TEACHER’S BOOK INTERMEDIATE

Throughout the lesson, students should get a sense of using English, so every activity should be infused
with speaking.

This Teacher’s Book will help you to teach the most effective lessons and prepare for them quickly.
Quick preparation of materials

If a student has completed 100% of the tasks on the platform and has no questions

1. Use the exercises and activities from the platforms recommended below.

If the student has completed all the tasks on the platform, but not 100% and/or has questions

1. Use the exercises on the Study Less platform.

2. Also, if you have time, use the exercises and activities from the platforms recommended below.

If the student has not completed all the tasks on the platform or has not completed the
homework at all

1. Use the exercises on the Study Less platform.

2. If the student is progressing quickly and successfully, use the exercises and activities from the platforms recommended
below.
Platforms for finding exercises and tasks

1. [Link]
2. [Link]
3. [Link]
4. [Link]
5. [Link]
6. [Link]
7. [Link]
8. [Link]
9. [Link] (prepared worksheets)
10. [Link]
11. [Link]
12. [Link]
13. [Link]
14. [Link]
15. [Link]
16. [Link]
17. [Link]
18. [Link] (educational videos, games, quizzes)
19. [Link]
20.[Link]
21. [Link]
22. [Link]
23. [Link]
24. [Link]
25. [Link]
26. [Link] (questions to discuss)
27. [Link] (questions to discuss)
28. [Link] (questions to discuss)
29. [Link]
30.[Link]
31. [Link]
32. [Link]
33. [Link]
34. [Link]
35. [Link]
36.[Link] (video-based lessons)
Teacher’s book
1. In addition to the platforms above, you will find many ready-made exercises and games in this book that you can use.
They were created as examples of activities that you can use in your classroom. Feel free to click on the links to these
activities provided in the Teacher's Book and use them in your lessons.

Platforms for creating personalized exercises

1. [Link]
2. [Link]
3. [Link]
4. [Link]
5. [Link]
6. [Link]
7. [Link]
8. [Link]
9. [Link]
10. [Link]
11. [Link]
12. [Link]
13. [Link]
14. [Link]
15. [Link]
16. [Link]
17. [Link] (voice generation)
18. [Link] (creating word search puzzle)
19. [Link] (creating a wheel to spin)
20.[Link] (creating a wheel to spin)
21. https:/.[Link]/
22. [Link] (generating pictures for exercises)
23. dice thrower (for virtual board games)
24. [Link] (for creating rhyme exercises)
Additional recommendations for creating materials

1. It's hard to prepare and conduct lessons when you don't have a clear structure. Follow the lesson structure standard
(below) and your lessons will run as smoothly as possible.
2. It is also difficult to conduct a lesson when all the materials are in different places or on different platforms. In this case,
you're constantly switching between links and tabs, which can lead to confusion and a loss of valuable time in the
lesson.
- If you have created exercises in a presentation (e.g., Google presentation), add all the materials and links to
other platforms to this presentation so that you do not lose anything.
- If you don't have any self-created exercises in your presentation and no presentation at all, put all the
necessary links in one document that describes how and when to use the links. Again, this saves time searching
for the material.
3. When you create your own exercise, you can use exercises from the Study Less platform as an example or take the
same exercise and adjust it to your needs. Please, do NOT simply copy the exercise!
4. All materials (including media) are intended for an adult audience. If you are studying Present Perfect and want to
provide a video for a presentation/practice:
- ✅ use [Link]
- ❌ do not use videos for children [Link]
5. You need to be prepared for a student who knows the topic well and learns quickly. Prepare 2-3 extra activities.
Standard of lesson structure

Warm-up

The beginning and end of the information are better remembered, but the middle is less well absorbed. Consider the
“serial-position effect”.
The serial-position effect is a human tendency to remember the first and last items in a series best, and those in the middle
worst.
Therefore, we start with an effective and fun warm-up that uses the vocabulary (and grammar) of the current week.

In the context of language learning, warm-up refers to an activity or set of activities that are performed at the beginning of a
lesson to prepare students linguistically and mentally for the tasks ahead. The warm-up is aimed at activating learners' prior
knowledge, interest, and creating a positive learning atmosphere. These activities can include:
● revision exercises,
● short discussions,
● quick games,
● or any other interactive tasks that help students to absorb the lesson more easily and prepare them for learning.

The purpose of the warm-up is to set the tone for the lesson, establish a relationship between the mentor and the student, and
create a favorable learning environment.
Vocabulary review

Vocabulary review is a process in which previously learned words and expressions are repeated and reinforced:
● 2-3 vocabulary practice exercises;
● During the vocabulary practice, you should speak constantly (not just do the exercises in silence). That is, while
doing the exercise, ask different questions using the vocabulary.

Grammar review

Grammar review is a process where previously learned grammar is repeated and reinforced:
● 2-3 grammar practice exercises;
● During grammar practice, there should be constant speaking (not just doing the exercises in silence). That is,
while doing the exercise, ask different questions using the grammar.
Productive activity

Productive activity or production — is an activity or task that involves students actively using the target language to produce
an oral output. These activities focus on developing students' ability to express themselves effectively and accurately in the
target language. Productive activities may include:
● Conversational exercises: engaging in conversations, role-plays or discussions on various topics.
● Presentation practice: preparing and delivering presentations or speeches on specific topics.
● Creative tasks: writing stories, poems, or dialogues or creating multimedia projects.
Productive activities are important for language learners because they give them the opportunity to apply and reinforce what
they have learned, develop their communication skills, and build confidence in using the language in real-life situations.

Feedback

Feedback - is crucial for learning and progress. Here's how to give feedback effectively:

1. Positive reinforcement: Emphasize what the student did well during the lesson. Acknowledge their efforts, participation,
and any improvements they have made, no matter how small.
2. Clarify: Clear up any misunderstandings or misconceptions that may have arisen during the lesson. Explain grammar
rules, vocabulary usage, or any other concepts that were unclear to the student.
3. Focus on progress: Emphasize the progress the learner has made since the beginning of the course. Celebrate
milestones and accomplishments, even if they are small, to boost students' confidence and motivation.
4. Encouragement: Offer words of encouragement to keep the learner motivated and engaged in the language learning
process. Let them know that mistakes are a natural part of the learning process and that consistent effort will lead to
improvement.
We DO NOT criticize the student or point out mistakes explicitly. We summarize the lesson:
● state what was learned in the lesson, and what was reviewed;
● ask the student to give an example of the language unit that was studied (take those in which mistakes were and were
not made). It may be difficult to come up with an example right away, so help the student and ask them to translate the
sentence/give definition/answer specific questions, etc.
● the student may make mistakes that are not related to the topic of the lesson, so bring these mistakes into the feedback
stage by saying 'Today we had the opportunity to practice other useful words/constructions; let's go over them as well'.

Test your English

A list of the most common mistakes made by non-native teachers. Please make sure you don't make them.

1. ✅ At/On the weekend or at/on weekends

- ❌at/on the weekends
- ❌at/on weekend
2. ✅ Review (AmE)/revise (BrE) - to look again at something you have studied, such as notes, reports etc.
- ❌remember (не пригадати/повторити матеріал)
- ❌remind (не пригадати/повторити матеріал)
- ❌recall (не пригадати/повторити матеріал)
3. ✅ look at - turn your eyes towards something, so that you can see it
- ❌look on
- ❌look to
- ✅look to (depend on someone)
 - ✅ look at the mirror - look without an intention to see your reflection, just as you might look at any other object
- ✅ look in the mirror - look to see your reflection
4. ✅ feel well
- ❌ feel myself well
- ✅ not feel/be myself informal - used when the person speaking does not feel well, or is not able to behave
normally, for example because he or she is upset or ill
5. ✅ ‘answer’ pronunciation [Link]
- ❌ ˈænswər
- ✅ ˈænsər
6. ✅ Pronunciation difference between W та V [Link]
- ❌water - [ˈvɒːtər]
- ✅water - [ˈwɒːtər]
- ❌vet - [wet]
- ✅vet - [vet]
- ✅wet - [wet]
7. ✅ ‘of’ pronunciation
- ❌ɒːf
- ✅ of - [əv]
- ✅ off - [ɒːf]
8. ✅ ‘as’ pronunciation
- ❌æs
- ✅ as - [æz]
- ✅ ass - æs
9. ✅ ‘Polish’ (nationality) pronunciation
- ❌ ˈpɑːlɪʃ
- ✅ Polish - [ˈpoʊlɪʃ]
- ✅ to polish [ˈpɑːlɪʃ] - to make something smooth, bright, and shiny by rubbing it
10. ✅ pronunciation of ‘clothes ‘[kloʊðz] AND [kloʊz]
- ❌the only way of pronunciation is [kloʊðz]
- ✅both options [kloʊðz] та [kloʊz] are possible

11. ✅‘Thank you’ pronunciation

- ❌[sæŋk jʊ]
- ✅ [θæŋk jʊ]

12. ✅ pronunciation of ‘were’

- ❌[weə]
- ✅ British English[wə; strong wɜː]
- ✅ American English [wər strong wɜːr]
- ✅ ‘where‘ British English [weə], American English [wer]
13. ✅ pronunciation of ‘bear’
- ❌BrE [bɪə], AmE [bɪr]
- ✅BrE [beə], AmE [ber]
- ✅beer - BrE [bɪə], AmE [bɪr]
14. ✅ pronunciation of ‘calm’
- ❌kɔːm
 - ✅BrE [kɑːm, kɑːlm]
15. ‘Usually’ normally comes before the verb or at the start of the sentence
- ✅ She usually takes the bus.
- ✅ Usually she takes the bus.

16. ‘Usually’ normally comes after ‘be’ or an auxiliary verb such as ‘do’ or ‘have’:

- ✅ She is usually late.

- ✅ I don’t usually come here.
- ❌She takes the bus usually.
1st week of studying
Topics:
1. Daily life
2. How to get out of your comfort zone

Vocabulary Grammar

1. take an important step in your life – зробити важливий крок у ● Present Perfect: already/just/yet
своєму житті
2. take a very important exam – скласти дуже важливий іспит
3. take time off school or work – взяти час на відпочинок від школи
або роботи
4. take a photo/photos – зробити фото
5. take a nap – подрімати
6. make a big mistake – зробити велику помилку
7. make a video – зняти відео
8. make a donation to a charity – зробити благодійний внесок
9. make friends – заводити друзів
10. make a difficult decision – прийняти складне рішення
11. make a speech – виступати з промовою/промовляти
12. do an extreme sport – займатися екстремальним видом спорту
13. do volunteer work – займатися волонтерською діяльністю
14. do something artistic – займатися чимось творчим
15. do project – займатися проєктом/вести проєкт
16. do business – займатися бізнесом
 17. do homework – робити домашнє завдання

1. to push yourself beyond the limits – зробити все можливе,

перевершити себе
2. to push yourself beyond your comfort zone – виштовхувати себе
із зони комфорту
3. to take risks – ризикувати
4. to give up – кидати, здаватися
5. to progress – робити прогрес
6. to measure progress – вимірювати прогрес
7. to compete – змагатися
8. to focus on something – фокусуватися на чомусь
9. to refer to – посилатися на

Warm-up (up to 5 min.)

Warm-up refers to an activity or set of activities that are performed at the beginning of a lesson to prepare students
linguistically and mentally for the tasks ahead.

Warm-up ideas using the week's vocabulary and grammar:

1. Two Truths and a Lie: Ask the student to come up with two true statements and one false statement related to their
everyday activities or steps they've taken out of their comfort zone. You guess which one is the lie.
2. Quick Draw: Have the student draw a quick sketch of an activity they've done or want to do that takes them out of their
comfort zone. Then, discuss the drawing.
 3. Rapid Fire Questions: Pose quick questions like "What's one thing you did recently that scared you?" or "Have you ever
taken a nap at work?" to get them thinking and talking about their experiences.
4. Photo Sharing: Ask the student to show a photo they've taken recently and explain why they took it. Discuss how
photography can capture moments of stepping out of comfort zones.
5. Would You Rather?: Play a quick game where you ask the student "Would you rather?" questions, such as "Would you
rather take a very important exam or make a difficult decision?" and discuss their choices.
6. Story Chain: Start a story with a sentence like "Last week, I decided to make a big mistake by..." and take turns adding to
the story with the student, focusing on different activities and verbs from the list.
7. Bucket List Brainstorm: Have the student brainstorm a list of things they'd like to do to step out of their comfort zone.
Discuss each item briefly.
8. Opinion Poll: Present statements like "Taking a nap is more productive than taking time off work" and have the student
agree or disagree, explaining their reasoning.

Examples of activities

Example 1 (opinion poll)

Prepare 2-4 statements on the topic to agree and disagree with e.g.
1. "Taking a nap during the day is more productive than working without breaks."
2. "Making a big mistake is an important part of learning and growth."
3. "Exchanging photos with friends is more meaningful than sharing them on social media."
4. "Taking time off work can improve your mental health more than exercising regularly."
5. "A balanced diet is more important for your health than getting enough sleep."
6. "Taking a risk at work can lead to more opportunities than staying in your comfort zone."
 Encourage the student to explain their opinion on each statement.

Track the time and if the student talks more than 5 minutes during the warm-up stage, consider skipping some
statements if they weren’t covered yet.

If the student is shy (not talkative) and/or can’t come up with the proper answer, ask some leading or follow-up questions
e.g.
1. Statement 1: "Taking a nap during the day is more productive than working without breaks."
- Leading Question: "Wouldn't you agree that taking a nap can recharge your energy and make you more productive?"
- Leading Question: "Don't you think that a short nap can help you stay focused and perform better in the long run?"
- Follow-up Question: "Why do you believe that taking a nap is more productive than working without breaks?"
- Follow-up Question: "What are some benefits of taking breaks during work that you find compelling?"
2. Statement 2: "Making a big mistake is an important part of learning and growth."
- Leading Question: "Wouldn't you agree that making mistakes helps us learn valuable lessons and grow as individuals?"
- Leading Question: "Don't you think that experiencing failure teaches us more than always succeeding?"
- Follow-up Question: "Can you share an example of a mistake you made that ultimately led to personal or professional
growth?"
- Follow-up Question: "How do you think making mistakes contributes to our development?"
3. Statement 4: "Exchanging photos with friends is more meaningful than sharing them on social media."
- Leading Question: "Wouldn't you agree that sharing personal photos directly with friends creates deeper connections than
posting them on social media?"
- Leading Question: "Don't you think that receiving photos from friends privately adds a personal touch that's lacking on social
media?"
- Follow-up Question: "What do you believe makes exchanging photos with friends more meaningful?"
- Follow-up Question: "Can you describe a memorable photo exchange experience you've had with friends?"
4. Statement 5: "Taking time off work can improve your mental health more than exercising regularly."
 - Leading Question: "Wouldn't you agree that taking breaks from work allows us to recharge and alleviate stress, thus
benefiting mental health?"
- Leading Question: "Don't you think that rest and relaxation can have a more direct impact on mental well-being than
exercise alone?"
- Follow-up Question: "In what ways do you think taking time off work positively affects mental health?"
- Follow-up Question: "How do you prioritize between exercise and taking breaks for your mental health?"
5. Statement 7: "A balanced diet is more important for your health than getting enough sleep."
- Leading Question: "Wouldn't you agree that nutrition plays a crucial role in overall health and well-being?"
- Leading Question: "Don't you think that maintaining a balanced diet is essential for long-term health?"
- Follow-up Question: "What are some benefits of a balanced diet that you find compelling?"
- Follow-up Question: "How do you prioritize between maintaining a balanced diet and ensuring you get enough sleep?"
6. Statement 8: "Taking a risk at work can lead to more opportunities than staying in your comfort zone."
- Leading Question: "Wouldn't you agree that stepping outside your comfort zone can open doors to new possibilities and
growth?"
- Leading Question: "Don't you think that taking calculated risks can propel your career forward in ways that playing it safe
cannot?"
- Follow-up Question: "Can you share an example of a risk you took at work that resulted in new opportunities?"
- Follow-up Question: "How do you weigh the potential benefits of taking risks against the fear of failure?"

FINISH!
Example 2 (two truths and a lie)

Tell the student the rules of the game: They have 2-3 minutes to write 2 truths and 1 falsehood about themselves using
new words.

The teacher also writes down 2 truths and 1 falsehood. Try to be creative and make these facts interesting to discuss or
unexpected. Ask the student to be creative or surprising as well.

Read your sentences and the student guesses which one is not true.

Then the student reads out his or her sentences and you guess which of them is not true.

FINISH!
Why "Two Truths and One False Statement"?
The "Two Truths and One False Statement" activity can be very useful during the first lesson for several reasons:
1. Icebreaker and Rapport Building
Purpose: Helps break the ice and make students feel more comfortable.
Benefit: Encourages students to open up and share personal information in a fun and engaging way, which builds rapport
between the teacher and the student.
2. Speaking Practice
Purpose: Provides an opportunity for students to practice speaking in English.
Benefit: Encourages spontaneous use of language, helping students practice fluency and coherence in their speech.
3. Listening Skills
Purpose: Enhances students' listening comprehension skills.
Benefit: Students need to pay close attention to the statements made by a teacher to identify the false one, improving their
ability to understand spoken English.
4. Critical Thinking
Purpose: Develops critical thinking and reasoning skills.
Benefit: Students analyze the statements and use logical reasoning to determine which statement is false, promoting
cognitive engagement.
5. Confidence Building
Purpose: Boosts students' confidence in using English.
Benefit: Successfully communicating and interacting in English helps students build self-confidence, encouraging them to
participate more actively in future lessons.
6. Assessment
Purpose: Allows the teacher to assess students' language levels and skills.
Benefit: The teacher can gauge students' speaking, listening, and comprehension abilities, helping to tailor future lessons to
their needs.

Vocabulary review (20 min.)

Vocabulary review is a process in which previously learned words and expressions are repeated and reinforced:
● 2-3 vocabulary practice exercises;
 ● During the vocabulary practice, you should speak constantly (not just do the exercises in silence). That is, while
doing the exercise, ask different questions using the vocabulary.

Types of activities:

1. Fill-in-the-Blanks Exercise: Provide sentences with missing words for the student to fill in, such as: "I need to _____
myself beyond my comfort zone to grow."
2. Matching Exercise: Create a matching exercise where the student matches phrases to their definitions or synonyms.
3. Sentence Completion: Give the beginning of a sentence and ask the student to complete it using the target vocabulary.
4. Word Association: Ask the student to write down as many words or phrases that they associate with each target
vocabulary word.
5. Multiple Choice Questions: Develop multiple choice questions that use the target vocabulary.
6. Sentence Translation: Have the student translate sentences from their native language to English using the target
vocabulary.
7. Word Forms: Provide different forms of the vocabulary words and have the student use each form in a sentence.
8. Word Order: Have the student order the words to make sentences.

Examples of activities

Example 1 (combination of exercises)

 Look out Lingolia and find the exercises on confusing verbs: make/take/do.

In the chosen exercises, the student will encounter new phrases with make/do/take that they didn’t cover in their
homework. Inform them about this and encourage them to learn more.

While completing the first exercise, ask the student to correct the incorrect sentences. Also, ask two questions using the
phrases from the completed sentence:
1. Have you ever done aerobics? possible follow-up questions:
- If so, when did you start doing aerobics, and how often do you practice? What do you enjoy most about doing aerobics, and
have you noticed any benefits? Have you tried any other fitness activities, and how do they compare to aerobics?
- If not, would you like to try? Why (not)? Have you tried any other fitness activities?
2. (if not discussed during the warm-up stage) Do you ever take a nap during the day? possible follow up questions:
- How long do you usually nap for, and what time of day do you prefer to take a nap?
- Do you feel more refreshed and productive after taking a nap, or does it make you feel more tired?
- Is there a specific reason you take naps during the day, such as a busy schedule or lack of sleep at night?

After the second exercise, ask the student:

1. Have you ever been to France or Spain? possible follow-up questions:
- If so, what did you like most about your visit to France/Spain? Did you try any local food there? What was your favorite dish?
Would you like to visit France/Spain again in the future? Why or why not?
- If not, would you like to visit France/Spain in the future? What interests you most about these countries? Are there any
other countries you've visited or would like to visit instead?

Track the time and avoid getting into too many details while discussing questions to ensure you do not go beyond the
60-minute class time.

FINISH!
Example 2 (word order)

With the help of chat GPT, create sentences with the new vocabulary of the current week.
Request:
write 9 B1 level sentences with [list of the words]

Using Quizalize, create a quiz with these sentences. You can find the completed quiz here (or here if you want to have
some fun and play basketball while doing the exercise; in this case it’s better to send the student the link to the quiz and have
them play it).

In order to practice speaking, discuss 2-3 questions after finishing the quiz. You may choose from:
1. What are some examples of pushing yourself beyond the limits in your personal or professional life?
2. Can you share a time when you pushed yourself beyond your comfort zone? How did it benefit you?
3. Do you think taking risks is important for personal growth and success? Why or why not?
4. Have you ever felt like giving up on something? What helped you overcome that feeling?
5. What strategies do you use to track your progress in achieving your goals?
 6. How do you measure progress when learning a new skill or language?
7. Have you ever competed in any activities or sports? What was your experience like?
8. When studying, how do you focus on your tasks and avoid distractions?
9. In what situations do you refer to a teacher/a textbook/the Internet for help with your studies?

FINISH!

Grammar review (20 min.)

Grammar review is a process where previously learned grammar is repeated and reinforced:
● 2-3 grammar practice exercises;
● During grammar practice, there should be constant speaking (not just doing the exercises in silence). That is,
 while doing the exercise, ask different questions using the grammar.

Types of activities:

1. Fill in the blanks: Provide sentences with gaps where students need to insert "just," "yet," or "already" in the appropriate
place. For example, "I __ finished my homework" (yet).
2. Matching exercise: Present sentences on one side with missing words and the corresponding "just," "yet," or "already"
on the other side. Students match the sentence with the correct word.
3. Sentence transformation: Give sentences in the past simple tense and ask students to rewrite them using present
perfect with "just," "yet," or "already." For instance, "I ate breakfast" can become "I have already eaten breakfast."
4. Multiple-choice quiz: Create a quiz with sentences where students choose the correct word (just, yet, already) to
complete the sentence.
5. Error correction: Provide sentences with mistakes related to the use of "just," "yet," or "already," and ask students to
identify and correct them.
6. Writing task: Assign a short writing task where students need to compose sentences using present perfect with "just,"
"yet," or "already" to describe recent events in their lives.

Examples of activities

Example 1 (combination of exercises)

Look out English Practice and find the exercise on Present Perfect: just/already/yet.
 Discuss the questions while completing the exercises once you encounter the word/phrase from them:
● Do you play tennis? possible follow-up questions:
- If so, how often do you play tennis? Where do you usually play tennis? Who is your favorite tennis player?
- If not, would you like to? What sport do you prefer, if any?
● Which gadget do you prefer: a computer, laptop, tablet, or phone? What do you use each for? possible follow-up questions:
- What features do you look for in a computer/laptop/tablet/phone?
- Can you share an experience where your gadget helped you in a specific situation?
- Do you think technology has made our lives easier or more complicated?
● When do you usually go shopping? possible follow-up questions:
- What do you usually buy when you go shopping?
- Do you prefer shopping online or in physical stores? Why?
- Can you describe your favorite shopping experience?

Here are five exercises provided, so you don't need to search for additional ones. Also, keep track of time as there's a
possibility that you may not cover all five exercises with slower students.

FINISH!
Example 2 (fill in the blanks)

Look out English-Grammar and find the exercise on Present Perfect: just/already/yet.

Discuss the questions while completing the exercises once you encounter the word/phrase from them:
1. Have you ever watched James Bond films? possible follow-up questions:
- If so, which James Bond film is your favorite, and why? Who do you think was the best actor to play James Bond? What do
you think makes the James Bond series so popular?
- If not, are there any other action or spy movies that you enjoy watching? What type of movies do you usually prefer? Have
you heard about the James Bond series, and is there a reason you haven't watched any of the films yet?
2. When was the last time you visited a museum? possible follow-up questions:
- Which museum did you visit, and what did you see there?
- Do you have a favorite type of museum, like art, history, or science?
- Did you learn anything interesting or surprising during your visit?
3. Do you like Nordic countries like Sweden or Norway? possible follow-up questions:
 - If so, have you ever visited any Nordic countries, and if so, which ones? What aspects of Nordic culture do you find most
interesting or appealing? Are there any specific places or activities in Sweden or Norway that you would like to experience?
- If not, have you ever visited any Nordic countries, and if so, which ones? What type of destinations or countries do you
prefer to visit or learn about? Is there a particular reason why Nordic countries don't appeal to you? Are there any specific
cultural or geographical aspects of Nordic countries that you find unappealing?

FINISH!

Productive activity (10 min.)

Productive activity or production — is an activity or task that involves students actively using the target language to produce
an oral output. These activities focus on developing students' ability to express themselves effectively and accurately in the
target language.

Types of activities:

1. Role-Play Scenarios: Create scenarios where the student has to use the target vocabulary in context. Example: "Imagine
you are taking an important step in your life. How would you explain it to a friend?"
2. Discussion Prompts: Give the student prompts to discuss using the vocabulary. Example: "What risks have you taken
recently? How did it feel to push yourself beyond your comfort zone?"
3. Picture Description: Show the student pictures that depict scenarios related to the target vocabulary and grammar and
ask them to describe what is happening using the vocabulary and grammar.
4. Success Stories: Invite students to share success stories from their lives, focusing on experiences where they have
already overcome challenges and those they are yet to conquer.
5. Personal Action Plan: Encourage students to create a personal action plan for stepping out of their comfort zone,
including activities they have just tried and ones they plan to attempt soon.

Example of an activity (picture description)

 Choose 7-10 pictures depicting actions related to or illustrating the new vocabulary. For example, you can find
possible pictures here.

The student describes each picture using the Present Perfect with 'already,' 'just,' or 'yet.' Inform the student that they
can create not only positive sentences but also negative ones and questions. Also, the student is free to describe pictures,
meaning they can use different phrases and words, but they must be grammatically correct and include new vocabulary.

Prepare follow-up questions after the description of each picture to ensure enough speaking practice. Ask 2-3 questions
about the topic in the picture. For example,

making friends
1. How do you usually meet new people and make friends?
2. What qualities do you look for in a friend?
3. Have you ever made friends with someone from a different culture or background? How did you do it?
4. Do you think it's easier to make friends in person or online? Why?
5. What activities or places do you think are good for meeting new people and making friends?
6. Have you ever had a disagreement or argument with a friend? How did you resolve it?
7. Do you prefer having a large group of friends or a few close friends? Why?
8. How important do you think it is to maintain friendships over time?
9. Have you ever lost touch with a friend? How did it happen?
10. Can you share a memorable experience you've had with a friend?

taking an important step in your life

1. What do you consider to be an important step in your life?
2. Have you ever had to make a difficult decision? What was it about?
3. How do you prepare yourself mentally before taking an important step?
 4. What factors do you think influence people when they're making important life decisions?
5. Can you recall a time when you took a risk and it paid off?
6. How do you deal with uncertainty when facing a major life decision?
7. What advice would you give to someone who is about to take an important step in their life?
8. Do you think people should follow their instincts or rely on careful planning when making important decisions?
9. Have you ever regretted not taking an opportunity or making a certain decision? What happened?
10. In your opinion, what role does courage play in taking important steps in life?

FINISH!

Feedback (5 min.)

Feedback is crucial for learning and progress. Here's how to give feedback effectively:
We do NOT criticize the student and we do NOT point out mistakes explicitly. We summarize the lesson:
1. Ask the student what they learned in the lesson and what they need to review. For example: “What did we learn today?
What topics or concepts did we review?”
2. Reflect on and correct mistakes through various activities. The student may make mistakes that are not related to the
topic of the lesson; bring these mistakes into the feedback stage by saying 'today we had the opportunity to practice
other constructions; let's go over them as well':
- Ask the student to give examples of the use of new language units or constructions. For example: “Can you give
me an example of how to use the new word ______ in a sentence?”
- Ask the student to translate a sentence using the new language items.
- Ask the student to translate a list of words that you will prepare during the lesson. These are words that the
student got wrong either in meaning or pronunciation.
- Provide the student with the words or phrases and ask them to give definitions to them.
- Provide a sentence with an error and ask the student to correct it. For example, say: 'Has she made a decision
already? The student says: 'No, has she made a decision yet?’ Repeat the exercise several times.
3. Praise the student for his or her efforts and for trying to learn the new material.
4. Ask the student if he or she has any questions about what was learned in class and provide answers and explanations.

2nd week of studying

Topics:
1. Setting goals
 2. Live and learn

Vocabulary Grammar

1. to succeed – досягати успіху в чомусь ● Present Perfect Continuous

2. to fail – провалитися
3. crucial – вирішальний, поворотний, значущий
4. to set goals – ставити цілі
5. meaningful and audacious goals – свідомі та сміливі цілі
6. excellent execution – ідеальне виконання
7. to accomplish – завершити, виконати
8. compelling – неперевершений, аргументований
9. remarkable – видатний
10. an entrepreneur – підприємець
11. to make money on the project – заробляти гроші з проєкту
12. to stick to smth – дотримуватися чогось

1. to put into practice – застосувати на практиці

2. to make some progress – мати прогрес
3. to make a mistake – зробити помилку
4. to take time to do something – почекати, щоб щось зробити
5. to be out of your comfort zone – вийти із зони комфорту
6. to catch up on what you've missed – наздогнати те, що
пропустив
7. to take some extra classes – взяти додаткові курси
Warm-up (up to 5 min.)

Warm-up refers to an activity or set of activities that are performed at the beginning of a lesson to prepare students
linguistically and mentally for the tasks ahead.

Warm-up ideas using the week's vocabulary and grammar:

1. Word association game: Ask the student to think of a word related to setting goals (e.g. "success", "failure", etc.) and then
come up with as many associated words as they can (e.g. "achievement", "hard work", etc.).
2. Would You Rather?: Play a quick game where you ask the student "Would you rather?" questions, such as "Would you
rather take a very important exam or make a difficult decision?" and discuss their choices.
3. Goal Setting Bingo: Create a bingo card with various goals (e.g., learn a new language, travel to a new country, read 10
books). Discuss which goals they have already achieved and which they still aim for.
4. Two Truths and a Goal: Have the student share two true statements about past goals they've achieved and one goal
they want to accomplish in the future. The teacher guesses which one is the future goal.
5. Bucket List Brainstorm: Ask the student to quickly write down 5-10 things they want to achieve in their life. Discuss why
they chose these goals and how they plan to achieve them.
6. Dream Big or Go Home: Present two goals and ask the student which they would choose: a smaller, easily achievable goal
or a big, audacious one. Discuss the reasons behind their choice.
7. Goal Setting Quotes: Share motivational quotes about setting and achieving goals. Ask the student to pick their favorite
and explain why it resonates with them.

Examples of activities
Example 1 (would you rather?)

Prepare 5-6 questions (preferably not usual ones) for the student to answer and explain why. For example,
1. Would you rather succeed in everything you try but never get credit for it, or fail spectacularly and become famous for it?
2. Would you rather succeed in a project that you didn't enjoy or fail at something you loved doing?
3. Would you rather have a crucial role in a boring project or a minor role in a remarkable project?
4. Would you rather be an entrepreneur who makes money on the project but has no free time, or have lots of free time but
never stick to a project?
5. Would you rather put into practice an idea that changes the world but nobody knows you did it, or become famous for an idea
you had but never made some progress on?
6. Would you rather make a mistake in front of your idol or in front of a large audience on live TV?
7. Would you rather take time to do something perfectly but always be late, or always be on time but have it be out of your
comfort zone?

Set the timer for about 30 seconds (depending on the number of questions). The student should be able to do the task in
this time.

After you finish, discuss some of the most interesting choices of the student.

If you have time, you may switch roles, with the student reading the questions and you making your choice. Don't forget to
track the time, as you must complete the task in the same manner as the student did.

FINISH!
Example 2 (goal setting quotes)

Prepare 2-3 motivational quotes to discuss. For example, you can find two here.

Discuss how the student understands each quote and what they think about it: is it useful to consider? You may use the
questions below to keep the conversation going:

"People often say that motivation doesn't last. Well, neither does bathing - that's why we recommend it daily."
1. What do you think the quote means by comparing motivation to bathing?
2. Do you agree that motivation needs to be renewed daily? Why or why not?
3. What are some daily habits you have that help keep you motivated?
4. Can you share an example of a time when you needed to renew your motivation?
5. How do you stay motivated when you face challenges?
6. What activities or practices help you maintain your motivation?
7. How important do you think daily motivation is for achieving long-term goals?
8. What strategies do you use to motivate yourself on days when you feel unmotivated?
 9. How can people help each other stay motivated?
10. Do you think there are any downsides to relying on daily motivation? Why or why not?

"Move fast and break things. Unless you are breaking stuff, you are not moving fast enough."
1. What do you think the quote means by "Move fast and break things"?
2. Do you agree that making mistakes is a sign of moving quickly and innovating? Why or why not?
3. Can you think of a situation where moving fast and taking risks led to success?
4. What are some potential risks of moving too fast?
5. How do you balance the need for speed with the need for careful planning?
6. Can you share an example of a time when moving fast led to a mistake? How did you handle it?
7. What do you think is the importance of taking risks in achieving goals?
8. How do you think this quote applies to learning new skills?
9. Do you think this approach is suitable for all areas of life, or are there exceptions? Explain.
10. How can you apply the idea of "moving fast" in your personal or professional life without causing too much disruption?

Track the time and if the student talks more than 5 minutes during the warm-up stage, consider wrapping it up without
discussing all the questions given in the Teacher’s Book.

FINISH!
Why should we ask follow-up questions?
The Teacher’s Book provides you with follow-up questions during almost every stage of the lesson. The reasons for this are:
1. Encourages Deeper Thinking: Follow-up questions prompt students to think more critically and deeply about the topic.
This helps them move beyond surface-level understanding to more nuanced and sophisticated responses.
2. Improves Speaking Fluency: Engaging in extended conversations through follow-up questions allows students to
practice speaking more naturally and fluently. This helps build their confidence and proficiency in using the language in
real-life situations.
3. Enhances Comprehension: By asking follow-up questions, teachers can check students’ understanding of the material.
This ensures that students are not just memorizing phrases but truly comprehending the content.
4. Builds Vocabulary and Grammar Skills: Follow-up questions often require students to use a variety of vocabulary and
grammatical structures. This practice helps reinforce their language skills and introduces them to new words and
sentence patterns.
5. Encourages Active Participation: Follow-up questions keep students engaged and involved in the lesson. They signal to
students that their opinions and thoughts are valued, encouraging them to participate more actively.
 6. Provides Personalized Learning: Follow-up questions can be tailored to individual students' responses, making the
learning experience more relevant and personalized. This can help address specific areas where a student might be
struggling or need more practice.
7. Develops Critical Thinking and Communication Skills: Follow-up questions often require students to explain, justify, or
elaborate on their answers. This helps develop their critical thinking and communication skills, which are essential in
both language learning and broader contexts.
8. Creates a More Dynamic and Interactive Classroom: A lesson filled with follow-up questions becomes more dynamic and
interactive. It shifts the focus from a teacher-centered approach to a student-centered one, fostering a more engaging
and lively classroom environment.
9. Identifies and Clarifies Misunderstandings: Follow-up questions can help identify areas where students might have
misunderstandings or misconceptions. This allows the teacher to address and clarify these points immediately,
preventing the reinforcement of incorrect information.
10. Builds Rapport and Trust: Consistently asking follow-up questions shows students that their contributions are valued.
This helps build a positive relationship and trust between the teacher and students, which is essential for a conducive
learning environment.

Vocabulary review (20 min.)

Vocabulary review is a process in which previously learned words and expressions are repeated and reinforced:
 ● 2-3 vocabulary practice exercises;
● During the vocabulary practice, you should speak constantly (not just do the exercises in silence). That is, while
doing the exercise, ask different questions using the vocabulary.

Types of activities:

1. Sentence Completion: Provide sentences with blanks where the target vocabulary words should go. For example, "To
______, you need to set meaningful and audacious goals."
2. Matching Exercise: Create a list of vocabulary words on one side and definitions or sentences with blanks on the other.
Students match the words to the correct definitions or sentences.
3. Error Correction: Write statements using the target vocabulary, and have students decide if they are correct.
4. Fill in the Gaps: Provide a short paragraph or text with gaps where the vocabulary words should be. Students fill in the
gaps with the appropriate words.
5. Flashcard Drills: Use flashcards with the vocabulary word on one side and the definition on the other. Show the student
the word, and have them give the definition, or vice versa.

Examples of activities

Example 1 (matching exercise)

 With the help of chat GPT, create definitions to the new vocabulary of the current week. Also, you may find definitions
in any online dictionaries like Longman, Oxford, or Cambridge.

The request sent to the chat GPT:

write B1 level definitions of [list of the words/phrases]

Using Learning App, create an interactive exercise on matching the words with definitions. You can find the ready-to-use
exercise here.

In order to practice speaking, discuss 2-3 questions after completing the task. You may choose from:
1. What is something you want to succeed in this year?
2. Can you think of a book or movie that you found compelling? Why did it capture your attention?
3. Why do you think it is crucial to set goals in life?
4. Can you share a time when you had to stick to something difficult? How did it feel?
5. Why is it sometimes good to take time to do something instead of rushing?
6. What is one area in your life where you have made some progress recently?
7. When was the last time you were out of your comfort zone? What happened?
8. What are some meaningful and audacious goals you have set for yourself?
 FINISH!

Example 2 (fill in the gaps)

With the help of chat GPT, create sentences using the new vocabulary.

Request:
Write 10 B1 level sentences using the words [the list of the words]

Using Learningapp, create an interactive exercise based on these sentences. You can find the ready-to-use exercises
here.

While completing the exercise, discuss the questions below. Once you encounter the phrase or word in the exercise that
is presented in a question below, discuss this question.
1. Can you think of any new activities that can make you feel out of your comfort zone? Why?
2. What strategies do you use to catch up on work after a long break?
3. What was the most challenging part of accomplishing a project you worked on?
 Track the time and avoid getting into too many details while discussing questions to ensure you do not go beyond the
60-minute class time.

FINISH!

Note: If you include an exercise on matching words with definitions, use it as the first vocabulary review before moving
on to completing the exercise on filling out sentences. Methodologically, it is correct to go from easier to more difficult
tasks:
● From matching words with definitions/translations
● To completing whole sentences and texts as students need to know the meanings of the words to use them in
context.
Grammar review (20 min.)

Grammar review is a process where previously learned grammar is repeated and reinforced:
● 2-3 grammar practice exercises;
● During grammar practice, there should be constant speaking (not just doing the exercises in silence). That is,
while doing the exercise, ask different questions using the grammar.

Types of activities:

1. Sentence Completion: Provide the student with sentences that need to be completed using the present perfect
continuous.
2. Error Correction: Give the student sentences with errors related to the present perfect continuous and ask them to
correct them.
3. Fill in the Blanks: Create a paragraph with blanks that the student needs to fill in with the correct form of the present
perfect continuous vs present perfect.
4. Question Formation: Provide the student with statements and ask them to form questions in the present perfect
continuous.
5. Matching Exercise: Create a list of sentences and a list of time expressions. Ask the student to match each sentence
with the appropriate time expression.
6. Short Dialogues: Write short dialogues where one speaker uses the present perfect continuous and the other speaker
responds. The student must complete the dialogues appropriately.
7. Transformation Exercise: Give the student sentences in the simple present or present continuous and ask them to
transform them into the present perfect continuous.
Examples of activities

Example 1 (sentence completion)

Take the exercise on English-Grammar to practice the form of the Present Perfect Continuous. It’s better if you send
the link to the exercise to the student and ask him/her to share their screen and complete the exercise on their own.

Discuss the questions while completing the exercises once you encounter the word/phrase from them:
1. Do you drive?
- If so, what car do you drive? How long have you been driving it?
- If not, would you like to learn to drive? Why (not)? What car would you like to have?
2. Is there anything that you have been doing for the whole day today?
3. How long have you been learning English?
- Is there any other language you’ve been learning? What is it/are they?
- Have you ever thought about studying Chinese? Why (not)?

FINISH!
Example 2 (fill in the blanks)

Look out Perfect English Grammar and find the exercise on Present Perfect vs Present Perfect Continuous.

Discuss the questions while completing the exercises once you encounter the word/phrase from them:
1. Do you believe that we need to drink a lot of water during the day? Why (not)?
2. Are you into baking? What’s the favorite thing about it: eating, cooking, anything else?
3. Are you reading a book now?
- If so, what book is it? What do you like about it?
- If not, do you like reading? What literature do you prefer reading?/What book is your favorite?
4. Do you have a pet?
- If so, is it a cat or dog or maybe someone else? What’s his/her name? How long have you been having him/her?
- If not, would you like to have one and who would you like it to be? If not, why not?

FINISH!
Productive activity (10 min.)

Productive activity or production — is an activity or task that involves students actively using the target language to produce
an oral output. These activities focus on developing students' ability to express themselves effectively and accurately in the
target language.

Types of activities:

1. Personal Goal Sharing: Ask the student to share a personal goal they have been working on recently. For example, "I have
been trying to improve my English vocabulary by reading new articles every day."
2. Future Plans Discussion: Discuss future plans and what steps the student has been taking towards those plans. For
example, "I have been researching universities because I plan to study abroad next year."
3. Problem-Solving: Present a scenario where the student needs to solve a problem using the present perfect continuous.
For example, "You have been planning a big event, but you just found out the venue is unavailable. What have you been
doing to find a new venue?"
4. Picture Description: Show the student pictures depicting ongoing actions and ask them to describe what the people
have been doing using the present perfect continuous.
Example of an activity (personal goal sharing)

The student is going to share their personal goals by completing the sentences below. If the sentence is not true for
the student, they say it e.g. I don’t want to develop my cooking skills so I’ve not been taking any classes.

The sentences to complete:

1. I have been _________________ to improve my physical fitness by ___________________.
2. Lately, I've been _________________ to develop my cooking skills by ___________________.
3. Recently, I've been _________________ to expand my knowledge of history by ___________________.
4. My current goal is _________________, and I've been working towards it by ___________________.
5. In the past few weeks, I've been _________________ to become more organized by ___________________.
6. I've been _________________ to learn a new language by ___________________, and I'm starting to see some
improvements.
7. Recently, I've been _________________ to adopt healthier eating habits by ___________________.
8. Lately, I've been _________________ to improve my time management skills by ___________________.

Give the student 2-3 minutes to prepare their answers. Encourage them to use new vocabulary in the answers. Then, they
orally complete the sentences above.

Prepare possible follow-up questions after completion of each sentence to ensure enough speaking practice. Ask 2-3
questions about the topic. For example,

I have been _________________ to improve my physical fitness by ___________________.

1. What specific exercises or activities have you been doing to improve your fitness?
2. How do you feel about your progress so far?
3. Are there any challenges you've encountered while working towards this goal?
Lately, I've been _________________ to develop my cooking skills by ___________________.
1. What new recipes or dishes have you been experimenting with?
2. Have you noticed any improvements in your cooking abilities?
3. Are there any particular cuisines you're interested in exploring further?
Recently, I've been _________________ to expand my knowledge of history by ___________________.
1. What aspect of history have you been focusing on lately?
2. How do you typically go about learning more about history?
3. Have you discovered any interesting facts or stories during your studies?
My current goal is _________________, and I've been working towards it by ___________________.
1. How did you decide on this particular goal?
2. What steps have you taken to move closer to achieving it?
3. Do you have a timeline or specific milestones for tracking your progress?
In the past few weeks, I've been _________________ to become more organized by ___________________.
1. What strategies or techniques have you been using to improve your organization skills?
2. Have you noticed any differences in your daily routine since working on this goal?
3. How do you plan to maintain your organization habits in the long term?
I've been _________________ to learn a new language by ___________________, and I'm starting to see some improvements.
1. Which language are you learning, and what motivated you to start?
2. How do you incorporate language learning into your daily routine?
3. Have you noticed any changes in your language skills or confidence level?
Recently, I've been _________________ to adopt healthier eating habits by ___________________.
1. What specific changes have you made to your diet?
2. How do you feel physically and mentally since making these changes?
3. Have you encountered any temptations or challenges while trying to eat healthier?
Lately, I've been _________________ to improve my time management skills by ___________________.
1. What time management techniques or tools have you been using?
2. Have you noticed any differences in your productivity or efficiency?
3. How do you plan to continue improving your time management skills in the future?

FINISH!
Feedback (5 min.)

Feedback is crucial for learning and progress. Here's how to give feedback effectively:

We do NOT criticize the student and we do NOT point out mistakes explicitly. We summarize the lesson:
1. Ask the student what they learned in the lesson and what they need to review. For example: “What did we learn today?
What topics or concepts did we review?”
2. Reflect on and correct mistakes through various activities:
- The student may make mistakes that are not related to the topic of the lesson; bring these mistakes into the
feedback stage by saying 'today we had the opportunity to practice other constructions; let's go over them as
well'.
- Ask the student to give examples of the use of new language units or constructions. For example: “Can you give
me an example of how to use the new word ______ in a sentence?”
- Ask the student to translate a sentence using the new language items.
- Ask the student to translate a list of words that you will prepare during the lesson. These are words that the
student got wrong either in meaning or pronunciation.
- Provide the student with the words or phrases and ask them to give definitions to them.
- Provide a sentence with an error and ask the student to correct it. For example, say: 'I have taking extra classes on
improving English pronunciation recently.’ The student says: 'No, I have been taking extra classes on improving
English pronunciation recently.’ Repeat the exercise several times.
3. Praise the student for his or her efforts and for trying to learn the new material.
4. Ask the student if he or she has any questions about what was learned in class and provide answers and explanations.
3rd week of studying

Topics:
1. Personality types (we used to have as children)
2. Childhood memories
3. Our emotions and attitudes

Vocabulary Grammar

1. a joker – жартівник ● used to/be used to/get used to

2. a rebel – бунтар
3. academic – той, що добре встигає в навчанні
4. geeky – дивний, повернутий на чомусь
5. a party animal – тусовщик
6. a troublemaker – шкодник, пустун
7. popular – популярний
8. sporty – спортивний

1. excited ― схвильований, збуджений

2. angry ― злий
3. bored ― нудний (мені нудно)
4. sad ― сумний, засмучений
5. uncertain ― невпевнений
6. nervous ― нервовий/знервований
Warm-up (up to 5 min.)

Warm-up refers to an activity or set of activities that are performed at the beginning of a lesson to prepare students
linguistically and mentally for the tasks ahead.

Warm-up ideas using the week's vocabulary and grammar:

1. Emotion Word Association: Quickly list various emotions related to childhood experiences (e.g., excited, scared,
curious), and ask the student to share a memory associated with each emotion.
2. Emoji Emotions: Share a series of emojis representing different emotions and ask the student to describe a childhood
memory associated with each emoji.
3. Show and Tell: Invite the student to briefly show an item from their childhood (e.g., a photo, a toy) and tell the story
behind it, focusing on how it reflects their personality or emotions at the time.
4. Childhood Favorites: Discuss childhood favorites such as books, movies, or games, and ask the student to explain why
they enjoyed them, linking their preferences to their personality traits.
5. 15/ 10/ 5 seconds rule: Have the student recall as many words they learnt during the week as possible in 15, then 10, and
then 5 seconds.
6. Funny Quotes: Give a quote/quotes related to the topic. There are some words missing which must be completed and
then the quote to be discussed.
Examples of activities

Example 1 (funny quotes)

Prepare a picture with an interesting or funny quote, where some part of the quote is closed.

The student reads the quote and fills it in with the missing sentence part, word, or phrase. See an example of a completed
exercise here.

Show the first slide and give the student time to continue the quote with the missing information. You may ask Why do
you think childhood may be like being drunk?

Then show the second slide and ask the student to read what follows.

Then, ask the student:

1. How well do you remember your childhood?
2. What is the most memorable childhood moment? How did you feel about it?

FINISH!
Example 2 (15/10/5 seconds rule)

Tell the student that you are going to start the lesson in a dynamic and effective way to ensure that they are productive.
To do this, you will play the game '15 Second Rule'. In 15 seconds, they will have to recall as many words as possible that
they have learned during the week.

Give the student 1-2 minutes to prepare. Provide the format of the task as well. The student says the word in English and
gives the definition or translation of it. They can combine giving definitions with giving translations e.g.
- a party animal - someone who enjoys going to parties
- excited - happy, interested, or helpful
- a rebel - бунтар

Get to the game. Time the student for 15 seconds using any platform, such as this one. The student has to say as many
words as possible in 15 seconds. Count how many words were said. Correct any mistakes by asking questions (rather than
correcting directly): What is English for ____?

Now it's time to try to do the same in 10 seconds.

Next, ask the student if they are ready to challenge themselves to say the words in the same format in 5 seconds.
- If so, do the activity again.
- If not, continue with the lesson.
 FINISH!

TIPS ON HOW TO DEAL WITH STUDENTS’ ARGUMENTS WHILE DOING ‘15/10/5 SECOND RULE’
If the student is stressed and slow to recall the words even after 15 seconds, reassure them that this is a game and not a test of
their knowledge of all the words. Even in our native language, we can get stuck and forget all the words in the world. At the
beginning of the lesson, you are just setting yourself up to work and practice English.
1. If the student is not ready to complete the task in 10 or 5 seconds, be understanding and move on to the Vocabulary
review exercise.
2. If the student is extremely negative about the exercise, reassure them that this type of exercise has a very positive
effect on memorizing and recalling words. When the brain is stressed, it can produce results that you do not expect from
yourself. As the saying goes, 'The more you get out of your comfort zone, the bigger your comfort zone becomes'.
3. If the student refuses despite your arguments, set an example and present the words from the 3rd week of the student's
course, not your learned words. If you also stumble, the student will realize that this is a game and that even a person
with a high level of English can lose.
4. If the student refuses, despite your further arguments, ask them to at least try, but 20 seconds.
Vocabulary review (20 min.)

Vocabulary review is a process in which previously learned words and expressions are repeated and reinforced:
● 2-3 vocabulary practice exercises;
● During the vocabulary practice, you should speak constantly (not just do the exercises in silence). That is, while
doing the exercise, ask different questions using the vocabulary.

Types of activities:

1. Word Match-Up: Provide a list of personality types and emotions in English and their translations in the student's native
language. Ask the student to match each English word with its correct translation.
2. Sentence Completion: Give the student sentences with missing words and ask them to fill in the blanks using the
provided vocabulary.
3. Opposites Game: Provide a list of emotions and personality traits, and ask the student to come up with their opposites
using the provided vocabulary. For instance, "If I'm excited, then I'm not ___________."
4. Multiple Choice Quiz: Create a quiz with sentences containing gaps where the vocabulary words should go. Offer
multiple-choice options for each gap, including the correct word and a few distractors.
5. Flashcards: Create digital or physical flashcards with the English words on one side and their translations or definitions
on the other.
6. Sentence Transformation: Provide sentences using one form of the vocabulary words and ask the student to rewrite
them using a different form. For example, "He's always causing trouble" could be transformed to "He's such a
troublemaker."
Examples of activities

Example 1 (opposite games)

Prepare the sentences/phrases with the opposite words/explanations to the new words of the third week. For
example,
1. If I'm excited, then I'm not bored.
2. If I'm angry, then I'm not calm.
3. If I'm sad, then I'm not happy.
4. If I'm uncertain, then I'm not confident.
5. If I'm nervous, then I'm not relaxed.
6. If I'm a joker, then I'm not serious.
7. If I'm a rebel, then I’m not the person who always does what other people tell me to do.
8. If I'm academic, then I'm not bad at studying.
9. If I'm geeky, then I'm not usually popular.
10. If I'm a party animal, then I'm not a homebody.
11. If I'm a troublemaker, then I'm not well-behaved.
12. If I'm popular, then I'm not unnoticed.
13. If I'm sporty, then I'm not the one who spends a lot of time sitting down, and not moving or exercising very much.

Remove the new vocabulary words from the sentences:

1. If I'm _______, then I'm not bored.
2. If I'm _____, then I'm not calm.
3. If I'm ____, then I'm not happy.
4. If I'm _____, then I'm not confident.
5. If I'm ______, then I'm not relaxed.
6. If I'm a ____, then I'm not serious.
7. If I'm a ____, then I’m not the person who always does what other people tell me to do.
8. If I'm _____, then I'm not bad at studying.
9. If I'm ____, then I'm not usually very popular.
10. If I'm a ______, then I'm not a homebody.
11. If I'm a _______, then I'm not well-behaved.
12. If I'm ______, then I'm not unnoticed.
13. If I'm ______, then I'm not the one who spends a lot of time sitting down, and not moving or exercising very much.

Ask the student to complete the sentences.

After completing the sentences, discuss the questions you haven’t discussed with the student yet from below:
1. Which personality type or emotion best describes you as a child?
2. What about now? How do you differ from your childhood self?
3. Would you change anything in your behavior or emotions from when you were a child or teenager? If so, what would it be and why?

FINISH!
Example 2 (sentence completion)

With the help of chat GPT, create sentences using the new vocabulary.

Request:
Write 10-15 B1 level sentences using the words [the list of the words]

With Canva Docs to Decks, you put sentences into a document, delete new words, then create a presentation based on it
(it really takes less than a minute to create such a presentation; canva simply converts your document into a presentation.)
See an example here.

The correct sentences are:

1. She's always the center of attention at parties, a real party animal.
2. Despite his academic achievements, he's also quite the joker in class.
3. The geeky kid in our group always has the latest gadgets and tech toys.
4. He used to be a rebel, but now he's settled down and focused on his career.
5. He felt uncertain about his decision to move to a new city for college.
6. The troublemaker in the class was always getting into mischief.
7. She felt angry when she found out she wasn't invited to the party.
8. After the breakup, he was feeling sad and lonely.
9. Whenever he's bored, he starts doodling in his notebook.
10. Despite being sporty, she also enjoys spending time studying and reading.

While completing the exercise, discuss the questions below. Once you encounter the phrase or word in the exercise that
is presented in a question below, discuss this question.
1. Is there anyone you know who is a true joker? What makes him/her a joker?
2. Are you into the latest gadgets? Why (not)?
3. What are some other interests/hobbies that can be geeky except for having passion for gadgets?
4. Do you enjoy having parties? Why (not)?
5. It’s a very interesting and I guess a new phrase for you: doodling in/on smth - to draw shapes, lines, or patterns without really
thinking about what you are doing. What can make you start doodling in your notebook or on a sheet of paper?

FINISH!
Grammar review (20 min.)

Grammar review is a process where previously learned grammar is repeated and reinforced:
● 2-3 grammar practice exercises;
● During grammar practice, there should be constant speaking (not just doing the exercises in silence). That is,
while doing the exercise, ask different questions using the grammar.

Types of activities:

1. Fill in the Blanks: Provide sentences with gaps where "used to," "get used to," or "be used to" should go, and ask the
student to fill in the blanks with the correct form of the verb.
2. Error Correction: Present sentences containing errors in the usage of "used to," "get used to," or "be used to," and ask
the student to identify and correct them.
3. Sentence Transformation: Give sentences using one form of "used to," "get used to," or "be used to," and ask the
student to rewrite them using a different form of the verb.
4. Multiple Choice Quiz: Design a quiz with sentences containing gaps where the correct form of "used to," "get used to," or
"be used to" should go. Offer multiple-choice options for each gap, including the correct form and a few distractors.
5. Matching Exercise: Provide sentences using "used to," "get used to," or "be used to," and their corresponding meanings
or explanations. Ask the student to match each sentence with its correct meaning.
6. Sentence Order: Provide a jumbled sentence where the student must rearrange the words to form a grammatically
correct sentence containing "used to," "get used to," or "be used to."
Examples of activities

Example 1 (fill in the blanks)

Look out Test English and find the exercise on used to/get used to/be used to.

Discuss the questions while completing the exercise once you encounter the word/phrase from them:
1. What are the things you will never get used to in your life? Why?
2. Did you use to celebrate Halloween when you were a kid? What about now?
3. Have you ever been to Africa?
- If so, did you like it? What are the pluses and minuses of living there? Where exactly could you live and where could you
never live?
- If not, would you like to? Why (not)? Where exactly in Africa could you live and where could you never live?

You can continue with Exercise 2 and Exercise 3. In this case, you won’t need to find additional exercises on other
platforms. But keep track of the time since you might not have enough time for Exercise 3; consider skipping it then.

FINISH!
Example 2 (error correction)

Look out ESL-Lounge and take the exercise on used to/be used to.

Encourage the student to correct the sentences with grammar mistakes.

After the student finishes, ask them to look through all the sentences and choose the ones that are true for them. Give an
example of how to do the activity by saying:
- The true statement about me is the fifth one. I don't like pizza now but I used to eat a lot when I was a student.
By setting an example, you are showing the student that they should not just read the sentence, but rephrase it a bit to make it
more personalized.

FINISH!
Productive activity (10 min.)

Productive activity or production — is an activity or task that involves students actively using the target language to produce
an oral output. These activities focus on developing students' ability to express themselves effectively and accurately in the
target language.

Types of activities:

1. Role-Play: Create scenarios where the student must use specific vocabulary words in conversation. For instance,
pretend you're discussing someone's behavior at a party and ask the student to describe them using words like "joker" or
"troublemaker".
2. Storytelling: Ask the student to share a personal anecdote or story related to childhood memories, personality types, or
emotions. Encourage them to use the provided vocabulary and grammar structures to describe the events and their
feelings.
3. Picture Prompt: Show the student a picture related to one of the topics, such as a childhood photo or a scene depicting
a particular emotion. Ask them to describe what they see and share their thoughts using the provided vocabulary and
grammar structures.
4. Discussion: Lead a guided discussion on a specific topic related to childhood memories, personality types, or emotions.
Encourage the student to express their opinions, share personal experiences using the provided vocabulary and
grammar structures.
5. Story Completion: Start telling a story related to one of the topics and ask the student to continue it, incorporating the
provided vocabulary and grammar structures into their continuation of the story.
 6. Role Reversal: Have the student imagine themselves in a different personality type or emotional state than their usual
self. Ask them to describe how they would behave and feel in that situation using the provided vocabulary and grammar
structures.
7. Reflection: End the lesson with a reflective activity where the student writes or discusses their thoughts and feelings
about the topics covered in the lesson, using the provided vocabulary and grammar structures to express themselves
effectively.

Example of an activity (role reversal)

Provide the student with five scenarios, for example:

1. The Party Animal Turned Academic:
Scenario: Imagine you were always the life of the party, a real party animal in your youth. Now, you are a dedicated academic
who spends most of your time studying. Describe how your daily routine, interests, and social life have changed. How did you
get used to this new lifestyle?
Vocabulary: academic, party animal, used to, get used to, be used to
2. The Nervous Student Turned Popular:
Scenario: As a child, you were always nervous and unsure of yourself, but now you are one of the most popular people at your
workplace. Explain how your interactions with others have changed and what challenges you faced while getting used to
being in the spotlight.
Vocabulary: nervous, popular, used to, get used to, be used to
3. The Rebel Turned Sporty:
Scenario: You used to be a rebellious teenager who disliked any form of discipline or routine. Now, you are a sporty individual
who follows a strict training regimen. Describe how you adjusted to this new way of life and how you feel about it now.
Vocabulary: rebel, sporty, used to, get used to, be used to
4. The Geeky Child Turned Joker:
 Scenario: Growing up, you were quite geeky and preferred spending time alone with your hobbies. Now, you are known as a
joker who loves making others laugh. Discuss how your social interactions and hobbies have changed over the years and
what it was like getting used to this new persona.
Vocabulary: geeky, joker, used to, get used to, be used to
5. The Troublemaker Turned Calm and Collected:
Scenario: As a child, you were a troublemaker, always getting into mischief. Now, you are known for your calm and collected
behavior, even in stressful situations. Describe the transformation and how you managed to get used to this new way of
handling emotions and conflicts.
Vocabulary: troublemaker, used to, get used to, be used to

The student picks one scenario and has 3-4 minutes to prepare. They are supposed to imagine themselves in a different
personality type or emotional state than their usual self and describe how they behave and feel in that situation using the
provided vocabulary and grammar structures.

If there is time, ask the student to pick one more scenario and repeat the task.

FINISH!
Feedback (5 min.)

Feedback is crucial for learning and progress. Here's how to give feedback effectively:

We do NOT criticize the student and we do NOT point out mistakes explicitly. We summarize the lesson:
1. Ask the student what they learned in the lesson and what they need to review. For example: “What did we learn today?
What topics or concepts did we review?”
2. Reflect on and correct mistakes through various activities:
- The student may make mistakes that are not related to the topic of the lesson; bring these mistakes into the
feedback stage by saying 'today we had the opportunity to practice other constructions; let's go over them as
well'.
- Ask the student to give examples of the use of new language units or constructions. For example: “Can you give
me an example of how to use the new word ______ in a sentence?”
- Ask the student to translate a sentence using the new language items.
- Ask the student to translate a list of words that you will prepare during the lesson. These are words that the
student got wrong either in meaning or pronunciation.
- Provide the student with the words or phrases and ask them to give definitions to them.
- Provide a sentence with an error and ask the student to correct it. For example, say: 'I am used to work here.’ The
student says: 'No, I am used to working here. OR I used to work here.’ Repeat the exercise several times.
3. Praise the student for his or her efforts and for trying to learn the new material.
4. Ask the student if he or she has any questions about what was learned in class and provide answers and explanations.
4th week of studying

Topics:
1. Talking about memory

Vocabulary Grammar

1. sight ― погляд, зір ● Past Perfect

2. smell ― запах, нюх
3. taste ― смак
4. touch ― дотик
5. hearing ― слух
6. vivid memories ― яскраві спогади
7. to remind ― нагадати
8. to think back to ― повернутися думками в минуле
9. to memorise/memorize ― запам'ятовувати
10. to bring back ― перенестись назад думками
11. vaguely ― розмито, нечітко

Warm-up (up to 5 min.)

Warm-up refers to an activity or set of activities that are performed at the beginning of a lesson to prepare students
linguistically and mentally for the tasks ahead.
Warm-up ideas using the week's vocabulary and grammar:

1. Two Truths and a Lie: The student shares three statements about their past, two true and one false. The teacher
guesses the lie. This encourages recalling and sharing memories.
2. Photo Flashback: Show the student a random photo (from a stock image site or a personal photo if appropriate) and ask
them to create a story or memory about it using imagination and past events.
3. Memory Challenge: Give the student a list of random words to memorize in one minute. Then, ask them to recall as many
as they can. Discuss strategies for improving memory.
4. Sound Memory: Play short clips of sounds (e.g., birds chirping, waves crashing) or songs and ask the student to share
any memories the sound evokes.
5. Memory Quiz: Create a short quiz about the student's past based on previous conversations or lessons. For example,
"What was the name of the city you visited last summer?"
6. Memory Trivia: Share interesting facts or trivia about memory/memories and ask the student to guess whether they are
true or false.

Examples of activities

Example 1 (memory trivia)

Prepare true and false facts about memory, for example:

1. Older adults who take up drawing can improve on their memory, even though they are not good at it. (True)
 2. Being able to access information quickly (i.e. on the Internet) makes you less likely to remember it. (True - studies suggest
there is an interesting flip-side to being able to access information so conveniently: if the brain knows it can just access it
again so easily, it’s less likely to bother remembering the information itself!)
3. You can trust all your memories. (False - read about an interesting study here)
4. If you always forget something, you will never remember it no matter how you try. (False - read about an interesting fact
here)
5. Memories start forming in the womb – as early as 4 months into a pregnancy! (True - read about an interesting fact here)

The student reads the fact and discusses if it is true or false.

While discussing the facts, you may ask the following questions to keep the conversation going:
1. Why might it be unwise to trust all of your memories? Can you think of a situation where a memory might be unreliable?
2. What strategies could help you remember something that you always forget? Have you tried any techniques that worked for you?

FINISH!
Example 2 (sound memory)

Tell the student that you are going to start the lesson in a dynamic and effective way to ensure that they are productive.
To do this, you will play short clips of songs or some sounds and the student needs to think of a memory they evoke.

The student might protest by saying that some sounds do not evoke any memories. Address this beforehand by
explaining that if a sound does not evoke any memories, they can simply say 'no memories.’

Consider the sounds of nature or the songs you know your student listened/listens to. For example, you can find the
sounds of nature here.

Don’t hesitate to share your memories with the student as well. This way, you have a chance to build even better rapport
with him/her.

FINISH!
Vocabulary review (20 min.)

Vocabulary review is a process in which previously learned words and expressions are repeated and reinforced:
● 2-3 vocabulary practice exercises;
● During the vocabulary practice, you should speak constantly (not just do the exercises in silence). That is, while
doing the exercise, ask different questions using the vocabulary.

Types of activities:

1. Flashcard Definitions: Create digital flashcards with each word on one side and its definition or translation on the other.
Go through the flashcards with the student, asking them to provide the definition or translation.
2. Sentence Completion: Provide sentences with blanks for the vocabulary words. For example: "The ____ of freshly baked
bread brings back ____ memories of my childhood."
3. Matching Exercise: Have a list of sentences with blanks and a list of vocabulary words. The student must match each
word to the correct blank in the sentences.
4. Synonyms and Antonyms: Provide synonyms or antonyms for the vocabulary words and ask the student to identify the
correct vocabulary word. For example, "A strong memory" would be a synonym for "vivid memories."
5. Word Search: Give a word search puzzle with the words hidden in the grid. The student finds and circles the words.
Examples of activities

Example 1 (word search)

Use Theteacherscorner to create a word search grid on the words of the 4th week.
- Ready-made grid here
- Solution here

Help the student if they struggle to find the word e.g. It’s the word for ‘making someone remember someone that they
know or something that happened in the past’. In the grid, it goes up/down and horizontally/vertically to the left/right.

While completing the task, ask the student questions using the words they’ve found e.g.
1. Can you describe a smell from your childhood that brings back vivid memories?
2. Have you ever experienced a moment where a memory was brought back to you suddenly? Describe it.
3. What methods do you use to remind yourself of important tasks or appointments?
4. How do you memorize new vocabulary words or phrases when learning a new language?
5. Is there a specific song or piece of music that always brings back memories for you? If so, share the memory it evokes.

Note, that you are not supposed to discuss the questions you’ve already discussed with the student before.
 FINISH!

Example 2 (sentence completion)

With the help of chat GPT, create sentences using the new vocabulary.

Request:
Write 10-15 B1 level sentences using the words [the list of the words]

With Quizizz, create the quiz based on the sentences. You can find a ready-to-use quiz here.

While completing the exercise, discuss the questions below. Once you encounter the phrase or word in the exercise that
is presented in a question below, discuss this question.
1. Do you like looking at old photos? What memories do they bring back?
2. Is there a song that reminds you of a special event?
3. What games did you play with your friends when you were a child?
 4. Have you ever seen something so beautiful that it took your breath away?
5. Can you remember a movie you watched recently? What was it about?
6. Do you have a favorite blanket or stuffed animal from your childhood?

Note, that you are not supposed to discuss the questions you’ve already discussed with the student before.

FINISH!
Grammar review (20 min.)

Grammar review is a process where previously learned grammar is repeated and reinforced:
● 2-3 grammar practice exercises;
● During grammar practice, there should be constant speaking (not just doing the exercises in silence). That is,
while doing the exercise, ask different questions using the grammar.

Types of activities:

1. Fill in the Blanks: Provide sentences with gaps where the past perfect tense is needed. For example, "By the time we
arrived, they ___ (already leave)."
2. Error Correction: Present sentences containing errors in the use of past perfect tense, and ask the student to identify
and correct them. For instance, "Yesterday, I had seen a movie before I ate dinner."
3. Sentence Transformation: Present sentences in the present or past simple tense and ask the student to rewrite them
using past perfect tense. For instance, "She reads the book before she goes to bed." → "She had read the book before
she went to bed."
4. Question Formation: Ask the student to create questions using past perfect tense based on given answers. For example,
"Answer: They had already left. Question: What ___ (they/do) before we arrived?"
5. Comparative Practice: Provide sentences comparing past actions using past perfect tense, and ask the student to
identify the correct order of events. For instance, "I had finished my homework before I went to bed, but my sister didn't."
6. Listening Comprehension: Play short audio clips or read passages containing past perfect tense, and ask
comprehension questions based on the content. For example, "What had the speaker done before they realized they
lost their keys?"
7. Past Perfect vs Simple: Have the student complete the quiz on Past Simple vs Past Perfect.
Examples of activities

Example 1 (fill in the blanks)

Look out English-Hilfen and find the exercise on Past Perfect.

The task to do with each sentence:

1. Read and complete with the correct form of the verb.
2. Transform the sentence into a question. If it’s a question, transform it into an affirmative sentence. e.g.
- Had Victoria already ordered a glass of water when you arrived at the restaurant?
- Did je notice that Peter had not painted the old chair?
- Had Emma had a talk with her mother before Emma laid the table?
- Did she ask you if you had learned the new words?
- Were there any sausages left when you came back? Or had the dog eaten them?
- Hadn’t it rained for three weeks?
- Did you stop waiting for your brother because you had read his text message?
- Had Linda ever been to a magic show before yesterday evening?
- Did she tell you that Frank had not tidied his room?
- Jack had fed his hamster before he left his house.
The transformation of the sentence might differ, but must be grammatically correct.

After completing the task, ask the student:

1. Have you ever been to a magic show?
- If so, what was your favorite part of the magic show you attended? How did you feel during the magic show? Would you like
to go to another magic show in the future?
- If not, Would you like to attend a magic show someday?What kind of magic tricks do you think you would enjoy seeing?
 FINISH!

Example 2 (Past Perfect vs Simple)

Look out YouTube and take the quiz on Past Perfect vs Simple.

Encourage the student to read the whole sentences.

After the student finishes, you may have some time for pronunciation practice using the sentences from the quiz. For
example,
Practicing the pronunciation of past simple vs. past perfect sentences at the B1 level helps learners communicate more clearly,
understand the nuances of English grammar, and improve their overall fluency and confidence in speaking.
When pronouncing sentences that combine the past perfect with the past simple, like "I didn't use my credit card because I had lost
it." there are several nuances to consider:
1. Weak Forms and Contractions
Past Perfect "Had": The auxiliary "had" in the past perfect is often reduced to a weak form /həd/, /əd/, or even /d/.
 - In "I had lost," it may sound like /aɪ həd lɒst/, /aɪ əd lɒst/, or /aɪd lɒst/.
Past Simple: There are no auxiliaries to reduce, so the main verb remains clear.
- In "I didn't use," "didn't" is pronounced fully, /ˈdɪdnt/.
2. Linking Sounds
Linking "Had": In fast speech, the /d/ at the end of "had" can link smoothly with the following vowel sound in "lost."
- "I had lost" may become /aɪd lɒst/.
Consonant-Vowel Linking:
- In "didn't use," the /t/ at the end of "didn't" may link to the /j/ in "use," making it sound smoother.
- In "lost it," the /t/ at the end of "lost" may link to the /ɪ/ in "it," making it sound like /lɒstɪt/.
3. Stress
Past Simple: The main verb "use" will be stressed.
- "I didn't use" has stress on "use."
Past Perfect: The main verb in the past perfect part of the sentence, "lost," will also be stressed.
- "I had lost" has stress on "lost."
4. Intonation
Statements typically have a falling intonation at the end.
- In the sentence "I didn't use my credit card because I had lost it," the intonation will generally fall at the end of the sentence.
The final part "my credit card" will then have a slight fall but not a complete fall, indicating that more information is coming.
- "I didn't use my credit card (slight fall) because I had lost it (fall)."

Breakdown of Example
I didn't use my credit card:
- "Didn't" is stressed, pronounced /ˈdɪdnt/.
- Smooth transition from "didn't" to "use" (/ˈdɪdnt juːz/).
- Falling intonation: "I didn't use my credit card (fall)."
Because I had lost it:
- "Had" is reduced to /həd/, /əd/, or /d/.
- "Lost" is stressed, pronounced /lɒst/.
- "I had lost" can link to /aɪd lɒst/.
- Falling intonation: "because I had lost it (fall)."

FINISH!

Productive activity (10 min.)

Productive activity or production — is an activity or task that involves students actively using the target language to produce
an oral output. These activities focus on developing students' ability to express themselves effectively and accurately in the
target language.

Types of activities:
1. Picture Description: Show the student a picture and ask them to describe what they might have experienced if they had
been there, using the vocabulary and past perfect tense. Prompt: "Look at this picture. Describe what you might have
seen, smelled, tasted, touched, and heard if you had been there. Use past perfect tense."
2. Chain Story: Create a chain story where each part must use past perfect and one of the vocabulary words. Start the
story, and then take turns adding sentences. Prompt: "I'll start a story with 'By the time I arrived at the party, everyone
had already...' Now you add to it using vocabulary words."
3. Role Play: Role-play a scenario where the student is a tour guide describing a place they had visited using the vocabulary
and past perfect. Prompt: "Pretend you are a tour guide. Describe a place you visited last year, using words like vivid
memories and remind, and use past perfect tense."
4. Comparing Memories: Ask the student to compare two different memories, focusing on what had happened before each
memory was formed. Prompt: "Compare two different memories you have. What had happened before each memory?
Use words like vaguely and bring back, and use past perfect tense."
5. Interview: Conduct an interview where you ask the student about their past experiences related to the senses and
memories. Prompt: "I'm going to interview you about your past experiences. Answer using past perfect tense and words
like memorize and think back to."
6. Memory Game: Play a memory game where the student has to recall past events and use the vocabulary and past
perfect. Prompt: "Let's play a memory game. I will say a sentence about the past, and you have to respond with what had
happened before that, using the vocabulary words."
Example of an activity (comparing memories)

Provide the student with five cases along with the examples of how to do the task, e.g.
1. Case 1: School Memories
Prompt: Compare two different memories from your school days. What had happened before each memory?
Example:
- Memory 1: "I remember winning a science fair in fifth grade. Before I had won the prize, I had vaguely understood the
importance of hard work."
- Memory 2: "I also remember a school trip to the museum. Before we had visited the museum, our teacher had brought
back many interesting stories about ancient history."
2. Case 2: Family Gatherings
Prompt: Compare two different memories from family gatherings. What had happened before each memory?
Example:
- Memory 1: "I remember a big family dinner during a holiday. Before we had sat down to eat, my grandmother had
vaguely mentioned some old family traditions."
- Memory 2: "Another memory is of a family reunion picnic. Before we had gathered at the park, my parents had brought
back many childhood stories of playing in that same park."
3. Case 3: Travel Experiences
Prompt: Compare two different travel experiences. What had happened before each memory?
Example:
- Memory 1: "I remember my trip to Paris. Before I had visited the Eiffel Tower, I had only vaguely known about its history."
- Memory 2: "Another memorable trip was to the beach. Before we had arrived at the beach, the smell of the sea had
already brought back memories of my childhood summers."
4. Case 4: Childhood Friends
Prompt: Compare two different memories involving childhood friends. What had happened before each memory?
 Example:
- Memory 1: "I remember playing soccer with my best friend. Before we had started the game, we had vaguely planned
our strategies."
- Memory 2: "Another memory is of building a treehouse together. Before we had completed the treehouse, our
parents had brought back stories of their own childhood adventures."
5. Case 5: Celebrations
Prompt: Compare two different memories of celebrations. What had happened before each memory?
Example
- Memory 1: "I remember my tenth birthday party. Before the party had started, my parents had vaguely hinted at a big
surprise."
- Memory 2: "Another memory is of celebrating New Year's Eve. Before we had watched the fireworks, we had brought
back the tradition of writing down our resolutions."

The student picks one case and has 3-4 minutes to prepare.

After preparation, they compare the memories using past perfect and the new vocabulary.

If there is time, ask the student to pick one more case and repeat the task.

FINISH!
Feedback (5 min.)

Feedback is crucial for learning and progress. Here's how to give feedback effectively:
We do NOT criticize the student and we do NOT point out mistakes explicitly. We summarize the lesson:
1. Ask the student what they learned in the lesson and what they need to review. For example: “What did we learn today?
What topics or concepts did we review?”
2. Reflect on and correct mistakes through various activities:
- The student may make mistakes that are not related to the topic of the lesson; bring these mistakes into the
feedback stage by saying 'today we had the opportunity to practice other constructions; let's go over them as
well'.
- Ask the student to give examples of the use of new language units or constructions. For example: “Can you give
me an example of how to use the new word ______ in a sentence?”
- Ask the student to translate a sentence using the new language items.
- Ask the student to translate a list of words that you will prepare during the lesson. These are words that the
student got wrong either in meaning or pronunciation.
- Provide the student with the words or phrases and ask them to give definitions to them.
- Provide a sentence with an error and ask the student to correct it. For example, say: 'She had vaguely recognized
the man before he had introduced himself.’ The student says: 'No, she had vaguely recognized the man before he
introduced himself.’ Repeat the exercise several times.
3. Praise the student for his or her efforts and for trying to learn the new material.
4. Ask the student if he or she has any questions about what was learned in class and provide answers and explanations.
Useful information
When examples of exercises and activities are given, you are provided with explanations for using these types of approaches.
This section summarizes these explanations.

The difference between warm-up vs. review (practice) vs. production

Warm-up:
● Purpose: to prepare students for the lesson, activate their prior knowledge, and engage them in the topic.
● Characteristics: Short, easy and often funny activities that mentally and emotionally prepare students for learning.
● Examples: quick games, icebreakers, short discussions, or revision of previously learned material.

Vocabulary/grammar review (practice):

● Purpose: To reinforce and practice specific vocabulary or grammar in a structured way.
● Characteristics: An activity in which students practice using target vocabulary or grammatical structures following
explicit instructions.
● Examples: Fill-in-the-blank exercises, matching exercises, or completing sentences.

Speaking productive activity:

● Purpose: To encourage learners to actively use language in meaningful contexts, usually in a communicative or
interactive way.
 ● Characteristics: Activities that focus on conversational skills, allowing learners to express themselves and participate in
conversation.
● Examples: role-playing, debates, discussions, storytelling, or problem-solving tasks.

To summarize, warm-up activities prepare the ground for learning, controlled vocabulary/grammar practices provide structured
practice with specific language elements, and productive speaking activities develop speaking skills through meaningful
interaction. Each serves a different purpose in the language learning process.

Serial-position effect

The beginning and end of information is better remembered, while the middle is less well absorbed. Take into account the
“serial-position effect.”
The serial-position effect is a human tendency to remember the first and last items in a series best, and those in the middle
worst.
Therefore, we start with a dynamic warm-up and end with an equally dynamic productive activity.
Emotional activities

Activities that evoke emotions, especially strong emotions such as laughter or shock, play an important role in the process of
memorizing information for several reasons:

1. They increase attention: When a person is emotionally involved in something, they pay more attention and concentrate
on it. This helps to retain information in the mind.
2. Stimulate brain activity: Emotional events can activate certain parts of the brain, which helps to better remember
information related to those emotions.
3. Increase emotional connectedness: When information is connected to emotions, it becomes more important to the
person, which contributes to better memorization.
4. Make information more accessible: Emotionally charged information can be easier to remember because it usually has a
strong emotional trace in the memory.
5. Promote memory consolidation: Emotionally charged events can contribute to more effective memory consolidation,
which helps to retain information for long-term memory.

Thus, emotions can be a powerful tool for improving the efficiency of memorizing information, so it is important to create an
emotionally rich environment during learning.
Music activities

Music can be a powerful tool to start a lesson for several reasons:

1. Music attracts attention and sets a positive tone for the lesson. It helps to engage students from the start, making them
more receptive to learning.
2. Listening to music can serve as a warm-up, helping learners transition from their previous activities or mindset to the
English learning environment.
3. Different types of music can create different moods or atmospheres. For example, upbeat songs can energize students,
while soothing melodies can help create a more focused learning environment.
Games

Board games

Most often, board games are used as a warm-up, which encourages students to think and interact with the English

language in a low-pressure environment before diving into more complex lesson material.

Board games can also have an effective impact on students' mood and engagement:

1. Interactive learning: Board games provide a hands-on, interactive learning experience that actively engages students in

the lesson. This active participation can increase motivation and interest in the topic being taught.

2. Fun and enjoyment: Board games are inherently enjoyable and can create a relaxed and fun atmosphere in the

classroom. This positive mood can increase students' overall enjoyment of the lesson and increase their willingness to

participate.

3. Competition and cooperation. Many board games include elements of competition or cooperation, which can promote

healthy competition or teamwork and collaboration. This competitive or cooperative aspect can add excitement to the

learning process and motivate students to actively participate.

 4. Diverse learning styles: Board games are suitable for a variety of learning styles, allowing students to learn through

visual, auditory, and kinesthetic means. This variety attracts a wider range of learners and can make the lesson more

engaging for everyone.

5. Critical Thinking and Problem Solving: Board games often require critical thinking, strategy, and problem-solving skills to

be successful. This intellectual challenge can stimulate students' minds and encourage them to think creatively and

analytically.

6. Immediate feedback: Board games provide instant feedback through the process of playing, allowing students to see

the consequences of their actions and learn from their mistakes in real time. This immediate feedback helps learners

reflect on their decisions and adjust their strategies accordingly, promoting deeper learning.

Of course, board games can also be a great way to end a lesson and engage students in a fun and interactive productive
activity. Here's how they can effectively influence students' moods and engagement:

1. Variety: Board games offer a break from traditional lesson formats, adding novelty and excitement to the learning
process. This change of pace can revitalize students' interest and enthusiasm, leading to a positive mood.
2. Competition: Many board games have an element of competition, whether against the game itself or against other
players (the teacher). Friendly competition can encourage students to actively participate and strive to do their best,
increasing engagement.
3. Problem solving: Board games often present players with challenges or obstacles that require strategic thinking and
problem-solving skills to overcome. Engaging in these mental exercises can stimulate cognitive processes and keep
students mentally engaged until the end of the lesson.
 4. A sense of achievement: Successfully completing a board game can give students a sense of achievement and
satisfaction, especially if the game is challenging. Celebrating small victories and milestones can boost students'
confidence and morale, leaving them feeling positive about their learning experience.
5. Intrinsic motivation: Board games influence students' intrinsic motivation to play and have fun, making them more willing
to actively participate and put in the effort. When students are genuinely interested in an activity, they are more likely to
stay engaged and focused until the end of the lesson.

Picture matching games

Games such as guessing something by combining two images can be useful as a warm-up to lessons in several ways:

1. Engagement: They grab students' attention and spark their interest right from the start of the lesson, making them more
receptive to learning.
2. Critical Thinking: Students must use deductive and critical thinking skills to analyze the combined pictures and come up
with possible answers or assumptions.
3. Creativity: Students may need to think creatively to combine two pictures and come up with creative explanations or
solutions.

In general, these games make the warm-up phase of the lesson more interactive, dynamic, and enjoyable, setting a positive
mood for the rest of the class.
Word chain

Why the Word chain game is useful:

1. Vocabulary building: it encourages learners to recall and use a variety of words related to a particular topic, thus
expanding their vocabulary.
2. Spontaneous speaking practice: Students have to think quickly and spontaneously to find words that match the given
criteria, providing valuable speaking practice.
3. Exciting and fun: “Word chain” is a lively and enjoyable game that can help students energize at the beginning of the
lesson, creating a positive learning environment.

Rhyme games

Incorporating rhyme-based exercises can be very beneficial for learners. Here are some key reasons why rhyming exercises
are beneficial:
1. Improves pronunciation and phonological awareness: Rhymes help learners to focus on the sounds of English, helping to
develop their pronunciation skills. They strengthen the recognition of sound patterns and phonemes, which is crucial for
reading and speaking skills.
2. Improves memory and recall: Rhyming words and phrases are easier to remember due to their rhythmicity and repetition.
This can help students memorize vocabulary, phrases, and sentence structures more effectively.
3. Expands vocabulary: Rhymes often introduce new vocabulary in a fun and memorable way.
 4. Promotes engagement and motivation: Rhymes tend to be engaging and enjoyable, making lessons more interesting and
less monotonous.

Scaffolding

Scaffolding is a teaching technique in which teachers provide temporary support and guidance to help students learn and
practice new concepts or skills that are initially beyond their current abilities. The term “scaffolding” comes from the idea of
creating a support structure similar to scaffolding used in construction to support workers while building a structure.

In education, scaffolding involves breaking down complex tasks into smaller, easier steps and providing support to
learners as they complete each step. This support can take many forms, such as providing hints, modeling problem-solving
strategies, offering feedback, or asking probing questions.

Scaffolding is important because it helps learners build on existing knowledge and skills while gradually developing new ones.
By providing the right level of support, scaffolding allows students to confidently tackle challenging tasks and ultimately
become independent learners.

By posing questions to students as a guide for completing an exercise, it serves as a form of scaffolding, giving them a
structure to follow as they complete the task. These questions help students think critically, organize their thoughts, and apply
their knowledge to solve problems or complete tasks. By breaking down the task into smaller steps and prompting students to
consider specific aspects, questions help structure the learning process, making the task more manageable and promoting
deeper understanding. As learners become more proficient, the level of scaffolding can be gradually reduced, allowing them to
gain more independence in their learning.
Here are five examples of scaffolding for Intermediate level students:
1. Modeling and Demonstration
Activity: Writing an Essay
Scaffolding: The teacher writes a sample essay, highlighting key components (introduction, body paragraphs, conclusion). The
teacher explains each part, shows how to construct sentences and paragraphs, and provides example sentences.
Goal: Students see a clear example and understand the structure and content required for their own writing.

2. Guided Practice with Gradual Release

Activity: Reading Comprehension
Scaffolding: The teacher starts by reading a passage aloud, modeling pronunciation and intonation. Then, they ask
comprehension questions, initially providing possible answers. Gradually, students are encouraged to read parts of the
passage and answer questions independently.
Goal: Students gain confidence in reading and understanding the text, first with support and then on their own.

3. Use of Visual Aids

Activity: Learning New Vocabulary
Scaffolding: The teacher introduces new vocabulary with pictures, real objects, or flashcards. For each word, the teacher
provides a definition, example sentence, and asks students to create their own sentences using the new words.
Goal: Visual aids help students associate new words with images, making it easier to remember and use them in context.

4. Question Prompts and Sentence Starters

Activity: Speaking Practice
Scaffolding: The teacher provides question prompts and sentence starters to help students begin their responses. For
example, "What do you think about...?" or "In my opinion, the best way to... is because..."
Goal: Students learn to construct their responses more easily and gain confidence in speaking.

5. Breaking Down Complex Tasks

Activity: Research Project
Scaffolding: The teacher breaks down the project into manageable steps: choosing a topic, finding sources, taking notes,
creating an outline, writing a draft, and revising. At each step, the teacher provides checklists, templates, or graphic organizers.
Goal: Students understand the process of completing a research project and can focus on one step at a time with clear
guidance.

These scaffolding techniques help Intermediate level students gradually build their skills and confidence, allowing them to
tackle more complex tasks independently over time.

Follow-up questions

The Teacher’s Book provides you with follow-up questions during almost every stage of the lesson. The reasons for this are:
1. Encourages Deeper Thinking: Follow-up questions prompt students to think more critically and deeply about the topic.
This helps them move beyond surface-level understanding to more nuanced and sophisticated responses.
2. Improves Speaking Fluency: Engaging in extended conversations through follow-up questions allows students to
practice speaking more naturally and fluently. This helps build their confidence and proficiency in using the language in
real-life situations.
3. Enhances Comprehension: By asking follow-up questions, teachers can check students’ understanding of the material.
This ensures that students are not just memorizing phrases but truly comprehending the content.
4. Builds Vocabulary and Grammar Skills: Follow-up questions often require students to use a variety of vocabulary and
grammatical structures. This practice helps reinforce their language skills and introduces them to new words and
sentence patterns.
5. Encourages Active Participation: Follow-up questions keep students engaged and involved in the lesson. They signal to
students that their opinions and thoughts are valued, encouraging them to participate more actively.
6. Provides Personalized Learning: Follow-up questions can be tailored to individual students' responses, making the
learning experience more relevant and personalized. This can help address specific areas where a student might be
struggling or need more practice.
7. Develops Critical Thinking and Communication Skills: Follow-up questions often require students to explain, justify, or
elaborate on their answers. This helps develop their critical thinking and communication skills, which are essential in
both language learning and broader contexts.
8. Creates a More Dynamic and Interactive Classroom: A lesson filled with follow-up questions becomes more dynamic and
interactive. It shifts the focus from a teacher-centered approach to a student-centered one, fostering a more engaging
and lively classroom environment.
9. Identifies and Clarifies Misunderstandings: Follow-up questions can help identify areas where students might have
misunderstandings or misconceptions. This allows the teacher to address and clarify these points immediately,
preventing the reinforcement of incorrect information.
10. Builds Rapport and Trust: Consistently asking follow-up questions shows students that their contributions are valued.
This helps build a positive relationship and trust between the teacher and students, which is essential for a conducive
learning environment.