: PJ23)
(PRINTABLE WORKSHEET) | Project the following photos (Ref. Number:

5 PJ24) on the board or print them out. First show them the example and, if
necessary, revise how to give advice.
Use the first photo as an example and start asking the following questions. Ask one student at
a time.
PART 1:
Give advice for the following situations.
I’m always late, no matter what I do. Even if I set my alarm clock for 2 hours before I need to leave
home, something always makes me late.
My face is full of pimples. I suffer from acne. I’ve tried lots of different creams and cleansers, but
nothing seems to work.
I love my girlfriend, but we have to break up. She says she can’t be with me because I have hurt
her so much in the past. But I love her madly. What can I do?
I’m a very jealous person. I can’t stand my girlfriend chatting with other men. I trust her but I can’t
stop thinking that she might leave me for another man.
My problem is that I can’t stop sending text messages on my cell phone. Ever since I discovered
that could be done, I waste a lot of time sending texts to everyone I know.
I hate being alone. I feel isolated and depressed and that makes me go into relationships that
never go well in the end. The problem is I’d rather be in a relationship with someone I don’t love
than be on my own.
My problem is that no matter how hard I study, I always fail my exams. I spend days and nights
revising non-stop, but when it comes to the day of the exam, I always fail. I’m very depressed
about this…
I can’t help feeling nervous every time something important is about to happen: before an exam, before
phoning someone I really love, before going to the doctor…my nervousness has made me lose weight
and has made my short-sightedness get worse.
I can’t sleep at night. No matter how tired I am, when I go to bed, I can’t sleep. I’ve gone to the
doctor, I’ve even taken sleeping pills but nothing seems to work.
PART 2:
Now, look at the photos and answer the following questions.
What kind of advice would you give to her? Why do you think she is in a hospital? Does it seem
serious?
Have you ever received any kind of advice from your family? Was it good and useful? What was
it?
UNIT 3 | “Interviewing a head teacher”

FUNCTIONS
Giving permission
Discussing abilities
Discussing impossible facts in the present caused by incomplete conditions in the past
CONTENTS
Grammar
· Verb patterns: verb + object + infinitive
· Abbreviations and acronyms
· Second conditional
· Third conditional
Vocabulary
· Education, teaching and learning
· School subjects
· New learning techniques
SKILLS
Write sentences using third conditional
Practise vocabulary about education
Use verb construction to form sentences
Talk about emotional intelligence
Write sentences using verb construction
Talk about English as a world language
Talk about culture and educational system in other countries
ACTIVITIES I
Third conditional
1
How would my life be if...?
Ask the students to write down three things they have done in their lives that they regret and
three things that they are glad they did.
Then, ask them to imagine how their lives would have been different if these things had not
happened.
For example:
- I didn’t marry my boyfriend from college. (1st step)

- If I had married him, I would have moved to Liverpool. (2nd step)
Note: This activity can be developed into a composition for homework. The title could be: “Why
I regret...” Or “Why I am glad I...”
Vocabulary: education
2
Feedback on your classes
Write up on the board:
A. Listening B. Writing C. Speaking D. Reading E. Vocabulary F. Grammar
Ask your students to write down the letters which identify each area according to the interest
they have in practicing this area in class. Then, hold a vote to see which areas the students are
most interested in. See if there is a general consensus, and discuss if something should change
in class in order to fit in with their interests.
Verb + Object + Infinitive

3
Wants
You will need some photos of people talking to one another. Elicit from students suggestions as
to what each character in the different photo might want from the other or what he/she is telling
or advising the other to do.
E.g.:
- He wants his neighbour to water his plants.

- She advises him to tell his father the truth.
Brainstorm as many ideas as possible for each photo.
group of students:
1. Can you define what emotional intelligence is?

Example of the definition you are looking for:
The ability to identify, assess and control your own or someone else’s emotions. It is measured
by self-report questionnaires and tied to personality.
2. In history, who do you think were great leaders?
3. Currently, do you think there are any good leaders? Who?
4. What qualities do these people have?
5. Why is emotional intelligence so important in leadership?
6. What specific qualities make up emotional intelligence?
Example of the qualities you are looking for:
According to research, they all possess self-awareness, self-regulation, motivation, empathy, and
social skill
7. What do you think each of those qualities means practically?

Example of the answers you are looking for:
• Self-awareness (deep understanding of one’s emotions, strengths, weaknesses, honest with
themselves and others)
• Self-regulation (in control of their feelings, emotions and impulses)
• Motivation (driven to achieve)
• Empathy (thoughtfully considering other’s feelings to make intelligence decisions)
• Social skill (management of relationships, they have a wide circle of acquaintances, good at
building rapport)
8. Do you know anyone with these qualities?
9. Do you see yourself having these qualities?
10. In a crisis, are you able to be calm? Have you ever dealt with a crisis? What happened?
11. Do you think you are a good listener? What makes a good listener?
12. How would you describe your personality?
13. What are some personality differences between you and other family members?
14. Who do you think helped shape your personality the most?
15. Does speaking another language make you more intelligent over someone who doesn’t?
16. Does school make a person more intelligent?
17. Do you think we can change our personality the older we get? In what way has your personality
changed? Why has it changed?
18. Have you ever taken a personality quiz? Do you think they are accurate? Does it over simplify us?
19. What type of personality traits do you like best about the people you are friends with?
20. Would you change anything about your personality?
21. Are you more introverted (focused on your inner world) or more extraverted (focused on other
people and the outer world)?
22. If you were an interviewer, what type of questions would you ask to determine the following 5 qualities?
> SELF-AWARENESS
· Tell me about yourself.
· How would your colleagues describe you? Tell me more.
· Tell me about your strengths and your limitations.
· Tell me about a time when you received feedback.
· Tell me about a time when you had a great success.
· Tell me about a time when you made a big mistake.
> SELF-REGULATION
· How do you handle stressful situations?
· How do you relax?
·Tell me about a time when you got angry. What did you do?
· When do you feel most under pressure?
· How do you handle multiple demands?
· How do you achieve work/life balance?
> MOTIVATION
· What motivates you?
· Why do you work?
· How do you measure success? What results do you achieve?
· Tell me about some challenging goals you have set.
· How do you overcome obstacles and setbacks?
· What do you do to stay up-to-date with industry developments?
> EMPATHY
· Describe a time when you had to deliver difficult news.
· What do you do when someone comes to you with a problem?
· Describe the people in your team and discuss what they need and how they feel.
· Describe a time when understanding someone else’s perspective helped you
understand them better.
· What do you do to understand someone else’s behaviour?
· How do you understand what your team members are feeling?
> SOCIAL SKILLS

· Tell me about a time when you needed to influence someone.
· Describe a difficult issue you had to deal with.
· Tell me about what you would do to gain respect as a new manager.
· Tell me how you build networks within your company.
· How do you develop rapport with people?
· How do you build relationships with people?
MAGAZINE ARTICLE: EMOTIONAL INTELLIGENCE
ARTICLE
Have you ever meet someone who always seems to know the right thing to say? Have you ever met
someone who doesn’t get angry in stressful situations but instead looks at the problem and calmly
finds a solution? Have you ever met someone who takes criticism well and even uses this to improve
themselves?
We might describe these people as unemotional, but in fact, these people have a high degree of
emotional intelligence (EI). They know themselves so well that they are able to sense the emotional
needs of others and are able to deal with situations effectively. Organisations are now using EI to hire
and promote with a great deal of success.
So what is EI and how can you improve yours? Tact and cleverness are important because we all
have different personalities, wants and needs. EI is the ability to understand and recognise your own
emotions and how they affect the people around you. Being able to understand how someone else
feels. American psychologist Daniel Goleman has defined EI with five elements.
Self-awareness: Understand your own emotions and don’t let your feelings rule you. Look honestly at
themselves, their strengths and weaknesses.
Self-Regulation: Controlling your impulses and emotions to not make careless decisions. They think
before they act.
Motivation: They are willing to defer immediate results for long-term success. They are very productive
and love a challenge.
Empathy: Identify with and understand the wants, needs and viewpoints of others. They do not judge
others and are open and honest.
Social Skills: They are easy to talk to, team players, and communicate well.
Great ways to help improve your EI include: Observe how you react to people, your work environment,
do a self-evaluation, examine how you are in stressful situations, look at how your emotions affect
others and take responsibility for your actions.
• Criticism • Cleverness
• Unemotional • Impulses
• Emotional Intelligence • Empathy
• Effectively • Viewpoints
• Tact • Self-evaluation
ACTIVITIES II
Third conditional
1
Gambling
This activity is thought of as a revision of all the conditional types. Provide the students with a list
of sentences in conditional form: only half of them are correct. Explain the game to the students:
they are given 1,000 points each to bet on the sentences. They decide whether a sentence is
correct or not and bet the quantity of points they like depending on how sure they feel about the
decision.
Then, read a sentence and ask the students what they think of it: is it correct or not? Once this
has been made clear, the students who were right about the sentence add the points they had
bet to their total amounts and the students who were wrong must deduct them.
Verb + Object + Infinitive

2
Let/Make
Write up on the board:
Things that my parents let me do at Things that my parents made me do

... at ...
Example: My parents let me watch Example: My parents made me tidy

horror films at ten. my room every weekend at eight.
Write up an example for each column. Then ask the students to write down their own sentences
(at least four in each column). Finally, ask the students to read their sentences and discuss them:
“Was that important for you?” “Why?” “How has that influenced your life?”
group of students:
The article was about some people’s opinion that English should be the international
language.
1. What do you think of this?

2. Is this an egotistical outlook?
3. What is the major benefit to learning English?
4. Why do you think Jay Walker wants English to be an international language? Why not Spanish?
5. What factors do you think characterise a “world language” title?
Example of the answer you are looking for:
Geographical distribution, international organisations, diplomatic relations, and number of
speakers both native and ESL.
6. The article asks the questions “What problems do you think should be addressed in English by a
global community?” Which problems do you think should be addressed?
7. Should the international language be neutral? For example, like Esperanto? Here you can explain
that Esperanto was developed as a neutral language which is easy to learn and that Esperanto
takes ideas from many different languages, but has no basic root.
8. Do you think having one language will make it easier for governments in different countries to
relate to one another and try and work on world problems?
9. Do you think we will lose our culture if we all speak the same language?
10. English has proven to be quite a difficult language. Do you think it would be better to use an
easier language like Esperanto?
11. What languages do you speak fluently?
12. Do you have a second language in your country?
13. Does your language have loanwords from other languages?
14. Can you give me some examples?
15. Why are you studying English?
16. In your opinion, what is the easiest/most difficult language?
17. Are there any minority languages in your country?

18. Should they be protected?
19. Would you like to raise multilingual children?
20. Can you think of some advantages/disadvantages of being multilingual?
21. Do you think foreign language study should be mandatory?
22. At what age do you think children should start studying languages?
23. Should there be different methods for different age groups in language education?
24. What are the more entertaining methods to practise your language skills?
25. Are they successful?
26. Do you use much slang when you speak your native language?
27. Do you think it is inappropriate in certain situations?
28. Have you ever met a foreigner to practise a language?
29. What other ways could you practise your language abilities?
30. Have you ever heard of couch surfing or tandem?
31. Would you ever do an flat swap?
32. What do you think of academy courses abroad?
33. Do you think it is essential to go abroad to practise a language?
34. What are the advantages and disadvantages of staying with a host family in a foreign country?
35. Do you believe it’s important to practise spoken language?
36. Is the correct pronunciation of a foreign language essential?
37. Prepare the following role play:
You’re ecstatically happy. You’ve fallen Your friend has something important
in love with a boy/girl from the USA to tell you. Listen carefully and then
and you’ve decided you want to buy respond: You think your friend’s gone
a house on the beach and live there mad and he/she is going to make a
forever. Tell your friend about your big terrible decision. Convince him/her to
decision. come home.
You are an English teacher on a Your parents are making you take a
summer course. One of your students stupid English course this summer.
is always late for class and never It is boring. You want to be with your
listens to you. friends.
MAGAZINE ARTICLE:
ENGLISH AS A WORLD LANGUAGE
ARTICLE
English as a World Language
Jay Scott Walker is an American inventor and entrepreneur. He is the chairman of Walker
Digital, a developmental business systems laboratory. The company specialises in creating
applications for mobile phones and the internet.
In one of his TED talks (conferences attended by many important and influential people from
all industries to share ideas), he talks about the English mania sweeping the world. Two billion
people are trying to learn English worldwide; his talk focuses on China who is believed to one
day become the largest English speaking country. Walker states that “it is not America pushing
English but the world pulling it”. He believes there are more opportunities to find a job, have a
better life, and get better schooling knowing English. He thinks learning English will make you
become part of a large global conversation much like mathematics and music. English is the
language of global problem-solving; a common language to solve common global problems.
One language that is still a runner up to English is Esperanto. It was developed by Polish
doctor and linguist L.L. Zamenhof in 1887. The goal of the inventor was to create a politically
neutral language that transcends nationalities and is very easy to learn. It is estimated that
about 2 million people speak it. In February 2013, a petition was put forth to make it one of the
official languages of the European Union.
What problems do you think should be addressed in English by a global community? What
if there was one European language? Would you learn it? Would you use it at work and in
your day-to-day life? What do you think of the dream of Doctor Ludwig Lazarus Zamenhof of
Esperanto being learned by the world?
• Inventor • Esperanto
• Entrepreneur • Linguist
• Chairman • Transcends
• Mania • Petition
• Global conversation
(PRINTABLE WORKSHEET) | Project the following photos (Ref. Number: PJ33)

4 on the board or print them out. First show them the example and, if necessary,
revise how to form answers.
a time.
Answer the following questions.
Establish some differences between your country and Great Britain regarding politics, the
educational system and the media.
How many political parties are there in your country? What are their main ideas?
Do you know who Margaret Thatcher is? Why is she important?
What do you think about the educational system in your country? Is it complete?
Do young people feel prepared when they leave university? Why or why not?
What kind of exams do teenagers have to pass to go to university in your country? Is that similar
to the educational system in the England?
In England there are two kinds of newspaper, the broadsheets and the tabloids. What about your
country? Is there a more serious press and then a yellow press? What are the differences?
Can you think of any really important moments in the history of Britain?
Tell the class about an interesting historical event that took place in your own country.
What do you know about the industrial revolution?
Do you know what a Poet Laureate is? Do you know who the current British Poet Laureate is?
Favourite subject
5
Ask your students to answer the following questions about their favourite subject in school.
• What was your favourite subject in school?

• Why was it your favourite?
• Has it affected the outcome of your professional career?
• How would your life have been different if you had had a different favourite subject in school?
• Would this have affected your career?
UNIT 4 | “I have to see a doctor”

FUNCTIONS
Reporting commands
Reporting questions
Explaining cause
Discussing culture and history from different countries: politics, media, education, the
industrial revolution, holidays, etc.
Describing different moods
CONTENTS
Grammar
· Reported questions
· Reported commands
· Modal verbs in reported speech
· The imperative
Vocabulary
· Health, nutrition and sanitation
· Seeing the doctor
· Eating healthily
· Connectors: cause and effect
SKILLS
Describe photos
Talk about situations giving explanations
Write an email
Talk about bad habits
Talk and write using reported speech
Talk about herbal and modern medicine
Practise vocabulary about health and medicine
ACTIVITIES I
Reported speech
1
Tell me
You will need some photos of two or three people talking. Take one photo and ask the students
to guess what they have been saying to one another. Start the first sentence using reported
speech, so that the students follow your example.
For example: A photo of two people, one looks sad and the other looks angry.
“He is apologising for his behaviour the night before, but she’s telling him she won’t forget that
because ...”
Note: The photos you choose should show people asking, ordering, doubting, suggesting,
allowing or forbidding something, as the contents of the lesson are: reported questions, reported
commands and modal verbs in reported speech.
Expressing cause
2
Tell me why
Present the students with an absurd situation that you have supposedly witnessed. Ask them to
give you as many explanations for this strange behaviour as they can think of. The students will
need to use “because”, “since”, “as”, “due to” and “because of”. Make sure the students use
more than just “because”.
You may do this activity as a competition: instead of revealing the explanation, they can be
given some time to write down as many possibilities as they can. The student who writes more
sentences wins.
Examples of situations:
- A woman carrying an open umbrella on a warm day.

- Two men sitting together in the bus and talking to each other on the phone.
- A man looking at his shoe and crying in a bookshop.
(PRINTABLE WORKSHEET) | Healthy habits (Ref. Number: PJ41)

3
Students must read the following text and then write an email of about 150 words. (You can give
them a printed copy)
You have received this email from a distant cousin who is currently researching healthy and
unhealthy habits in your country. Read his email, the notes between brackets and then write an
email to Ralph.
I am currently doing research on healthy and unhealthy habits in your country.

I want to collect information on eating and exercising habits. More specifically, I need as much
information as possible about the things you have eaten on a regular basis and the things you don’t.
Please, also let me know about any physical activities you do. Tell me about the most popular sports
and why you think they are popular in your country. (Give details!)
· Do you think you can improve your habits and become a healthier person? (Give details!)
· I want to have the project finished by November. Do you think you can get me the information by
then? (Say yes or no!)
· I would also like to include photographs; could you email me these? (Say yes, you can!)
· I want to have the research published and we’ll have a party at the end of December. Do you think
you will be able to come? (Say no and why not!)
ask them.
group of students:
1. Do you have any bad habits?

For example:
- Being late for work meetings
- Thinking negatively
- Gossiping
- Seeking attention
- Resisting change
- Making rash decisions
- Being defensive
- Procrastinating
- Multitasking
- Engaging in self-sabotage
- Micromanaging
- Being a maladaptive perfectionist
2. Do you bite your nails?
3. Do you oversleep?
4. Do you sleep in your clothes? Or with your make up on?
5. Do you eat late at night?
6. What are some good habits to have?
7. What are healthy eating habits?
8. What are bad eating habits?
9. What are good study habits?
10. What are bad study habits?
11. Where do we learn our habits?
12. Do children learn bad habits at school or at home?
13. Do you smoke?
14. Do you smoke at public places?
15. Do you drink alcohol?
16. Do you spit on the street?

17. Do you throw rubbish in the street?
18. Do you sleep in class?
19. Are you extremely lazy?
20. Do you cut people off in the middle of their stories and conversations?
21. Does your mother or father have any bad habits?
22. Do other people’s bad habits get on your nerves?
23. What bad habits bother you the most?
24. How can you develop a good habit?
25. How can we get rid of bad habits?
26. How can we develop good habits?
27. Which bad habit do you think would be the most difficult to get rid of? Why?
28. Which good habit do you think would be the most difficult to develop? Why?
29. What is good behaviour? What is bad behaviour?
30. Are you influenced by what you see on TV? Or by what you read?
31. How do you act when you are happy? Do you like being around happy people?
32. Is it possible to change one’s behaviour?
33. Have you changed anything about your behaviour?
a. Have you started good habits?
b. Have you broken bad habits?
c. What are some ways to change your behaviour?
34. Do you set goals to improve yourself?
35. Look at the following habits. Rate them from most to least annoying. Discuss if you have any of
these habits and how often you do them. Do you:
1) bite your nails?
2) pick your nose?
36. If you were on the train and the person next to you had an irritating habit, would you say
something, move to a different seat, or do nothing? Why?
37. Think of some bad habits that children form (such as biting their nails). How do mothers in your
country stop their children from doing these habits? Are they effective?
38. Many people have annoying habits. What habits drive you up the wall?
39. If you could outlaw one habit, what would it be? What penalty would you give offenders?
40. Which habit is the most important for parents to set as an example for their children?
MAGAZINE ARTICLE: BAD HABITS

ARTICLE
Bad habits!
Why we just can’t stop ourselves!
A habit is an acquired behaviour or thought pattern that we have repeated so many times that
we start to do this without thinking. Even though many of us are faced with dilemmas, such
as our doctor telling us to quit smoking because it is one of the leading causes of death, or
that we need to lose a bit of weight to have a healthier heart. For some, making a change can
seem impossible! Scientists have constantly studied the bad habits of humans and tried to
determine why we do what we do. Some of the reasons have been genetic predispositions
to addiction (smoking or alcohol abuse); someone not being able to truly identify the risk of
the habit; the pressure to be socially accepted (teens smoking to look “cool”); or even just
our innate human defiance when told we shouldn’t do something (for example, too much sun
tanning or biting our nails when we are nervous).
What can we do to break bad habits? Research is showing that it takes on average 66 days
(even up to 184 days depending on the person or habit) to stop the bad habit by concentrating
on a more positive or productive one. This is no easy task and can be very overwhelming.
Make a commitment to yourself, and make a plan of how you will quit. American Psychologist
Shawn Achor says that putting obstacles in place will stop you from the bad behaviour by
making it harder to do the bad habit. A great way as well is to reward yourself when you finally
kick a bad habit and involve your friends or family. They will make you accountable for your
actions and help boost your motivation.
• Acquired • Defiance
• Dilemmas • Overwhelming
• Determine • Obstacles
• Genetic predispositions • Accountable
• Innate • Boost
ACTIVITIES II
Reported speech
1
Interviews
In pairs, the students play the roles of a well-known person (a singer, an actor, a politician, a
famous writer ...) and a journalist. They prepare and perform an interview in front of the rest of
the students. The other students make notes, as you have told them they will be reporting the
interview when they finish. Ask a student to start reporting it and the rest can help him/her.
If you have only two students in class, the journalist prepares the interview, and the interviewee
reports it (or with just one student you may play the role of the journalist).
they may need to use in the conversation, some questions the teacher may
group of students:
1. What comes to mind when you hear the word medicine?

2. Do you dislike taking medication?
3. Do you believe medicine is addictive?
4. Do you think medication is too expensive?
5. Does your government help with the costs of medicine?
6. What about the national healthcare system? Is it free? Should it be free?
7. What do you think of the health service in your country?
8. What are some of the most common side effects of medicine?
9. Do you think medicine has changed a lot since the past?
10. Do you think we will find cures for all illnesses and diseases some day?
11. What does the future hold for medicine?
12. What would the world be like without it?
13. Would you ever try alternative medicine?
14. What are the advantages or disadvantages of modern/traditional medicine?
15. The article also mentioned that it has been said that western medicine focuses on treatment and
eastern medicine on prevention. Which do you think is the best method?
16. Do you think we are properly educated on the proper consumption of medicines?
17. We read in the article about herbal medicines. What is your opinion of these?
18. Do you think they work better than traditional medication?
19. Do most people in your country prefer traditional medicine, modern medicine, or a combination?
Do you use herbal medicines? Do you think they work?
20. What is your opinion of testing medicines on animals?
21. Do you consider yourself to be healthy?
22. Could you describe a healthy diet?
23. Do you often eat fast food?
24. Do you get sick very often?
25. Do you eat a lot of fruit and vegetables?
26. Do you ever read health magazines?
27. Would you ever take vitamin or mineral supplements?
28. Do you think exercise is important?
29. Do you go for regular medical checkups?
30. Do you think that teas and natural herbs are as effective as modern medicine to treat certain illnesses?
31. What type of treatment would you recommend to a person who has the flu?
32. Have you heard of faith healers? If so, do you believe in this?
Do you feel uncomfortable using medicine from a foreign country?
Do you have to pay for medicine in your country? What other types of health care are available?
Do these role plays:
Your friend is a hypochondriac and Painkillers work so well and you think
takes painkillers for the slightest it’s pointless to try natural methods that
ailment. You try to convince him/her never work. Medication is designed to
that natural medications are the best help us so why bother enduring pain.
option.
You go to see your doctor because You have a patient who smokes far
you’re having difficulty breathing at too much and never does exercise.
night. You’re a smoker and you never Explain to him/her the health risks
do exercise. involved.
You believe your friend should donate You hate needles and hospitals in
blood because he/she is very young. general. You have no intention to ever
Explain to him/her all the benefits. give blood.
MAGAZINE ARTICLE:
HERBAL AND MODERN MEDICINE
ARTICLE
How do you heal yourself?
Are you feeling sick? Do you have a headache? What do you reach for first: a bottle of pills or
some tea? In this day and age most people tend to go for a modern medicine approach and
take a few pills to get rid of pain. In our fast paced lives we are always looking for immediate
solutions and results. If we have a cold, we want to feel well in a few hours, not wait a few days.
Modern medicine has always been the preferred choice for Western cultures. But are there
other options? A myth among many people is that herbal medicine is a very primitive form of
treatment. But if you look further into it, about 75% of today’s medicines come from plants!
A common medicine such as Aspirin is derived from white willow bark. Many herbalists and
believers in herbal treatments argue that once the drug is taken from the plant and made into
pills or powder that it is no longer in a natural state and this is the reason there are so many side
effects. It is hard to ignore thousands of deaths every year from pharmaceutical interactions.
For thousands of years, herbal remedies have been used to cure everything, Peruvian bark
for fevers, Foxglove for heart problems, sweet clover for anti-clotting and snakeroot for
tranquilizers. That is not to say that modern medicine should be forgotten. Medical treatments
such as chemotherapy, dialysis and organ surgeries are still very much needed to help treat
and heal us. Some doctors, physicians and others in the medical field do acknowledge herbs
can help some ailments, but they may not effective for serious illnesses.
Whatever course of treatment offered, it has to be your own choice. There is no correct answer
in this debate. Being safe, healthy and informed is the surefire way to be at your best. What
helps you get better?
• Fast paced • To cure
• Derived • Anti-clotting
• Bark • Ailments
• Side effects • Debate
• Pharmaceutical • Surefire
Vocabulary: health & medicine

3
Brainstorming
Write up “HEALTH & MEDICINE” in block letters in the middle of the blackboard. Ask the students
to suggest words related to this topic, and write them up around the main words. Make sure that
all the new words learned in this lesson are mentioned.
As a follow-up activity, erase some words and challenge your students to write down as many of
the erased words as they can remember.
Reported speech: questions

4
Ask students to brainstorm a list of people who might ask them questions. For example: a police
officer, their mother or father, a teacher, a taxi driver, etc.
Then, a student reports something that someone asked, without revealing who it was. For example:
This person asked me if I had my driving licence. Students must guess it was the police officer and
rephrase the sentence. Example: The police officer asked you if you had your driving licence.
UNIT 5 | “You need a retreat”

FUNCTIONS
Expressing purpose
Discussing different religions
Describing a process
CONTENTS
Grammar
· The passive voice
· The passive form of sentences with two objects
· The causative
· The completing agent
· Ending sentences
· Sentence connectors to express purpose: “to + verb”, “for + noun” and “so that +
clause”
Vocabulary
· Beliefs and religions: spiritual life
· Protecting the environment for the future
SKILLS
Describe a process using the passive voice
Talk about the uses of objects
Talk about places
Talk about good needs
Describe photos using the passive voice
Do a brainstorming session and talk using the passive voice
Talk about superstitious minds
ACTIVITIES I
Passive
1
Description of a process
Give the students a series of drawings explaining a process, for example how to cook an omelet,
or a process they are familiar with. This is a good opportunity to explain to the students that the
description of a process has three elements. Input: The raw ingredients. Process: How to do it.
Output: The result.
The teacher may need to supply some new vocabulary.
When they see the drawings, they will have to write down their descriptions and then, explain to
the rest of the class how an omelet is made.
Eggs are beaten

....
The teacher will check their descriptions and explanations.
What is done by whom?

2
One of the students is at the blackboard. Give the students a list of some activities. They will
have to ask questions to the volunteer making him/her think of an agent suitable to each action.
You could also give an example:

By whom are meals served? By the waiter or by the customer?
List of possible sentences:
· Food is eaten
· Rooms are cleaned
· Guests are welcomed
· The lesson is taught
· A film is directed
· Food is cooked
· Salary is paid
........
Expressing purpose
3
Uses of an object
Tell the students to suggest as many original objects as possible. When you have some objects
written on the blackboard, suggest the use you can give to each object. For example, if the object
is paper, you can say “You can use it to take some notes in class”. After this demonstration, the
students are divided into groups of two and given some objects. They will have to describe as
many uses of the object as possible. It can be done as a competition between the groups to see
who can produce the most ideas.
Why you go there

4
Uses of an object
Invite the students to tell you as many public places as possible. Write them on the blackboard
and tell them to explain why they would go to these places. For example, if they say “car park”,
they may say “you go to park the car”. You can do this activity as a competition where one group
would say two or three public places and the other group would have to explain why they would
go to these places. Encourage them to use the vocabulary acquired throughout the course.
group of students:
1. “No good deed goes unpunished.” What do you think this means? (Example of the answer you
are looking for: it is normally meant in a sarcastic manner, typically after someone has tried to help
another person and then has somehow ended up getting abused or mistreated in some way as a
result of their attempt to help them.)
2. Can you give me an example when your kindness backfired?
3. What is a good deed?
4. What is a Good Samaritan?
5. Can you define the term do-gooder?
6. Are there homeless shelters in your country?
7. Are there many homeless people where you live?
8. Have you ever been a volunteer at a hospital?
9. Do you give to charity?
10. Would you help someone if doing so would bring danger upon yourself?
11. What do the people in your community do for recreation?
12. What do you think is the most important thing about community?
13. Does your community have special days to get together?
14. Have you ever helped a neighbour?
15. How many of your neighbours do you know?
16. What do you like about your community?
17. How did you decide on your community?
18. What do you think should be changed in your community?
19. How can you help your community?
20. Have you ever adopted a pet?
21. Have you ever volunteered?
22. Have you ever donated blood?
23. What is karma?
24. There is something called Girl Scouts and Boy Scouts in North America. It is a club to help youth
be involved in the community and to learn skills. Is there something like that in your country?
MAGAZINE ARTICLE: GOOD DEEDS

ARTICLE
Good deeds
There’s a relatively new internet movement that has gained a lot of popularity in primarily
English speaking countries called “KCCO”. It stands for “Keep Calm and Carry On”. It is similar
to the slang expressions “Be Cool” and “Live and let live”. The origin of these letters can be
traced back to World War II. It was the third part in a series of motivational posters produced
by the British government in 1939 to try and boost morale of the public in the aftermath of
bombing and air attacks. It was not a very wide spread campaign and many of the ads were
never posted.
Fast forward to 2000, the poster was rediscovered at a bookshop and many companies have
been using it for a decorative theme on a variety of items. It began as a bit of British nostalgia,
but now has become an international industry. There are about 20 surviving posters that are
known. The message is quintessential British, but people now can identify and relate to it in
our modern and turbulent times.
As the saying has gained popularity, many parodies of the widely used slogan have been
made such as “Keep Calm and Have a Cupcake” replacing the British crown with a cupcake.
It’s been made very popular on an American site that has a photo thread of random acts of
kindness such as large tips for service people, shoveling snow from someone’s driveway,
putting money into a meter when the time has run out. Many people have formed friendships
having KCCO meetings and encouragement of people to do one act of random kindness for
someone else, no matter how big or small. To carry on this internet movement, there is a US
website that promotes the awareness and tries to get community involvement in a random act
of kindness.
• Motivational • Turbulent
• Morale • Parodies
• Aftermath • Slogan
• Decorative • Thread (forum)
• Nostalgia • Awareness
• Quintessential • Involvement
ACTIVITIES II
Passive
1
The students are given a photograph of a center of activity such as a shopping centre, school,
hospital, aeroport, hotel, medical clinic, etc. They will have to list at least five things that are done
in such places.
E.g.:
- Shoes are sold in the shopping centre.
- Children are taught in a school.
...
Expressing purpose
2
Justifying actions
Invite the students to tell you some unusual or even immoral activities and ask them to explain
and justify why they would do that. For example, if they say “Steal some food”, they can justify
the performance of this action by saying “I would steal some food to give it to a poor/hungry
person”. Encourage them to use the vocabulary they know.
You can suggest some immoral or unusual actions such as:
- Cheat in an exam
- Paint yourself red
- Shout in the street
- Take off all your clothes in a public place.
............
Have something done

3
What do you need him for?
Start with a brainstorming session, invite the students to tell you as many jobs as they can
remember and write them up on the blackboard. Then, a student pretends to be looking up a
telephone number in the telephone directory and you want to know what he/she wants that
person for. “What are you looking up? - I’m looking for a mechanic.” “And what do you need a
mechanic for? - To have my car repaired.” After answering your questions, it’s this student’s turn
to ask another student.
Have something done

4
To consolidate the use of the causative, divide the class into groups of three or four people and
tell them they must plan a party or a road trip. These kinds of activities require a great deal of
preparation and errands. They must compile a list of things they must get done and who will do
it for them.
Example:
Road trip: I will take the car to the mechanic’s and have the oil and the tires checked. I might have
the oil changed. I will also have the engine and the brakes checked. Then, I will have my travel agent
book my hotel room. One day before the trip, I will have the car washed…
You can look for photos in magazines and cut them out, or you can have each group do that. You
can also make a comic strip or have each group draw one.
group of students:
1. The article was about superstitions and myths. Are you superstitious?
2. What is the difference between superstitions and science?
3. What are some of the most common superstitions in your country?
4. Do you know their origins?
5. Do you believe in witches/ghosts?
6. Has anything strange ever happened to you?
7. Do you do anything for good luck?
8. Do you have any rituals you do regularly for luck?
9. Do you have items you feel are lucky?
10. Would you ever walk under a ladder?
11. What are some things that are considered lucky/unlucky in your country?
12. Do you have lucky numbers/colours?
13. Do you make wishes on shooting stars?

14. Have you ever thrown a coin into a fountain for good luck?
15. Do you read your horoscope?
16. What is your star sign?
17. Has your horoscope ever proved to be true?
18. What is your opinion of telepathy/clairvoyance?
19. Have you ever been to see a fortune teller or psychic?
20. Can you think of things in this world that cannot be explained?
21. Have you (or anyone you know) ever had a dream that later came true?
22. Do you know of any haunted buildings?
23. Can buildings truly be haunted?
24. What is your opinion of UFOs?
25. Do you think we will ever visit all the planets?
26. What do you think they will find there?
27. If you were offered a trip on the space shuttle, would you go?
28. Do you think space tourism will be popular in the future?
29. Did you like studying science in school?
30. Is it possible to be a superstitious scientist?
Do the following role plays:
Your friend’s child is petrified of ghosts Your child is petrified of ghosts and
and monsters and finds it impossible monsters and finds it impossible to
to sleep at night. Your friend does sleep at night. Ask your friend for
not know what to do. Advise him/her advice.
appropriately.
Imagine you are a clairvoyant. Tell You are curious about your future
your customer what you see in his/her so you go to see a clairvoyant. You
near future regarding love life, career, have doubts about the reality of this
family, friendships, etc. profession. Ask for specific details to
check the validity of the claims.
You are a scientist who believes that You believe that there is more to the
everything has an explanation but we world that the human eye can see. Ask
just haven’t found all the explanations him/her to explain UFO sightings, how
yet. Explain this to your friend. the world began and how the pyramids
in Egypt were built.
MAGAZINE ARTICLE:
SUPERTITIOUS MINDS
ARTICLE
Black cats, four leaf cloves and luck
Do you avoid walking under ladders? Do black cats make you stop in your tracks? Do you rub
a rabbit’s foot, cross your fingers or knock on wood for luck? Do believe you will have seven
years bad luck for breaking a mirror or bring bad luck by opening an umbrella inside? Throw salt
over your shoulder? Hang a horseshoe to “catch” good luck? Many superstitions and myths
come from the same human trait as what makes us believe in ghosts or vampires… when our
brains can’t understand or when something that contradicts natural science, we make things
up. The dictionary defines superstitions as an irrational belief arising from ignorance or fear.
Every culture has their own set of superstitions and beliefs and most have unknown origins.
Most superstitions try to prevent us from being unmarried, childless, friendless, poor or even
worse.
Many superstitions have formed from very old beliefs. The word superstition is used primarily
pejoratively (negatively) to refer to religious practises like voodoo. The superstition of not
walking under a ladder comes from a Christian belief in the Holy trinity. A ladder when opened
makes a triangle so walking under this “breaks” the trinity which was blasphemous. And what
about black cats? Well, humans have kept cats as companions for thousands of years, but it
most likely the superstition comes from the middle ages when the belief was single woman
(normally elderly) who associated cats with witches. According to the belief, witches are able
to change form into cats. In England, they are a symbol of good luck.
The fear of the number 13 is so real for some people that it’s turned into a phobia called
Triskaidekaphobia.
Do you have any superstitions or beliefs? Is there validity to superstitions? What superstitions
exist in your country?
• Human trait • Pejoratively
• Contradicts • Voodoo
• Arising • Associated
• Fear • According to
• Unknown origins • Phobia
UNIT 6 | “Moving plans”

FUNCTIONS
This unit revises functions, content and structure of the previous units.
CONTENTS
Grammar
• This unit revises functions, content and structure of the previous units:
• “I wish/If only”
• Third conditional
• Modal verbs in reported speech
• Verb patterns
• Reported questions
• Relative clauses
•The passive voice
SKILLS
Hold simple conversations as studied in the unit
Regret past actions
Write sentences using the third conditional
Write sentences using reported speech
Write sentences using relative clauses
Write sentences using the passive voice
Talk about extreme sports
Talk about some photos
Talk about quality of life
Talk about the universe
ACTIVITIES I
(PRINTABLE WORKSHEET) | Speaking (Ref. Number: PJ61)
1
Give your students a copy of the following text so that they can do the two activities below.
Extreme sports
A. Read the following text and record your summary of the text.
Heart-stopping activities, such as mountain biking, snowboarding, skydiving, are known as “extreme
sports” and they are attracting more and more people. Rock-climbing, for example, is now enjoyed
by more than half a million Americans. Only 50,000 were doing it in 1989.
What makes these sports so popular? Extreme sports are about exhilaration, skills and danger.
They are normally done individually and do not have many rules. People who take part in them love
the adrenaline rush they feel, as well as using their skills and experience to control the risks. It is this
“control” what makes them a “sport” and not just some dangerous behaviour.
One of the most extreme sports is BASE jumping. First done in 1980, BASE jumping consists in
jumping off tall buildings, towers and bridges using a parachute. As one BASE jumper puts it, “There
aren’t many injuries in BASE jumping; you either live or you die.”
Moreover, a growing band of enthusiasts have been taking part in coasteering. It is a way of exploring
the coast line without worrying about a coastal path or finding a rocky cliff blocking your route. You
set a route that goes from point A to point B. To get to your destination you walk, dive, swim and
even clamber if needed.
Skydiving is a way of making traditional parachuting more risky. It is all about jumping from a plane
and listening to your heart pounding as you hurtle towards earth before you open your parachute at
the last moment.
So, as you can see, not everyone wants to spend their time shooting hoops or watching baseball
games, and extreme sports offer an alternative to those looking for something a little more exciting.
B. Give your opinion about the text. You can use the following questions as a reference:
• Is it important to exercise? Why/Why not?

• Do you prefer playing or watching sports? Why?
• Have you ever tried any extreme sports? Why/Why not?
• In your opinion, are extreme sports bad? Why/Why not?
• Think of and compare the benefits of extreme sports to the benefits of regular sports, such as
jogging.
• If you had the opportunity to do away with any sport, what sport would you do away with? Why?

a time.
PART 1
Say a short story about the following photos using both defining and non-defining relative
pronoun structures.
Example:
This man, whose bike is stolen, cycled past the bush that was recently cut by gardeners.
Photo number 2
Photo number 3
Photo number 4
Photo number 5
Photo number 6
Photo number 7
PART 2 | Now, let’s discuss the following issues.
We have all heard news stories about athletes taking drugs to improve their performance in
sports. How do you feel about this? Do you think random drug testing is fair?
Do you think that children’s and teenagers’ exams at school are getting easier?
In what ways can we, as individuals, make the world a better place in which to live?
And do you try to buy organic produce in greengrocer’s or markets? Why or why not?
they may need to use for the conversation and some questions the teacher
may ask them.
group of students:
1. What comes to mind when you hear the term “quality of life”?
2. How is your quality of life on a scale of one to ten?
3. What’s the difference between quality of life and standard of living?
4. What quality of life does a goldfish in a bowl have?
5. What are the indicators of a quality life?
6. How much does it cost to live a quality, happy life?
7. How does the environment in your town affect your quality of life?
8. Would you have a better quality of life if you were more attractive?
9. Does your country’s leader have a good quality of life?
10. Does technology change your quality of life?
11. Do you always try to increase and improve your quality of life?
12. What single thing could you do to increase the quality of your life?
13. Can money buy quality of life?
14. What do you think is more important, quality or longevity of life?
15. How would you describe your quality of life compared to that of your parents’?
16. How does crime and urban decay affect your quality of life?
17. What does having children do to your quality of life?
18. Who has a better quality of life, a student or a worker?
19. Will your quality of life get better or worse over the next few decades?
20. Does your state of mind affect your quality of life?
MAGAZINE ARTICLE:
QUALITY OF LIFE
ARTICLE
Unlike standard of living, the measure of quality of life goes beyond just measuring wealth and
employment status. We can argue that wealth and employment status do form a cornerstone
to a quality of life, but we must also take into account the environment, education, recreation,
social well-being including freedom and human rights and of course not forgetting happiness.
Happiness is difficult to measure as it is subjective. After all, we can be poor and happy or rich
and sad.
The idea of quality of life being used to indicate the health of a country was recognised in
2007. At that point, it was discovered that actually Gross Domestic Product (GDP), the amount
of money made per head, was not the best way to classify a country’s health because as we
already know, money does not necessarily mean happiness. In the last round of EU surveys,
Ireland came 1st, with the highest quality of life globally, Spain came 10th, the United States
13th, Canada 14th, and the UK 29th.
One of the main reasons why Ireland did so well is because it manages to combine the old
and new. Ireland had benefited from joining the Euro, increasing their GDP and making it a
seriously rich country but, at the same time, maintaining traditional family values and making
time for leisure. People in Ireland devote 15.2 hours a day to eating, sleeping and socialising,
which includes taking part in hobbies and watching TV. In Ireland people work on average
1,543 hours a year, over 200 hours less a year than other European cities. They rank well in air
and water quality. The Irish education system is strong and people in Ireland are living longer.
Residents feel a very strong sense of community. When the statistics are laid out it is easy to
see why Ireland scored number 1.
• Measuring • Surveys
• Wealth • Leisure
• Cornerstone • Socialising
• Indicate • Strong sense
• Gross Domestic Product (GDP)
Unemployment
4
Ask your students about in their countries. You can use the following questions:
• What percentage of the labour force is unemployed in your country at the moment?
• How do you feel about this?
• What can be done to help the unemployed?
• How can unemployment problems be avoided in the future?
• What would you do if you were unemployed?
ACTIVITIES II
may ask them.
group of students:
1. Are you familiar with the term “universe”?

2. What do you think the universe is composed of?
3. Do you think the universe is infinite or finite?
4. Do you think using telescopes to view the universe is a good way to learn?
5. What other things can we do to understand the universe?
6. Do you think there are other dimensions?
7. Do you think life (like us) could have formed in a faraway galaxy?
8. How do you think we could travel to another galaxy?
9. Do you think time travel is possible?
10. Have you heard of the research done at CERN?
11. Do you think trying to recreate the beginning of the universe is a good or safe idea?
12. What do you think we can learn from this research?
13. What do you think about the value of space exploration?
14. Which sectors benefit more from the research carried out with the tax payers’ money in the
name of space exploration? The arms industry, medicine or technology in general? Can you think
of any other?
15. Can you think of any inventions or benefits which have resulted from space exploration?
16. In what ways would the world be different if there were no satellites in orbit around the earth?
17. Space probes have now been sent to explore the outer reaches of our solar system. What use
do you think we will be able to make of the data they send back?
18. There is a wide spread urban myth that the famous Apollo moon landing shots were filmed in
Hollywood by Stanley Kubrick. Why do you think this myth is so popular?
19. What is your opinion of science fiction series and films like Star Trek and Star Wars?
20. Do you own a telescope? If so, what do you look at in the sky?
21. Nowadays, space tourism is just starting up. How would you feel if you won a trip to the
international space station?
22. If signs of ancient life were to be found on Mars, how would that change our understanding of
the cosmos?
23. It seems that the dinosaurs were probably wiped-out by a large meteorite. If another large
meteor were found to be on collisions course with Earth, what action should or could we take?
24. What do you think of the idea that we could escape into space if (or when) the Earth becomes
uninhabitable for whatever reason?
MAGAZINE ARTICLE:
THE UNIVERSE
ARTICLE
The universe we describe today is usually thought of as the totality of existence. Some people
will use the term “cosmos” or “nature”, but this is supposed to include the planets, stars,
energy, matter, anti-matter, etc. The universe is also supposed to include all the “laws” that
govern the particles and matter we find.
What makes the universe so difficult to understand is the fact that most of the universe
consists of dark matter and dark energy – both of these things are poorly understood: even
by scientists! Many top researchers are working at the laboratory in CERN, the European
Organization for Nuclear Research, to try and recreate the atmosphere of the beginning of the
universe. If more work can be done to understand how the universe began, we could have a
greater understanding of dark matter and energy.
Many parts of the universe can only be seen in small segments by powerful telescopes. Since
our planet, Earth, has a relative understanding of our basic laws of physics, looking at a faraway
galaxy can only yield so much information. This is why many scientists have invested time and
energy to look inward and try to understand our own world as best we can before trying to
grasp the worlds of the galaxy.
Still the age-old questions remain: can the universe be infinite/finite? Can we travel to distant
galaxies? The excitement of answering these questions keeps those people (with a good
imagination) looking up to the stars at night. What do you think of when you see the stars?
• Totality • Relative understanding
• Dark matter • Inward
• Dark energy • Grasp
• Telescopes • Infinite/finite

a time.
Answer the following questions.
If you had been the captain of a ship, what would you have called it and why?
Explain how your life would have been different if you had been born the opposite sex.
What subjects did you study in school?
How would your life have been different if you had studied other subjects at school?
Did you receive and allowance as a child? How much did your parents give you each week?
If you had saved all your allowance, instead of spending it on sweets, what would you have been
able to buy at the age of 18?
If you had been a famous scientist, what field would you have specialized in and why?
(PRINTABLE WORKSHEET) | In this board game students can practise using

3 conditionals and the wishes (“I wish/If only”).
The board provides the beginning or the end of a sentence and students have to recognise the
conditional and come up with the other part of the sentence.
(Ref. Number: PJ66)
If I pass If I had a If I had been I wish

START my exams, … million pounds, … Michael Jackson, … I had (a/an)…
If the weather
is nice at the
weekend, …
If Alexander
If only my sister/
If I were a If I go to Africa this Fleming had If I were on a
brother would/
president, … summer, … never discovered desert island, …
wouldn’t…
penicillin, …
Say a sentence
with “I wish”.
I wish I were… If dinosaurs hadn’t If only If I met my

If you mix…
because… died out, … I could… favourite actor,
I’d be very
happy if…
If telephones If Edison hadn’t

If only they had I wish she…
END had never been invented the light
arrived on time, … because…
invented, … bulb, …
Passive voice
4
Students begin by creating newspaper headlines from the five topics listed below.
Before giving them the topics, remember to explain to them that headlines in newspapers are
very short and that they usually do not include punctuation, articles and auxiliary verbs.
• Toronto has been named the most youthful city in the world.
(Toronto named “most youthful” city in the world.)
• The world’s biggest bookshop has been sold to a famous writer.

(World’s biggest bookshop sold to famous writer.)
• The 2020 Economic plan has been revealed by the USA government.
(2020 Economic plan revealed by USA government.)
• Over 2000 workers have been laid off by a motor company.

(2000 workers laid off by motor company.)
• Thousands of homes have been destroyed in a hurricane in Florida last month.

(Thousands of homes destroyed in hurricane in Florida.)
Once students have prepared their headlines, they can create a radio bulleting in small groups.
They need to use the topics provided above and at least four examples of passive voice.
UNIT 7 | “Animals and education”

FUNCTIONS
Answering questions about general matters
CONTENTS
Grammar
• This unit revises functions, content and structure of the previous units
• Use of “would” and conditional.
Vocabulary
• Jewellery
• Animals
• Education
SKILLS
Hold simple conversations as studied in the unit
Write sentences
ACTIVITIES I
may ask them.
group of students:
1. What does environmental stewardship mean?

Example of the answer you are looking for:
Responsible use and protection of the natural environment through conservation and sustainable
practises.
2. Had you ever heard about “carbon footprint” before? What are your impressions?
3. How large is your carbon footprint? Is it big or small? Why do you think so?
4. How large is the carbon footprint of your country? Is it big or small? Why do you think so?
5. How do you feel about climate change?
6. Has climate change affected the country in which you live?
7. Do you believe everything scientists say about climate change?
8. Do you believe everything politicians say about climate change?
9. What do you think the world’s climate will be like 50 years from now?
10. What is your country doing to limit the effects of climate change?
11. Do you think the USA and China are doing enough?
12. How often do you think about climate change?
13. How would you explain climate change to someone who knew nothing about it?
14. Are “eco-friendly” cars and electrical appliances really eco-friendly?
15. What will our grandchildren think of us using so much carbon?
16. Which industries need to become cleaner and greener?
17. Do you think there’ll be climate change refugees in the future?
18. What are you most worried about with climate change?
19. These are some things we could do as individuals to help reduce global warming. According to
your opinion, which ones are more important and which ones are less important?
a. Recycle everything you can.
b. Use less heating and air conditioning.
c. Use energy efficient light bulbs.
d. Drive less and use more public transport.
e. Plant a tree.
f. Use less hot water.
g. Switch off lights/appliances when they are not in use.
20. Reducing emissions is big part of climate change, have you heard of the Kyoto protocol?
21. Considering that the Earth has always warmed and cooled naturally, do you believe that human
actions are mainly responsible for present day accelerated global warming? Why/why not?
22. What is the “greenhouse effect”? Can you explain how it operates?
23. Are there any long term climate changes apparent in your country?
24. What are the potential consequences of global warming?
25. Which is more dangerous to human life: spent nuclear fuel or carbon dioxide and global warming?
MAGAZINE ARTICLE:
ENVIRONMENTAL STEWARDSHIP
ARTICLE
Nowadays, we generally accept that the world is heating up, global warming, the climate
around us is changing and if we listen to the general hype, it’s our fault. Our addiction to energy
and our wasteful lifestyle means we use more energy, which means we burn more fossil fuels
which has a greater impact on our planet.
A carbon footprint is an easy way to see how much carbon dioxide we produce during our
everyday activities. Essentially it’s a measure of how much damage we do to our planet.
A carbon footprint is estimated based on the following areas of our lives; diet, transport
choices, home size, shopping and recreational activities, usage of electricity, heating, and
heavy appliances such as dryers and refrigerators. There are a number of online calculators
that help us to find out the size of our footprint.
Normally the result is shown by how many “earths” we would need if everybody on the planet
consumed the same amount of resource as the person having their footprint measured. I filled
out one of these online questionnaires and was surprised to find out that I would need 3.03
planets in my life time, in total 18.2 tons of Carbon waste a year was produced, 0.1% lower
than the total in the United Kingdom, so below the national average. In the US the national
average is 48 tons, almost five times greater than the world average which is 10 tons per year.
Once we know our footprint, we need to know how we can reduce it. Simple things such as
recycling, driving our cars less or turning our heating/cooling down can help. But we should
also look at carbon off-setting, that is, every time we fly in a plane we should buy a tree,
because a forest will take as much Carbon dioxide out of the air that we are putting in with
our harmful activities. This way we can start to become carbon natural, either by reducing or
off-setting.
• Hype • Consumed
• Addiction • National average
• Footprint • Carbon off-setting
• Dryers • Carbon natural
• Refrigerators • Reducing
Creative writing
2
Ask your students to write an essay (about 100 words) answering the questions below:
> If you were a piece of jewellery, what kind would you be? Why?
> Would you be expensive?
Remember to explain to your students what an essay is and how to write it.
Luxury items
3
Have students work in groups of 3 to 4 people. They must ask each other the following questions:
1. Define the term “luxury items”.

2. What is one luxury item you really want to have?
3. What is imported by your country?
4. Do developed countries focus too much on luxury items?
5. What is exported by your country?
6. What do you think is the most popular luxury item in your country? Who is it made by?
7. What is the craziest example of a luxury item you have heard of?
8. Have you ever been jealous that someone had something you didn’t?
9. Do you think that luxury goods make people happy? Why or why not?
10. What do you think expensive perfume is made from?
11. What is something that you can spend money on that will make you happy? How long will it
make you happy for?
12. Who are the best electronics made by?
13. Do brand name prices mean quality?
14. Which types of products must have brand names if you are going to buy them?
15. How often do you spend money on things you know you shouldn’t? What kind of things do you
buy?
16. Who are the most expensive cars made by?
17. Are rich people really happier?
18. At which point does an item switch from being a luxury item to an item of necessity?
19. Name five things a person can do to make themselves happier without spending money.
20. Would you buy luxury items online? Why or why not?
may ask them.
group of students:
1. Do you remember the choices you had for school lunch when you were growing up?
2. What were some examples of lunches when you went to school?
3. Did you ever bring your own lunch to school?
4. Do you think that schools offer good lunch choices today?
5. What would be your example of a “bad lunch”?
6. Do you think there is too much sugar in children’s food today?
7. What would be an example of a good school lunch?
8. How much do you think this would cost?
9. Do you think the location of the school makes a difference in how big their food selection is?
10. Do you think private schools make/have better lunch choices for students? Why/Why not?
11. Do you consider yourself to be healthy?
12. Could you describe a healthy diet?
13. Do you often eat fast food?
14. Do you get sick very often?
15.Do you eat a lot of fruit and vegetables?
16. What is your favourite dish?
17. Do you ever read health magazines?
18. Would you ever take vitamin or mineral supplements?
19. Do you think exercise is important?
20. Do you go for regular medical checkups?
21. What do you think of the health service in your country?
22. Would you ever try alternative medicine?
23. What are the advantages or disadvantages of modern/traditional medicine?
24. Do you think people suffer from a lot of stress nowadays?

25. What is your opinion on smoking?
26. What do you think about smoking being banned in public places?
27. Do you usually get enough sleep?
28. How many hours sleep do you think is ideal?
29. Do you think it’s important to watch your weight?
30. Have you ever donated blood?
31. What do you think of plastic surgery?
Use these food adjectives in sentences:
> Positive Sentences

• Savoury
• Sweet
• Spicy
• Salty
> Negative Sentences

• Sour
• Bitter
• Mild
• Bland
> Questions
• Ripe
• Crunchy
• Stale
• Soggy
MAGAZINE ARTICLE:
HEATHLY EATING IN THE WORK PLACE
ARTICLE
Healthy eating in the workplace
The foods that our children eat at school can have a dramatic and far reaching effect in their
later lives. A number of projects have been launched over the years to try to persuade children
to eat well since more and more as children are entering into the obese weight range because
of a combination of bad food and too little exercise.
One of these campaigns was run by a British chef called Jamie Oliver. His campaign was
named “Food Revolution”. He started in the UK and was met with a lot of resistance. He was
catch in a catch-22 situation. Schools have small budgets allocated to buy food, they end up
with foods which can be cooked quickly and stored easily, also they often choose food that
will be popular with children and this often means supplying lunches that are high in salt, sugar
and heavily processed food. After a disastrous start, he gained some public support. Small
improvements have been made. Currently, fried foods are only served up to twice a week
and soft drinks have been banned. He has brought this revolution to The United States and
received much more criticism and refusals to accept his efforts.
The next time you go to a restaurant or a canteen, think about what you are eating. Do you
think it is the job of adults to set an example for the younger generations?
• Far reaching • Allocated
• Persuade • Disastrous
• Resistance • Revolution
• Catch-22 • Criticism
ACTIVITIES II
What if…
1
Have students work with a partner. In pairs, have one student share something that happened
to him or her at some time in the past. Then, have the second student ask a question beginning
with “what if…” and using the conditional form of the verb they must pose an alternative past.
Provide an example:
- Student A: I won a marathon.

- Student B: What if you had not trained for the marathon? (Past Perfect)
- Student A: I would not have won the marathon. (would + Past Participle)
What would you be doing?

2
Ask students the following question:
What would you do if you were not going to school?
Provide an example:
- If I was not going to school, I would be working in a shop.
Every student must answer.
The winning ticket

3
Have students work in groups of 4 to 5 people. Students must imagine they won 500 million
pounds in the lottery. They must take turns in saying what they are going to do with all the money.
Provide an example:
- If I won the lottery, I would buy an island and name it after me.
Remind students to use the conditional form with the word “would”.
Worst case scenario

4
Have students work in pairs. Each student must take turns in saying a sentence with “What
would you do if…” and they have to think of a worst case scenario.
Provide examples:
- Student A: What would you do if you were lost in the Amazon rainforest and you saw
a tiger?
- Student B: If I saw a tiger, I would not run and stay still until it left and then, I would
search for the nearest village.
Remind students that they must answer by using a conditional sentence with the word “would”.
ADDITIONAL ACTIVITIES
MAGAZINE
Youth is a state of mind
Research carried out in Germany suggests that young people fixate more on their regrets than
older adults who learn to overcome past situations they cannot change. These differences
are scientifically proven and explained in detail further on.
One of the experiments conducted by Stefanie Brassen from the University Medical Centre Hamburg-
Eppendorf in Germany and her colleagues studied 20 healthy young adults in their 20s, as well as
20 healthy adults and 20 depressed adults around 65 years old. All the participants played a simple
gambling game inside a magnetic resonance imaging (MRI) machine. A computer screen depicted
a row of eight unopened wooden crates that the volunteers could open one at a time, from left
to right. The participants knew that seven of the crates contained gold and that one contained a
demon who would steal everything the participant had won and end the game. Each step of the
way, the participants had the chance to stop and walk away with their earnings or keep playing
and risk it all. If a participant decided to stop while they were ahead, the devil’s position in the row
of crates was revealed, showing the participant whether they had missed out on lots more gold or
avoided a close call.
The brain-imaging results showed that stronger spasms of regret rippled through the minds of
young people and depressed adults than those of healthy older adults. When the young adults and
depressed adults realised that they had quit too soon, neural activity in the ventral striatum dropped
far below levels observed when participants left the game at the right time. In contrast, ventral
striatum activity barely changed in healthy older adults, regardless of whether their decision to leave
cost them more gold. These adults only showed decreased activity in the ventral striatum when they
accidentally released the demon, whereas the brains of young people and depressed adults treated
uncovering the demon and leaving the game too soon as equally regretful outcomes.
Healthy older adults also seemed to more effectively suppress whatever regret they did feel. Many
bands of neural tissue link the ventral striatum to the anterior cingulated cortex, a brain region known
to regulate emotions. When healthy older adults left the game too soon or uncovered the devil, their
anterior cingulated cortices were more active than those of 20-somethings and depressed people,
suggesting that the older adults were dampening any negative feelings.
Moneyless society
MONEY, MONEY, MONEY
In 1661, Sweden was the first European city to introduce bills, and it looks like they are trying
for another first by being the first cashless economy. As of 2012, only 3% of all transactions are
made using cash compared to 9% of other EU countries. Credit cards, mobile phone and internet
payments make up the other 97%.
In most Swedish cities, buses don’t take cash, so tickets must be purchased ahead of time and even
churches are only accepting digital donations. The Swedish Bankers Association feels that it is more
secure to do away with cash. Its security expert Par Karlsson said: “Less cash in circulation makes
things safer, both for the staff that handle cash, but also of course for the public.” Notably bank
robberies have gone down in Sweden from 110 in 2008 to 16 in 2011. The other positive is political
corruption has decreased thanks to a digital trail. But you have to compare this to cybercrimes data.
The Swedish National Council for Crime Prevention reported increases of fraud cases from 3,304 in
2000 to 20,000 in 2011.
Small business owners are not very happy with cards versus cash. They feel it is a way for the banks
to get richer, they charge from 5 Swedish kronor ($ 0.62) for every payment made by credit card. Do
you think your country should switch to only cards?
Couch Surfing
YOUR PLACE OR MINE?
3.6 (three point six) million profiles have been created on the website couchsurfing.com, 3.6 million
potential couch surfers, couch surfing their way across the globe.
The term “couch surfing” has been around for a long time, and its literal meaning is spending one
or two nights sleeping in one location, normally a couch or sofa but this may include the floor and
then moving location to another place.
The modern image of couch surfing began in 1999 when the creator found a cheap flight from
Boston to Iceland, having nowhere to stay he emailed 1,500 students at the University of Iceland. He
received 50 offers of accommodation and the idea entered into his head. What if there was a global
community of coach surfers? What if I could sign up and pick a country, for example Australia and
go and travel around without paying for accommodation, just surfing my way across the outback
and then later I could share my home with people from South Africa who would come to learn the
culture of my country. This is couch surfing.
It is a type of social networking, but instead of communicating over distance, I actually go to the
person’s house and they come to mine.
What are the benefits of this type of travel? What about disadvantages? Is it dangerous? What can
we learn by travelling light? What benefits are there for learning a language?
Digital music
A MUSIC DOWNLOAD REVOLUTION
Over the years, recorded music has gone through many different forms. It began as a wax cylinder,
but now it can be contained on the smallest of microchips. Many of the early forms of music were
difficult to reproduce – sometimes a musical group would need to play the same song 100 times in
order to make 1,000 records! Today, anyone with a computer or MP3 player can copy a song in a
few seconds without the need for expensive equipment. This and other advancements in recording
have led to a strong growth in the “small independent musician”. A lot of music groups can record
and release their album without the need for an expensive production or distribution company to
loan them money. The rise of this kind of music is called “indie” which is short for “independent.”
Not all of the change is good, though. Because of the convenience that comes with easier music
production, many music groups left their bigger distribution companies and used their own homes
to make, record, and distribute their music. Many people would say that this would be a good thing
because the large companies would often take advantage of small bands by giving them unfair
deals and contracts. Since big companies made less records and CDs, the shops that sold these
forms of music quickly went out of business. This has also paralleled the world of DVDs and renting
films.
As you can see, there are many advantages and disadvantages that come with the changes
happening in the music industry. Many musicians were happy with changes, while many big record
companies lost money. People enjoy listening to their new iPod, while some are frustrated with the
local record shops shutting down. Even though most people are on the digital bandwagon, there
will always be people who collect vintage records and believe it is the best way to listen to a song
in pure sound.
KARAOKE
RED BALLOONS As 99 red balloons go by.

(Multimedia Pack. Ref. Number: VJ01)
99 dreams I have had.
You and I in a little toy shop In every one a red balloon.
Buy a bag of balloons with the money we’ve It’s all over and I’m standing pretty.
got. In this dust that was a city.
Set them free at the break of dawn If I could find a souvenir.
‘Til one by one, they were gone. Just to prove the world was here.
Back at base, bugs in the software And here is a red balloon
Flash the message, Something’s out there. I think of you and let it go.
Floating in the summer sky.
99 red balloons go by.
99 red balloons.
Floating in the summer sky.
Panic bells, it’s red alert.
There’s something here from somewhere else.
The war machine springs to life.
Opens up one eager eye.
Focusing it on the sky.
As 99 red balloons go by.
99 Decision Street.
99 ministers meet.
To worry, worry, super-scurry.
Call the troops out in a hurry.
This is what we’ve waited for.
This is it boys, this is war.
The president is on the line
99 Knights of the air

Ride super-high-tech jet fighters
Everyone’s a superhero.
Everyone’s a Captain Kirk.
With orders to identify.
To clarify and classify.
Scramble in the summer sky.
TV
Time and Money right now!

(Multimedia Pack. Ref. Number: VJ02)
Home design furniture wants to help you out on both with no money down and paying no interest
till 2011.
Yes! 2011!
You paying not one penny in interests till 2011 and nothing down.
Stop searching! Home Design Furniture has the valid lowest prices.
We’ve got to look your love!
Home Design Furniture!
APPENDIX
Appendix 1: COURSE CONTENTS
UNIT FUNCTIONS GRAMMAR VOCABULARY
Defining objects and

people.
Giving additional
information about an • Defining and non-defining • Ecology.
THE NAME RINGS
object or person. relative pronouns.
A BELL Adding and obtaining • The environment.
Unit 1 information in formal • Indirect questions.
contexts.
Requesting and giving
opinions.
Making deductions about

• Regretting past actions:
the past.
“I wish/If only”. • Connectors.
BAD NEWS! Regretting past actions.
• Connecting ideas: • Homophones.
Unit 2 Connecting ideas.
sentence connectors. • Sections of the news.
Giving advice to various
• Perfect conditional. • Politics.
people with different
• Perfect modals.
problems or issues.
Giving permission.
• Verb patterns: verb + • Education, teaching and
object + infinitive. learning.
INTERVIEWING A Discussing abilities.
• Abbreviations and
HEAD TEACHER
acronyms. • School subjects.
Unit 3 Discussing impossible
• Second conditional.
facts in the present
• Third conditional. • New learning
caused by incomplete
techniques.
conditions in the past.
Reporting commands. • Reported questions. • Health and nutrition.

Reporting questions.
I HAVE TO SEE A Explaining cause. • Reported commands. • Seeing the doctor.
DOCTOR! Discussing culture and
Unit 4 history from different • Modal verbs in reported • Eating healthily.
countries: politics, media, speech.
education, the industrial • Connectors: cause and
revolution, holidays, etc. • The imperative. effect.
• The passive voice.

• The passive form of
sentences with two • Beliefs and religions:
Expressing purpose.
objects. spiritual life.
YOU NEED A • The causative.
Discussing different
RETREAT religions.
• The completing agent. • Protecting the
Unit 5 • Ending sentences. environment for the
• Sentence connectors future.
Describing a process.
to express purpose: “to
+ verb”, “for + noun” and
“so that + clause”.
This unit revises functions, content and structure of the previous units:
- “I wish/If only”
- Perfect conditional
MOVING PLANS
- Modal verbs in reported speech
Unit 6
- Verb patterns
- Reported questions
- Relative clauses
- The passive voice
• This unit revises

• Jewellery.
ANIMALS AND functions, content and
EDUCATION Answering questions structure of the previous
• Animals.
Unit 7 about general matters units.
• Use of “would” and
• Education.
conditionals.
COURSE REVISION
FINAL TEST
Unit 8
Appendix 2: COURSE PLAN
UNIT START DATE UNIT OBJECTIVES CLASS DATES

• Define objects and people
• Give additional information
1
• Add and obtain information in formal contexts
• Request and give opinions
• Make deductions about the past
• Regret past actions
2
• Connect ideas
• Give advice
• Give permission
• Discuss abilities
3
• Discuss impossible facts in the present
caused by incomplete conditions in the past
• Report commands
• Report questions
4 • Explain cause
• Discuss culture and history from different
countries
• Express purpose
5 • Discuss different religions
• Describe a process
• Revise functions, content and structure from
6
previous units
• Answer questions about general matters
7 • Revise functions, content and structure from
previous units
Course
Final test
revision
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· INTRODUCTION FOR THE TEACHERS 04

Introduction for the Teachers

UNIT FUNCTIONS GRAMMAR VOCABULARY

Defining objects and

Making deductions about

Reporting commands. • Reported questions. • Health and nutrition.

• The passive voice.

• This unit revises

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

UNIT 1 | “The name rings a bell”

Defining an object or a person

(PRINTABLE WORKSHEET) | A strange story

Once upon a time there was an old man......................................................................

He lived near a river.......................................................................................................

He went fishing every day in a little boat......................................................................

One day he met a young man.......................................................................................

This man had a gun.......................................................................................................

However, he didn’t want to hurt the old man, he was a hunter...................................

He wanted to hunt a big animal....................................................................................

They had lunch together in the fisherman’s hut...........................................................

(Ref. Number: PJ11)

Asking and expressing opinions

Then, ask the rest of the students. Encourage discussion.

· Punishment must fit the crime.

1. Are there litter laws where you live?

LET´S TALK CLASS PREPARATION

MAGAZINE ARTICLE: ENVIRONMENT AND POLLUTION

Prepare for your next class with a tutor!

Protecting Mother Earth

• Banging on • Reduce, Reuse, Recycle

I like people who...

Make sure students use relative pronouns.

Asking and expressing opinions

Statements previously debated:

· Punishment must fit the crime.

(PRINTABLE WORKSHEET) | Gift-giving

(Students talk for about 2-3 minutes.) | (Ref. Number: PJ14)

16. What is the main problem with renewable energy sources?

LET´S TALK CLASS PREPARATION

Prepare for your next class with a tutor!

UNIT 2 | “Bad news!”

Making deductions about the past

IMPOSSIBILITY POSSIBILITY PROBABILITY CERTAINTY

lost bomb job conditions long time

- She must have known him for a long time.

- I wish I had known how to feel more confident.

- Most animals are very intelligent.

5. Your 12-year-old daughter has a 20-year-old boyfriend.

LET´S TALK CLASS PREPARATION