AELS Lecturer Guide 2017 v1.1

LEVEL 3
Advanced English Language Skills
Lecturer Guide
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Page
Modification History
Version Date Revision Description
1.0 June 2017 For Release
1.1 August 2020 For Release
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CONTENTS
Module Overview and Objectives page 8
Learning Outcomes and Assessment Criteria pages 8-9
Syllabus pages 9-10
Resources page 11
Pedagogic Approach page 11
Lectures pages 11-12
Private Study page 12
Assessment page 13
Textbooks pages 13-14
Topic 1: Globalisation pages 15-30
Lesson 1 – Icebreakers
Lesson 2 – The Environment
Lesson 3 – Opinions
Lesson 4 – A City
Lesson 5 – Oral Presentations
Lesson 6 – Global English
Lesson 7 – Making an Argument
Lesson 8 – Learning Action Plan
Lesson 9 – News Report
Lesson 10 – International Companies
Topic 2: Personality pages 31-45
Lesson 1 – Agreeing and Disagreeing

Lesson 2 – Describing Personalities
Lesson 3 – Using a Dictionary
Lesson 4 – A Personality Test
Lesson 5 – Jobs
Lesson 6 – Companies
Lesson 7 – A Job Advert
Lesson 8 – Writing a Cover Letter
Lesson 9 – An Interview with a Musician
Lesson 10 – Talking About Your Family Tree
Topic 3: Learning pages 46-59
Lesson 1 – Education Systems

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Lesson 2 – Spelling
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Lesson 3 – A Book Review

Lesson 4 – Accents
Lesson 5 – Acquiring a Skill
Lesson 6 – Search Engines
Lesson 7 – Narrative Tenses
Lesson 8 – An Essay About Society
Lesson 9 – Issues in Education
Lesson 10 – Reading Exam Practice
Topic 4: History in the Making pages 60-73
Lesson 1 – Borrowed Words

Lesson 2 – Going on a Date
Lesson 3 – Interviews and Questionnaires
Lesson 4 – Writing a Questionnaire
Lesson 5 – Writing a Report
Lesson 6 – Describing a Scene
Lesson 7 – Historical Films
Lesson 8 – Discourse Markers
Lesson 9 – Talking About History
Lesson 10 – Radio News
Topic 5: Sound and Print pages 74-84
Lesson 1 – Sounds
Lesson 2 – Phobias
Lesson 3 – Music Reviews
Lesson 4 – Speculation and Deduction
Lesson 5 – Describing Films
Lesson 6 – Book Reviews
Lesson 7 – Presentations
Lesson 8 – Real Reviews
Lesson 9 – Translation
Lesson 10 – Review Lesson 1
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Topic 6: Time and Money pages 85-99
Lesson 1 – Multi-tasking
Lesson 2 – Distancing
Lesson 3 – Distancing in Writing
Lesson 4 – Time Expressions
Lesson 5 – Talking About Time
Lesson 6 – Money and Marriage
Lesson 7 – Unreal Situations
Lesson 8 – Who Wants to be a Millionaire?
Lesson 9 – Recognising Accents
Lesson 10 – Designing a Business
Topic 7: Changes pages 100-115
Lesson 1 – Giving Advice

Lesson 2 – Gerunds and Infinitives
Lesson 3 – Living Situations
Lesson 4 – The 30-Day Challenge
Lesson 5 – Debating
Lesson 6 – Mobile Phones
Lesson 7 – Conditional Sentences
Lesson 8 – A Balanced Essay
Lesson 9 – Vocabulary and Grammar Tests
Lesson 10 – Male and Female Brains
Topic 8: Interesting Ideas pages 116-126
Lesson 1 – A Quiz Show

Lesson 2 – Exclamations
Lesson 3 – Word Formation with Prefixes
Lesson 4 – A Factsheet
Lesson 5 – Permission, Obligation and Necessity
Lesson 6 – The Senses
Lesson 7 – Art and Colour
Lesson 8 – A Letter of Complaint
Lesson 9 – IELTS Writing Practice 1
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Topic 9: Mind and Body pages 127-138
Lesson 1 – Health and Medicine

Lesson 2 – Articles About Medicine
Lesson 3 – Gerunds, Infinitives and Similes
Lesson 4 – Travel
Lesson 5 – A Discursive Essay
Lesson 6 – A Leaflet
Lesson 7 – Speaking Exam Practice
Lesson 8 – Future Plans
Lesson 9 – Homophones
Topic 10: Food pages 139-153
Lesson 1 – Animals
Lesson 2 – Ellipsis
Lesson 3 – Pros and Cons
Lesson 4 – Food Preparation
Lesson 5 – Food Vocabulary
Lesson 6 – A Lecture About Food
Lesson 7 – Recipes
Lesson 8 – Describing Food
Lesson 9 – A Picnic
Lesson 10 – Designing a Restaurant
Topic 11: Home and Hobbies pages 154-167
Lesson 1 – Introducing Cleft Sentences

Lesson 2 – Practising Cleft Sentences
Lesson 3 – Commonly Confused Words
Lesson 4 – Citizenship
Lesson 5 – Word Building
Lesson 6 – Issues in Sport
Lesson 7 – Relative Clauses
Lesson 8 – Practising Relative Clauses
Lesson 9 – Keeping Fit
Lesson 10 – A Sports Event
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Topic 12: The 21st Century pages 168-178
Lesson 1 – The Future

Lesson 2 – Inventions
Lesson 3 – Gadgets
Lesson 4 – George Orwell
Lesson 5 – Biographical Writing
Lesson 6 – Social Media
Lesson 7 – Presenting About a Company
Lesson 8 – Speaking Exam Preparation
Lesson 9 – A Speaking Exam
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1. Module Overview and Objectives
The aim of this module is to develop students into advanced users of English, both through extensive
practice of the four skills of reading, listening, speaking and writing and also by systematically
focusing on complex grammatical knowledge and advanced vocabulary.
At this level, the emphasis is firmly on each student taking control of their own learning in order to
focus their skills development on those areas most applicable to their real-life situations and/or future
study plans.
The module often follows a task-based learning methodology, in which students must participate
fully in activities in order to achieve the desired outcomes. Students are expected to read extensively
in their own time and work on the grammar and vocabulary activities in their textbook which are not
covered in class.
2. Learning Outcomes and Assessment Criteria

Learning Outcomes; Assessment Criteria;
The Learner will: The Learner can:
1. Be able to communicate fluently, 1.1 Demonstrate confident and accurate use of the full range
accurately and effectively, speaking on
of tenses and grammatical structures
a range of familiar and unfamiliar 1.2 Participate in discussion of a broad range of issues, giving
topics, with appropriate control of relevant and meaningful contributions appropriate to the
grammar, vocabulary and register conversation and participants
1.3 Demonstrate good use of natural stress and intonation
1.4 Participate in discussion, and be understood without
difficulty on the part of the listener
1.5 Prepare and present detailed information to others
confidently and clearly
2. Be able to read with independence 2.1 Readily grasp the essential meaning of a range of general
and comprehend the main content and English texts
overall meaning of a range of general 2.2 Locate specific details and key information in a long and
and more unfamiliar texts in English complex text
2.3 Demonstrate the ability to understand stances,
viewpoints and conclusions made in a range of complex
English texts
2.4 Demonstrate the ability to understand the inferences
made in a range of general and more unfamiliar English texts
3. Be able to write structured, factual, 3.1 Demonstrate the ability to write a clear and concise
descriptive and explanatory texts, summary of information given or researched
accurately using complex linguistic 3.2 Demonstrate the ability to write in a range of different
structures and vocabulary styles appropriate to tasks
3.3 Demonstrate the ability to accurately use a wide range of
linguistic structures to produce pieces of writing on a range
of familiar and some unfamiliar topics
3.4 Demonstrate the ability to organise, develop and link
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points effectively in a range of written pieces of work

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4. Be able to apply a range of listening 4.1 Demonstrate the ability to pick out specific details and key
strategies in order to understand information when listening to a range of speakers
lengthy predicable discussions, factual 4.2 Understand the main points and key details of a
presentations and more abstract linguistically complex lecture or talk
conversations 4.3 Demonstrate the ability to predict the content of a
conversation or speech, based on listening to a brief
introduction or extract
4.4 Demonstrate the ability to utilise their listening skills in
order to participate meaningfully in discussion of a broad
range of issues
3. Syllabus
Syllabus
Unit No Title Proportion Content
Intermediate Level
1 Globalisation 1/12 • Note taking
10 hours of class • Vocabulary related to globalisation and
time the environment
7 hours of private • Posters and leaflets
study • Debating
• Giving and understanding opinions
2 Personality 1/12 • have as auxiliary and main verb
10 hours of class • Discourse markers
time • Using a dictionary
7 hours of private
study
3 Learning 1/12 • Narrative tenses
10 hours of class • Education systems
time • Word building: abstract nouns
7 hours of private • Understanding accents
study • Reading exam practice
4 History in the 1/12 • Borrowed words
Making 10 hours of class • Adverbial expressions
time • Historical films
7 hours of private • Reading for detail
study • Interviews and questionnaires
5 Sound and Print 1/12 • Speculation and deduction

10 hours of class • Adding emphasis
time • Inversion
6 hours of private • Book and film reviews
study • Giving a presentation
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6 Time and Money 1/12 • Distancing and hedging
10 hours of class • Unreal past tenses
time • Vocabulary about time and money
6 hours of private • Cohesive devices
study • Recognising accents • Designing a race
around a city
7 Changes 1/12 • Conditional sentences
10 hours of class • Compound adjectives
time • Giving a speech
6 hours of private • Evaluating research
study • Writing a balanced essay
8 Interesting Ideas 1/12 • Permission, obligation and necessity

10 hours of class • Verbs of the senses
time • Writing a report
6 hours of private • A letter of complaint
study • IELTS writing
9 Mind and body 1/12 • Gerunds and infinitives

10 hours of class • Future plans
time • Vocabulary in context
7 hours of private • Homophones
study • Writing a discursive essay
• IELTS speaking
10 Food 1/12 • Ellipsis
10 hours of class • Compound and possessive nouns
time • Vocabulary about food
7 hours of private • Writing questions
study • An authentic lecture
11 Home and Hobbies 1/12 • Adding emphasis
10 hours of class • Cleft sentences
time • Commonly confused words
7 hours of private • Word building
study • Intonation
12 The 21st Century 1/12 • Future changes and technology

10 hours of class • Biographies
time • Vocabulary in context
7 hours of private • Presentations
study • IELTS speaking
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4. Resources
Lecture Guide: This guide contains notes and lesson plans for lecturers on the
organisation of each topic, and suggested use of the resources. The
lesson plans have been formatted to allow space for you to also add
notes or complementary activities and to make changes to best suit
the needs of their class. They also refer to activities (e.g. Topic 1
Activity 1), which can be found in the Student Guide for this module.
Student Guide: This contains topic overviews and the information for the activities
referenced in this Lecturer Guide. Each student will require their
own copy of the Student Guide and they must bring to all classes
for this module2
This module also comes with a selection of additional web-based information sources. These are
referenced throughout the Lecturer Guide.
5. Pedagogic Approach
Suggested Learning Hours
Lectures: Tutorial: Seminar: Laboratory: Private Study: Total:
120 - - - 80 200
The pedagogic approach taken throughout the module is based on task-based learning methodology
and encourages communicative practice. The learning activities suggested vary in nature to include
a range of visual, auditory and kinaesthetic activities.
5.1 Lectures
The lecture time for this module is given over to small-group interactive classes, referred to as
'lessons'. Each lesson lasts for one hour and lesson plans are provided in this guide. You can
combine lessons to make longer sessions, depending on the demands of their timetable. It is
important to also be aware that some language points will take students longer to grasp, while others
will be relatively easy for them so the timings giving are for guidance purposes only.
The lesson plans are based on the English File Third Edition Advanced textbook. These books are
strongly recommended but you can use other textbooks to cover the same language points
and skills. This guide also provides suggestions of additional practice activities which you can use
to reinforce the language points or introduce the topics. It is important to remember that every group
of students is different and it is good practice to adapt the lessons presented here to suit the particular
needs, level and interests of the class, and write lesson plans reflecting this. Activities can be tailored
and personalised to fit this purpose. Where the guidelines suggest following the lesson in a textbook,
you will need to think about the best order in which to cover the activities in terms of suitability and
variety, and whether or not all of the content is necessary, or whether some should be saved for
consolidation work in the next lesson. Most textbooks, including English File Third Edition, have a
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Teacher’s Book which provides additional notes on the activities and also contains the answers for
exercises in the Students’ book.
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You can of course, also use your own ideas and activities which have worked well in the past,
provided students are still practising the target language at the right level. Most textbooks include a
lot of additional materials and resources. You may want to use some of these ideas as extension
activities if your class is able to cover some of the material more quickly, or set for homework where
additional work is required. Note that not every activity in the recommended textbook is covered and
you can use activities from the textbook which are not covered in the Lecture Guide.
There are also regular review lessons during the course. These could also be modified to include
areas which students particularly wish to review. Reviews of specific topics could be included at any
point during the course in accordance with students’ needs.
5.2 Private Study

In addition to the taught portion of the module, students will also be expected to undertake private
study. This course is generally taught in an intensive way and therefore a significant amount of
homework should be set, so that students may further practise and consolidate the skills learnt in
class.
Homework suggestions are given in this guide, and this includes exercises from the English File
Third Edition Workbook (or preferred alternative textbook) to reinforce language points covered in
the lesson; finishing tasks already begun in class; or preparing for the following lesson. It is also
important to make students aware of other ways to practice their English outside of the classroom.
This may be via the internet, TV, radio, a local library or bookshop or local speaking clubs.
You will need to set strict deadlines for the completion of homework and ensure that it is marked
quickly and returned to students with useful comments and feedback. General exercises and
activities can also be checked at the start of the next lesson to check students’ progress and
ensure that they are completing the work as required.
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6. Assessment
At the end of this module, your students will need to take either the NCC Education Advanced English
Language Skills examination or an IELTS (International English Language Testing System) exam.
Scores from either assessment will be accepted as the student’s mark for this module. Students
should sit the assessment most appropriate for the next level of study they wish to enter.
NCC Education Examination
This assessment will be based on the assessment criteria given above and students will be expected
to demonstrate that they have met the module’s learning outcomes. Sample assessments are
available through the NCC Education Campus (http://campus.nccedu.com) for your reference.
The paper is provided by NCC Education and conducted, according to NCC Education guidelines,
in your centre. Students will have to complete a written paper consisting of Listening, Language in
Use, Reading and Writing, and also a separate Speaking test. The Speaking test must be conducted
individually, and will last 8-10 minutes.
7. Textbooks
Recommended Textbooks
English File Advanced Third Edition is the highly recommended textbook for this module. However,
you may use an alternative textbook which covers similar language points and skills.
Latham-Koenig, C., Oxenden, C. and Lambert, J. (2015). English File Advanced Student’s Book
Third Edition. Oxford: OUP
ISBN 978—0-19-450239-9
Latham-Koenig, C., Oxenden, C., Lambert, J. and Hudson, J. (2015). English File Advanced
Workbook Third Edition (without Key). Oxford: OUP*
ISBN 978-0-19-450217-7
* A ‘with key’ version of these books is also available and may be used so that students can check
their own work. You may also prefer the ‘with key’ version for their use.
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Other Resources
It is recommended that you have a copy of the Teacher’s Book for English File Third Edition or their
preferred alternative textbook.
You will also need access to the audio files of their chosen Student’s Book and the equipment to be
able to play these in class.
Latham-Koenig, C., Oxenden, C., Lowy, A. and Martin Garcia, B. (2015). English File Advanced
Teacher's Resource Book Third Edition. Oxford: OUP
ISBN 978-0-19-450206-1
Latham-Koenig, C., Oxenden, C. and Lambert, J. (2015). English File Advanced Class Audio CDs.
Oxford: OUP
ISBN 978-0-19-450252-8
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Topic 1: Globalisation
Learning Objectives
This topic provides an overview of the language used to discuss globalisation
On completion of the topic, students will be able to:
 Form questions to ask personal information.

 Debate the advantages and disadvantages of globalisation.
 Listen and read to understand an opinion.
 Read a text to build vocabulary.
 Read a text and understand its gist and details.
 Present information orally to a group of people.
 Listen for specific information.
 Present an argument and justify their position.
 Create an action plan for their learning.
 Listen to news reports for detail.
 Consider ways of studying vocabulary.
Pedagogic Approach
Topic 1 serves as an introduction to the globalisation.
The focus is on the meaning and effects of globalisation. This is a topic which should interest
students and they should find it relevant to their lives.
The approach is communicative, as it is throughout the module. Students are expected to

participate fully in both spoken and written work. It is expected that students will be able to
express themselves when debating the advantages and disadvantages of various aspects of
globalisation.
Timings
Lessons: 10 hours
Private Study: 8 hours

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Lesson 1 - Icebreakers
Aims
Students will:
 Speak fluently to each other

 Form questions to find personal information
 Practise note-taking skills
 Discuss their previous study experiences
Resources
 Activity – Module Overview
Before the Class

No preparation is needed for this class
Lesson Plan
Students should mingle. Elicit three or four simple questions which students would like to find out
about each other, for example their names, where they are from, how long they have been studying.
Students write the questions on a blank piece of paper and then mingle to ask each other the
questions. If students already know each other, elicit more detailed questions for them to ask such
as any future plans they might have, their favourite holiday, food they like and dislike, etc.
Allow the class to mingle and encourage them to make notes as they talk to each person. They
should be encouraged to give detailed answers and to concentrate on talking naturally, avoiding one
word responses. Act out an example to the class to demonstrate. Monitor and give feedback on
speaking and note-taking skills. Allow about 10 minutes for this part of the activity; it is not necessary
for each student to speak to all of the other students.
When they have finished, ask them to report back. Ask questions which allow students to elaborate
on certain points. For example, if student Y says ‘student X’s favourite holiday was to Singapore’,
you could ask student X why he/she liked it and what they did there. Encourage other students to do
the same.
Arrange students into groups of four. Tell them that they have found out something about each
other, but they are now going to find out something about the teacher. Tell each group to come up
with four questions they would like to ask you. If the students already know you quite well, ask them
to think of questions to find out information which they don’t know. Give each group five minutes to
come up with questions. Then tell students that their questions must not be the same as any other
group’s questions. Ask one member of each group to check with other groups that no questions are
repeated. If there are duplicate questions, one group must come up with a new question. Then get
each group to ask their questions one by one, answer them as fully and honestly as you wish!
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Activity – Module Overview
As this is the first unit of AELS, it would now be a good idea to explain to students the course content,
the assessment methods and what they will be required to do. This can be done as a note-taking
activity using Activity – Module Overview in the Student Guide.
Remind them that they are only making notes and they do not need to write full sentences. Then
give them the required information by dictating the following (N.B. if students do not know their
timetables, include that information before you start reading the following):
‘The module is divided into twelve units. The course will include lots of extra vocabulary
which is not always in the course book. This is because vocabulary building is an important
component of improving your English language level. As a result, you will need to keep
clear, organised vocabulary records.
You will also be encouraged to improve your grammatical knowledge and develop key
language skills in reading, writing, speaking and listening. This course will focus on both
linguistic accuracy and communicative competence.
The work covered in the module will provide you with examination practice for the final exam
which will be done at the end of Unit 12. This examination will test your skills in listening,
reading, vocabulary, grammar, writing and speaking.
You can also expect to have class tests throughout the module to check on your progress.
This may include vocabulary tests and the more formal tests on the units from the course
book.
Homework will be set at the end of most lessons. A lot of the homework will be from the
workbook, and it is important for you to make sure they catch up on any work that they
miss.’
You may want to repeat the information if you think your students have struggled with the
activity or give them a print-out. Then go round looking at their notes. Give feedback.
Next you could write the information in note form on the board, eliciting the information from
students. Go through some of the general points on making effective notes, e.g. using bullet
points, abbreviations, and ellipses (missing out words which do not carry important
information). Show how to do this with examples of the board.
Now ask students to compare the information they received about AELS with what they did
in DELS or their previous English courses. What are the similarities and the differences?
Homework
Ask students to write a short report on what they expect to learn in AELS, in order to turn
their notes into paragraphs.
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Lesson 2 – The Environment
Aims
Students will:
 Define vocabulary related to globalisation

 Debate the advantages and disadvantages of globalisation
Resources
 Handout 1 – The environment (below)
 Marker pens/felt tips required for poster activity (see Stage 2 below)
 Large sheets of paper
Before the lesson
Copy and cut up Handout 1 – The environment so that each word or phrase is on a separate piece
of paper. Fold the papers so that the word (s) cannot be seen. (NB: If you think these words might
be too difficult to define, you could do some dictionary work with students beforehand.)
Lesson Plan
Handout 1 – The environment
This introduces vocabulary work on the environment.
Divide the class into two teams. Place the pieces of paper in a pile at the front of the class. Toss a
coin to see which team goes first. Ask one person from that team to come to the front of the class,
and then explain the rules: The student at the front has one minute to define as many words as
possible to his/her team mates. When the team guesses the correct word(s), the student moves on
to the next word. If the student does not know the word, they should put the word back in the pile.
For every word their team gets correct, they are awarded a point. The words are all related to the
environment.
The members of the other team should listen but they should not say anything. The student at the
front has one minute to define as many words as possible. When the time is up, count up the
number of words which were defined correctly and award points accordingly.
Then ask a member of the other team to come up and define words for his/her team. Repeat the
process until either all the words have been defined or the only words that are left are those which
students are unable to define. Add up the points to determine the winning team. Define any words
students did not know. Give students time to write down the words and definitions which they were
unsure of before.
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Now divide students into groups of 3. Each group should produce a poster (at least A3 size) which
focuses on one aspect of environmental protection (e.g. reducing the greenhouse effect, recycling,
renewable energy etc). Explain that the poster is not an advertisement, but an educational poster
to be used in a middle school classroom. They should therefore include plenty of (simplified)
information along with pictures to make it visually attractive. Highlight the importance of drafting
(and redrafting) the text before writing it onto the poster paper. You can display the posters on the
walls of your classroom following the activity and allow students to mingle and comment on the
other groups’ posters.
Homework
Students should revise all of the vocabulary covered in today’s lesson and may also need to finish
their poster work.
Handout 1 – The environment
Acid rain Alternative energy Fossil fuels
The greenhouse effect The ozone layer Air pollution
Public transport The rain forest Endangered species
Global warming Biodiversity Conservation
Erosion Exhaust fumes Fertilisers
Pesticides Genetically modified Hydroelectric power
Rechargeable Renewable Recyclable

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Wind turbines The food chain Solar panels

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Lesson 3 - Opinions
Aims
Students will:
 Build vocabulary related to the topic of globalisation

 Listen and/or read to understand opinion
Resources
 Pictures of people from different cultural backgrounds (see Stage 1 below)
 Article or recording about globalisation
Before the lesson

Use the internet or magazines to find some pictures of people from different cultural
backgrounds. They could be wearing costumes, eating food or engaging in any other
activity which highlights their cultural background.
Find an article, video or audio recording related to globalisation, ideally a video or audio recording
of people talking about their views on globalisation. The Economist magazine
(www.economist.com) or the BBC (www.bbc.com) are possible sources, and an internet search will
provide others.
Lesson Plan
Ask students to look at the pictures you found showing people of different cultural backgrounds
and discuss what they think is happening and where the pictures might have been taken.
Ask the class how they think globalisation affects their everyday lives. If students are unsure,
suggest a couple of examples like buying global brands (such as Nike and Apple), following sports
from other countries, eating at American fast-food chains and using English to communicate in
certain situations.
Arrange students into groups of three or four and give them a few minutes to come up with some
more examples. Get feedback from each group and ask the other groups if they also do the points
suggested. Perhaps you could also ask students to reflect on why the activities suggested are so
popular, for example, why do so many people eat at American fast-food chains?
Again in small groups, ask students to consider some of the effects on their own culture caused by
the popularity of the activities mentioned in the previous stage. Ask them to think of what is lost as
well as what is new, such as any traditional customs or activities. Get feedback and ask students
whether they consider particular changes to be positive or negative and why. On the board, note
any words or collocations which come up, (or which don’t, but occur to you during the discussions).
Ask students to make a note of these and their meanings.
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Play the recording related to globalisation, or handout the article, and ask students to take notes
and discuss whether the writer or people speaking are generally in favour of or opposed to
globalisation. Then ask students to discuss whether they agree or disagree with the points made.
Ask students to look again at the articles, or listen to the recording, and make a note of any useful
vocabulary and collocations related to globalisations. You might have to point some of these out if
students are unaware of them.
Homework
Students should review the vocabulary from the lesson. Students should also try to find another
article or recording on globalisation and see if the opinion of the writer/speaker is similar to or
different from those seen in the lesson.
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Lesson 4 – A City
Aims
Students will:
 Build inference reading skills

 Discover new vocabulary in a text
Resources
 Texts about a cities (see Stages 2 and 3 below)
Before the Lesson
Find a text about a city. This should be from a travel website such as www.lonelyplanet.com,
which has articles about cities from all over the world. The city does not have to be the students’
home city, but try to choose a city they probably know something about, like Beijing, London or
New York. Before the lesson, prepare 5 or 6 statements about the article, some of which are true
and some of which are false. They should refer to the author’s opinions rather than factual data.
Students could see the article on a computer, tablet or phone, or it could be printed and given out.
Also, the statements should be either given out or shown on the board.
Use the same website as previously to find texts about other cities. You should find one text per
group of 3 or four students or if your class is large, some groups could use the same text.
Lesson Plan
Warm-up exercise
Arrange students into small groups of three or four. Ask them to imagine that they are going to see
a guide for tourists about the place where they (the students) live. The students discuss what they
would expect to see in the guide. What are key attractions in their city or country? What important
information should tourists know? How can they travel? Where can they stay? etc…
Reading for inference
Students read the text about a city and decide if the statements you have prepared are true or
false. When they have finished, they should discuss with a partner before feeding back to the
class as a whole. Students should focus on why the statements are true or false.
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Arrange students into small groups of three or four. Give them the one of the second set of texts
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about a city. Ask students to read their text and produce four or five true/false statements based
on the text. When students have done this, they should pass their statements, and their article to a
different group, who then has to read the article and write whether the statements are true or false.
The students who exchanged articles should then get together to discuss their answers, focussing
on why they chose a particular answer.
In pairs or small groups, students should now discuss changes which have taken place in their city
in recent years. They can think about particular topics such as buildings, transport, economy,
shops etc. Students should focus on whether they think the changes have been positive or
negative. In the following lesson, students will present their ideas to the class. If students are from
different places, then students from one place could be grouped together, or a group could contain
students from different places and they could each discuss their own place, or a place they all
know well.
Homework
Students look at the website used for the articles in the lesson to research another city which they
are interested in. They should make notes on the main points of interest in the city.
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Lesson 5 – Oral presentations
Aims
Students will:
 Use appropriate vocabulary to describe changes caused by globalisation

 Present information orally to a group of people
 Read an article to understand its gist and details
Resources
 Activity – Life in my Country
Before the Lesson
Students must complete their homework from the previous lesson as this forms the basis of this
lesson.
Lesson Plan
Homework review. In pairs, students tell each other about the city which they researched for
homework.
Ask students to complete Activity – Life in my Country in the Student Guide. Students should work
in the same groups as in the last activity of the previous lesson and write their ideas in note form
under the headings.
Each group should present their ideas to the class. Presentations should be around 5 minutes
long and each student in the group should speak for an equal length of time. If the class is very
large, it could be divided and groups present to other groups. Students should listen to other
presentations and take notes under the same headings.
Give students feedback on their presentations. Include positive points and things to work on. You
could refer to aspects such as gestures, postures, eye contact, voice level, pronunciation and so
on. Try to keep the feedback positive, it can be intimidated for students to speak in front of a class
and their confidence should be built up. The feedback could be addressed to the group as a whole
rather than individuals. In groups, students could comment on what they liked about each others’
presentations.
Homework
Students write up a report of how they felt they did in their presentations. What did they do well
and how can they improve?
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Lesson 6 – Global English

Page
Aims
Students will:
 Listen for inference and specific information

 Give information on a range of topics
Resources
 Video on a website (see Stage 2 below)
 Activity – Learning English
Before the Lesson
Find a video about the differences between British and American English. There is an example
with a task at: https://learnenglish.britishcouncil.org/en/how/how-understand-differences-between-
british-and-american-english
Alternatively, you can find examples on websites such as www.youtube.com.
Lesson Plan
Introduce differences between varieties of English (British, American, Australian etc). On the
board, write some words which your students will know (this will depend on which variety of
English they are more familiar with) and for which a different word is used in another variety. For
example, if your students are familiar with British English, you could write ‘Pavement’, as
Americans use a different word – ‘sidewalk’. Try to get around ten examples and ask students to
think of the alternative words in small groups.
Students watch a video on the differences between British and American English. Activity –
Learning English Ask students to read the statements and write ‘true’ or ‘false’ in the ‘me’ column
about themselves. They should then talk to three classmates (they can get up and walk around),
and find out whether they agree or disagree with the statements. Get some feedback from
students. Although there are no right or wrong answers here, it is worth making certain points to
the students, especially if they have misconceptions: You should explain that nowadays it is better
for students to try to speak a ‘global’ version of English. In future, it is likely that students will use
English in academic or professional contexts with people who are also ‘non-native’ speakers of
English. They are more likely to be understood if they do not have a strong accent (British,
American etc) and do not use lots of regional slang and idioms. Nowadays, many learners like to
retain their own accent rather than try to imitate the accent of someone from somewhere else. The
important point is to be clear and easily understood. It is also worth noting that while speaking with
correct grammar is a desirable goal, it is possible to make errors and still be understood. Finally, it
should be pointed out that the fifth statement is nonsense – no variety of English is ‘better’ than
another.
Arrange students into small groups and ask them to discuss their opinions on ‘global English’. Do
they think it is a good idea to have a global version of English? Is it possible? How will
globalisation continue to affect use of English?
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Lesson 7 – Making an argument

Page
Aims
Students will:
 Use vocabulary related to globalisation

 Practise presenting arguments and justifying their position
Resources
 Activity – Language for Debating
Before the Lesson
Look for some examples of debating e.g. https://www.englishclub.com/speaking/agreeing-

disagreeing-expressions.htm
Lesson Plan
Debate Preparation
Explain to students that they will be practising debating skills during this lesson. Elicit the purpose
and structure of a debate to ensure students understand how this works (i.e. arguments from both
sides, opportunity to ask questions after both sides have presented their argument etc.) Now elicit
some language used for raising a point, agreeing, disagreeing and interrupting and write it up on
the board. Direct students’ attention to Activity – Language for Debating in the Student Guide
where they can take notes throughout the lesson.
Now arrange students into groups of three or four. Give students ten minutes to brainstorm
advantages and disadvantages of globalisation in their country. Ask half of the groups to think of
advantages and the other half to come up with disadvantages.
Ask students to order their ideas into a proper structure to use in a debate speech. Encourage
them to make notes but not to write a speech.
Debate
Rearrange the students so that each new group of four has two students who thought of
advantages and two who thought of disadvantages. Ask students to carry out a debate in their
group. Allow students around 15 minutes to debate. Then ask each group to report back on which
side ‘won’ the debate and why
Homework
Students revise vocabulary for debating from the lesson.
Lesson 8 – Learning Action Plan

Aims
Students will:
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 Create an action plan for their learning

Page
Resources
 Activity – Planning to learn
Lesson Plan
As a warm-up exercise, put students in pairs. Write some questions on the board about learning
English. For example: Why are you learning English? Why did you choose to attend this
course/college etc? What do you hope to do after this course? What are your strengths in
English? What do you need to improve? Students should discuss the questions in pairs.
Students complete Activity – Planning to learn in the Student Guide. Monitor and encourage
students to complete the aims. Suggest ideas if students seem unsure. When students have
completed the form, they should get together in groups of two or three and discuss their aims and
why they have chosen them.
Homework
Students look again at their aims. Can they think of any more? Students should write up their
ideas from the discussion at the end of the class – how will they achieve their aims?
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Page
Lesson 9 – News Reports
Aims
Students will:
 Listen to news reports for detail

 Consider ways of studying vocabulary
Resources
 News reports (See Stage 2 below)
 Activity – Taking notes
Before the lesson
Find the audio recordings of some news reports. The BBC radio programme From Our Own
Correspondent is recommended for this. It can be found on the BBC website. Each episode is
around 30 minutes long and includes about 5 reports from reporters in different parts of the world.
Choose three reports which you think will be interesting to your students and play these. They
don’t have to be from the same episode. If you don’t have access to the website, you could choose
another news website or find stories in newspapers and do the activity as a reading exercise.
Lesson Plan
Ask students if they have seen the news lately. In small groups, students should discuss which
news stories they have seen recently, what are the main stories in the news at the moment and
where they have seen or heard the stories. Students should then discuss whether they ever see or
hear the news in English and whether they find it easy or challenging to understand. You may
have to prompt them by suggesting some stories which are in the news at the moment.
Ask students to listen and complete Activity – Taking notes in the Student Guide. Play the reports,
twice if necessary.
Elicit and write on the board any useful vocabulary and collocations from the reports. You may
have to suggest some examples which students may not know. Students should copy these.
Homework
Students should listen to other reports from the From Our Correspondent programme (or the
alternative one used in class) and answer the same questions as the ones used in class. Students
should make notes of any useful vocabulary or phrases they hear.
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Page
Lesson 10 – International Companies
Aims
 Consider the pros and cons of the expansion of international companies
 Make a presentation in favour of or against an argument
Resources
 Pictures of logos if internationally recognised brands
 Situation cards A, B and C (below). One per student
Before the lesson

Find some pictures of logos of well-known global brands, such as Coca-Cola and McDonalds.
Stick these around the room. It is important you choose internationally recognisable logos, to
highlight the point of the global spread of big companies.
Lesson Plan
Give students a brief vocabulary test on the vocabulary covered in this unit.
If possible, bring in some pictures Arrange students into groups and then ask them to identify the
brands. When students have finished, feedback on the logos and ask students to discuss in groups
the advantages and disadvantages of global companies.
Arrange students into three groups. If you have a large class, you should split the groups into
smaller groups, so that you have around four students in each group. Give each student a
‘Situation Card’ (below). Each student in the same group should receive the same card. Group A
are executives for a fast-food restaurant, Group B are local anti-globalisation activists and Group C
are members of the local council. Groups A and B should come up with a plan to argue their case.
Group C should consider the pros and cons of the situation. Encourage students to consider the
arguments and language studied during this unit.
When students are prepared, Group A and then Group B should present their case to Group C. In
large classes, you could have several presentations going on at once. Group C should then make
a decision and explain their decision to the class.
To round off the lesson, you could either focus on error correction using sentences which arose in
the lesson, or you could ask students to consider how the situation of Kingsville in the role play
compares with that of their own town in real life.
Handout 1 – Situation cards
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Page
a. Situation cards:
Group A
You are an executive for an internationally famous fast food restaurant. You have branches in
many countries around the world and you have a turnover of billions of dollars per year.
Your restaurant wants to open a branch in the town of Kingsville. Kingsville has a large
population of almost a million people, yet there are few internationally famous brands visible in
the town. Local activists claim that the town is traditional and that its citizens prefer local cuisine
to fast food.
You believe that the citizens need more choice and would like to have the opportunities to
sample global brands which are available in much of the world.
Together with the other executives in your group, come up with a plan to present to the local
council to try and convince them to approve your wish to expand into the town.
Group B
You are a local activist and anti-globalisation campaigner. You live in Kingsville. This is a small
town of less than one million people. There is a rich local culture and many traditions which
have been going on for centuries.
An internationally famous fast-food restaurant would like to open a branch in your town. You are
against the plan. It would harm the business of local family-run restaurants, and you think local
people really prefer local food. You are also worried about the health effects on local children
that the fast-food restaurant will have.
With your group of other activists, come up with a plan to present to your local council to try and
convince them to block the opening of the restaurant.
Group C
You are a member of the local council of Kingsville. Kingsville is a town of just under 1 million
people. It is famous for its local traditions and culture. An internationally famous fast-food
restaurant would like to open a branch in your town. It would be the first of its kind. With your
fellow councillors, discuss the pros and cons of allowing the restaurant to expand into Kingsville.
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Topic 2: Personality
Learning Objectives
This topic provides an overview of the language used to discuss personality, jobs and family.
 Use expressions to agree and disagree with ideas Recognise main verbs in a sentence
 Use vocabulary to talk about personality
 Use a dictionary effectively
 Understand the difference between transitive and intransitive verbs
 Speak for 2 minutes about jobs and about family members
 Recognise a writer’s opinion in a text
 Write and edit a job application cover letter
 Use discourse markers in speech and writing
Pedagogic Approach
In Topic 2, students look at personality in the context of both work and home.
Vocabulary focuses on describing personality. The context of the topic is at home and at work .Some
sensitivity may be required with some individual students when discussing families.
The approach is communicative, as it is throughout the module. Students are expected to participate
fully in both spoken and written work. There are two types of speaking activity which mirror those in
the speaking exam, one about jobs and one about family. Here the focus is on using the preparation
time effectively.
Students will also write a letter to apply for a job, going through the writing process of drafting and
editing.
2.3 Timings
Lessons: 10 hours

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Page
Lesson 1 – Agreeing and Disagreeing
Aims
Students will:
 Listen for details

 Use expressions for agreeing and disagreeing
Resources
 English File Advanced Students’ Book (recommended)
 English File Advanced Workbook (Homework)
Before the lesson
There is no pre-lesson preparation. If you do not have English File Advanced, you should find
activities similar to those in the lesson in the textbook of your choice.
Lesson Plan
Warm-up activity – Ask students if they know any famous artists. Can they name any artists or any
famous paintings? Why do they think some paintings are memorable and famous?
Follow page 4 of the English File Advanced Students’ Book. This activity involves listening to a
description of a painting by Frida Kahlo and a biography of the artist. Students should complete a
paragraph of biographical details as they listen and answer some questions. They then discuss
their opinion of the painting with a partner.
Students now work through the speaking activity on page 5 of English File Advanced Students’
Book. This involves looking at seven statements about family life. Students then listen to some
sentences used for agreeing and disagreeing. Pay attention to the stress and intonation used in
the phrases and drill these. In small groups students discuss whether they agree or disagree with
the statements about family, using the phrases given. Students should make a note of the
phrases.
Homework
Students complete page 6 of the English File Advanced Workbook. This involves reading a text
about the family of a famous person, in this case the film director Ang Lee, and answering some
multiple-choice questions about the text. If students have a ‘with key’ version of the Workbook,
then they can check their own answers and discuss any problems at the start of the next lesson. If
they don’t have a key, then go through the answers at the beginning of the next lesson.
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Page
Lesson 2 – Describing Personalities
Aims
Students will:
 Use ‘have’ as an auxiliary and main verb

 Use vocabulary to describe personalities
Resources
 Handout – Stress Patterns
Before the lesson

Copy and cut out Handout – Stress Patterns. Make one set for each group of three or four
students. (The words are all from exercise 4 on page 6 of English File Advanced).
Lesson Plan
Write a couple of sentences on the board from exercise 3a on page 5 of the English File Advanced
Students’ Book. These are sentences which include examples of ‘have’ used as both an auxiliary
and a main verb. Arrange the students in pairs to discuss if the sentences are true for them or not.
Students work through exercise 3 on page 5 of the English File Advanced Students’ Book. This
involves looking at sentences in which ‘have’ is used as both an auxiliary and a main verb and
discussing the meanings. Explain to students that it is important to be able to recognise the main
verb in sentences, as this is the key to understanding the meaning of the sentence – what is being
done, by whom, when etc is all information carried by the main verb.
Handout – Stress Patterns. Arrange students into groups of three or four and give one set of cards
to each group. Students place the cards face down in the middle of their table. Students play this
as a pelmanism, whereby one student turns over one word and one stress card and keeps them if
they match. If they don’t match then the cards are turned over again and left in the same place,
and the turn passes to another student. At the end of the game, the winner is the student with the
most cards. (Note – that the words and stress patterns are in the same order in the two tables
below)
In the same small groups, students discuss the meaning of the words. Are they positive or
negative? Which words would they use to describe themselves? Students should then copy the
words in their notebooks and include the stress patterns.
Homework
Students should work through page 4 of the English File Advanced Workbook. This involves an
exercise on ‘have’ as an auxiliary and main verb and one on the vocabulary about personality seen
33
in the lesson.
Page
Handout 1 - Stress Patterns

affectionate assertive
bossy curious
easy-going loyal
moody outgoing
rebellious reliable
sensible sensitive
stubborn
oOoo oOo
Oo Ooo
OoOo Oo
Oo oOo
oOoo oOoo
Ooo Ooo
Oo
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Page
Lesson 3 – Using a Dictionary
Aims
Students will:
 Understand how to use a dictionary effectively

 Understand the difference between transitive and intransitive verbs
Resources
 Dictionaries. Preferably both paper and access to online dictionaries
 Activity – A Dictionary Entry
 Activity - Transitive and Intransitive Verbs
 Activity – Dictionary Challenge (homework)
Before the lesson

Get dictionaries, preferably both paper and online, to take to class.
Lesson Plan
Write the following questions on the board: ‘What do you do when you find a new word?’ ‘How do
you find out more about it?’ ‘What information should you find out about a new word?’ Arrange
students into small groups to discuss the questions for five minutes. Then get some brief feedback
as a class. Now ask students to open their notebooks and give them a ‘One-Minute Challenge’:
They have one minute to write all the information about a word which they would expect to find in a
dictionary (e.g. meaning, pronunciation, etc). Get feedback. Answers should include: meaning,
pronunciation, part of speech (noun, verb etc), common collocations, idioms and example
sentences and phrases.
Students look at Activity – A Dictionary Entry, in the Student Guide. Here they will see an example
of an entry in an online dictionary. Ask students to quickly find examples of the points suggested in
the previous activity (the meaning, the pronunciation etc). Point out to students that after the part
of speech (‘Verb’) there is a letter ‘T’. Ask students if they know what this means. If necessary,
explain that this is a ‘transitive’ verb. Elicit that the opposite is an ‘intransitive verb’. Students now
look at Activity – Transitive and Intransitive Verbs in the Student Guide. Show how the use of the
verb can determine whether it is transitive or intransitive.
Answers: 1. transitive 2. intransitive 3. intransitive 4. transitive.
Students look at exercise 5 on page 6 of the English File Advanced Students’ Book. This asks
students to find the stressed syllable in some adjectives of personality and shows how dictionaries
show the phonetic script, stress patterns and, if online, allow the pronunciation of words to be
heard.
Homework
Students complete Activity – Dictionary Challenge, in the Student Guide, using an online or paper
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dictionary.
Page
Lesson 4 – A Personality Test
Aims
Students will:
 Consider the effectiveness of personality tests

 Use a dictionary to find information about unfamiliar words
Resources
 Activity – Dictionary Challenge from Lesson 3 (to review homework)
Before the lesson
There is no pre-lesson preparation for this lesson, but if you do not have English File
Advanced, you should find activities similar to those in the lesson in the textbook of your
choice.
Lesson Plan
Review the homework (Activity – Dictionary Challenge from Lesson 3 Using a Dictionary in the
Student Guide). Note that students may have found a variety of example answers, but the
important thing is that they use their dictionary accurately and they become aware of the range of
information which they can find in a dictionary. Encourage students to use a good dictionary and
to keep notes of what they find. However, also point out that students should not overuse a
dictionary.
Ask students if they have ever done a personality test. Do they think that online quizzes, star
signs, handwriting and so on are good predictors of personality? Students should discuss this in
small groups, explaining why they agree or disagree and suggesting any other ways of testing
personality. Students complete the rest of exercise 6 on pages 6 and 7 of English File Advanced
Student’s Book. In this, students complete a personality test by answering a series of questions.
Page 104 will show what type of personality they are. Students should complete the test and then
discuss whether they think it offers a good indication of their personality, and if not, why not.
Students then use a dictionary to look up highlighted words and phrases, including phrasal verbs,
from the test. They should notice what information their dictionary gives them about the words and
make notes in a notebook.
Homework
Student work through page 5 of the English File Advanced Workbook. There is an exercise on
using a dictionary to find the stressed syllable in words and an activity based on vocabulary related
to personality. There is also a listening exercise for which student should use the CD from the
36
back of their English File Advanced Students’ Book.

Page
Lesson 5 - Jobs
Aims
Students Will:
 Speak on a topic for 2 minutes

 Understand writers’ opinions
Resources
 Handout – Speaking About a Job
Before the lesson
Copy and cut out Handout – Speaking About a Job. Make enough copies of Card 1 for half the
class and enough of Card 2 for the other half.
Lesson Plan
Arrange students into pairs. Give one student in each pair a copy of Card 1 from Handout 1 and
the other a copy of Card 2. They should do this like Part B from the speaking exam. Students have
a minute to think about their answers and then take turns to talk to their partner for two minutes.
As it is just a practice, you don’t need to be too strict about the timings.
Students work through exercise 1 on pages 8 and 9 of English File Advanced Students’ Book.
There is an article from The Guardian newspaper in which three people write about how they feel
about their job. Students first have to match statements with the person. This involves
understanding a writer’s opinion. There is then a vocabulary activity as well as a further activity on
writers’ opinions.
Students complete exercise 2 on page 9 of English File Advanced Students’ Book. This is a
vocabulary activity using phrases with the word work. If students finish quickly, they can move on
to the exercises on page 161.
Homework
Student work through exercises 1 and 2 on page 7 of the English File Advanced Workbook. These
are vocabulary exercises related to work.
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Page
Handout – Speaking About a Job
Card 1
You have one minute to think about the following topic. Then you should speak
about it for two minutes.
Talk about someone who had a job.
Who is the person?

What is the job?
How do they feel about the job? How do you know their feelings?
Would they like to do a different job in the future?
You can also give other information.
Card 2
Talk about a job you would like to do in the future.
What is the job?

Why do you want to do this job?
How would you feel if you did this job?
What do you need to do to be able to get this job?

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Lesson 6 - Companies
Aims
Students will:
 Discuss jobs
 Read about a company
 Listen to an interview and see how understanding discourse markers can help them to
comprehend the meaning in an interview
Resources
 English File Advanced Student’s Book (recommended)
Before the lesson
There is no pre-lesson preparation for this lesson, but if you do not have English File Advanced,
you should find activities similar to those in the lesson in the textbook of your choice.
Lesson Plan
Arrange students into small groups and give them a One-Minute Challenge. In one minute they
must write down the names of as many companies as they can. They can be local or global
companies. The winning group can feedback their companies, although obviously it isn’t
necessary to get feedback from every group. Then ask students to look again at their list and think
of which companies they would like to work for and which they wouldn’t. Encourage them to
debate and give reasons for their choices.
Students work through exercise 3 on pages 10 and 11 of English File Advanced Students’ Book.
This involves discussing criteria which make companies desirable places to work. There is then a
short article about the company Skyscanner, which was voted one of the top-rated places to work
in a survey. Students read and discuss why it was rated highly and if they would like to work there.
There is then a listening activity which involves listening to an interview with an employee at
Skyscanner and completing details about her job such as how long she has worked there and what
she thinks are the benefits of working there. Finally there is focus on some of the phrases from the
interview.
Students complete exercise 4 on page 11 of the English File Advanced Students’ Book. This
shows an extract from the interview and asks students to add the missing discourse markers.
There is then an activity in which students place eight discourse markers (consequently, despite
etc) into a table according to the meaning. If students finish quickly, there is more practice on page
141.
Homework
Student work through exercise 3 on pages 7 and 8 and exercises 4 and 5 on page 8 of the English
39
File Advanced Workbook. These are exercises related to discourse markers and words related to
jobs.
Page
Lesson 7 – A job Advert
Aims
Students will:
 Practise using discourse markers

 Analyse a job application cover letter
Resources
 Activity – A Job Advert (homework)
Before the lesson
There is no pre-lesson preparation for this lesson, but if you do not have English File Advanced, you
should find activities similar to those in the lesson in the textbook of your choice.
Lesson Plan
Write the following sentence beginning on the board: ‘I couldn’t come to work yesterday due to….’.
Arrange students into small groups and ask them to try and finish the sentence. Encourage them
to be creative. Get feedback and perhaps find the most creative answer. Correct any sentences
which are grammatically incorrect. In the same groups, ask students to write four more sentence
beginnings, each using one of the discourse markers seen in the last lesson. When students have
finished, they should exchange their sentences with another group. Students then try to come up
with creative endings to the sentences. The group with the most imaginative endings is the winner.
Correct any grammatical errors, either during monitoring or as class feedback.
Students complete exercise 5 on page 11 of English File Advanced Students’ Book. This involves
listening to sentences, recognising the stress patterns and trying to repeat it. Students can also try
to do this with examples of sentences they wrote in the previous activity.
Students are going to write a job application. First they should look at page 112 of English File
Advanced Students’ Book. There is an advert for a job with Skyscanner. You could use another
advert for a different job if you like. Students then look at a draft of a letter written to apply for the
job. This is on page 112. Students work through exercises c, d, and e on pages 112 and 113
which look at correcting mistakes in the draft as well as formal expressions used in cover letters.
Homework
Students should look at the job advert on page 113. Again, you can find a different job advert if
you wish. Students should look at Activity – A Job Advert, in the Student Guide. In the table, they
should make notes under the headings. Stress that they don’t have to write full sentences.
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Page
Lesson 8 – Writing a Cover Letter
Aims
Students will:
 Write the first draft of a job application cover letter

 Edit the first draft of a cover letter
Resources
 Activity – A Job Advert from Lesson 7
Before the lesson
Lesson Plan
Students begin by looking at their notes from their homework in Activity – A Job Advert, from Lesson
8 in the Student Guide. Students should now turn their notes into a letter. Explain that they are
going to write the first draft of the letter, not the final version. Give students around 40 minutes to
write the letter, following the guide at the bottom of page 113 in the English File Advanced Students’
Book. It is recommended that students do this type of activity in class from time to time, rather than
at home. They will be more focused, unlikely to plagiarise, and it will practise exam conditions. It
will also convey a sense of the writing process being important and requiring time. Students at home
may be tempted to rush and are susceptible to distractions.
When students have finished their letter, they should exchange it with another student. The students
should read each other’s letters and make notes on the organisation of information, paragraphing,
the content and length. Encourage them to make notes on the paper. They should also check
grammar, vocabulary, spelling and punctuation. Students should then give the papers back and
discuss their comments.
Homework
There is no homework for this lesson, but students should review language from previous lessons.
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Page
Lesson 9 – An Interview with a Musician
Aims
Students will:
 Write the final version of a cover letter

 Listen to an interview with a musician
Resources
 Activity – Cover Letter
Before the lesson
should find similar activities to those in the lesson in the textbook of your choice.
Lesson Plan
Explain that students are now going to write the final version of their cover letter, in Activity – Cover
Letter, in the Student Guide. Some students may be reluctant to write the letter again, but explain
that this is the writing process. The first draft has been edited and students will now improve upon
the draft. In writing, this process is normal, especially for something like a cover letter. Although
nowadays much of the process takes place on word processing software, doing it on paper will help
focus students’ attention on the process. Of course if you have access to computers, students could
use those. Allow around 30 minutes for students to write their letters and then a few minutes to peer
check. Collect these in for marking.
Students complete the exercises on page 12 of English File Advanced Students’ Book. This page
is about an English folk musician. There is an audio/video interview in which she talks about her
work as well as her family. Students listen/watch and complete comprehension activities.
Homework
Students complete page 9 of the English File Advanced Workbook. This involves reading an article
about a man and his job and matching sentences with paragraphs. There is also a listening activity
with comprehension questions.
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Lesson 10 – Talking About Your Family tree
Aims
Students will:
 Recognise how discourse markers are used in speech

 Talk about their family
Resources
 Handout – A Family Member
Before the lesson
Make one copy of Handout – A Family Member for each student.
Lesson Plan
Students complete exercise 2 on page 13 of English File Advanced Students’ Book. This involves
listening to some extracts from the interview in the previous lesson and recognising how discourse
markers are used.
Students complete exercise 3 on page 13 of English File Advanced Students’ Book. Students
listen to people talking about their families and complete comprehension activities.
Arrange students into small groups. Students discuss the questions in exercise 4 on page 13 of
English File Advanced Students’ Book. These are about the students’ families – whether they
have ever researched their family tree, and about people in their family.
Give each student a copy of Handout – A Family Member. This is an example of the type of
question students will see in the speaking exam. In the exam, students will have a minute to
prepare an answer but here you can give them more time, as they are practising how to prepare.
On the board, you could show an example about a person in your own family. Show how to make
notes – using key words, perhaps just question words, in order to structure your answer. Then
elicit how discourse markers seen in previous lessons could be used to link the ideas. When
students have prepared, they should answer in pairs or small groups. Some students could
answer in front of the class and you could elicit feedback on the use of discourse markers.
Homework
Students work through page 10 of the English File Advanced Workbook. There is an activity on
discourse markers and a reading activity about family.
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Page
Handout – A Family Member
Question
Talk about someone in your family.
Who is the person?

What do they do?
What do you do with the person?
What do you admire about the person?
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Topic 3: Learning
Learning Objectives
This topic provides an overview of the language used to discuss education and childhood memories.
 Give a short talk on an aspect of an education system

 Analyse strategies for improving spelling
 Use context to understand the meaning of words in a text
 Understand different types of accent
 Explain how to acquire a skill
 Use internet search engines for research purposes
 Use narrative tenses to discuss childhood memories
 Write and edit an article about changes in society
 Discuss topical issues in education
Pedagogic Approach
In Topic 3, students look at issues around education.
The focus is on education systems and also ways of acquiring skills and carrying out research.
The topic should be of interest to students as they studying on a course.
Students will continue to develop vocabulary building techniques, looking at abstract nouns and
words in context.

participate fully in both spoken and written work. Students will look at how to effectively use the
internet for research and will also practise a reading exam.
Timings
Lessons: 10 hours

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Page
Lesson 1 – Education Systems
Aims
Students will:
 Ask and answer questions about education systems

 Give a short presentation on an aspect of an education system
Resources
 Activity – Education Alphabet
 Activity – Education Presentations
Before the lesson
Research the education system in your country, or if yours is the same as the majority of students,
another country’s system.
Lesson Plan
Introduce the topic of education by getting students to complete Activity – Education Alphabet, in
the Student Guide. Arrange students into groups to write a word related to education for each letter
of the alphabet. Possible answers: academic, break, course, degree, elementary, faculty,
graduation, high school, instructor, junior school, kindergarten, lectures, marks, nursery school,
online learning, professor, qualifications, reading, scholarship, tertiary education, undergraduate,
vocational course, workload, Yale (an American university), zoology.
Give a short talk about the education system in your country, or if yours is the same as the majority
of students, another country’s system. Outline the differences in primary, secondary and tertiary
education. You could talk about the typical content of lessons and their purpose, the way in which
students are disciplined at different ages, and the types of activities and tasks teachers use for
different age groups. Then arrange students into groups and ask them to think of questions for the
teacher about the education system in the country you have spoken about. Give students five
minutes to prepare questions. Then answer the questions and ask students to take notes.
Arrange students into small groups and tell them that each group is going to make a short
presentation about the education system in their country. To avoid repetition, you could ask each
group to focus on a different age group or topic area. Or, if you have internet access in class, you
could ask each group to research a different country. Give students 15 minutes to prepare and
then ask each group to present one by one. The other groups should take notes on the
presentations being carried out. A format is provided for this in Activity – Education Presentations,
in the Student Guide.
Homework
There is no homework for this lesson but students should review the language from the lesson.
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Lesson 2 - Spelling
Aims
Students will:
 Discuss aspects of education systems

 Use strategies for improving spelling
Resources
 Activity –- Education Systems
 Activity – Spelling Tips
Before the lesson
Find some tips online about improving spelling.
Lesson Plan
Begin this lesson by recapping the vocabulary from the previous lesson. Write various letters from
the alphabet on the board. Divide students into teams and run a board race where a student runs
to the board and writes up words associated with education which begin with the letter you have
given. Then the next student comes up and writes a word associated with the next letter and so on.
The first team to write a correct word for each letter wins.
Activity – Education Systems, in the Student Guide. Students complete individually and then
compare their answers in pairs or small groups. Get feedback as a class.
Ask students if there are any words which they often have difficulty spelling. Write their
suggestions on the board. Explain that they are going to listen to the ten words most commonly
misspelt by British people. First students should look at exercise 1 on page 14 of English File
Advanced and quickly try to guess the words. Then they should listen to the sentences and fill the
gaps. Ask the class why they think the words are difficult to spell.
Arrange students into pairs or small groups. Ask each group to think of five words which are tricky
to spell that weren’t in the previous activity. Each group should write a couple of sentences which
include the words. They should then read the sentences to the rest of the class. The rest of the
class should try to guess and write down the five tricky words. Get feedback from each group and
write their five words on the board.
Students look at Activity – Spelling Tips, in the Student Guide. They should discuss the tips. Get
feedback as a class and ask if students know any other tips. Suggest any others that you know.
Homework
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Students should find other tricky words and try to think of ways to remember how to spell them.
Page
Lesson 3 – A Book Review

Aims
Students will:
 Read and analyse a book review
 Use context to understand the meaning of words in a text
Resources
 English File Advanced Workbook (homework)
Before the lesson
you should find similar activities in the textbook of your choice to those in the lesson.
Lesson Plan
Students look at the words in exercise 2a on page 14 of English File Advanced. These are words
which might be tricky to pronounce, due to silent letters. Ask if there are any other words which
students have difficulty pronouncing. Put the words on the board and drill them. Students then
quickly read the review of David Crystal’s ‘Spell it Out’ on page 15 and discuss with a partner what
they have learned about the words. Ask students to describe spelling rules in their own language.
Does their own language have any ‘oddities’ of spelling like English?
Students look at exercise 2c in English File Advanced. Explain that they will sometimes be able to
use context to try to understand the meaning of words. Elicit why this is important: it will take a
long time to look up every unfamiliar word in a dictionary, especially if students are studying a
course that requires a lot of reading. Also in exams students need to be able to guess words from
their context. In pairs, students then discuss the questions in 2d, on their views of spelling, and get
brief feedback as a class.
Now look at exercise 3 on page 15 of English File Advanced. Explain that English spelling does
have some patterns, despite its chaotic appearance. Students look at the examples and try to
figure out the pattern in each case. Point out that while there are some exceptions to the patterns,
they are rare, and they tend to be common words which students will know how to pronounce
anyway, for example ‘sure’. Ask if students can think of any exceptions other than those given.
Write the words ‘there’, ‘their’ and ‘they’re’ on the board. Elicit the pronunciation of the words (they
are all pronounced in the same way). Students complete exercise 4b in English File Advanced
about the meaning of the three words. Elicit from students the name for words which sound the
same but have different meanings and spellings (homophones). Ask if students can think of any
more homophones, and ask if they use any techniques to help remember the spelling. On page
142 there is extra practice on pronouns which students can work on if there is time.
Homework
English File Advanced Workbook, exercises 1, 2 and 3 on pages 11 and 12. There are exercises
on sound and spelling as well as pronouns.
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Lesson 4 - Accents
Page
Aims
Students will:
 Record vocabulary effectively
 Improve comprehension of different types of accent
Resources
Before the lesson
You may wish to research accents in your or the students’ language/country.

There is no other pre-lesson preparation for this lesson, but if you do not have English File
Advanced, you should find similar activities to those in the lesson in the textbook of your choice.
Lesson Plan
Write the words ‘collocations’, ‘phrasal verbs’, ‘synonyms’, ‘register’ and ‘idioms’ on the board. Ask
students what they mean, in the context of language, why they are important and if they can think
of any examples. Point out that when students learn a new word, they should make a note of it,
but they should also note any collocations, synonyms and idioms which relate to the word.
Students then work through exercise 5 on page 16 of English File Advanced. They could do this in
groups or pairs.
Write the following questions on the board: ‘Which accents of English do you recognise?’; ‘Which
accents of English do you find easiest and most difficult to understand? Why?’; ‘Do you find it
easier to understand native speakers or non-native speakers? Why?’; ‘What kind of an accent do
you have when you speak in English?’. Arrange students into small groups of pairs to discuss the
questions. Get feedback as a class. Students may have certain beliefs that some accents are
‘better’ than others, or ‘correct’. If so, use the opportunity to stress that there are no ‘good’ or ‘bad’
accents. You may want to discuss why different accents arise.
Then write ‘RP’ on the board and ask if students know what this means in terms of accent.
Students then look at the description of RP in exercise 6 on page 17 of English File Advanced. Do
they know anyone who speaks RP? Students then listen to the six different speakers in exercise
6b and match them with the accent.
Explain that students are now going to listen to a woman from Poland who has lived in the UK for
several years. Students listen and answer questions 1-3 in exercise 7a on page 17 of English File
Advanced. How do the Polish woman’s answers compare to the students’ own feelings? Students
then listen to the second part and answer questions 4-7. Again, they should compare with their
own feelings and experiences.
Homework
English File Advanced Workbook, exercises 4-6 on pages 12 and 13. There are exercises on
vocabulary related to language-learning, a text about language and personality and an interview
with two non-native speakers of English.
Lesson 5 – Acquiring a Skill

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Page
Aims
Students will:
 Participate in a chain discussion about university education
 Explain how to acquire a skill
Resources
 Activity - Skills & Subjects
Before the lesson
There is no pre-lesson preparation.
Lesson Plan
Set up a chain discussion based on the topic “Universities prepare you for the world of work.”
Students should sit in two rows, with each student facing their partner. Students in Row A agree
with the statement, Students in Row B disagree. When you say “begin”, students should discuss
with their partner (all the students talk at once), giving their opinion and the reasons for it. After a
couple of minutes ask the students to stop. Then ask Row A to stand up and move 2 seats to the
right. Each student now has a new partner and you can repeat the discussion. You can then ask
students to move again and repeat the discussion for a third time. This activity gives students
confidence because they are repeating the information three times. You can then get the As and
Bs to swap roles for the final rotation.
Students complete Activity – Skills & Subjects, in the Student Guide. First elicit the questions
students will need to ask. Encourage students to stand up, mingle and try to find a different
student for each answer. Get brief feedback as a class. Are there any subjects which all students
have studied? Are there any which only one has studied?
Write the following skills on the board: ‘Take a good photograph or video’; ‘Design a website’;
‘mend a puncture on a bicycle’; ‘iron clothes’; ‘give the kiss of life’; ‘make bread’; ‘serve in tennis’;
‘speak a language other than your own or English’; ‘tell a joke’; ‘give a speech in public’; ‘play a
musical instrument’. Ask students to work in pairs or small groups and discuss whether they can
or can’t do the activities.
Arrange students into pairs or small groups and explain that they are going to teach a skill to the
class. Each group much choose a different skill. They can be skills seen in the lesson or students
can think of others. Give students 10-15 minutes to prepare a 1 to 2-minute explanation of how to
do the skill. They can draw diagrams on the board, use props or act out routines. The groups then
perform their presentations to the class. Students could perhaps vote for the most useful skill.
Homework
Ask students to either find an article or watch a video which explains how to do something. There
are examples of videos at www.ehow.com and examples of articles at www.howtodothings.com.
Students should prepare a short instructional talk which they will give to their partner at the start of
the next lesson.
Lesson 6 – Search Engines

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Aims
Page
Students will:
 Take notes effectively

 Use internet search engines for research purposes
Resources
 Computers (if possible)
Before the lesson
Look at https://sites.google.com/site/gwebsearcheducation/lessonplans in order to find ideas and

tips about search-engine use which will be relevant to your students. Alternatively you could
search for other useful pages of search-engine advice. If you have computer access in class, your
students could do this on themselves during the lesson.
Lesson Plan
Arrange students into pairs or small groups and ask them to discuss the skill they researched for
homework.
Ask students what a search engine is and elicit all the ones they know. Elicit how search engines
are useful. Ask if students know about any tips for using search engines effectively.
For various assignments, students will probably do a lot of searching on the Internet. For those
who are not familiar with advanced searches, you might want to show them how they can use them
to narrow down their search. Ask students to review the article on ‘Advanced Search Tips’ for
Google. This can be found at:
http://www.google.com/support/websearch/bin/answer.py?answer=136861. Ask them to take notes
on the key information from the article as they read. Students then compare their notes with those
of a partner and discuss the best features of each. You can then go through the key points as a
class.
Give students the ideas and tips that you found at

https://sites.google.com/site/gwebsearcheducation/lessonplans. Alternatively, if students have
access to computers, they could look at the website in the lesson and make notes about which
ideas they find most useful.
Homework
Students should use the internet to search for other tips and advice about using search engines.
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Lesson 7 – Narrative Tenses

Page
Aims
Students will:
 Understand an autobiographical passage

 Use narrative tenses to discuss childhood memories
Resources
Before the lesson
you should find similar activities in the textbook of your choice to those in the lesson.
Lesson Plan
Write the name ‘Roald Dahl’ on the board. Ask if students are familiar with any of his work. You
can explain that Roald Dahl is the most successful author of children’s books of all time. He was
born in Wales in 1916 and died in 1990. His most famous works include ‘Charlie and the
Chocolate Factory’, ‘The BFG’, and ‘Matilda’. He also wrote books for adults and served as a pilot
and intelligence officer during the Second World War. In 1984 he wrote his first autobiography,
called ‘Boy’, about his childhood. Explain that students are going to read an extract from this book.
Students work through exercise 1 on page 18 of English File Advanced. This involves reading two
extracts from ‘Boy’ while listening to them being read and then answering some comprehension
questions.
Students complete exercise 2 on page 19 of English File Advanced. This looks at narrative tenses
used for past events. There is extra practice on page 143.
Students complete the speaking activity in exercise 3a-c on page 19 of English File Advanced.
This involves listening to people talking about their childhood memories and then discussing their
own.
Homework
English File Advanced Workbook, page 14. There are exercises on vocabulary in context and
narrative tenses.
Lesson 8 – An Essay About Society

Aims
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Students will:
Page
 Analyse a text about changes in society

 Write and edit an article about changes in society
Resources
 Activity – An Aspect of Society - Draft
 Activity – An Aspect of Society – Final Version
Before the lesson
you should find similar activities to those in the lesson in the textbook of your choice.
Lesson Plan
Students work through pages 114 and 115 of English File Advanced. They begin by reading an
article about how childhood has changed over the last 50 years. They then analyse the structure
and vocabulary of the text.
Students write their own article about changes to one aspect of life over the last 30 years. They
should write a first draft in Activity – An Aspect of Society – Draft, in the Student Guide. Allow at
least 30 minutes for this.
Arrange students into pairs. Students should exchange their article and peer check each other’s
writing, paying attention to structure and overall sense.
Homework
Students should write a final version of their article in Activity – An Aspect of Society – Final
Version, in the Student guide.
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Lesson 9 – Issues in Education
Aims
Students will:
 Read and understand topical issues in education

 Discuss topical issues in education
Resources
 News articles
Before the lesson
Find two articles about education in a newspaper such as www.guardian.co.uk/education. You

should find topical articles which you feel will interest your students. In class, one half of the class
will read one half and the other half will read the other.
Lesson Plan
Introduce the two articles about issues in education. Direct one half of the class to read one article
and the other half to read the other. Each student should prepare some questions about their text.
These could be true/false questions or comprehension questions. There should be about six
questions and students should know the answers, but not write them down.
Students then pass their article and questions to a student from the other half of the class.
Students now read the article and answer the questions, before passing back to check. Finally
arrange students into groups to discuss the issues raised in the articles.
Ask students to work through page 20 of English File Advanced. This includes activities about
forming abstract nouns and using them in collocations.
Homework
English File Advanced Workbook, page 15. There are exercises on word building.
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Lesson 10 – Reading Exam Practice
Aims
Students will:
 Practice part of a reading exam under test conditions
Resources
 Specimen reading exam
Before the lesson
Find and copy a past AELS reading exam paper. Make one copy for each student. Use the past
papers for the NCC Education examinations which are available through the Accredited Partner
Resources section on Campus (http://campus.nccedu.com).
Lesson Plan
Elicit from students the format of the NCC AELS reading exam. Discuss the length of the exam,
how many texts, type of texts, type of questions.
Students practise taking a reading exam under exam conditions. Depending on time, you could
use a whole paper or select texts.
You can go through the answers with the students and see how they did. This will also be useful
for you in terms of evaluating gaps in student’s understanding etc.
Homework
There is no homework for this lesson but students should review the language from the Topic.
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Topic 4: History in the Making
Learning Objectives
This topic provides an overview of the language used to discuss relationships, films and historical
events
 Understand the feeling of a writer.

 Consider the design of a questionnaire.
 Understand the different types of interview questions.
 Write and edit a report using notes.
 Comprehend the written opinions of film critics.
 Use descriptive language to write about a scene in a film or TV programme.
 Listen for the overall sense and specific detail in an interview with a writer.
 Understand how adverbs and adverbial phrases are used as discourse markers.
 Use discourse markers in context to predict sentence endings.
 Identify reasons given by interviewees for their opinions.
 Understand the overall sense and details of a news story on the radio.
Pedagogic Approach
In Topic 4, students look at historical events, particularly how they have been conveyed via film.
The focus is on historical events on film, and also visiting the cinema in general.
Students will also look at the topics of relationships and going out. These topics provide material
that allows students to further their descriptive and critical vocabulary and practice skills such as
predicting sentence endings and using the language of reports and questionnaires with increased
fluency.
Students will continue to develop their vocabulary by studying discourse markers and collocations.

participate fully in both spoken and written work. Students will also develop their research skills by
preparing a questionnaire and writing a report.
4.3 Timings
Lessons: 10 hours

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Lesson 1 – Borrowed Words
Aims
Students will:
 Understand the feeling of a writer

 Consider the pronunciation of words borrowed from other languages
Resources
 Handout – Borrowed Words
Before the Lesson
Handout – Borrowed Words. Copy and cut up the handout so that there are enough copies of
‘Student A’ for half the students and enough of ‘Student B’ for the other half.
Lesson Plan
Begin by writing the word ‘relationship’ on the board and eliciting various connotations and uses of
the word from students. Now ask students to brainstorm synonyms for different types of
relationship (e.g. love affair, connection, brotherhood etc). They should be drawing a spider
diagram with all the different words represented. They should then try to think of any collocations
with the word ‘relationship’ such as ‘to be in a relationship’, ‘a close relationship’ and ‘to establish a
relationship’. They can use dictionaries or a collocations website such as www.just-the-
word.com to help them.
Students work through exercise 1 on page 24 of English File Advanced. This is a reading activity
about a woman who was in a relationship which ended.
Students complete exercise 2 on page 25 of English File Advanced. This is about the
pronunciation of words in English which have French origin.
Handout – Borrowed Words. Arrange students into pairs. In each pair, give a copy of ‘Student A’
to one student and ‘Student B’ to the other. Tell students that they can’t look at their partner’s
paper. Explain that each student has a list of common words in English that come from other
languages. Explain that students have to guess each other’s words. Students take turns to tell
each other the language of origin of a word and then must describe the word. Students can use
dictionaries to help them. End by drilling the pronunciation of the words and checking meaning.
Homework
There is no homework but students should review the language from the lesson.
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Handout – Borrowed Words
Student A
Native American Carib Arabic Arabic
Canoe Algebra Magazine
Arabic Min Chinese Dutch
Zero Tea Cookie
Dutch Urdu Greek
Cruise Pyjama Circus
Student B
German Greek French
Hamburger Drama Chef
Italian Spanish Persian
Balloon Tomato Paradise
Persian Malay Hungarian
Caravan Ketchup Coach

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Lesson 2 – Going on a Date
Aims
Students will:
 Hear specific words in a radio programme

 Use phrases with get
Resources
Before the lesson
Lesson Plan
Depending on the age and culture of your students so you may want to skip this warm-up activity.
Write ‘a date’ on the board. Ask if students have ever been on a date. Then add ‘blind’ before the
word ‘date’ and ask if students know what this is. Have any ever been on one? Students complete
exercise 5a-c on page 26 of English File Advanced. This involves reading about two people who
went on a date. You will need to arrange students into pairs for them to complete exercise 5c.
Students complete exercise 5d-g on page 26 of English File Advanced. This involves listening to a
radio programme about first dates and completing extracts by adding missing words.
Students complete exercise 3 on page 25 of English File Advanced. This an activity about phrases
with ‘get’. There is extra practice on page 162.
Students complete page 27 of English File Advanced. There is more work on phrases with get and
a questionnaire which students work in pairs to complete.
Homework
Exercises 1-4 on pages 17 and 18 of English File Advanced Workbook. There are exercises on
phrases with ‘get’ and phrases related to dating.
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Lesson 3 – Interviews and Questionnaires
Aims
Students will:
 Consider the way language is used in the design of a questionnaire or interview

 Learn to identify the language differences between questionnaires and interviews
Resources
 Activity – Question Design
 Activity – Interviews and Questionnaires
Before the lesson
Lesson Plan
Ask students to imagine that they are the owners of a cinema. They would like to find ways to
increase the number of people attending the cinema. Divide the class into two groups and ask
them to turn to Activity – Question Design, in their Student Guides. If you have a large class, you
may want to divide them into smaller groups. Tell them that they are going to write questions to find
out why the cinema is under-used. Group A should write questions for a questionnaire and Group
B should write questions for an interview. Ask them to write questions not only to reveal the
reasons for under-use but also to find out about the cinema goers as this might contribute to the
reasons (e.g. personal information such as whether they are in a relationship, have children etc.).
When students have finished, ask them to read out their questions. Give feedback on the suitability
of the question for the task.
Now ask students to work in groups of about three and look at Activity – Interviews and
Questionnaires, in their Student Guides. They should discuss the differences between interviews
and questionnaires as research methods. After they have had a few minutes to think of some
ideas, elicit the key differences from the class. Below are some ideas of some points which might
come up:
a. The time taken to conduct an interview is usually longer than the time required to complete a
questionnaire.  
b. Interviews may not always be as reliable (depending on the type of information requested) as
there is no sense of anonymity.  
c. Questionnaires are easier to administer and information can be obtained from a greater
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number of people in a shorter time.  

Page
d. In an interview, more detailed information can be obtained which can also reveal a
respondent’s feelings about the topic.  
e. In interviews it is easier to ask follow-up questions.  
f. Data from questionnaires can often be put through quantitative data analysis (i.e. the results
can be presented numerically in the form of percentages).  
g. Data from questionnaires can also be presented more easily in the form of charts and graphs.
h. Although some information from interviews can be analysed quantitatively, it is not always
possible to do so.
i. Interviews can be recorded.
To round off the discussion, ask students to give examples of when it might be better to use
questionnaires rather than interviews and when it might be better to use interviews than
questionnaires. Then ask them which they would use if they were the owner of the cinema (from
the beginning of this lesson).
Homework
Exercises 5 and 6 on pages 18 and 19 of English File Advanced Workbook. There is a listening
exercise about dating in which students answer true/false questions and a reading activity about
relationships in which students match headings to paragraphs.
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Lesson 4 – Writing a Questionnaire
Aims
Students will:
 Consider the question types in questionnaires

 Consider the format of reports
Resources
 Activity – Questionnaire Content
 Activity – Report Structure
Before the lesson
Lesson Plan
Begin the lesson by reviewing the questions that students wrote for the questionnaire in the
previous lesson. Elicit from them the advantages and disadvantages of using open and closed
questions. These might include:
a. Closed questions are quicker to answer.  
b. Responses to closed questions are generally easier to analyse as all the responses fall within
the given range.  
c. Open questions can elicit more information and are sometimes considered ‘closer to the truth’  
d. Open questions require more effort from respondents so are often left blank  
Activity – A Questionnaire, in the Student Guide  Now ask students to work in groups of around
four and decide on the final content of their questionnaires.
Explain that students are going to write a report of their findings from the questionnaire. Elicit the
parts of an academic / business-style report: Executive summary, Introduction, Procedure,
Findings, Recommendations and Conclusion. Explain to your students that they will need to invent
the data they have received .Students will not write the Executive Summary at this stage but you
can explain to them what is involved.
Activity – Report Structure. Students can now work in pairs to make notes on what information they
will include in each section. There is space provided in Activity – Report Structure, in the Student
Guide to complete this task.
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Homework
Students should finish making notes in Activity – Report Structure.
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Lesson 5 – Writing a report
Aims
Students will:
 Learn how to turn notes into a report

 Learn to review and edit their own work and the work of others.
Resources
 Activity – Cinema Report
Before the lesson
Lesson Plan
Students should now draft their reports from the previous lesson. They can do this in their notebooks.
On completion of the draft, encourage students to proof-read their reports before giving them to their
partner to read. Their partner should check their writing and note any mistakes. The drafts should
then be returned to the writer and students should discuss the mistakes. You will need to monitor
carefully during this stage in case students have any questions.
Activity – A Report, in the Student Guide. Students can now begin a final draft of their work. They
can complete this for homework to hand in for marking.
Homework
Students complete Activity – A Report, in the Student Guide.

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Lesson 6 – Describing a Scene
Aims
Students will:
 Comprehend the written opinions of film critics

 Use descriptive language to write about a scene in a film or TV programme
Resources
 Handout – Speaking Test Practice: A Scene
 Activity – A Memorable Film
Before the lesson
Copy and cut up Handout – A Scene. Make enough copies of Card 1 for half the class and enough
of Card 2 for the other half.
Lesson Plan
Students complete exercise 1 on page 28 of English File Advanced. This involves students looking
at some pictures from films and discussing whether they have seen them. Then students read
descriptions of scenes in the films and analyse the content. On page 163 there is extra practice on
vocabulary related to conflict.
Students complete exercise 2 on page 29 of English File Advanced. This is about shifting stress
patterns in word families.
Arrange students into pairs. Give one student in each pair a copy of Card 1 from Handout – A
Scene, and the other a copy of Card 2. They should do this like Part B from the speaking exam.
Students have a minute to think about their answers and then take turns to talk to their partner for
two minutes. As it is just a practice, you don’t need to be too strict about the timings.
Students complete Activity – A Paragraph, in the Student Guide. They can write about the scene
they spoke about in the previous activity or can choose a different one. They should use the
paragraphs in the textbook as a model.
Homework
Students complete page 20 of English File Advanced Workbook. There is an activity on
vocabulary related to conflict and another on stress-shift in word families.
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Page
Handout – Speaking test practice: A Scene
Card 1
Talk about a memorable scene from a film.
What was the film?

When did you see it?
What happens in the scene?
How did the scene make you feel?
Card 2
Talk about a memorable scene from a TV programme.
What was the TV programme?

You can also give other information. 65

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Lesson 7 – Historical Films
Aims
Students will:
 Predict the content of a text

 Listen for the overall sense and specific detail in an interview
Resources
Before the lesson
There is no pre-lesson preparation, but if you do not have English File Advanced, you should find
activities similar to those in the lesson in the textbook of your choice.
Lesson Plan
Students complete exercise 4 on page 30 of English File Advanced. This involves discussing
historical films and reading an extract from a film blog about inaccuracies in historical films.
Students complete exercise 5 on pages 30 and 31 of English File Advanced. This involves
listening to an interview with a screenplay writer. First students listen for the overall sense, then
listen for specific points and answer questions. Finally students discuss whether they agree with
the points made by the writer.
Arrange students into pairs or small groups. Explain that they are going to give a 2-minute talk to
the class about a historical period or event which would make an interesting film. First students
should think of the period or event and discuss why they have chosen it. They should also think
about how it would be made as a film. Would the film be historically accurate? Then ask each
group to give their short talk to the class. The class could vote on which film they would most like
to see.
Homework
Students complete exercises 4 and 5 on pages 21 and 22 of English File Advanced Workbook.
There is an activity in which students listen to people talking about their favourite films and a
reading activity about famous battles in history.
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Page
Lesson 8 – Discourse Markers
Aims
Students will:
 Understand how adverbs and adverbial phrases are used as discourse markers
 Use discourse markers in context to predict sentence endings
Resources
 English File Workbook (homework)
Before the lesson
There is no pre-lesson preparation, but if you do not have English File Advanced, you should find
activities in the textbook of your choice similar to those in the lesson.
Lesson Plan
Students complete exercise 6a on page 31 of English File Advanced. This involves looking at
some extracts from the interview with the writer from the previous lesson. Students focus on the
discourse markers in the extracts and match with the meaning.
Students complete page 145 of English File Advanced. This involves using adverbs and adverbial
expressions as discourse markers. Students should take notes about the discourse markers.
Arrange students into pairs. Ask one student in each pair to look at page 105 of English File
Advanced and the other student to look at page 109. Students take turns to read parts of a
sentence and use the clues to guess the endings.
Homework
English File Advanced Workbook, exercise 3 on page 21. There are activities about selecting the
correct discourse markers.
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Page
Lesson 9 – Talking About History
Aims
Students will:
 Complete summary sentences of an interview with a classicist

 Identify reasons given by interviewees for their opinions
Resources
 English File Advanced Workbook
Before the lesson

You could prepare a short talk about a person from history you admire and/or a period in history to
which you would like to go back.
Lesson Plan
Write ‘Classics’, ‘classicist’ and ‘SPQR’ on the board. Ask students if they know what these mean.
If necessary, explain that ‘Classics’ is a subject which people study at school or university which
looks at the history, languages, literature and culture of ancient Greece and Rome. Traditionally it
was a core subject in western education. A ‘classicist’ is someone who studies this subject.
Explain that students are going to see an interview with Mary Beard, a famous classicist at
Cambridge University in the UK, who in 2015 wrote a history of Ancient Rome titled ‘SPQR’. This
stands for the Latin ‘Senatus Populus que Romanus’, meaning ‘The Senate and People of Rome’.
The initials could be seen on documents, buildings and coins throughout the Roman Empire and
versions of it are used around the world to this day.
Students watch or listen to the interview with Mary Beard and complete the activities on page 32 of
English File Advanced. She talks about how to get people interested in history and gives her views
on the past as well as historical films.
Students complete exercise 2 on page 33 of English File Advanced. This looks at some of the
common collocations used by Mary Beard in the interview.
Students watch or listen to the people speaking about history and complete the activities on page
33 of English File Advanced. You might also want to speak about a person who you admire from
history and which historical period you would like to go back to.
Arrange students into pairs or small groups. Students ask each other the questions in exercise 4
on page 33 of English File Advanced. These are questions about studying history, people from
history they admire and which period of history they would like to go back to.
Homework
English File Advanced Workbook, page 23. There are activities on collocations and a text about
the children’s books Horrible Histories.
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Page
Lesson 10 – Radio News
Aims
Students will:
 Understand overall sense and details of a news story

 Consider issues raised in a news story
Resources
 A news podcast
Before the lesson
Go to www.bbc.co.uk/podcasts/series/newshour and find a story which will be interesting for your

students. Most extracts are over 45 minutes long, so edit the one you choose so that you can play
a shorter clip, of around 20 minutes. Prepare some ‘true/false’ questions based on the extract.  
Lesson Plan
Play the extract and ask students to answer the questions. Students can compare their answers
with a partner. Go through the answers as a class.
Students discuss together the issues raised in the story.
Homework
Students should go to the website www.bbc.co.uk/podcasts/series/newshour and listen to other

stories which are to their interest.
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Page
Topic 5: Sound and Print
Learning Objectives
This topic provides an overview of the language used to discuss sounds, music and books.
 Use words to describe sounds.

 Pronounce consonant clusters.
 Use music-related vocabulary to write a music review.
 Make deductions and speculations using modal verbs.
 Use phrases to express opinions
 Describe films using appropriate adjectives.
 Identify a writer’s conclusions.
 Deliver a presentation in a natural style.
 Critically analyse authentic reviews.
 Answer multiple-choice questions based on an interview
Pedagogic Approach
In Topic 4, students look at sounds, including music. Students will also discuss books, using
language to describe plots, characters and genre.
Students will continue to develop their vocabulary, looking at modal verbs to make deductions and
speculations as well as phrases to express opinions.
The approach is communicative, as it is throughout the module. Students are expected to participate
fully in both spoken and written work. Students will write a music review and present information
about a book.
Timings
Lessons: 10 hours

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Page
Lesson 1 - Sounds
Aims
Students will:
 Consider words to describe sounds

 Write paragraphs based on sounds
Resources
 Activity – Three Paragraphs About Sounds
Before the lesson
Lesson Plan
On the board, write the quote from the top of page 34 in English File Advanced: “I have often
regretted my speech, never my silence’. Explain that it is by Publilius Syrus, a writer in Ancient
Rome. Ask students to discuss what they think the quote means and whether they agree with it.
Students complete exercise 1a on page 34 of English File Advanced. They have to sit in complete
silence for one minute and write down all the sounds which they hear. They then compare notes
with a partner.
Write ‘onomatopoeic’ on the board. Elicit that this is an adjective. It is unlikely that students will
have come across the word before so if necessary explain that it describes words which sounds
like the sound they describe. Give an example, which could be an animal noise: ‘moo’ or ‘meow’
for example. Ask if students can think of any other onomatopoeic words (not necessarily animal
noises). Then students complete exercise 1 on page 164 which involves matching words to
descriptions of sounds.
Students complete exercise 1c on page 34 of English File Advanced. This involves students
writing down sounds they hear and then using the sounds to expand three paragraphs. There is
space in Activity – Three Paragraphs About Sounds in the Student Guide for this. Students can
exchange their paragraphs with each other and discuss.
Homework
English File Advanced Workbook, exercise 1 on page 24. These are activities based on the
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vocabulary used to describe sound.

Page
Lesson 2 - Phobias
Aims
Students will:
 Pronounce consonant clusters

 Read an article and match paragraphs with summaries
Resources
 Activity – Consonant Clusters
Before the lesson
Lesson Plan
Write the word ‘clothes’ on the board. Ask students to pronounce it. If they find this world difficult
to pronounce, ask why this is so. Elicit that it is because there are two consonant clusters –
combinations of more than one consonant sound. In the example, there is the ‘cl’ cluster at the
beginning and the ‘thes’ cluster at the end of the word. If students don’t have these clusters in their
own language, they might find them tricky to pronounce. Once again, point out that students don’t
have to speak with a British/American/Australian etc accent, but they have to make themselves
understood. Students complete exercise 2 on page 34 of English File Advanced. They listen to
and practise saying words which have consonant clusters in them. They then write sentences of
their own which include other examples and ask a partner to pronounce. There is space for this in
Activity – Consonant Clusters in the Student Guide.
Write the word ‘phobia’ on the board. Elicit the meaning and the fact that it comes from the Greek
word meaning ‘fear’. You could perhaps ask students if they have any phobias of their own.
Explain that they are going to read an article about a woman who has a phobia of sound. Ask what
problems this could cause her. Students complete exercise 3 on pages 34 and 35 of English File
Advanced This involves reading the article and matching paragraphs with summaries. There is
then an activity on recognising adverbial phrases in the text.
Students complete exercise 4 on page 35 of English File Advanced. This involves listening to five
people talking about sounds they dislike. Students then discuss sounds they dislike.
Homework
Exercises 2 and 3 on page 24 of English File Advanced Workbook. There is an exercise about
consonant clusters and one on words which describe unpleasant sounds.
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Page
Lesson 3 – Music Reviews
Aims
Students will:
 Consider the typical features of the structure of a review

 Use music-related vocabulary to write a music review
Resources
 Music reviews (see below)
 Activity – Two Music Reviews
 Activity – Review Draft of an Album or Concert
Before the lesson
Find a review of a music concert and a review of an album. If you can find reviews about music
artists that your students may have heard of, then this will make it more relevant to them. Search
music websites like www.nme.com/reviews, www.pitchfork.com/reviews/albums,
www.rollingstone.com/music, www.theguardian.com/music and www.bbc.co.uk/music/reviews.
Lesson Plan
As a warm-up, put students in pairs and ask them to tell their partner about some music they
recently listened to and why they liked it.
Ask students to look at the review of an album and concert which you brought to the class. They
should complete the table in Activity – Two Music Reviews in the Student Guide. This focuses on
the structure of the reviews and useful vocabulary contained therein.
Ask students to choose a concert or album about which to write their own review. They might want
to write about the music they talked about at the start of the lesson. They should make notes in
Activity – Review Draft in the Student Guide, to prepare for writing.
Students should now write the first draft of their review in their notebooks. Explain that they should
aim to write approximately 300 words.
Encourage students to proof-read their reviews before giving them to their partner to read. Their
partner should check their writing and note any mistakes. The drafts should then be returned to the
writer and students should discuss the mistakes. You will need to monitor carefully during this
stage in case students have any questions.
Homework
Students should prepare a final version of their review to submit for marking. They can write this in
Activity – Final Music Review, in their Student Guide or you may prefer to give them lined paper to
write on if it is not practical to collect in the Student Guides. They could instead use the space in
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the Student Guide for drafting in this case.

Page
Lesson 4 – Speculation and Deduction
Aims
Students will:
 Make deductions and speculations using modal verbs

 Uses phrases to express their opinion
Resources
Before the lesson
You may want to find some photos of unusual events or incidents about which students can make
speculations and deductions.
Lesson Plan
Students look at the picture on page 36 of English File Advanced of Boris Johnson, former Mayor
of London, on a zip wire. Students discuss the questions in exercise 5a on page 36 about the
picture.
Students complete the exercises on page 146 of English File Advanced about using modal verbs
for speculation and deduction. Students then make speculations and deductions about the three
pictures on page 36. You may want to find some more unusual pictures.
Students complete exercise 6 on pages 36 and 37 of English File Advanced. This is about the
Talk to me London project. Students listen to an interview with one of the founder of the project
and then listen to four stories about the project, matching the speakers to the facts.
Students complete exercise 7 on page 37 of English File Advanced. This involves reading about
people’s opinions of the Talk to me London project. Students then use phrases to express their
own opinions about the project and to relate it to their own city.
Homework
Exercises 4 and 5 on page 25 of English File Advanced Workbook. There is an exercise on
making speculations and deductions using modal verbs and an interview with the percussionist
Evelyn Glennie.
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Page
Lesson 5 – Describing Films
Aims
Students will:
 Describe films using appropriate adjectives

 Identify a writer’s conclusions
Resources
 Activity – About Books
Before the lesson
You could perhaps show examples of books you have read and tell students about them.
Lesson Plan
Write the word ‘spoiler’ on the board. Elicit the meaning, in the context of something which gives
away the ending of a book or film. Ask if students have ever had anything ‘spoiled’ for them. Ask
students to discuss whether knowing the ending really does ‘spoil’ a film or book for them.
Students complete exercise 1 on page 38 of English File Advanced. This involves reading an
article about spoilers and answering questions about the writer’s conclusions.
Students complete exercise 2 on page 39 of English File Advanced. There are adjectives used to
describe films. Then arrange students into pairs. Ask each student to think of a film or book and to
use adjectives to describe it to their partner. Their partner has to try to guess the film or book.
Arrange students into pairs to complete Activity – About Books, in the Student Guide. This is
based on Activity 3 on page 39 of English File Advanced.
Students complete exercise 4 on page 39 of English File Advanced. This is about inversion to add
emphasis. There is extra practice on page 147.
Homework
English File Advanced Workbook exercises 1-3 on pages 27 and 28 of English File Advanced
Workbook. There are exercises on describing films and using inversion to add emphasis.
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Page
Lesson 6 – Book Reviews
Aims
Students will:
 Consider the typical structure of a book review

 Identify useful vocabulary in book reviews
Resources
 Activity – Writing Your Own Book Review
 Activity – Book Review Vocabulary
Before the lesson
Find examples of the types of short book reviews written on the back or inside covers of the books
themselves. They can also be found on the ‘Product description’ section of pages about books on
the Amazon website.
Lesson Plan
This lesson moves on to look at book reviews. You might want to introduce the topic by bringing in
a book you have read recently and briefing presenting what you liked/disliked about it. Ask
students if they can think of any differences between music reviews, which they saw earlier in this
Topic, and book reviews.
Students complete Activity – Writing Your Own Book Review, in the Student Guide. They should
make notes individually and then discuss with a partner.
Show students the examples of short book reviews which you found before the lesson. Ask
students to complete Activity – Book Review Vocabulary, in the Student Guide.
Arrange students into groups of two or three. They should discuss a book they have read. They
can describe the book using the structure they have seen in this lesson as well as the vocabulary
used in reviews.
Homework
There is no homework from this lesson but students should review the vocabulary used in book
reviews.
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Page
Lesson 7 - Presentations
Aims
Students will:
 Use signposting language in a presentation

 Deliver a presentation in a natural style
Resources
 Activity – Writing Your Own Book Review (from Lesson 6)
 Activity – Book Review Presentations
Before the lesson
Lesson Plan
Explain that students are going to present a review of a book. Students will need to look again at
the structure of a book review which they saw in the previous lesson. Students should look at the
notes they made in Activity – Writing Your Own Book Review in Lesson 6. They should think about
how they can present this information. They should consider phrases used to introduce their topic
and signposts they can use throughout. You can brainstorm these and put some ideas on the
board. Emphasise that students are going to present from their notes and so should not write out
what they are going to say word for word. Elicit from students why this (reading word for word) is
not an effective way to present (it sounds unnatural and lacking in emotion – it is boring).
Students should practise their presentations in pairs and give each other feedback on how they
could improve.
Students now present their book reviews to the class. While the other students listen, they should
complete the table in Activity – Book Review Presentations, in the Student Guide. If there is time
remaining, you could discuss the effectiveness of the presentation styles, or focus on error
correction.
Homework
English File Advanced Workbook, page 26. Students read a text about ‘piped music’ and answer
true/false questions.
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Page
Lesson 8 – Real Reviews
Aims
Students will:
 Identify useful vocabulary in an authentic review

 Critically analyse authentic reviews
Resources
 Authentic reviews (see below)
Before the lesson

Before the lesson, find some authentic music, film and book reviews. Amazon.co.uk is a good
place where you can find many reviews, although they are not professionally written. For
professional reviews, look in newspapers such as www.guardian.co.uk or www.nytimes.com.  
Lesson Plan
Ensure that each student can see at least one review. Ask each student to read their review and
think about the areas which they completed in Activity – Presentations, in the Student Guide in the
previous lesson. Students should think about whether they find the review useful or not, and make
notes in their notebook about the reasons for their findings. They should then exchange reviews
with a partner and repeat the process.
Students then get together with another student who read the same review and discuss whether
they agreed or not on its usefulness and why.
Finally, ask students to note down ten words from the reviews which they think they will find useful
in the future.  
Homework
There is no homework from this lesson but students should review the vocabulary used in the
reviews.
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Page
Lesson 9 – Translation
Aims
Students will:
 Identify synonyms in a text

 Answer multiple choice questions based on an interview
Resources
 English File Advanced Student’s Book (homework)
Before the lesson

Lesson Plan
Students discuss the questions in exercise 6a on page 40 of English File Advanced. This is about
preferences for translated or original versions of books and films.
Students complete the rest of exercise 6 on pages 40 and 41. This involves reading extracts from
a blog by a translator. Students match summaries with extracts and then complete an exercise
synonyms of words used in the text.
Students complete exercise 7 on page 41 of English File Advanced. Students listen to an interview
with a translator and answer multiple-choice questions about her work.
Homework
Students find a paragraph from a book or website in their own language and try to translate it into
English. They should try to follow the same steps as Daniel Hahn describes in the article. You can
collect the translations to check, focussing on how natural and accurate the English is.
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Lesson 10 – Review Lesson
Aims
Students will:
 Use the language learned in Topics 1 - 5
Resources
 English File Advanced Teacher’s Book and CD-ROM 1 (recommended)
Before the lesson
Select the materials which you would like to use for the review. You can use:
Revise and Check on pages 22-23 and 42-43 of the English File Advanced Student’s Book.
Quick Test files 1 - 4 on the English File Advanced Teacher’s Book CD-ROM 1.
Any of the songs on pages 231 - 234 of the English File Advanced Teacher’s Book.
Vocabulary activities on pages 162-164 of the English File Advanced Teacher’s Book.
You can also use any activities from Files 1 – 4 in the English File Advanced Student’s Book not
used in class.
Lesson Plan
Select from the above materials. You may set a small test, or ask students to complete activities in
groups, or turn it into a race or workshop for example.
Homework
Revise the language learned in Topics 1 – 5 80

Page
Topic 6: Time and Money
Learning Objectives
This topic provides an overview of the language used to discuss time and money
 Match titles with articles

 Understand the importance of distancing in academic writing
 Use distancing effectively in writing
 Use expressions with time
 Use linking as a feature of natural pronunciation
 Use cohesive devices to introduce examples when speaking
 Identify a writer’s opinion
 Use the past tense to describe unreal situations
 Use idioms related to money
 Recognise different accents of English
Pedagogic Approach
In Topic 6, students look at time and related expressions. Students will also discuss money, using
idioms and phrases.
Students will look at the effect of distancing in academic writing and will also use past tenses to
describe unreal situations. There is an emphasis on features of pronunciation, such as linking.

participate fully in both spoken and written work. Students will develop their academic writing skills
and give a presentation about a business.
Timings
Lessons: 10 hours

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Page
Lesson 1 – Multi-tasking
Aims
Students will:
 Match titles with articles

 Give advice in a short talk
Resources
 Activity – Multi-tasking (homework)
Before the Lesson
Lesson Plan
Write the word ‘multi-tasking’ on the board. Elicit what this means and ask students if they believe
they are good at it. Students complete exercise 1 on page 44 of English File Advanced. This
involves looking at examples of multi-tasking and rating the difficulty of them. Then, in pairs,
students discuss their answers and how they think they multi-task.
Students complete exercise 2 on page 44 of English File Advanced. This involves reading two
articles about time management. Students have to match titles with the texts and then answer
some true/false comprehension questions. Finally there is an exercise which looks at examples of
phrasal verbs in the texts.
Arrange students into small groups. Each group is going to give a two-minute talk about multi-
tasking. The talk should give advice on how to multi-task effectively. Give students around 10
minutes to prepare before giving their talk to the class.
Homework
Students should search the internet for an article with advice about multi-tasking and complete
Activity – Multi-tasking, in the Student Guide.
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Page
Lesson 2 - Distancing
Aims
Students will:
 Understand a speaker giving a talk

 Understand the importance of distancing in academic writing
Resources
 Activity – Multi-tasking (from Lesson 1)
Before the Lesson

Lesson Plan
Arrange students into pairs and ask them to discuss their findings for Activity – Multi-tasking, in the
Student Guide, which students completed for homework. Monitor and/or get class feedback on
any particular useful pieces of advice.
Students complete exercise 3 on page 45 of English File Advanced. Students listen to an exercise
on mindfulness called The Chocolate Meditation and make notes. Students then discuss their
views of the approach.
Students complete exercise 4 on page 45 of English File Advanced. This involves considering
examples of distancing in sentences. Students then work through the activities on page 148 of
English File Advanced. Explain that distancing is a very common and important feature of
academic writing as writers don’t want to sound too sure about findings which will be subject to
review by other academics and may change in the light of further evidence.
Homework
phrasal verbs and one on distancing.
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Page
Lesson 3 – Distancing in writing
Aims
Students will:
 Recognise examples of distancing in writing

 Use distancing effectively in writing
Resources
 Activity – Distancing
 Notepaper for writing
Before the Lesson
Find one or two articles from a news website such as www.bbc.com, www.cnn.com, or a
newspaper website such as www.guardian.com, or a local newspaper in English. The article(s)
should include examples of distancing.
Lesson Plan
Ensure that each student can see one article. Students should read their article and complete
Activity – Distancing, in the Student Guide. Students should then compare their notes with a
partner. Get some feedback as a class, focusing on the example of distancing and reasons why it
is used.
Students complete exercise 5 on page 45 of English File Advanced. Students are given
newspaper headlines and have to write a story, using examples of distancing. You could devise
headlines which are topical or relevant to the students’ own country. Ask students to write on a
piece of paper.
Collect in the pieces of paper and distribute the around the classroom, either on walls or desks.
Students move around and look at the pieces of writing. As they move around, they should
discuss the examples of distancing used and the reasons for it. Highlight any errors to the class.
Homework
Students look at a news website or newspaper. They should read an article and find examples of
distancing.
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Page
Lesson 4 – Time Expressions
Aims
Students will:
 Match speakers with summaries of their talks

 Use expressions with time
Resources
 Activity – How Long Will You Wait?
Before the Lesson

Lesson Plan
Students complete Activity – How Long Will You Wait? in the Student Guide. They should try to
ask each question to a different student if possible and fill in the table.
Students now look at exercise 6 on page 46 of English File Advanced. They should try to complete
the table with the answers given by people surveyed. The questions are the same as those which
they asked each other in the previous step. Students check the answers on page 106. Students
then listen to six people speaking about the situations and match the speaker with the situation.
Students complete exercise 7 on page 46 of English File Advanced. Firstly they have to complete
expressions with the word time. There is extra practice of this on page 165. Students then
complete expressions with time so that they are true about themselves. Students should compare
with a partner. Either monitor or get class feedback to check for any errors.
Homework
Exercise 3 on pages 30 and 31 of English File Advanced Workbook. This involves expressions
with time, prepositions related to time, and other time expressions.
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Page
Lesson 5 – Talking About Time
Aims
Students will:
 Use linking as a feature of natural pronunciation

 Use cohesive devices to introduce examples when speaking
Resources
 Handout – A Time When…
Before the Lesson
Copy and cut Handout – A Time When… Make one copy for each student.
Lesson Plan
Students work through exercise 8 on page 47 of English File Advanced. This concerns linking in
short phrases. Linking is a feature of pronunciation whereby sounds in adjacent words are
merged. This is especially common in short phrases such as ‘not at all’. Students listen to
examples of this and then listen to some short phrases which they try to write down. Drill these
phrases as a class. (The phrases are: ‘not at all’, ‘first of all’, ‘pick it up’, ‘in an hour’, and ‘on our
own’.) Highlight the linking and explain that this makes speech sound more natural. Don’t worry if
students are unable to reproduce the linking at this stage as it will take time. Ask students if they
can think of any other common phrases in which the words are ‘linked’ in this way.
Students complete exercise 9 on page 47 of English File Advanced. This involves asking and
answering time-related questions and using phrases like ‘such as’ and ‘for instance’ to give
examples. Explain the importance of students developing their points with examples and using
these cohesive devices to do so.
Arrange students into pairs. Explain that they are going to practice Part B of a speaking exam.
Give students one minute, or more if necessary, to think about their answers. They should then
speak to their partner for two minutes. Students should make sure that they include examples to
develop their points and cohesive devices to introduce them.
Homework
Exercises 4 and 5 on page 31 of English File Advanced Workbook and page 32. There is an
exercise on linking, a radio programme about time and an article about punctuality with multiple-
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choice questions.
Page
Handout - A Time When…
Card 1
Talk about a memorable scene from a film.
What was the film?

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Page
Lesson 6 – Money and Marriage
Aims
Students will:
 Identify a writer’s opinion

 Understand how metaphors are used in a text
Resources
 Handout - Currencies
Before the Lesson
Handout – Currencies. Either make a copy of the handout for each group of two to four students,
or write the currencies on separate pieces of paper and stick around the classroom. Then write a
list of the countries on the board. Depending on your location, you might want to substitute some
of the countries and currencies for places closer to the students’ own country/countries.
Lesson Plan
Handout – Currencies. Use this to introduce the topic of money. Students either work in groups to
complete the handout on their desks, or walk around the room looking for the pieces of paper and
then writing down the matching country. You can then feedback to the whole class by asking
various students to bring a currency to the board and stick it beside the right answer.
Answers:
1 d 7 a
2 f 8 g
3 l 9 b
4 e 10 i
5 j 11 c
6 h 12 k
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Write ‘money’ on the board. Ask students how important they think money is when finding a
partner. Ask students what other factors are important. Do they think the factors are different for
men and women? Students now read the article on pages 48 and 49 of English File Advanced and
complete exercise 1 on page 48. The article is about whether or not women want to find a rich
husband. Students then match opinions with writers and then explain certain phrases.
Write the word ‘metaphor’ on the board and elicit the meaning, which is a phrase not used literally
to make a description more powerful. Students look at the highlighted metaphors in the text and
discuss the meaning in pairs. Get feedback as a class.
Homework

metaphors and one on unreal uses of past tense. They will see this grammar point in Lesson 7, so
explain that the homework is an introduction.
Handout – Currencies
Match the country with the currency.
1 Algeria a Rupee
2 Japan b Rand
3 Argentina c Kwacha
4 Barbados d Dinar
5 Brazil e Dollar
6 Egypt f Yen
7 India g Riyal
8 Saudi Arabia h Pound
9 South Africa i Baht
10 Thailand j Real
11 Zambia k Euro
12 Spain l Peso
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Lesson 7 – Unreal Situations
Aims
Students will:
 Use the past tense to describe unreal situations

 Use idioms related to money
Resources
 Activity - Wishes
Before the Lesson

Lesson Plan
Students complete exercise 2 on page 49 of English File Advanced. You could write a couple of
the sentences on the board to begin with to introduce the topic. This exercise concerns unreal
uses of past tenses. There is more practice on page 149.
Students complete Activity – Wishes, in the Student Guide. They should get up and mingle. They
should try to write a different name for each question. For the last two questions, students make
up their own, so monitor to check these.
Write the idiom ‘money doesn’t grow on trees’ on the board. Elicit the meaning of this (that money
doesn’t come easily so don’t spend it carelessly). Ask if students know any other idioms related to
money. Students then complete exercise 4 on page 50 of English File Advanced. This involves
discussing the meanings of various money-related idioms and another exercise on vocabulary
related to money. There is further practice on page 166.
Homework
Exercise 3 on page 34 of English File Advanced Workbook. This concerns vocabulary related to
money.
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Lesson 8 – Who Wants to be a Millionaire?
Aims
Students will:
 Ask and answer quiz questions

 Write an essay about money (homework)
Resources
 Activity – Who Wants to be a Millionaire?
 Handout – Fastest Finger
Before the Lesson
Copy and cut Handout – Fastest Finger. You will need to copy enough for your students,
cut them up and shuffle them.
Lesson Plan
Arrange students into groups of 3–4 to write multiple choice questions for a ‘Who wants to be a
millionaire?’-style quiz show. The rules are outlines in Activity – Who Wants to be a Millionaire?, in
the Student Guide. Each question should have four possible answers but only one should be
correct. Explain that the questions should start off being quite easy and should get progressively
more difficult. Give them an example. A £100 question could be, ‘Complete the saying: What goes
around ..’ a) makes you dizzy b) comes around c) spins d) is money. A £200 question could be:
‘What is the currency used in Ireland? a) Dollars b) Irish Punts c) Euros d) Irish Pounds.
When the groups have finished, you can use their questions to play the game. Members from the
group who wrote the questions are not allowed to answer their own questions, nor are they allowed
to do the Fastest Finger activity if their questions are going to be used. They will solely ask the
questions and tell the person answering whether they are right or wrong.
The game begins with the Fastest Finger activity. This decides who will be first at having a chance
to try for the million. The students are given one set of answer strips which can be found in
Handout –Fastest Finger, below. They should be face down and turned over only when you have
finished reading the question. Make sure you only give the students the answers for the question
you are going to ask them.
Students need to put them in order in the quickest time. When they have done this, they should put
up their hand to indicate they have finished. The other students should carry on as the first student
may have the answers in the wrong order.
Check the answers. If they are correct, stop the activity and go through the answers. If the answers
are wrong, let the other students continue until someone gets the answers correct.
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When a winner has been decided, the group who wrote the multiple choice questions should read
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them out. They read one question and give four options (only one correct). If the question is
answered correctly, they go on to the next question. This is repeated until the student either
answers incorrectly or reaches a million. The game should be played until each group’s questions
have been used.
You may decide that you want students to play in pairs/small teams, rather than individually to
keep more of the class involved in each round.
There is an online version available of the “Who wants to be a Millionaire?” game. If you have
access to this, you could use this as a fun way to finish the lesson.
Homework
Students should write a short essay (250 words) on the advantages and disadvantages of
becoming rich overnight, using some of the money-related vocabulary seen in recent lessons.
They should then submit this for marking.
Handout – Fastest Finger
Please remember to cut up the following answers and shuffle them. They are currently in the
correct order going from left to right. Remember, only give your students the answers. You should
read out the questions.
1) Put the following words in alphabetical order.
Congeal Congenial
Congestion
Congenital
2) Put the following numbers in order of size, starting from the lowest.
A tenth A quarter
A third
0.26
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3) Put these in order, from the most to the least. Start with the one the average human has the
most of.
Arteries
Knuckles
Shins
Skulls
4) Put the following numbers in order of size, starting from the lowest.
A baker’s dozen
A dozen
A score
Fifteen
5) Put the animals in order according to size, starting from the smallest.
An ant An anteater
An antelope An elephant
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Lesson 9 – Recognising Accents
Aims
Students will:
 Complete a gap-fill exercise when listening to an interview

 Recognise different accents of English
Resources
Before the Lesson

Lesson Plan
Students complete exercise 5 on pages 50 and 51 of English File Advanced. This is about Sarita
Gupta and Muhammad Yunus. You could begin by showing pictures of them to the class and
asking who they are, if you think they will know. First students read a short biography of each one.
Then they listen to Sarita Gupta talking about microfinance and complete a gap-fill exercise. Sarita
then talks about three success stories which students make notes about.
Elicit from students what kind of accent Sarita Gupta has. She has an American accent. Ask if
students can explain any differences between American and British accents, and any other
varieties they may know too.
Students complete exercise 6 on page 51 of English File Advanced. This involves various listening
activities to highlight and identify British and American accents. You could give examples of other
varieties if you or your students are familiar with them. Emphasise that the aim of this activity is
recognition. Students shouldn’t feel that they have to imitate any of the accents themselves.
Homework
Exercises 4, 5 and 6 on pages 34 and 35 of English File Advanced Workbook. There is a listening
exercise about accents, a radio programme about saving money and a reading exercise about
money and happiness.
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Lesson 10 – Designing a Business
Aims
Students will:
 Answer questions based on a video

 Give a presentation about a business
Resources
 A video about a business (see below)
Before the Lesson
Find a video on ‘Start up Stories’ on www.bbc.co.uk or other suitable website. You can search the
BBC website for ‘Start up Stories’. Prepare some questions about the video before class.
Lesson Plan
Show the ‘Start up Stories’ video which you have chosen. Students answer the questions.
Arrange students into groups of two or three. Explain that each group has a chance to get £10,000
from a private investor. However, they will only receive the money if they can come up with a good
idea for a business in which to invest. Also explain that only one group can get the money.
Students must come up with an idea for their business. They should prepare a presentation to the
class.
Each group presents their business idea. The groups have to vote for the one which they think is
the best (they can’t vote for their own!). The one with the most votes wins.
Homework
Students should search the BBC website for ‘Start up Stories’ and watch other videos which
interest them. They should also review the language from this Topic.
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Topic 7: Changes
Learning Objectives
This topic provides an overview of the language used to discuss lifestyle changes.
 Give written advice about an everyday problem

 Accurately use gerunds or infinitives which follow verbs with objects
 Transform sentences by putting words into the correct form
 Understand the form, meaning and pronunciation of compound adjectives
 Accurately use the third conditional in a speech
 Use precise vocabulary to talk about phones
 Accurately use prepositions with adjectives
 Write an essay which carefully considers two points of view
 Edit sentences to improve accuracy
 Critically assess the findings of authentic scientific studies
Pedagogic Approach
In Topic 7, students look at lifestyle changes. Students will also give advice, deliver a presentation
and write a balanced essay.
Students will look at a variety of conditional sentences and how to transform words in sentences.
There is an emphasis on authentic language, including an evaluation of scientific studies.

participate fully in both spoken and written work. Students will develop their written and spoken
English related to lifestyle and changes.
Timings
Lessons: 10 hours

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Lesson 1 – Giving Advice
Aims
Students will:
 Summarise and relate the main points in a text

 Give written advice about an everyday problem
Resources
 Activity – How To Survive
 Access to www.wikihow.com (in class or for homework)
Before the Lesson
Think of something you would like to change about your life. Don’t make it too serious (drink less
coffee, go to the gym more etc). Prepare a short talk which you can give to students at the start of
the lesson.
Lesson Plan
Tell students about a change you would like to make in your life. Ask students to give you
suggestions about whether this is a good idea and how you can make the change. Students could
discuss in groups first, or tell you directly, depending on class size.
Students complete exercise 1 on page 54 of English File Advanced. Initially, students discuss
where they would go for advice about life problems. Then arrange students into pairs with a
student A and student B in each group. Student A reads an article on page 54 about coping with
living with parents and student B reads an article on page 55 about dealing with exam stress.
Students then summarise their texts to each other. Students then analyse vocabulary in the texts
before discussing their own opinions about the advice given.
Students complete exercise 2 on page 55 of English File Advanced. Students choose one of four
topics and write tips on how to deal with the situation. Students should write their tips in Activity –
How To Survive, in the Student Guide. When students are finished, they can show their ideas to a
partner or different group and students should discuss whether they think the advice given is
valuable. If possible, students can look at www.wikihow.com to compare their own advice with
that given on the website. Students could do this at home if it is not possible in class.
Homework
Exercise 1 on page 37 of English File Advanced Workbook. This looks at the lexis covered in the
lesson. Students can also look at the WikiHow website if they were not able to do this in class.
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Lesson 2 – Gerunds and Infinitives
Aims
Students will:
 Accurately use gerunds or infinitives which follow verbs with objects

 Use precise vocabulary to give a short talk about something which annoys them
Resources
 Handout – Sentence Starters (for teacher use)
Before the Lesson
Prepare a brief talk about something which ‘drives you mad’.
Lesson Plan
Write ‘It drives me mad’ on the board and elicit the meaning of this phrase. Then tell students a
brief anecdote of something that drives you mad. Next ask students to work with a partner and give
a similar example of something that drives them mad.
Students complete exercise 3 on page 55 of English File Advanced. This looks at the use of the
infinitive and gerund after verbs with objects. There is extra practice on page 150. In pairs,
students then ask and answer questions which use this construction.
Now arrange students into two concentric circles, A and B. Each student should be paired with a
student from the other circle who should be facing them. Read out the first sentence starter from
Handout – Sentence Starters (I hate seeing people) and ask the Student As to repeat the starter
and complete the sentence aloud. Their partner should listen and either agree or disagree with
Student A. They should also check that they have completed the sentence correctly. Monitor and
make notes of issues as necessary. Now ask the students in circle A to move to their left so
everyone has a new partner. Read out another sentence starter from the Handout and ask the
Student Bs to repeat it and complete the sentence, with Student As checking the accuracy and
also agreeing or disagreeing. Repeat the rotations and continue. You can use each sentence more
than once to make sure that both sets of students get to attempt to complete each one. Run a
feedback session at the end if necessary to go over the sentence formation rules.
Homework
Exercise 2 on page 37 of English File Advanced Workbook. This is about gerunds and infinitives.
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Handout – Sentence Starters
Read the following sentence starters and allow students to complete them:
1. I hate seeing people…

2. …ing …. is incredibly annoying.
3. I don’t like hearing people…
4. Everyone should try not to…
5. I can’t stand…
6. I hate not…
7. I try hard to…
8. I try hard not to…
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Lesson 3 – Living Situations
Aims
Students will:
 Use precise vocabulary to discuss the advantages and disadvantages of various living
situations
 Transform sentences by putting words into the correct form
Resources
 Activity – Living Situations
 Activity - Prepositions
 Activity – Sentence Transformation
Before the Lesson
There is no pre-lesson preparation
Lesson Plan
Ask students to work through Activity – Living Situations, in the Student Guide. Students can
compare and discuss their answers in pairs or small groups. Then get some feedback as a class.
Students complete Activity – Prepositions, in the Student Guide. They can check answers with a
partner before getting feedback as a class. Then ask students to discuss what they think could be
the consequences of the trend described. Get feedback as a class and encourage students to
consider the economic, social and political effects.
Answers
for, in, of, in, of, (up) of,
Students complete Activity – Sentence Transformation, in the Student Guide. Students should first
write answers, then check and discuss in pairs or small groups. Monitor and check.
Homework
Exercises 5 and 6 on pages 38 and 39 of English File Advanced Workbook. This is about gerunds
and infinitives.
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Lesson 4 – The 30-Day Challenge
Aims
Students will:
 Understand and follow the main points of a talk

 Understand the form, meaning and pronunciation of compound adjectives
Resources
 Access to www.ted.com
 Activity – 30-Day Challenge
Before the Lesson
You could find a short video of a TED talk which students may be interested in. These are on the
website www.ted.com and there are talks on a wide variety of topics. Find a clip of a few minutes in
order to give students an idea of the website.
Lesson Plan
If possible, show students a short video of a TED talk. It should just be a few minutes long in order
that students get to know the website. Ask if students have ever heard of TED talks before. If
students have, can they recommend any talks which they have seen?
Students complete exercise 4 on page 56 of English File Advanced. First, students read some
background information about TED talks. They then listen to a talk about a 30-day challenge, and
order slides while listening.
Students complete exercise 5 on page 57 of English File Advanced. They need to think of their
own 30-day challenge. They should make notes in Activity – 30-Day Challenge. Students then give
a short talk to their groups about their 30-day challenge. There is advice on presenting in exercise
5.
Students complete exercise 6 on page 57 of English File Advanced. This deals with the meaning
and pronunciation of compound adjectives.
Homework
Exercises 3 and 4 on page 38 of English File Advanced Workbook. These are on compound
adjectives.
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Lesson 5 – Debating
Aims
Students will:
 Accurately use the third conditional in a speech

 Use precise vocabulary for justifying choices
Resources
 Handout – Famous People (for teacher use)
 Activity – Useful Language
Before the Lesson
Lesson Plan
This lesson involves a balloon debate to provide fluency practice. Tell each student to imagine that
they are a famous person from history. There are some ideas in Handout – Famous People. You
can add examples relevant to your students’ countries. Each student assumes the role of a
different famous person. Ask students to imagine that they are stranded on a desert island,
starving, thirsty and afraid of the wild animals. One day a boat appears, but it only has enough
space to rescue two of them. Each student should prepare a brief speech to convince the others
that they should be one of the two to go on the boat. Students should look at Activity – Useful
Language, in the Student Guide which gives examples of sentences in the third conditional which
they should use when debating.
Once students have had sufficient time to prepare, ask them to sit in a circle and one-by-one,
explain why they should be chosen, using examples of the third conditional. Once everyone has
had a chance to speak, students can ask each other questions.
Finally, give everyone a small piece of paper and allow them to vote for the person who they think
should be allowed to go. They cannot vote for themselves. The person with the most votes is the
winner. Get students to justify their choices to the group.
Homework
Students watch the TED talk at
https://www.ted.com/talks/michael_sandel_the_lost_art_of_democratic_debate. They should make
notes on the content.
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Handout – Famous People
Below is a list of famous people from the present and past. Each student has to assume the role of
a famous person. You can choose examples from the list or other examples. Students can also
add their own choices.
Bill Gates
Donald Trump
John Lennon
Lionel Messi
Steve Jobs
Mahatma Gandhi
Florence Nightingale
Nelson Mandela
Charles Darwin
Queen Elizabeth II
Alexander the Great
William Shakespeare
Albert Einstein
Leonardo Da Vinci
J.K. Rowling
George Washington
David Beckham
Ludwig Van Beethoven
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Lesson 6 – Mobile Phones
Aims
Students will:
 Use precise vocabulary to talk about phones

 Distinguish the /æ/ and /ʌ/ sounds
Resources
Before the Lesson

Lesson Plan
Arrange students into pairs or small groups. They should discuss the notes they made when they
watched the TED talk for homework. Get some class feedback on the main points and students’
overall impressions of the talk.
Students complete exercise 1 on page 58 of English File Advanced. In pairs, students ask
questions about their phones. There is extra practice of phone-related vocabulary on page 167.
Write /æ/ and /ʌ/ on the board and elicit examples of the sounds from students, but don’t worry if
they are unaware of the symbols. Students work through exercise 2 on page 58 of English File
Advanced, which focuses on these two sounds.
Ask students how they would feel if they gave up their mobile phone. Then ask students to
complete exercise 3 on pages 58 and 59 of English File Advanced. This is a reading activity about
someone who goes out without a mobile phone. Students add sentences to gaps and then look at
vocabulary from the article. Finally students discuss mobile-phone addiction.
Homework
Exercises 1, 2 and 3 on pages 40 and 41 of English File Advanced Workbook. These are about
mobile phones and the /æ/ and /ʌ/ sounds.
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Lesson 7 – Conditional Sentences
Aims
Students will:
 Use a range of conditional sentences to talk about the past, present and future
 Accurately use prepositions with adjectives
Resources
 Activity – Conditional Sentences
 Activity – Are You Addicted?
Before the Lesson

Lesson Plan
Students complete exercise 4 on page 59 of English File Advanced. This looks at conditional
sentences and the differences in meaning and structure of various types of conditional sentence.
There is extra practice on page 151. Part d asks students to complete sentences with their own
ideas. There is space for students to do this in Activity – Conditional Sentences, in the Student
Guide. Students can also add two examples of their own. Monitor and check.
Students complete exercise 5 on page 60 of English File Advanced. This deals with prepositions
after adjectives. Students add prepositions to ten sentences, and then discuss whether they are
true for them. Monitor and check.
Students complete Activity – Are You Addicted? in the Student Guide. First students form
questions, then they ask their classmates and write names of students who answer in the positive.
In a large class, you could state that students can only write each name once. Monitor and check.
Homework
Exercises 4 and 5 on page 41 of English File Advanced Workbook. These are about conditional
sentences and adjectives with prepositions.
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Lesson 8 – A Balanced Essay
Aims
Students will:
 Use specific vocabulary to understand a talk by a doctor

 Write an essay which carefully considers two points of view
Resources
 Activity – Balanced Essay
Before the Lesson

Lesson Plan
Students complete exercise 6 on page 60 of English File Advanced. First they look at pictures of
people who are addicted to certain types of behaviour. In pairs or small groups, students discuss
what the addictions could be. Students then listen to a doctor talking about addictions. They
consider specific vocabulary used to talk about addictions and then answer some true/false
questions. Finally they discuss addictions.
Arrange students into pairs or small groups to work through exercise 7 on page 61 of English File
Advanced. They read some ‘tweets’ about obsessions and then discuss various obsessions.
Students work through pages 118 and 119 of English File Advanced. Firstly they read a model
essay on the pros and cons of smartphones. Students then consider language used to introduce
both sides of an argument. Finally students choose one of two titles and write a balanced essay.
They can write a draft in their notebooks and then write up a final version in Activity – Balanced
Essay, in the Student Guide. This can be finished for homework and handed in for checking.
Homework
Students should complete the final version of their essay in Activity – Balanced Essay, in the
Student Guide.
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Lesson 9 – Vocabulary and Grammar Tests
Aims
Students will:
 Understand vocabulary in context

 Edit sentences to improve accuracy
Resources
 Vocabulary test (see below)
 Handout – Grammar Auction
 Handout – Grammar Auction Corrections (for teacher use)
 Cards with letters on (see below)
Before the Lesson
Prepare a short vocabulary test on the vocabulary covered in this topic. This could be a spelling
test, a ‘backs to the board’ game, a ‘pictionary’ game, or another activity of your choice.
Prepare one card for each ‘team’ of three to four students. Put a letter on each card (A, B, C, D
etc). This will be the team’s ‘name’.
Make one copy of Handout – Grammar Auction, for each ‘team’ of three to four students.
Lesson Plan
Give students a vocabulary test on the vocabulary covered in this topic.
Explain that you are going to have a type of grammar auction. Divide your students into teams –
you will need at least 3 different teams but the more the better. Give each team an A4 card with
their letter on it. They will use this later for bidding.
Tell each team that they have £100 to spend on buying sentences. Their success will depend on
their ability to correct the sentence. Explain that teams will get £50 for every sentence they have
bought and are able to correct. Give them a copy of the sentences in Handout – Grammar Auction,
below and set a time limit of 5 minutes. During this time, teams should decide which sentences
they wish to buy.
Draw a grid on the board, as shown below. This will help you keep track of how teams are
spending their money.
You will now act as auctioneer. Begin by selling Sentence 1. “Who’ll give me £5?” “Do I hear £10?”
etc. Take bids from the first team to raise their A4 card. When the sentence has been sold, mark
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the buyer on the grid by subtracting what they paid (e.g.£30) from their initial £100 and writing the
new figure in the appropriate box next to Sentence 1, e.g. if Team A buys the sentence for £30,
write £70 in the box under Team A and beside sentence 1. You now know that they have another
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£70 to spend. Continue until you have sold all the sentences.
Now go through the sentences and elicit the errors from students. If the team that has bought the
sentence is unable to correct it, move on to the next sentence (without helping them).
Count up the number of properly corrected sentences for each team, multiply by 50 and add on
any money they had left at the end of the auction. This gives their total, e.g. Team A bought 3
sentences and have £10 left. They were able to correct the errors in 2 of the sentences so their
total is £110.
Now allow the teams an extra 5 minutes to work on any previously uncorrected sentences. They
should write their answers down. Go around the groups and look at their corrections – award a
bonus £20 for each one that is correct. Award the extra £ in the bonus row and add the bonus and
the sub-total together to give you a total for each team. The team with the most money wins.
Grid:
Sentence Team A: £100 Team B: £100 Team C: £100

a
b
c
d
e
f
g
h
i
j
k
l
Sub -Total
Bonus
Total
Homework
There is no homework but students should review the main points from the lesson. 108
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Handout – Grammar Auction
Can you identify and correct the errors in the following sentences?
a) I am afraid to inform you that Mr Darjeeling is not longer working for us.
b) Despite the recent problems the prime minister assure us there will be more money for
education.
c) I am going to work every day by bus but because of the strike I am going to take a taxi today.
d) The advices we were given were of great help.
e) That’s the hotel which we stayed.
f) We recently recieved your letter of application and we regret to inform you that we will not be
inviting you for an interview.
g) I didn’t want to use the same word again so I used a thesaurus to see if there are another words
I could use.
h) Seems to work fine now that he has tightened the screws.
i) My teacher told me that every time I made my homework I made the same mistakes.
j) When David and I was walking home we saw a policeman running after two boys.
k) After a hard day at work I returned home and laid on the sofa for a while.
l) With this type of work the carefuller you are the less likely you are to make mistakes.
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Handout – Grammar Auction Corrections
a) I am afraid to inform you that Mr Darjeeling is not no longer working for us.
b) Despite the recent problems the prime minister assure assures / assured / has assured us there
will be more money for education.
c) I am going go to work every day by bus but because of the strike I am going to take a taxi today.
d) The advices advice we were given were was of great help.
e) That’s the hotel which where we stayed.
f) We recently recieved received your letter of application and we regret to inform you that we will
not be inviting you for an interview.
g) I didn’t want to use the same word again so I used a thesaurus to see if there are another words
are other words / is another word I could use.
h) It Sseems to work fine now that he has tightened the screws.
i) My teacher told me that every time I made did / do my homework I made the same mistakes.
j) When David and I was were walking home we saw a policeman running after two boys.
k) After a hard day at work I returned home and laid lay on the sofa for a while.
l) With this type of work the carefuller more careful you are the less likely you are to make
mistakes.
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Lesson 10 – Male and Female Brains
Aims
Students will:
 Read authentic articles for gist and details

 Critically assess the findings of authentic scientific studies
Resources
 Articles on male and female brains (see below)
Before the Lesson
Before class, search for an article on male and female brains, There are examples at
http://www.webmd.com/brain/features/how-male-female-brains-differ#1,
http://www.sciencemag.org/news/2017/04/study-finds-significant-differences-brains-men-and-
women and http://www.sciencemag.org/news/2015/11/brains-men-and-women-aren-t-really-
different-study-finds. Suggestions for how to use this in class are given below; you may want to
use one or all of these ideas or use the article stimulus in a different way depending on the needs
of your learners.
Lesson Plan
Choose some or all of the options:
You could give different articles to different groups and ask them to write comprehension questions
for other groups. Students then exchange articles and questions, answer and then discuss.
You could give articles, or parts of articles, to small groups and ask them to prepare a presentation
on their text. As each group gives their presentation, others should take notes and finally debate
the issues raised.
Students could write a summary of the text. They can then pass to other students to assess their
summary. Students finish by discussing the issues raised.
Students could assess why studies appear to show different findings. What is there about the
studies and methodology which could lead to different results?
Homework
There is no homework but students should review the main points from the lesson.
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Topic 8: Interesting Ideas
Learning Objectives
This topic provides an overview of the language used to discuss ideas, senses and art.
 Form grammatically accurate general knowledge questions

 Use vocabulary from an audio interview to discuss education
 Use the context of an article to identify the meaning of words
 Use accurate grammar to write information about a well-known person
 Accurately use language of permission, obligation and necessity
 Accurately use verbs which relate to the senses
 Understand and use idioms which include colours
 Use appropriate vocabulary and grammar to edit and write a letter of complaint
 Familiarise themselves with the format of the writing exam they will take
 Undertake a writing test under exam conditions
Pedagogic Approach
In Topic 8, students look at art, ideas and senses. Students will also consider obligation,
permission and necessity.
Students will discuss various ideas related to art and entertainment. There is an emphasis on
writing, as students will write a report, a letter of complaint and practise writing exams.

English related to ideas, art and senses.
Timings
Lessons: 10 hours

112
Page
Lesson 1 – A Quiz Show
Aims
Students will:
 Use language of suggesting, agreeing and disagreeing to devise a quiz show

 Form grammatically accurate general knowledge questions
Resources
 Videos of quiz shows (see below)
 A video camera (if available)
Before the Lesson
If possible, prepare a short talk about a quiz on TV which you have seen and a short video of the
show, as well as short video clips of several quiz shows.
Lesson Plan
Ask students if they watch any TV quiz shows. Arrange students into pairs to discuss any quiz
shows they know about and watch and to describe their favourites. If possible, tell the students
about a quiz show you have seen, and/or show video clips of quiz shows so that students are
aware of the concept and various types.
Explain to students that they are going to ‘produce’ their own quiz show. Firstly, students should
devise the quiz show. Arrange students into small groups. Each group thinks of a quiz show format
(how many teams there are, what teams can win, the name of the show, how the show works and
so on). Encourage students to use language for suggesting ideas, agreeing and disagreeing. Ask
each group to give a short presentation in order to describe their show to the class. The students
should vote on the quiz show which they want to make as a class.
Arrange students into the number of teams required for the show. In their teams, students should
first write questions for the other teams to answer (students should know the answers to the
questions they write – they can use the internet for research if possible).
Students take part in the quiz show, according to the format they chose earlier. You may wish to
video the show if you have the chance. The show goes on until there is a winner. Students could
end by reflecting on how they felt the quiz went.
Homework
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Page
Lesson 2 - Exclamations
Aims
Students will:
 Use vocabulary from an audio interview to discuss education

 Use natural intonation and linking in exclamations
Resources
Before the Lesson
If possible, find a clip of the British TV show ‘QI’. There are clips available on the shows website,
www.qi.com. There are also facts and quotes on the website which you can use as a lead-in to the
lesson.
Lesson Plan
Explain to students that there is a British TV quiz show called ‘QI’. Ask them what they think the
letters stand for. If necessary, explain that it means ‘Quite Interesting’. You could show a clip from
the show or tell students some facts or quotes which you have found.
Students complete exercise 1 on page 64 of English File Advanced. Firstly students discuss
subjects, then in pairs they try to answer 12 questions from QI. Students then listen to a journalist
talking about the quiz and answer comprehension questions. Finally, students discuss the ideas
about education raised in the listening activity.
Students complete exercise 2 on page 65 of English File Advanced. This looks at intonation and
linking in exclamations. There is extra practice on pages 107 and 110 which students complete in
pairs.
Homework
Exercise 1 on page 43 of English File Advanced Workbook. This deals with intonation in
exclamations.
114
Page
Lesson 3 – Word Formation with Prefixes
Aims
Students will:
 Use prefixes to form words

 Use the context of an article to identify the meaning of words
Resources
Before the Lesson

Lesson Plan
Students complete exercise 3 on page 65 of English File Advanced. Firstly they read facts from
the QI show. If students have access to the QI website (www.qi.com) then they could find other
interesting facts and present these to the class. Alternatively, they could find facts on the website
at home. The exercise goes on to look at using prefixes to form words. There is extra practice on
page 168.
Students complete exercise 4 on pages 66 and 67 of English File Advanced. This is a reading
exercise about a book on safety rules. Students firstly complete a gap-fill exercise and then
analyse the authors’ opinions about safety. Students then use context to identify the meaning of
words in the text.
Arrange students into pairs or small groups. Ask them to try and think of any unnecessary and
contradictory rules in their own country. Get feedback as a class and ask students to share their
ideas.
Homework
In the next lesson, students are going to write about a well-known person, from history or current,
who they consider to be interesting. For homework, students should research this. They should
use the internet to find interesting facts about their chosen person and make brief notes.
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Lesson 4 – A Factsheet
Aims
Students will:
 Use precise vocabulary to write interesting facts

 Use accurate grammar to write information about a well known person
Resources
 Sheets of A4 paper (one per student)
 Students may require scissors, glue, coloured pencils to make their factsheet
Before the Lesson
There is no pre-lesson preparation
Lesson Plan
In this lesson, students are going to produce a fact sheet about a well-know person, either current
or from history. Each student should produce an A4 page containing a title, at least one picture and
text about the person in question. Students should find interesting facts about the person.
Encourage students to think about the presentation of their work. Students should have researched
this at home.
When students have finished their fact sheets, display them on the classroom walls. Encourage
students to walk around, reading and commenting on them.
Homework
Exercises 2 and 3 on pages 43 and 44 of English File Advanced Workbook. These are about word
formation using prefixes and vocabulary related to safety.
116
Page
Lesson 5 – Permission, Obligation and Necessity
Aims
Students will:
 Accurately use language of permission, obligation and necessity

 Plan and write a report about a school
Resources
 Activity – A Report
Before the Lesson

Lesson Plan
Students complete exercise 5 on page 67 of English File Advanced. Students read sentences
containing a selection of phrases used for permission, obligation and necessity. They discuss the
meaning of the phrases. There is extra practice on page 152.
Students complete exercise 6 on page 67 of English File Advanced. Arrange students into small
groups. They use language of permission, obligation and necessity to discuss a selection of
proposed rules. Students then think of a law of their own and propose their idea to the class. The
class should vote on the law they would most like to adopt.
Students turn to page 120 of English File Advanced. This is about writing a report. There is a
model text for students to analyse, and useful language which students should use. Students then
plan and write a draft of a report. They should write a final version in Activity – A Report, in the
Student Guide.
Homework
Students should write a final version of their report in Activity – A Report, in the Student Guide.
They should hand this in for checking.
117
Page
Lesson 6 – The Senses
Aims
Students will:
 Accurately use verbs which relate to the senses

 Pronounce the letters ‘-ure’ correctly
Resources
 Activity – Taste
Before the Lesson

Lesson Plan
You could begin by asking students if they know of any famous works of art, especially from their
own country. Students then complete exercise 1 on page 68 of English File Advanced. First
students look at pictures of works of art. They then listen to a talk by someone who works in an art
gallery. They complete details about works of art.
Students then complete exercise 2 on page 69 of English File Advanced. This deals with verbs of
the senses. There is extra practice on page 153. Students then complete Activity – Taste, in the
Student Guide.
Students complete exercise 3 on page 69 of English File Advanced. This concerns the
pronunciation of the letters ‘-ure’. You can drill the pronunciation of the words as a class.
Homework
Exercises 1, 2 and 3 on page 46 of English File Advanced Workbook. These relate to verbs of the
senses, the pronunciation of ‘-ure’, and vocabulary about art.
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Page
Lesson 7 – Art and Colour
Aims
Students will:
 Use precise vocabulary to discuss objects of art

 Understand and use idioms which include colours
Resources
Before the Lesson
If you can find a bigger and better version of the picture Forest and Dove by Max Ernst, then you
could show this to students as the one in the textbook is quite small and unclear.
Lesson Plan
Students complete exercise 5 on pages 70 and 71 of English File Advanced. Students first look at
a famous painting called Forest and Dove by Max Ernst and discuss their opinion of it. Students
then read and listen to an article about the painting, answer some comprehension questions and
consider the vocabulary used.
Students complete exercise 6 on page 71 of English File Advanced. This is a discussion about
fake goods or pirate editions.
Students complete exercise 7 on page 71 of English File Advanced. This deals with idioms
involving colours.
Homework
Exercises 4, 5 and 6 on page 47 of English File Advanced Workbook. These are on vocabulary
related to art and colour.
119
Page
Lesson 8 – A Letter of Complaint
Aims
Students will:
 Clearly structure a letter of complaint

 Use appropriate vocabulary and grammar to edit and write a letter of complaint
Resources
 Activity – Letter Preparation
 Activity – Letter of Complaint
Before the Lesson
Lesson Plan
Explain that students are going to write a letter of complaint about a problem. First elicit the type of
reasons why people write such letters. It could be to a hotel for example, or another situation in
which someone may have received poor service.
Then elicit what the students will need to include in the letter. Write up the plan on the board:
1. Why you are writing
2. What the problems are
3. What you would like to see being done
4. What action you will take if you are not satisfied with how your complaint has been handled
Ask students to look at Activity – Letter Preparation, in the Student Guide. Give students time to
make notes.
Now give students a time limit (approximately 20 minutes) to write a first draft. They should do this
in their notebooks.
Students should now peer correct their drafts and then write a final version for handing in for
marking. There is space provided in Activity – Letter of Complaint, the Student Guide. Students
can finish at home and hand in for checking.
120
Homework
Students should finish their letter of complaint and hand this in for checking.
Page
Aims
Students will:
Resources
 Exam practice materials (see below)
Before the Lesson
You may want to familiarise yourself with how the writing exam works for either the NCC Education
examination or IELTS as relevant to the needs of your students. Useful information on IELTS is
available in the Introduction to IELTS module material or on the IELTS website (www.ielts.org).
Information on the NCC Education examination can be found in the Faculty Zone (Accredited
Partner Resources) on Campus (http://campus.nccedu.com).
Print a copy of a sample IELTS Task 1 academic writing question for each student from the IELTS
website. You could also use the past papers for the NCC Education examinations which are
available on Campus (http://campus.nccedu.com).
Lesson Plan
Give students a brief vocabulary test on the new vocabulary covered in this topic.
Use the rest of this lesson to practise for the writing section of the exam. Ask your students to think
back to previous timed writing activities they have done, and also the feedback you have given
them on this work. Ask them to work in pairs to write a general list of tips for what to do in a timed
writing situation.
Ask students to read the instructions for Task 1 carefully and write a list of things they have to do.
Spend a few minutes checking that students have understood everything they have to do. Now
give students 20 minutes to complete Task 1 or a question from the NCC Education paper. This
should be conducted under exam conditions. Collect the students’ work and mark it.
Homework
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Page
Aims
Students will:
Resources
 Exam practice materials
Before the Lesson
Print a copy of a sample IELTS Task 1 academic writing question for each student from the IELTS
website, www.ielts.org. You could also use the past papers for the NCC Education examinations
which are available on Campus (http://campus.nccedu.com).
Lesson Plan
Begin the lesson by recapping what students remember about either the NCC Education exam or
IELTS Task 1 from the previous lesson.
Give students feedback on their writing from the previous lesson. You might want to ask students
to correct example sentences or focus on the structure of what they wrote.
Move on to look at IELTS Task 2, using a similar procedure to the one from Lesson 9. Point out
that Task 2 is more important than Task 1, and that students need to write more words but have
more time – around 40 minutes. Students complete an IELTS Task 2 questions under exam
conditions.
You may also want to round off the lesson by having students write a list of tips for success in the
writing exam. You should emphasise that time management is the key to success.
Homework
Exercise 7 on page 48 of English File Advanced Workbook. This is a reading exercise about an art
exhibition.
122
Page
Topic 9: Mind and Body
Learning Objectives
This topic provides an overview of the language used to discuss health and exercise as well as
travel.
 Use precise vocabulary to discuss illnesses and treatments

 Use language of comparison to compare forms of medicine
 Accurately use structures with gerunds and infinitives
 Use precise vocabulary to talk about travel
 Use phrases to give opinions and refute arguments
 Use precise and accurate grammar and vocabulary to produce an effective leaflet
 Understand the types of questions in a speaking exam
 Use accurate grammar to talk about future plans
 Accurately use a range of homophones
Pedagogic Approach
In Topic 9, students look at health and exercise. Students will also consider travel and tourism.
Students will discuss various ideas related to health and fitness. A range of grammatical structures
will be considered, including those to discuss future plans as well as patterns with gerunds and
infinitives. There is an emphasis on writing, as students will produce a discursive essay and also a
leaflet. There is also a focus on the types of questions students will face in speaking exams.

English related to health.
Timings
Lessons: 10 hours

123
Page
Lesson 1 – Health and Medicine
Aims
Students will:
 Use reading strategies to match summaries with paragraphs

 Use precise vocabulary to discuss illnesses and treatments
Resources
Before the Lesson

Lesson Plan
Students complete exercise 1 on page 74 of English File Advanced. Arrange students into small
groups to complete the quiz about health-related vocabulary. Get feedback as a class.
Students complete exercise 2 on pages 74 and 75 of English File Advanced. First, in pairs,
students discuss their views on what a doctor’s lifestyle might be. They then read the article about
doctor’s views on various treatments. Students match summaries with paragraphs, analyse the
lexis in the text and finally discuss their own views on the article.
Students complete exercise 3 on page 75 of English File Advanced. This is a listening and
speaking activity about alternative medicine.
Homework
Exercises 1 and 2 on page 50 of English File Advanced Workbook. These are about vocabulary
related to health and medicine.
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Page
Lesson 2 – Articles About Medicine
Aims
Students will:
 Use language of comparison to compare forms of medicine

 Identify homonyms and homophones of words in articles
Resources
 Articles about forms of medicine (see below)
 Activity – Articles About Medicine
 Dictionaries
Before the Lesson
Find short articles about alternative medicine or cosmetic surgery. You could find these online or in
newspapers/magazines. You will need one article for each group of four students.
Lesson Plan
Arrange students into groups of four and direct each group to an article on a form of medicine
which you found before the lesson. They should read it and take notes under the headings in
Activity – Articles About Medicine, in the Student Guide.
Now divide each group of four into two pairs and match up each pair with a pair from another group
who has read about another form of medicine. Students from each pair should share the details
about their article while the others fill in the ‘Article 2’ column in Activity – Articles About Medicine,
in the Student Guide. They should then discuss the different forms of medicine and try to use
comparative and superlative sentences.
Provide students with dictionaries and tell them you would also like them to find out which of the
words in the articles can have other meanings. For example, ‘hip’ can also mean trendy and ‘spine’
is also for the back of a book. They should be able to find other meanings for quite a few of the
words, including homophones, e.g. waste, heal, soul and vain. You may want to suggest some
words for students to check in the dictionaries if you think they will find this difficult. When they
have finished, elicit any expressions they know which use parts of the body. These do not need to
be limited to the parts of the body covered above.
Homework
Students should find another article about medicine and look for homonyms and homophones in
the text.
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Lesson 3 – Gerunds, Infinitives and Similes
Aims
Students will:
 Accurately use structures with gerunds and infinitives

 Accurately use similes to make their English more descriptive
Resources
Before the Lesson

Lesson Plan
Arrange students into pairs. Ask students to share any homonyms and homophones which they
found in the article they looked at for homework. Get feedback as a class. Students should make
notes of useful words.
Students complete exercise 4 on page 76 of English File Advanced. This is on patterns with
gerunds and infinitives. There is extra practice on page 154 and communication practice on pages
107 and 111.
Students complete exercise 5 on pages 76 and 77. This looks at advice about lifestyle and the use
of make and do.
Write the word ‘simile’ on the board. Elicit the pronunciation and the meaning. Also ask if students
know any examples. Students then work through exercise 6 on page 77 of English File Advanced
which deals with similes.
Homework
Exercises 3, 4, 5 and 6 on page 51 of English File Advanced Workbook. These deal with gerunds
and infinitives, similes, and the pronunciation of the schwa vowel (the latter has not been covered
in the lesson, so you might want to briefly outline what students have to do).
126
Page
Lesson 4 - Travel
Aims
Students will:
 Use precise vocabulary to talk about travel

 Consider the overall meaning of a text
Resources
 Activity – Where Have You Been?
Before the Lesson
You could prepare a short talk about a place that you have been to. You could give this talk as a
demonstration to students before they give their talks.
Lesson Plan
Recap the homework exercise about the schwa vowel. If students seem unsure, they can work
through exercise 7 on page 77 of English File Advanced.
Arrange students into pairs. Students look at Activity – Where Have You Been? in the Student
Guide. Explain that the questions within it are similar to those which students will see in speaking
exams. Give students a minute to prepare their answers and then in pairs students should speak
for two minutes each. If you have a small class, you could get some students to give their talk to
the class. You might also want to demonstrate the activity by giving a talk of your own.
Emphasise to students that they don’t have to talk about a distant or exotic journey, it could be a
day-trip to a nearby town.
Students complete exercise 1 on page 78 of English File Advanced. This is a questionnaire about
how they travel. There is extra practice of travel-related vocabulary on page 169.
Students complete exercise 2 on pages 78 and 79 of English File Advanced. This involves reading
an article on the differences between a tourist and a traveller. Students choose a summary
sentence for the article and then answer some true/false questions. They then identify phrasal
verbs in the text and finally discuss the points raised.
Homework
Exercises 1 and 2 on page 53 of English File Advanced Workbook. These concern vocabulary
related to travel and tourism.
127
Page
Lesson 5 – A Discursive Essay
Aims
Students will:
 Use phrases to give opinions and refute arguments

 Clearly structure a balanced essay to show both sides of an argument
Resources
 Activity – Planning A Discursive Essay
 Activity – A Discursive Essay (homework)
Before the Lesson

Lesson Plan
Arrange students into pairs or small groups and ask them to discuss the positive and negative
effects of tourism. Get some feedback as a class. Students should then look at the model essay on
page 122 of English File Advanced and add the topic sentences to the paragraphs. Students then
analyse how the arguments have been presented and structured in the essay. Students then look
at some phrases used for giving opinions, and introducing and refuting other people’s opinions.
Students choose one of the two essay questions on page 123 of English File Advanced. In Activity
– Planning A Discursive Essay, in the Student Guide, students should make a plan of the essay
they are going to write. Monitor and check.
In their notebooks, students write a draft of their essay. They can peer check these if there is time,
considering the structure and clarity of arguments as well as grammar and vocabulary. Students
write their final version for homework.
Homework
Students write the final version of their essay in Activity – A Discursive Essay, in the Student
Guide. They should hand this in for checking.
128
Page
Lesson 6 – A Leaflet
Aims
Students will:
 Analyse the content and structure of authentic leaflets

 Use precise and accurate grammar and vocabulary to produce an effective leaflet
Resources
 Authentic leaflets (see below)
 A3 paper (one sheet per small group)
Before the Lesson
If possible, find examples of leaflets from tourist attractions. These could be in your city, the
students’, or somewhere else. If you cannot find hard copies, then you should be able to find
leaflets online.
Lesson Plan
Arrange students into groups of two or three. Write the words ‘tourist attraction’ on the board. Ask
students to tell their partner about a tourist attraction they have visited, either in their city or country
or somewhere else. They should describe how they felt when they were there, and also how they
found information about the place.
Show students examples of leaflets about tourist attractions. Arrange students into pairs or small
groups and ask them to talk about the content and organisation of the leaflet and how it could help
tourists. Get feedback as a class and also ask students to analyse the language used in the leaflet:
How long and complex are the sentences? What type of vocabulary is used? Is the leaflet written
in paragraphs, bullet points or something else?
In groups of two or three, students are going to produce their own leaflet. They should choose a
tourist attraction (in their own country or city, or somewhere else). They should consider the
structure and language of the examples to produce their leaflet. Depending on time and resources
you may wish your students to add colour and pictures to the leaflets and/or produce them on a
computer. When they have produced their leaflets, display them on the classroom wall. Ask
students to walk around reading them and then have a vote to decide on which is the most
effective.
Homework
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Lesson 7 – Speaking Exam Practice
Aims
Students will:
 Understand the types of questions in a speaking exam
 Use precise vocabulary and accurate grammar to give answers to common speaking-exam
questions
Resources
 Activity – Speaking Part 1
 Activity – Where Have You Been? (Lesson 4)
Before the Lesson
Lesson Plan
Ask students some questions about the format of the IELTS and AELS speaking exams. Elicit that
there are three sections. In Part 1, students answer some personalised questions about an
everyday topic. In Part 2, students speak for two minutes about their experience or opinion related
to an everyday topic. In Part 3, students answer some more abstract and general questions about
the same topic as Part 2. You should also ask what is assessed in a speaking exam (fluency and
coherence, vocabulary, grammar, and pronunciation) and elicit the meaning of these.
Ask students to complete Activity – Speaking Part 1, in the Student Guide. Explain that the topics
are health and fitness, and travel and tourism and students should write three Part 1-type
questions for each topic. Emphasise that these should be about personal experience and opinion.
You could give an example. When students have written their questions, they should ask their
questions to a partner, and answer their partner’s questions. Monitor and check.
Ask students to look back at Activity – Where Have You Been? in the Student Guide in Lesson 4.
Students should notice that the questions ask about a personal experience, and the points are in
the form of wh questions. In Activity – Speaking Part 2, in the Student Guide, students are going to
make their own examples of a Part 2 question. They should choose the topic of health and relate
their question to healthy living, eating, exercise etc (not illness). When students have completed
their questions, they should exchange with a partner and follow Task-2 procedure to answer each
other’s questions. Monitor and check.
Students now write Activity – Speaking Part 3, in the Student Guide. Students should write four or
five follow-up questions on the same topic as the previous question. Emphasise that these
questions should be more abstract, asking for students’ views on general issues related to the
topic. When students have written the questions, they should ask them to their partner. Monitor
and check.
130
Homework
Page
Lesson 8 – Future Plans
Aims
Students will:
 Use accurate grammar to talk about future plans

 Accurately form questions about the future
Resources
 Activity – Future Plans
Before the Lesson

Lesson Plan
Students complete exercise 4 on page 80 of English File Advanced. This is about the grammar of
future plans and arrangements. There is extra practice on page 155.
Students complete Activity – Future Plans, in the Student Guide. They should be familiar with this
type of activity by now. Give students time to form questions. They should then mingle and write
names of people who answer ‘yes’ to the questions. In a large class, ask students to write a
different name for each question.
Students complete exercise 5 on page 80 of English File Advanced. This is a listening activity
about someone who goes on a journey. Students answer comprehension questions and then
analyse vocabulary used by the speaker.
Homework
Exercises 3 and 4 on page 54 of English File Advanced Workbook. These are about future
arrangements.
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Page
Lesson 9 – Homophones
Aims
Students will:
 Use linking words to help structure a talk

 Accurately use a range of homophones
Resources
 Dictionaries (online or paper. One per group of two or three students)
Before the Lesson

Lesson Plan
Arrange students into group of three or four. Students should complete the speaking activity in
exercise 6 on page 81 of English File Advanced. The exercise gives the structure of how to talk
about a bad journey. There are also linking words which students should use to connect their
ideas.
Write ‘homophone’ on the board and elicit that this means words with the same pronunciation but
different meanings and spellings. Students complete exercise 7 on page 81 of English File
Advanced. They complete pairs of sentences using homophones.
Arrange students into pairs or small groups. Ask each group to find 10 homophone pairs. They can
use dictionaries, or can look online if you have internet access. Students should write a list of the
10 homophone pairs they find. Each group then gets together with another group. The groups take
turns to read the homophones, and students in the other group have to give both meanings and
spellings of the homophones. Groups can get a maximum of 4 points for each homophone pair: 1
for each meaning and 1 for each spelling. Groups should keep score and find a winner. In a small
class, you could do the activity as a whole class.
Homework
Exercises 5, 6 and 7 on page 54 and 55 of English File Advanced Workbook. There is an exercise
on homophones as well as a reading and listening exercise about journeys.
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Aims
Students will:
Resources
Before the lesson
Revise and Check on pages 62-63 and 82-83 of the English File Advanced Student’s Book.
Any of the songs on pages 235 - 238 of the English File Advanced Teacher’s Book.
Grammar activities on pages 170-177 of the English File Advanced Teacher’s Book.
Communicative activities on pages 194-203 of the English File Advanced Teacher’s Book.
used in class.
Lesson Plan
Homework
Revise the language learned in Topics 6 – 9

133
Page
Topic 10: Food
Learning Objectives
This topic provides an overview of the language used to discuss food.
 Identify and evaluate a writer’s opinion in a text

 Identify the use and meaning of ellipsis in authentic articles
 Use precise language to introduce the pros and cons of an issue
 Use precise vocabulary to discuss the preparation of food
 Form questions using common collocations
 Use strategies to take effective notes during an authentic lecture
 Use precise vocabulary and the imperative to write a recipe
 Accurately use compound and possessive forms
 Use a wide range of adjectives to describe food
 Use accurate and natural language in a restaurant setting
Pedagogic Approach
In Topic 10, students look at food. Students will also consider animals and pets.
Students will discuss various issues surrounding food, such as healthy eating and unhealthy diets.
Students will also use natural language to discuss restaurants and recipes. There is a focus on
adjectives used to describe food. Students will also listen to an authentic lecture as well as talk
about a special meal.

English related to food.
Timings
Lessons: 10 hours

134
Page
Lesson 1 - Animals
Aims
Students will:
 Identify and evaluate a writer’s opinion in a text

 Accurately use vocabulary related to animals and idioms with animals
Resources
Before the Lesson

Lesson Plan
Arrange students into groups of two or three. Ask students to recall the speaking exam question
types which they saw in the previous topic. Ask students to write some Part 1 and Part 3 type
questions on the topic of pets and animals, which they should discuss together.
Students complete exercise 1 on page 84 of English File Advanced. Students read an article about
a writer’s attitude to pets. They consider the main topics of the paragraphs and then complete
sentences related to the text. Finally, students discuss the writer’s attitude.
Students complete exercise 2 on page 85 of English File Advanced. This is on vocabulary related
to animals. There is extra practice on page 170.
Homework
Exercises 1 and 2 on page 56 of English File Advanced Workbook. These are about vocabulary
related to animals.
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Page
Lesson 2 – Ellipsis
Aims
Students will:
 Identify the use and meaning of ellipsis in authentic articles

 Naturally pronounce auxiliary verbs
Resources
 Authentic articles (see below)
Before the Lesson
If possible, you could bring some articles from newspapers or magazines, or be able to show these
online. They can be on any topic, but it would be ideal if they related to either health, food or
animals. Try to get one article for each pair or small group of students.
Lesson Plan
Students complete exercise 3 on page 86 of English File Advanced. This is about ellipsis. There is
extra practice on page 156.
Arrange students into pairs or small groups. Ensure that each group can see one authentic article,
either as a hard copy or online. Ask the students to read through their article and make a note in
their notebooks of all the examples of ellipsis which they can find. Each group should then
exchange their article with another group. They should tell the other group how many examples of
ellipsis they found, but not tell them what the examples are. The groups now have to look through
the articles and try to find the same number of examples (or more) of ellipsis as the first group. The
groups should then get together to share their answers. Monitor and check.
Students complete exercise 3 on page 86 of English File Advanced. This deals with the
pronunciation of auxiliary verbs and ‘to’. There is extra communicative practice on pages 109 and
111.
Homework
Exercises 3 and 4 on pages 56 and 57 of English File Advanced Workbook. These are about
ellipsis and the pronunciation of auxiliary verbs.
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Page
Lesson 3 – Pros and Cons
Aims
Students will:
 Identify the main arguments and counter-arguments in a debate

 Use precise language to introduce the pros and cons of an issue
Resources
Before the Lesson

Lesson Plan
Write the words ‘vegetarian’ and ‘vegan’ in the board and elicit the meaning of these. Arrange
students into small groups and ask them to brainstorm some pros and cons of being vegetarian and
vegan. Get class feedback.
Explain that students are going to listen to a radio programme in which two people talk about the
pros and cons of vegetarianism. This is in exercise 5 on page 86 of English File Advanced. Students
first listen to the programme and compare the points raised with their own. Students listen again and
make notes in the textbook. Finally, students discuss how convincing they found the arguments.
Students complete exercise 6 on page 87 of English File Advanced. In groups of four they prepare
and participate in a debate about the pros and cons of zoos, using similar language and strategies
to those heard in the listening exercise.
Homework
Exercises 5 and 6 on pages 57 and 58 of English File Advanced Workbook. There is a reading
exercise and a listening exercise about pets.
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Page
Lesson 4 – Food Preparation
Aims
Students will:
 Use precise vocabulary to discuss the preparation of food

 Accurately pronounce words with silent letters
Resources
 Menus (see below)
Before the Lesson
If possible, you could find examples of menus from restaurants which the students may know.
These could be hard copies or online.
Lesson Plan
Students complete exercise 1 on page 88 of English File Advanced. Students look at a menu in the
textbook and analyse the vocabulary. If you are able to find menus from other restaurants, then
students could look at these now and consider the vocabulary in the similar way. There is extra
practice on page 171 of vocabulary related to food preparation.
pronunciation of words with silent letters. Drill the pronunciation as a class.
Students complete exercise 3 on page 89 of English File Advanced. First, students listen to an
extract of a book about eating in restaurants and complete a gap-fill exercise. Students then
discuss their tips and recommendations for eating out.
Homework
Exercises 1, 2 and 3 on page 59 of English File Advanced Workbook. These are on vocabulary
related to food, and silent letters.
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Page
Lesson 5 – Food Vocabulary
Aims
Students will:
 Form questions using common collocations

 Define phrases containing unfamiliar words
Resources
 Activity - Collocations
 Activity – Questions With Collocations
 Activity – Questions About Food
 Dictionaries (paper or online. One per student)
 Handout – Ted-Talk Vocabulary A and B
Before the Lesson
Make copies of Handout – Ted-Talk Vocabulary A and B so that half of the students will get one copy
of A each, and the other half of the students will get one copy of B each.
Lesson Plan
Ask students to look at the words in Activity – Collocations, in the Student Guide. Elicit the word
which goes in each gap. The word is ‘food’. Then explain that students are going to make their own
‘find someone who’ activity. They have seen this type of activity before. Students should choose 6
of the collocations from above and write ‘find someone who’-type questions which include the
collocations. For example, the collocation ‘fast food’ could be used to ‘find someone who hates fast
food’. Students should write their examples in Activity – Questions With Collocations, in the Student
Guide. Students then mingle and ask questions to complete the activity. You can get feedback as a
class.
Explain to students that in the next lesson, they are going to watch a Ted talk about food and young
people. Arrange students into groups of 2 or 3 and ask them to discuss the questions in Activity –
Questions About Food in the Student Guide. Explain that these are a similar type to Part 3 questions
in a speaking exam.
Arrange the class into pairs. Give one student in each pair a copy of Handout – Ted-Talk Vocabulary
A. Give the other student in each pair a copy of B. Students must not show their papers to each
other. Ask students to look up the words in a dictionary and write a sentence to define each of the
phrases. Then, each student says their phrases to their partner. The partner must try to explain the
meaning of the phrase. Students then read the sentences which they wrote so that students can
judge how close they are to the meaning. Explain that students will come across the phrases in the
Ted talk in the next lesson.
Homework
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Handout – Ted-Talk Vocabulary A
Use a dictionary to help you to write sentences to define the phrases. Then say the phrases to your
partner and ask for a definition. How close is your partner’s definition to your sentence?
a. profoundly believe _________________________________________________
b. shorter lifespan ___________________________________________________
c. paranoid about death _______________________________________________
d. diet-related disease ________________________________________________
e. sweeping the world _________________________________________________
f. massive problem __________________________________________________
g. healthcare bills ____________________________________________________
Handout – Ted-Talk Vocabulary B
Use a dictionary to help you to write sentences to define the phrases. Then say the phrases to your
partner and ask for a definition. How close is your partner’s definition to your sentence?
a. tipping point ______________________________________________________
b. ripe for picking ____________________________________________________
c. preventable disease ________________________________________________
d. tight budgets ______________________________________________________
e. epitomizes the trouble ______________________________________________
f. fizzy pop _________________________________________________________
g. tangible change ___________________________________________________

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Lesson 6 – A Lecture About Food
Aims
Students will:
 Use strategies to take effective notes during an authentic lecture

 Use precise vocabulary to discuss issues related to food
Resources
 The Jamie Oliver Ted talk (see below)
 Handout – Jamie Oliver (one copy per student)
Before the Lesson
Find the Jamie Oliver Ted talk at https://www.ted.com/talks/jamie_oliver. In class, students should
be able to see the lecture – either on a large screen or on individual devices. If you are unable to
show the talk in class, you could print copies of the transcript from the website and make the
lesson a reading activity, or read the transcript yourself.
Make copies of Handout – Jamie Oliver (one per student). Note that this should only be given out
after students have seen the video.
Lesson Plan
Explain that students are going to watch a Ted talk by Jamie Oliver. First, ask if students
remember what a Ted talk is. They have come across these in previous topics. Then ask if
students know who Jamie Oliver is. Explain that he is a celebrity chef from the UK, with restaurants
in many countries and TV shows which have been seen all over the world. Tell students that as
they watch the talk, they should take notes in their notebooks. Remind students of note-taking
techniques.
Students watch the Jamie Oliver Ted talk and make notes in their notebooks. The video lasts
about 20 minutes. When it has finished, students should compare their notes with a partner.
Give each student a copy of Handout – Jamie Oliver. Students should use their notes to answer
the questions. Check answers as a class.
Answers:
1. Diet-related illnesses, including obesity.
2. That diet-related diseases are the biggest cause of death in the US.
3. West Virginia. Because it is the unhealthiest state in the US.

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4. That children don’t recognise fruit and vegetables, and therefore they don’t eat them.
Page
5. The amount of sugar in the milk consumed by one child in five years of elementary school.
6. Have a ‘food ambassador’ in each store to help people make healthy choices.
7. Reduce the amount of salt and sugar in food.
8. How to cook 10 recipes.
9. Provide healthy food.
10. Cook and eat together.
h. Arrange students into groups and ask them to discuss the issues raised in the video. How
would they solve some of the problems mentioned?
Homework
In the next lesson, students are going to talk about a dish from their country or region. If necessary,
they should research this at home, including the ingredients and how to make it.
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Handout – Jamie Oliver
After watching the Ted talk, use your notes to answer the questions.
1. What problems is Jamie concerned about?
2. What does the graph show?
3. Which state did Jamie visit and why?
4. What problem is shown when Jamie enters a school class?
5. What does Jamie show with a wheelbarrow?
6. What does Jamie say supermarkets should do?
7. What does Jamie say fast-food companies should do?
8. What does Jamie say children should learn?
9. What does Jamie say that companies should do for their employees?
10. What does Jamie say that families should do?
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Lesson 7 – Recipes
Aims
Students will:
 Consider the language and format of authentic recipes

 Use precise vocabulary and the imperative to write a recipe
Resources
 Recipes (see below)
 A4 paper (one per student)
Before the Lesson
If possible, find some examples of recipes. These could be in magazines or online. Ensure that
each small group can see a recipe.
Lesson Plan
Arrange students into groups of three or four. Show each group a recipe. Students should look up
any words they don’t know. Elicit the type of sentence used in the method (probably imperatives for
instruction). They should then discuss with each other whether they would be able to make the
dish, and how they would do it. They should also discuss whether they would like the dish.
Give each student a piece of A4 paper. Ask them to write a recipe. They should have researched a
dish for homework. They should consider the language and format used in the examples.
If possible, display the recipes on the wall. Students walk around and judge which their favourite is.
They can walk around in pairs and discuss their opinion of the recipes.
Homework
There is no homework, but some students might want to make the dish which they wrote about in
the lesson. They could take photos to share with students, or even bring some food into the next
class for others to try if possible. This could be especially interesting for students if you have a
multi-cultural group.
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Lesson 8 – Describing Food
Aims
Students will:
 Accurately use compound and possessive forms

 Use a variety of adjectives to describe food
Resources
Before the Lesson

Lesson Plan
Students complete exercise 5 on page 90 of English File Advanced. This is on compound and
possessive forms. There is extra practice on page 157.
Write the phrase ‘comfort food’ on the board. Elicit the meaning, which students have come across
in the previous two lessons. Ask if students can think of any examples. Students then work through
exercise 6 on pages 90 and 91 of English File Advanced. This involves reading an article about
comfort food and answering some true/false questions. Students then analyse vocabulary in the
article and discuss comfort food.
Students complete exercise 7 on page 91 of English File Advanced. This deals with adjectives to
describe food. Students can use examples of the adjectives to describe each other’s recipes from
the previous lesson.
Homework
Exercises 4 and 5 on page 60 of English File Advanced Workbook. These are about compound
and possessive forms, and vocabulary to describe food.
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Lesson 9 – A Picnic
Aims
Students will:
 Use a wide range of adjectives to describe fruit

 Fluently and coherently discuss food preferences
Resources
 Activity - Fruit
 Activity – A Picnic
 Activity – A Special Meal
Before the Lesson
If possible, bring fruit to the lesson. The more varieties the better. If this is not practical, then find
pictures of fruit which you can show to the students.
Lesson Plan
Ask students to look at the pictures or samples of fruit which you prepared. Students complete
Activity – Fruit, in the Student Guide. Encourage them to use a variety of adjectives, and use
dictionaries if necessary. Now arrange students into pairs. Each student should read the adjectives
they have given for a particular fruit and their partner should guess which fruit they are referring to.
Monitor and check. Get class feedback and add any possible adjectives which students have not
suggested.
Arrange students into groups of three or four. Explain that they are going on a picnic. You may have
to elicit what a picnic is. Tell students that they are going to complete Activity – A Picnic, in the
Student Guide, with a list of items they are going to take. However, there is a limited number of each
category which can be taken. Students should discuss their choices, coming to an agreement and
giving reasons for their decisions. Monitor and check.
Arrange students into pairs. Ask them to complete Activity – A Special Meal, in the Student Guide.
This is a speaking exam Part 2-type question. Give students a minute to prepare and then ask each
student to speak to their partner for two minutes. Monitor and check.
Homework
Exercises 6 and 7 on pages 60 and 61 of English File Advanced Workbook. These are listening and
reading activities about food.
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Page
Lesson 10 – Designing a Restaurant
Aims
Students will:
 Use fluent and coherent English to plan a restaurant

 Use accurate and natural language in a restaurant setting
Resources
 Provide students with paper and materials for designing their menus and other branding
Before the Lesson
Lesson Plan
Arrange students into groups of three or four and explain that students are going to design their
own restaurant. Students should think of a name and theme for their restaurant. If they are
creative, you could give them paper and materials to design a logo and branding. Students should
also prepare a menu. They should think about the content of their menu as well as the prices.
Monitor and check that students are using English when planning and debating.
When groups are finished, they can each hold restaurant role-plays for other groups. One group
‘opens’ their restaurant and another group play the part of customers. Students perform a role-
play. You can first elicit the vocabulary used for ordering and explaining items. In a small class,
each group could take turns at ‘showcasing’ their restaurant to the class. In larger classes, groups
could move around other groups, taking turns to be customers and owners.
Students discuss their experiences and vote for the favourite restaurant.
Homework
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Topic 11: Home and Hobbies
Learning Objectives
This topic provides an overview of the language used to discuss home and hobbies.
 Recognise and accurately pronounce cleft sentences

 Accurately use cleft sentences when discussing a range of topics
 Understand some commonly confused words
 Take notes during an authentic video and report what they have seen
 Understand how words are built using different parts of speech
 Use precise vocabulary to discuss topical issues in sport
 Understand the difference between some common homographs
 Accurately use relative clauses in a range of contexts
 Form accurate questions about health and fitness
 Use precise and accurate language to take part in a planning meeting
Pedagogic Approach
In Topic 11, students look at home and hobbies. Home refers to where people belong, with an
emphasis on citizenship. Hobbies particularly refers to keeping fit and sport.
Students will look at various features of advanced grammar, such as cleft sentences and relative
clauses. There is an emphasis on speaking, in groups and giving presentations. There is also a
focus on taking notes when listening to interviews and watching videos.

English related to home and hobbies.
Timings
Lessons: 10 hours

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Lesson 1 – Introducing Cleft Sentences
Aims
Students will:
 Understand the main points in an authentic interview

 Recognise and accurately pronounce cleft sentences
Resources
Before the Lesson

Lesson Plan
Students complete exercise 1 on pages 94 and 95 of English File Advanced. Initially students
discuss living in another country, so some may have personal experience of this. Students then
listen to a couple who went to live and work in another country. They match facts with people and
make notes of the main points in the interview. Students then analyse the vocabulary used in the
interview before discussing questions about moving.
Students complete exercise 2 on page 95 of English File Advanced. This is about cleft sentences.
There is extra practice on page 158.
pronunciation of cleft sentences, especially the intonation. Monitor and check students’
pronunciation and drill examples as a class.
Homework
Exercises 1, 2 and 3 on page 63 of English File Advanced Workbook. There is an exercise about
the vocabulary in the interview which students heard in the lesson, and exercises on cleft
sentences.
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Lesson 2 – Practising Cleft Sentences
Aims
Students will:
 Understand the form and meaning of cleft sentences

 Accurately use cleft sentences when discussing a range of topics
Resources
 Activity – Cleft Sentences
 Handout – Discussion Topics
Before the Lesson
Copy and cut out one set of cards in Handout – Discussion Topics, for each group of three or four
students.
Lesson Plan
Put students into pairs and ask them to stand facing each other, with one student being Student A
and the other, Student B. Read out one of the sentence starters from Activity – Cleft Sentences, in
the Student Guide and ask the Student As to complete the sentence out loud to their partner.
(Students don’t need to see the activity at this stage). The partner should then ask a follow up
question based on Student A’s sentence. Allow students a couple of minutes to discuss the topic.
Then move on to another sentence starter, which this time Student B should complete. Student A
will then ask a follow up question etc.
Students should now turn to Activity – Cleft Sentences, in the Student Guide and complete the
sentences with their own ideas. They don’t have to write exactly what they said in the previous stage.
Monitor and check.
Arrange students into groups of three or four and give each group a set of cut-up cards from Handout
– Discussion Topics. Students place the cards in a pile face down in the middle of their table. The
first student turns over a card and has to give their opinion on the subject. Encourage students to
use cleft sentences when possible. Students should agree or disagree with the original speaker,
before the next student takes a card and follows the same procedure. Monitor and check.
Homework
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Handout – Discussion Topics
1. Women drivers 2. Eating out
3. Smoking in public 4. People dropping litter in the street
5. Holidays 6. Dogs
7. Queue jumping 8. Rock music
9. Taxi drivers ripping you off 10. Hollywood movies
11. English grammar 12. Your job/your studies
13. Mobile phones on public transport 14. Living in your country
15. Junk food 16. Traffic jams
17. Discipline in schools 18. Football on T.V.
19. Weather in your country 20. Men not doing housework

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Lesson 3 – Commonly Confused Words
Aims
Students will:
 Identify the order of events in an article

 Understand some commonly confused words
Resources
Before the Lesson

Lesson Plan
Students complete exercise 4 on page 95 of English File Advanced. This is a speaking exercise to
revise cleft sentences.
Write the word ‘citizen’ on the board and elicit the meaning. Then ask students what a ‘dual-citizen’
is. Students then complete exercise 5 on pages 96 and 97. Firstly, students read an article by a
Pakistan-born writer who became a British citizen. Students answer questions about her emotions,
general comprehension questions and then analyse the vocabulary in the text. Finally students
discuss the idea of becoming a citizen of another country.
Students complete exercise 6 on page 97 of English File Advanced. This is on commonly confused
words.
Homework
Exercises 4 and 5 on page 64 of English File Advanced Workbook. These are about vocabulary and
commonly confused words.
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Page
Lesson 4 - Citizenship
Aims
Students will:
 Use accurate vocabulary to discuss citizenship

 Take notes during an authentic video and report what they have seen
Resources
 Access to the internet
Before the Lesson
Find the video at:

http://www.bbc.co.uk/schools/pshe_and_citizenship/citizenship/identity_and_diversity/uk_citizen/pa
ges/becoming_a_british_citizen.shtml. This is an archived page, but should be available. If not,
search for a video about how a person becomes a British citizen (or citizen of another country).
In class, students are going to search the internet for how to become a citizen of a country (see
below). If you do not have internet access in class, you can find this information beforehand and
copy it so that students can see it during class.
Lesson Plan
Arrange students into pairs. Ask them to discuss whether they have ever become, or considered
becoming, a citizen of another country. Would they consider doing this in the future? What do they
think would be the requirements in order to become a citizen of another country?
Explain that students are going to watch a video of people who want to become British citizens.
Students should make notes about the people in the video – why they want to become British
citizens and what they have to do. After the video, students should compare notes and discuss the
main points in the video.
Students should search the internet for how to become a citizen in either Britain, their own country
or a different country. Students can work individually, or in pairs or small groups. They should look
for the requirements for citizenship and how long it takes. Students then discuss their findings in
groups. Why are such requirements in place? What do students think about the requirements? Get
feedback as a class.
Homework
Students should search the internet for the citizenship requirements of a different country. How do
these compare with the country they researched in class?
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Page
Lesson 5 – Word Building
Aims
Students will:
 Use precise vocabulary to discuss physical activity

 Understand how words are built using different parts of speech
Resources
Before the Lesson

Lesson Plan
Arrange students into pairs or small groups. Ask them to share their findings from their homework
research. Get some feedback as a class.
Students complete exercise 1 on pages 98 and 99 of English File Advanced. This is on different
ways of keeping fit. Students read about the physical activities and analyse the vocabulary used,
before discussing their own views about physical activity.
Students complete exercise 2 on page 99 of English File Advanced. This looks at building words
through different parts of speech.
Homework
Exercises 1 and 2 on page 66 of English File Advanced Workbook. These are about physical
activity and word building.
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Lesson 6 – Issues in Sport
Aims
Students will:
 Use strategies to summarise an authentic article

 Use precise vocabulary to discuss topical issues in sport
Resources
 Two articles about issues in sport (see below)
 Activity – An Article About Sport
Before the Lesson
Find two articles on issues related to sport. You can look at newspaper websites such as
www.guardian.co.uk and www.telegraph.co.uk. Find articles on wider issues (such as money,
drugs in sport, youth sport or any other topical issues) rather than topics related to particular
matches, rules or players. Ensure that half of the class can see one article and the other half can
see the other.
Lesson Plan
Write ‘issues in sport’ on the board. Brainstorm some examples of issues in sport and write them
on the board. Ask students why these issues are important.
Divide the class into pairs. One student in each pair reads one of the articles you prepared and the
other reads the other. (Students are working individually at this stage). Ask students to read their
article and make notes in Activity – An Article About Sport, in the Student Guide. Students should
then use their notes to write a 50-word summary of the article.
Students in pairs now work together and each student reads their summary to the other. Students
should then discuss the issues together and suggest possible ideas and solutions. You could get
feedback as a class.
Homework
Students should go to newspaper or magazine websites and find another article on an issue in
sport. They should write a summary of the article in their notebooks.
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Page
Lesson 7 – Relative Clauses
Aims
Students will:
 Understand the difference between some common homographs

 Accurately use defining and non-defining relative clauses
Resources
Before the Lesson

Lesson Plan
Write ‘homograph’ on the board. Elicit from students that these are words with the same spelling,
but different pronunciation and meaning. Elicit an example. Students then work through exercise 3
on page 100 of English File Advanced. This is on homographs.
Students complete exercise 4 on page 100 of English File Advanced. This is on defining and non-
defining relative clauses. There is extra practice on page 159. Students should be familiar with
these, but the revision will be useful.
Students complete exercise 5 on pages 100 and 101 of English File Advanced. Students read an
extract from a book and listen to an interview with a writer. The topic is the influence of sport, and
touches on some of the issues students will have seen in the previous lesson. Students summarise
the points in the interview and discuss their own views.
Homework
Exercises 3 and 4 on pages 66 and 67 of English File Advanced Workbook. These are about
relative clauses and homographs.
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Lesson 8 – Practising Relative Clauses
Aims
Students will:
 Accurately use relative clauses in a range of contexts

 Understand the difference between various types of relative clause
Resources
 Handout – Relative Clause Pictionary
 Activity – Relative Clause Phrases
 A4 paper (for the Pictionary game)
 Activity – Whose and Who’s
 Activity – Memories
 Dice – physical or online (one for each group of 3 or 4 students)
Before the Lesson
Copy and cut up Handout – Relative Clause Pictionary. Make one set of card for each group of
three or four students.
Lesson Plan
Ask students to look at Activity – Relative Clause Phrases, in the Student Guide. Students read
through the relative clauses phrases with ‘which’. In groups of three or four, students should
discuss the meaning of the phrases and try to think of examples sentences. Get some feedback as
a class. Now give each group a set of cards from Handout – Relative Clause Pictionary. These
should be face down on the table. Explain that the first student should take a card, look at it without
showing the other members of the group, and then attempt to draw a picture which depicts the
phrase. The other members of the group have to guess the phrase. If a student guesses the
sentence correctly, then the guesser and the drawer both get a point and the turn passes to the
next student. The activity continues until all cards have been used.
Write ‘whose’, ‘who’s’ and ‘who’s’ on the board. Elicit the difference from students (note that the
two ‘who’s’ are ‘who is’ and ‘who has’). Then ask students to complete Activity – Whose and
Who’s, in the Student Guide. Go through answers as a class.
Answers
1. who is
2. who has
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3. whose
Page
4. who has
5. whose
6. who is
Students complete Activity – Memories, in the Student Guide. Arrange students into groups of
three or four. Give each group a dice (physical or online). Students take turns to roll the dice. The
number on the dice refers to a number in the activity. For example, if the first student rolls a
number 2, then they have to speak for one minute to the group about a place where they learnt
something important. The turn then passes to the next student who repeats the activity. If a
student rolls a number which they have already spoken about, then they roll again until they get a
new number. Monitor and check.
Homework
Students should find an article online or in a magazine or newspaper on a topic that interests them.
They should read the article and look for examples of how relative clauses are used.
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Handout – Relative Clause Pictionary
Two buses, both of which are red, are Rice, some of which is cooked.
next to each other.
Three houses, one of which is for A bag, in which there is a phone.

sale.
Five kangaroos, two of which are Five dogs, some of which are eating
jumping. bones.
Two pizzas, neither of which are A football stadium, in which a match

tasty. is taking place.
Eleven bottles, all of which are full of Two books, both of which are open.
milk.
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Page
Lesson 9 – Keeping Fit
Aims
Students will:
 Form accurate questions about health and fitness

 Clearly and naturally present advice to a group
Resources
 Activity – How Fit Are You?
Before the Lesson
Find a selection of articles and if possible short video clips which show tips on how to keep fit.
Lesson Plan
Students complete Activity – How Fit Are You? in the Student Guide. They should mingle and ask
questions. Feedback as a class.
Show students a selection of articles, and if possible videos, about keeping fit. Ask students to
look at the ideas and discuss in pairs or small groups which they think are good and bad advice.
Arrange students into pairs or small groups. Explain that each group is going to make a short
presentation to the class, giving advice on how to keep fit. Give students around 20 minutes to
prepare. They can incorporate ideas from the examples they saw or think of ideas themselves.
In groups, students give their short presentations to the class. At the end, the class can decide
which group gave the best advice.
Homework
Exercises 5 and 6 on pages 67 and 68 of English File Advanced Workbook. There is a reading
activity and a listening activity about exercise and fitness.
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Lesson 10 – A Sports Event
Aims
Students will:
 Use precise and accurate language to take part in a planning meeting

 Clearly and naturally outline an event to a group
Resources
 Activity – Designing a Sports Event
 Paper and materials for designing logos, mascots etc
Before the Lesson
Lesson Plan
Brainstorm some major sporting events. These could be world cups in various sports, such as
football, cricket and rugby; Olympic Games, major tennis or golf events and so on. Ask if students
have ever attended or seen any of these events.
Explain that students are going to design their own sports event. Arrange students into groups of
three or four and ask them to discuss the questions in Activity – Designing a Sports Event, in the
Student Guide. Encourage students to makes notes in their notebooks and think about the reasons
for their choices. They can even design logos if they wish. Some students may claim not to be
interested in sports, but point out that this activity covers many areas, such as marketing and
design, rather than the sports themselves. Give students around 20 or 30 minutes to discuss and
plan their event.
Students present their ideas to the class. Each group takes turns to speak for several minutes to
outline their event and the reasons for their choices. If students wish, they can also design and
show logos and mascots for example. Students can then vote on which event they would most like
to attend.
Homework
161
Page
Topic 12: The 21st Century
Learning Objectives
This topic provides an overview of the language used to discuss technology.
 Use precise vocabulary to compare past predictions with present reality

 Consider the effects of inventions after reading authentic articles
 Prepare and present information about a gadget in a natural and coherent way
 Understand authentic biographical information
 Organise a piece of biographical writing into cohesive paragraphs
 Summarise and synthesise the main points of various articles
 Use authentic sources to prepare an evaluative talk about a company
 Accurately and naturally speak on a range of topics
 Speak about a range of topics under exam conditions
Pedagogic Approach
In Topic 12, students look at the 21st century. The focus is on technology. Students will consider
inventions, as well as people and companies in the technology sector. They will deal with a range
of authentic sources and evaluate issues related to technology.
There is an emphasis on production of language. Students will naturally and coherently write and
present information on a range of topics related to technology. They will consider how to structure
written and spoken work, and will also practice speaking under exam conditions.

English related to the modern world.
Timings
Lessons: 10 hours

162
Page
Lesson 1 – The Future
Aims
Students will:
 Use precise vocabulary to compare past predictions with present reality

 Accurately use future tenses to make predictions
Resources
 Activity – Future Predictions
Before the Lesson
Find a short clip of Star Trek, Back To The Future, or a similar futuristic programme or movie which
you can show to students at the start of the lesson to introduce the topic.
Lesson Plan
To introduce the topic of the future, you could show students a clip from Star Trek, Back To The
Future, or a similar futuristic programme/movie. Arrange students into small groups and ask them to
identify and discuss all the things that are different from now in this representation of the future.
Activity – Future Predictions, in the Student Guide. Divide the class into six groups. Allocate each
group one of the subjects listed below and ask them to discuss what these will be like in a hundred
years' time:
• schools
• offices
• communication systems
• zoos
• shopping and entertainment
• holidays
When students have finished discussing the subjects in their groups, ask them to report back to the
class. Note any errors of tense or vocabulary when talking about the future and highlight these at
the end of the class.
Homework
163
Page 36 of English File Advanced Workbook. There are exercises to practice colloquial English. This
page was not done earlier in the course.
Page
Lesson 2 - Inventions
Aims
Students will:
 Consider the effects of inventions after reading authentic articles

 Use accurate language to write about the future
Resources
 Activity – Future Inventions
 Activity – Present and Future
 An article about inventions (see below)
Before the Lesson
Find an article on possible inventions which will happen in the next few decades. Many news sites
have articles with titles like ’10 inventions we’ll all be using by 2050’. Ensure that students in small
groups can all see the article.
Lesson Plan
Students read the article you found before the lesson. In small groups they should discuss each
invention. Do they think each invention is possible and/or desirable? What effect will the inventions
have on our lives? Get feedback as a class.
Students should now think about the effects of the inventions. Ask them to make notes in Activity –
Future Inventions, in the Student Guide. Get feedback as a class.
Students complete Activity – Present and Future, in the Student Guide. They should write
sentences about the topics, about their life in the present and in the future. They can share their
sentences with their partners when they finish. Monitor and check.
Homework
Page 49 of English File Advanced Workbook. There are exercises to practice colloquial English.
This page was not done earlier in the course.
164
Page
Lesson 3 - Gadgets
Aims
Students will:
 Understand details in an authentic video

 Prepare and present information about a gadget in a natural and coherent way
Resources
 A video clip (see below)
Before the Lesson
Before class, find a video showing a new invention or gadget. You could search on
www.youtube.com. The video could be from the past, showing a future gadget, which is now
commonplace or obsolete today. Alternatively, it could be a current video which shows a gadget in
the future. Prepare some questions based on the video.
Lesson Plan
Play the video you found before the lesson and ask students to answer the questions. They can
compare with a partner and check together as a class.
Now inform students that they are going to invent a gadget. They should work in groups of three or
four. Give students time to prepare a presentation about their invention.
Each group should then present their item and groups vote on which one they think would be the
most successful.
Homework
Students should find an article about possible future inventions. They should take notes about an
invention they would like to see invented.
165
Page
Lesson 4 – George Orwell
Aims
Students will:
 Use accurate language to discuss future predictions

 Understand authentic biographical information
Resources
 Activity - 1984
 An article about George Orwell (see below)
Before the Lesson
Before class, find an article about the life of George Orwell. You could try www.wikipedia.org for
example. Prepare some comprehension questions.
Lesson Plan
Arrange students into small groups. Ask each student to tell their group about the invention which
they found out about for homework. The group could discuss which invention they would most like
to see in the future.
Ask students to look at Activity – 1984, in the Student Guide. First elicit some information about
George Orwell’s 1984. What do students know about it? Explain that it was written in 1948 and offers
a vision of the world in the future (1984). Arrange students into groups of three or four to discuss the
points in the Student Guide. Then run a class feedback session and discuss whether the ideas are
positive or negative developments.
Direct students to the article about George Orwell which you found before the lesson, and ask them
to read it answer the questions. If students don’t have access to computers, you could give a lecture
based on the information on the website. Students could then make some questions of their own
and ask each other.
Homework
Page 62 of English File Advanced Workbook. There are exercises to practice colloquial English. This
page was not done earlier in the course.
166
Page
Lesson 5 – Biographical Writing
Aims
Students will:
 Use authentic sources to research for a piece of biographical writing

 Organise a piece of biographical writing into cohesive paragraphs
Resources
 Access to the internet (see below)
 Activity – Biography (homework)
Before the Lesson
Ideally, your students will be able to access the internet during the lesson. If this is not possible, you
could find biographical information about famous people involved in technology which they can see
during the lesson.
Lesson Plan
Explain to students that they are going to write a biography of a famous person from the world of
technology. Brainstorm some of the people – they could be founder of online companies, such as
Facebook or Twitter; people involved with companies like Apple or Microsoft, or people who have
become well know via the blogs of videos on the internet. Make a list of people on the board.
Explain that each student is going to write a biography of a person from the world of technology. If
you have a small class, you could ask each student to choose a different person to write about.
When students have chosen a person, they should look on the internet for information about the
person. Encourage students to make notes of biographical details, and also some of the person’s
achievements. Emphasise that students should write a balanced biography and not a hagiography,
and so ask them to note some criticism too.
Students write a first draft of their biography in their notebooks. They should write about 250-300
words. Ensure that students consider the structure of their writing. They should divide their work into
paragraphs, with a paragraph of biographical data, one on achievements, one on criticisms and a
conclusion. Remind students to use topic sentences and to develop their points with examples. Also,
emphasise the importance of avoiding plagiarism. Students should use their own words and
acknowledge their sources. Time permitting, students can peer check their biographies.
Homework
Students write the final version of the biography in Activity – Biography, in the Student Guide. They
167
should hand this in for checking.

Page
Lesson 6 – Social Media
Aims
Students will:
 Summarise and synthesise the main points of various articles

 Use language of giving advice to write about social media
Resources
 Materials for making a poster
Before the Lesson
Find some articles on the positive and negative effects of social media.
Lesson Plan
Write ‘social media’ on the board and elicit what this means. Ask students for examples of social
media and their experiences with it.
Explain that students are going to see some articles about social media. Share the articles around
the class. Students should make notes on the positive and negative effects on social media in their
notebooks.
Arrange students into groups of three or four and explain that students are now going to make a
poster. Their poster will be aimed at giving people, especially young people, advice when using
social media. They should focus on how to avoid potentially negative effects of social media and
have positive experiences. You can display the posters on the classroom walls.
Homework
Students should find and read other articles about the effects of social media.
168
Page
Lesson 7 – Presenting About a Company
Aims
Students will:
 Use authentic sources to prepare an evaluative talk about a company

 Naturally and coherently present information about a company
Resources
 Access to the internet (see below)
Before the Lesson
Ideally, your students will be able to access the internet during the lesson. If this is not possible, you
could find information about technology companies which they can see during the lesson. Each
group of three or four students is going to research a different company.
Lesson Plan
Ask students to name some well-known companies in technology. Brainstorm these and make a list
on the board. Ask students what they know about the companies.
Arrange students into groups of three or four. Allocate one company to each group and explain that
students are going to give a presentation about the company. They should make notes. They can
use the internet to research the history of the company and the current activity. Encourage students
to avoid writing purely positive information and to include some critical evaluation also.
Students present their information to the class. The class can choose their ‘favourite’ company at
the end of the presentations.
Homework
Students should find more information about a different tech company to the one they researched in
class.
169
Page
Lesson 8 – Speaking Exam Preparation
Aims
Students will:
 Use precise vocabulary covered in the course

 Accurately and naturally speak on a range of topics
Resources
 Materials for speaking exam practice (see below)
Before the Lesson
Prepare a vocabulary test on the vocabulary covered in Topic 1-12.
Prepare practice speaking exams for your students. This could focus on the IELTS format or the
NCC Education examination. Make sure they are clear about what is involved in the exam. You can
find past papers for the NCC Education exam in the Accredited Partner Section on Campus
(http://campus.nccedu.com). You can also refer to the IELTS website (www.ielts.org) if you need any
further help with the IELTS style questions. You can also find a sample of Task 2 in the on the
website.
Lesson Plan
You should now do a revision test on the vocabulary covered in Topics 1-12 inclusive.
Students should practise a speaking exam in pairs. One student plays the part of the examiner and
the other is the candidate; they then switch roles and repeat. Monitor so that you can give feedback.
Students should give feedback on how they felt their partner did and where they could improve,
focusing on the areas of fluency, grammar, vocabulary and pronunciation. Give teacher feedback
too.
Homework
170
Page
Lesson 9 – A Speaking Exam
Aims
Students will:
 Speak about a range of topics under exam conditions

 Understand how to improve their speaking exam performance
Resources
 Speaking exam materials
Before the Lesson
If possible, arrange a table somewhere quiet where students can come to practice a speaking exam.
You will need to prepare materials for the exams. You can use the same sources as for the previous
lesson.
Lesson Plan
In this lesson, you are going to conduct speaking exams with the students individually. If possible,
set up a table somewhere quiet such as outside the classroom. Students come to you one by one
and you play the part of the examiner. It is important these tests are carried out under exam
conditions to give students a ‘feel’ for what it will be like for real. Give each student a little bit of
feedback after each exam.
While you are conducting the one-to-one speaking exams, the rest of the students can work through
pages 102 and 103 of English File Advanced. These are review activities. Students should finish
these pages at home, to be checked at the start of Lesson 10.
Homework
Students complete pages 102 and 103 in the English File Advanced Student’s book. Check these
at the start of the next lesson.
171
Page
Aims
Students will:
Resources
Before the Lesson

Either of the songs on pages 239 - 240 of the English File Advanced Teacher’s Book.
Grammar activities on pages 178-181 of the English File Advanced Teacher’s Book.
Communicative activities on pages 204-208 of the English File Advanced Teacher’s Book.
used in class.
Lesson Plan
Check the homework which was pages 102 and 103 of English File Advanced.
Homework
Revise the language learned in Topics 10 – 12

172
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LEVEL 3

Advanced English Language Skills

© NCC Education Limited

Topic 1: Globalisation pages 15-30

Topic 2: Personality pages 31-45

Lesson 1 – Agreeing and Disagreeing

Topic 3: Learning pages 46-59

Lesson 1 – Education Systems

Lesson 3 – A Book Review

Topic 4: History in the Making pages 60-73

Lesson 1 – Borrowed Words

Topic 5: Sound and Print pages 74-84

Topic 7: Changes pages 100-115

Lesson 1 – Giving Advice

Topic 8: Interesting Ideas pages 116-126

Lesson 1 – A Quiz Show

Lesson 1 – Health and Medicine

Topic 10: Food pages 139-153

Topic 11: Home and Hobbies pages 154-167

Lesson 1 – Introducing Cleft Sentences

Lesson 1 – The Future

2. Learning Outcomes and Assessment Criteria

points effectively in a range of written pieces of work

5 Sound and Print 1/12 • Speculation and deduction

8 Interesting Ideas 1/12 • Permission, obligation and necessity

9 Mind and body 1/12 • Gerunds and infinitives

12 The 21st Century 1/12 • Future changes and technology

5.2 Private Study

NCC Education Examination

This topic provides an overview of the language used to discuss globalisation

On completion of the topic, students will be able to:

 Form questions to ask personal information.

Topic 1 serves as an introduction to the globalisation.

The approach is communicative, as it is throughout the module. Students are expected to

Private Study: 8 hours

 Speak fluently to each other

Before the Class

 Define vocabulary related to globalisation

Before the lesson

This introduces vocabulary work on the environment.

Handout 1 – The environment

Acid rain Alternative energy Fossil fuels

The greenhouse effect The ozone layer Air pollution

Public transport The rain forest Endangered species

Global warming Biodiversity Conservation

Erosion Exhaust fumes Fertilisers

Pesticides Genetically modified Hydroelectric power

Rechargeable Renewable Recyclable

Wind turbines The food chain Solar panels

 Build vocabulary related to the topic of globalisation

Before the lesson

 Build inference reading skills

Before the Lesson

Reading for inference

 Use appropriate vocabulary to describe changes caused by globalisation

Before the Lesson

Lesson 6 – Global English

 Listen for inference and specific information

Before the Lesson

Alternatively, you can find examples on websites such as www.youtube.com.

Lesson 7 – Making an argument

 Use vocabulary related to globalisation

Before the Lesson

Look for some examples of debating e.g. https://www.englishclub.com/speaking/agreeing-