TIME ZONES

LEVEL
2 nd EDITION 2
INSTRUCTOR GUIDE
Writers: Travis Murphy and Chris Kahler
Layout and Design: Jacqui Hutchinson
Project Manager: Briant Sarris

All images from the “Time Zones” program are reprinted with the permission of
National Geographic Learning

Copyright© 2016 Berlitz Languages, Inc.

The Berlitz Kids name and the Berlitz Kids logotype are registered
trademarks of Berlitz Investment Corporation.

All rights reserved. No part of this book may be reproduced or

transmitted in any form or by any means, electronic or mechanical,
including photocopying, recording or by any information storage and
retrieval system without permission in writing from the Publisher.
ISBN 978-1-62284-459-3

First Digital Edition – January 2016

Berlitz Languages, Inc.
7 Roszel Road
Princeton, NJ 08540
USA
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UNIT 1 PREVIEW SB: p.6-9

HW: p.4-6
LESSON 1
LANGUAGE FOCUS VF, Conv, LF

Goal Vocabulary Grammar Resources

Interviewing students about -- hobbies -- three times -- simple present board, paper,
their favorite hobbies -- like -- before -- like to... markers
-- often -- after -- How often...?
-- once -- weekdays
-- twice -- weekends

① OPENING Signpost: Tell students they will now listen to Maya

Greeting/Warm-up: Greet students naturally. and Stig talking about hobbies.
-- Ask: What does Maya like to do? (singing)
Write: name, age, like on the board.
-- Play CD 1 Track 2. Check answers.
-- Introduce yourself and ask students to introduce
Play again if necessary.
themselves.
-- Write your name and student names on the board for
Open books to p.8 – Language Focus A.
yourself and the students to reference in the lesson.
-- Real English: Model the language I’m good.
Warm-up: (Instructor)
-- Instructor asks a student if they want to try
∙∙ I: How are you today?
something unappealing. Write on the board:
Set the goal: Today we will be: Interviewing each other
∙∙ I: Do you want to taste the marker ink?
about our favorite hobbies. Customize accordingly.
∙∙ S: No thanks.
② PRESENTATION ∙∙Substitute I’m good for No thanks to practice.
Mind map: Write Hobbies on the board and prompt by -- In pairs, have students role play the dialogue aloud.
giving an example. Then have students offer several -- Switch roles and change the words in blue.
more suggestions. Praise students and ask them to close their books.
Referring to the mind map from earlier. Ask students:
③ PRACTICE ∙∙I: What do you like to do?
Open books to Preview A on p.6. Direct students to ∙∙S: I like to (play soccer).
the incomplete caption at the bottom of p.7. Check the
∙∙I: Do you like to (swim)?
answer.
(Answer: do sports, hobby, practicing) ∙∙S: Yes, I do. / No, I don’t.
-- After modeling ask students to ask each other (or
Preview B: Check that students understand the hobbies teacher).
in the word bank. Complete the sentences based on ∙∙S1: What do you like to do?
what they hear. ∙∙S2: I like to (surf ).
Play CD 1 Track 1. Students read answers 1-4 aloud. ∙∙S1: Do you like to (play volleyball)?
-- Refer to question 2 and ask: ∙∙S2: Yes, I do. / No, I don’t.
∙∙I: What does Daniel like to do? -- On the board draw two boxes side-by-side. On the left
∙∙S: He likes to collect comic books. write once, twice, three times, four times, five times.
-- Refer to question 3 and ask: On the right write a day, a week, a month, a year.

∙∙I: How often does Sara play tennis? once a day

∙∙S: She plays tennis twice a week. twice
a week
-- Praise students. Do NOT turn the page yet. three times
a month
four times
five times a year

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UNIT 1
LESSON 1 | PREVIEW/LANGUAGE FOCUS

-- Ask questions using the new grammar. Assist

students to respond as necessary. EXPANSION – PRESENTATION
∙∙I: How often do you brush your teeth? Preview A – p.6. Complete the caption and then briefly
∙∙I: How often do you come to Berlitz? discuss the picture.

-- After modeling have students ask each other ∙∙I: Have you tried motocross?
(or instructor). Prompt with ideas. ∙∙I: Would you like to try it? Why (not)?
∙∙I: Go to the movies.
∙∙S1: How often do you go to the movies? EXPANSION – PRACTICE
∙∙S2: I go to the movies once a month. Language Focus D – p.9

∙∙I: Go on vacation. -- Students ask the appropriate questions from

Language Focus C to complete the chart.
∙∙S2: How often do you go on vacation?
∙∙S1: What does Nadine do after school on
∙∙S3: I go on vacation once a year.
Wednesday?
-- Play CD 1 Track 3 and ask students repeat aloud.
∙∙S2: She plays volleyball after school on
Wednesday.
Open books to p.9 – Language Focus C.
∙∙Say: Ming and Nadine are talking about hobbies. EXPANSION – PERFORMANCE
-- Play CD 1 Track 4. Students take turns reading the Language Focus E – p.9
dialogue aloud.
-- Ask students to try and use hobbies they haven’t
-- Ask students to close their books. used in the lesson so far
∙∙S1: Do you like to (play baseball)?
④ PERFORMANCE ∙∙S2: No, I don’t. Do you like to (play tennis)?
Point to the lesson goal and say: Now we are going to ∙∙S1: Yes, I do.
interview students about their hobbies.
-- Write on the board: What? When? How often?
-- Tell the students now we are going to interview each
other about our hobbies.
-- After students interview each other (or the
instructor), have them report their partner’s hobbies
using the three questions above.
∙∙S1: Shaun likes to swim. He goes swimming twice
a week after work.

⑤ CLOSING
Give praise and feedback.
Confirm lesson goal: Great job! Now you can interview
classmates about their favorite hobbies.
Set and demonstrate homework by going over each
point to check understanding. (WB p.4-6)
∙∙I: To complete Language Focus A you need to
circle the correct word. Is this one ‘do’ or ‘does’?
∙∙S: Do.
∙∙I: Good. Do you understand?

-- Thank students and say good-bye.

-- Complete lesson record: 1 – 9 – LF

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UNIT 1 THE REAL WORLD SB: p.10-11 RW

HW: p.6 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Asking and answering -- days of the -- messy -- When do you...? board, paper,
questions about a usual week week -- task -- How often do you...? markers
-- dangerous

① OPENING -- On the board make a list of activities each student

Greeting/Warm-up: Greet students naturally. does. Under your name say and write:

∙∙I: How are you today? ∙∙I: Every week I work, swim, play video games,
watch TV, read and listen to music.
∙∙I: What are you doing after class?
-- Have students list 5 things they do every week from
Check homework interactively: (WB p.4-6)
Monday to Friday.
Go through each point and read the passages/
sentences aloud. Elicit corrections where necessary. -- Write the items in the students’ box. Do NOT erase as
you will need this for the Performance.
Review: WB Language Focus B. Students take turns
asking and answering the questions.
Ask students to open their books to
Set the goal: Today we will be: Asking and answering p.11 – Communication.
questions about a usual week. Customize accordingly.
-- Do NOT complete the Communication task as
suggested by filling in the schedule.
② PRESENTATION -- In pairs, read aloud the sentences in blue at the
Ask: What are the days of the week? bottom of the page.
Be sure that students:
-- Using the schedule on p.11 ask and answer more
-- can identify days out of sequence
questions in pairs using the target grammar.
Introduce messy.
∙∙S1: When do you do your homework?
∙∙I: Is your bedroom clean? Mine is messy. Does ∙∙S2: I do my homework on Friday afternoon.
messy mean clean or not clean?
∙∙S2: How often do you have English class?
∙∙S: It means not clean.
∙∙S1: I have English class twice a week. On Monday
Ask: How often do you clean your room? afternoon and Wednesday morning.
Write on the board: -- If time permits, turn to p.130 for additional practice.
# times a week, every day, every ____day

④ PERFORMANCE
Ask: How do you think a robot could help you?
Make a list. Point to the lesson goal and say: Now we are going to
ask and answer questions about our usual week.
-- Have students copy the schedule on p.11 on a blank
③ PRACTICE piece of paper. Make sure that each space is empty.
Open books to p.10 – The Real World. Ask students to
-- Using the information on the board students must fill
read paragraph about Chad Jenkins. Discuss. in the blank schedule by interviewing each other
∙∙I: How is the robot helping Chad in the picture? (or the instructor).
∙∙S: The robot is giving Chad a mug of coffee. ∙∙S1: When do you listen to music?
-- Complete The Real World A. Assist as needed. ∙∙S2: I listen to music every day before school.
-- Complete The Real World B. Play CD 1 Track 5. ∙∙S1: How often do you swim?
Replay if necessary. ∙∙S2: I swim twice a week on Tuesday and Thursday
-- Have students compare what Chad’s robot can do and after school.
the list they made earlier. -- Have students switch roles.
-- Praise students and ask them to close their books. -- Students present their partners’ schedules.
Signpost: Now we are going to talk about a usual
week.

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UNIT 1
LESSON 2 | THE REAL WORLD/COMMUNICATION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Great job! Now you can ask and Write on the board: 2045 Problem
answer questions about a usual week. Explain to students that this theory says that by the
Set and demonstrate homework by going over each year 2045 robots will have become so intelligent that
point to check understanding. (WB p.6) they will overtake humans. Some people believe that
robots may even destroy the human race.
∙∙I: Could you read the first sentence? Now look at
question 1. Is it true or false? -- Now ask and write on the board:
∙∙S: It's true. ∙∙I: Do you think this is possible? Why (not)?
Discuss.
∙∙I: Good. Please finish the rest for homework.

-- Complete lesson record: 1 – 11 – Comm EXPANSION – PRACTICE

Pronunciation – p.11. Books closed.
-- Thank students and say good-bye.
-- Say: Today we are going to look at the ‘to’ sound.
Write to on the board.
-- Books closed. Ask students to listen and repeat. Play
CD 1 Track 6.
-- Next have students write the sentences on a piece of
paper. Play audio again.
-- Elicit the natural sound of to and write it phonetically
on the board:
∙∙I: What do you like ta-do? (SR)
-- Students practice with the sentences they wrote.

Open books to p.11 – Pronunciation.

-- Pronunciation B. Play CD 1 Track 7.
(1. like to do; 2. like to play; 3. like to do; 4. like to eat;
5. like to cook)
-- Pronunciation C. Students take turns reading aloud.
Assist as needed.

EXPANSION – PERFORMANCE
Play Schedule Battle: Ask students to make another
blank schedule on a piece of paper. This time ask them
to make a fake schedule.
-- Each student must fill in 10 boxes on the schedule
using any activity on the board only once. Do NOT
show the other class members. Tell them that for
every correct guess they will each get one point.
∙∙S1: Do you swim after school on Friday?
∙∙S2: No, I don’t.
∙∙S2: Do you play tennis after school on Monday?
∙∙S1: Yes, I do.
(S1 = 0 points, S2 = 1 point)

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UNIT 1 READING SB: p.12-14

HW: p.7
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Describing a person you think is -- amazing -- followers -- simple present board, paper,
amazing -- famous -- inspire -- simple past markers

① OPENING Fluency: Students read the story on p.13 aloud.

Greeting/Warm-up: Greet students naturally. Do NOT assist with vocabulary yet.

∙∙I: How was your weekend? -- Praise students and ask them to turn to p.14.
Complete Comprehension A.
∙∙I: What are you doing after class?
-- Turn back to p.13. Elicit any words or phrases the
Check homework interactively: (WB p.6)
students are unfamiliar with.
Go through each point and read the passages/
sentences aloud. Elicit corrections where necessary. ∙∙I: What does the word recess mean in line 3?

Review: Ask students some questions from the -- After presenting please practice briefly to ensure
previous lesson focusing on the target grammar. understanding.

∙∙I: When do you…? ∙∙I: What time is recess at your school?

∙∙I: How often do you…? ∙∙S: Recess is from 10:15 to 10:30.

Set the goal: Today we will be: Describing a person you -- Turn to p.14 and complete Comprehension B.
think is amazing. Customize accordingly. Students present their answers aloud.
-- Read the question in Comprehension C. Discuss.

② PRESENTATION -- Praise students and ask them to close their books.

Books closed. Write the title on the board

Incredible Kids. Now draw a chart: ④ PERFORMANCE
Point to the lesson goal and say: Now we are going
1. Cecilia a. takes photos to give a short presentation on a person you think is
amazing.
2. Hawkeye b. plays drums
-- Ask students to describe their favorite star. Ask and
3. Malachi c. makes clothes write these three key questions on the board:
∙∙Who is he/she?
∙∙What does he/she do?
③ PRACTICE
-- Listening: Ask the students to listen to a story about ∙∙Why are they amazing?
these 3 incredible kids. Students must match each kid -- Give students 2-3 minutes to prepare. Assist as
to their hobby. Play CD 1 Track 8. needed.
-- Call on students to answer the question on the board. -- Have students present. Offer feedback as
∙∙S1: Hawkeye takes photos. appropriate.

-- Students open their books to p.12-13 – Reading. Look

at the pictures, read the captions and discuss briefly.
∙∙I: Do you like to sew?
∙∙I: Is Hawkeye younger than you imagined?
-- Complete Reading A and B.

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UNIT 1
LESSON 3 | READING/COMPREHENSION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Great job! Now you can describe Discussion – Famous child prodigies
a person you think is amazing. -- Write the names on the board and elicit what
Set and demonstrate homework by going over each students know about them. Offer some information
point to check understanding. (WB p.7-8) to amaze them.
∙∙I: Could you read the first two sentences. What ∙∙Mozart (learned to play the piano at 4, composed
are Dylan’s favorite school subjects? first piece at 5 and wrote first symphony at 8.)
∙∙S: Math and science. ∙∙Okita Soji (defeated a Kenjutsu (swordsmanship)
master by the time he was 12 years old.)
∙∙I: Good. Write them here in part B. Do you
understand? -- Students discuss any other child prodigies they know.

-- Complete lesson record: 1 – 14 – Comp EXPANSION – PRACTICE

-- Thank students and say good-bye. Grammar: Books closed. Tell the students to listen to
you read a paragraph from the story.
-- However, use beep to replace verbs. Students must
guess the missing words.
∙∙I: Hawkeye Huey “beep” (likes) to take photos. He
“beep” (started) his hobby when he was only 4.
Hawkeye “beep” (uses) an instant camera to take
photos.

EXPANSION – PERFORMANCE
Students present a description of a classmate from
their school they think is amazing.
-- Ask and write these three key questions on the board:
∙∙Who is he/she?
∙∙What does he/she do?
∙∙Why are they amazing?
-- Give students 3-5 minutes to prepare. Assist as
needed.
-- Have students present. Offer feedback as
appropriate.

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UNIT 1 DVD SB: p.12-14

HW: p.7
LESSON 4 ← Click to view video Reading
Be sure to check that your iPad can play the video BEFORE starting the lesson.

Goal Vocabulary Grammar Resources

Giving a presentation about -- interesting -- What kind of...? DVD player,

our hobbies -- unusual board, paper,
markers
-- unique

① OPENING Before you watch. Students read: How many different

Greeting/Warm-up: Greet students naturally. kinds of birds do you know? Discuss briefly.

∙∙I: How was school today? -- Ask students to read aloud the black box on the left -
About the Video.
∙∙I: What are you doing this weekend?
Check homework interactively: (WB p.7-8)
While you watch: Look at Part A. Ask students to read
Go through each point and read the passages/
aloud the question and answer choices.
sentences aloud. Elicit corrections where necessary.
-- Play DVD Unit 1 Bird Girl (subtitles OFF).
Review: Ask students to give a brief summary from the
last lesson. -- Call on students to read their answers aloud.

∙∙I: Who was the amazing person you spoke about ∙∙S: Mary Lou likes to watch birds, write about
in your last lesson? birds, and draw birds.

∙∙S: Lionel Messi. -- Look at Part B. Ask students to read aloud the True or
False questions.
∙∙I: What can you tell me about him?
-- Play DVD again (subtitles OFF).
Set the goal: Today we will be: Giving a presentation
about our hobbies. Customize accordingly. -- Note: If students have trouble play the DVD again
with the subtitles ON. Pause at the appropriate
section and replay the 10-15 second part until the
② PRESENTATION students can answer the question.
Review: Write on the board: Hobbies. Ask students to -- Call on students to read their answers aloud. (T,F,T,T)
list as many as possible. Erase.
∙∙S: Mary Lou became interested in birds at school
-- Now write on the board: Wh- Questions. Write as the is True.
students identify the six questions. Do NOT erase.
-- Ask students if they are able to correct the False
-- Call on students to offer an example of each. question. (parks or wildlife areas)
∙∙S1: What’s your name?
∙∙S2: Where do you live? After you watch: Students read the questions aloud
and discuss as a class.
∙∙S3: When is your birthday?
∙∙S1: Who is your favorite singer?
④ PERFORMANCE
∙∙S2: Why do you study English?
Point to the lesson goal and say: Now we are going to
∙∙S3: How old are you? give a presentation about our hobbies.
Refer to the Wh- Questions on the board and Say: Your
③ PRACTICE presentation must answer each of these questions.
Signpost. Say: We are going to watch a short DVD ∙∙What is your hobby?
without sound. Set question on the board:
∙∙When did you start?
∙∙I: What is the girl’s hobby?
∙∙Why did start?
-- Play DVD Unit 1 – Bird Girl (sound and subtitles OFF)
∙∙Where do you do your hobby?
-- Students answer the question. Ask: How could you
∙∙Who do you do your hobby with?
guess? Briefly discuss.
∙∙How often do you do your hobby?
Signpost: Open books to p.15 – Video. Ask students to -- Give students 2-3 minutes to prepare. Assist as
read the title, Bird Girl. needed.
-- Have students present. Offer feedback as
appropriate.

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UNIT 1
LESSON 4 | DVD

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Great job! Now you can give a Part A – p.15. Books closed.
presentation about your hobby. Say: We are going to watch the DVD again without
Set and demonstrate homework by going over each sound. Write on the board:
point to check understanding. (WB p.8) She likes to…
∙∙I: Look at these punctuation tips. Could you read 1 Watch birds
for me?
2 Keep pet birds
∙∙S: (Student reads)
3 Write about birds
∙∙I: In Part A you need to write about your hobbies
4 Draw birds
or interests following this guide.
5 Make songs about birds
-- Complete lesson record: 1 – 15 – DVD
Ask: Which things does she like to do?
-- Thank students and say good-bye.
-- Play DVD Unit 1 Bird Girl (sound and subtitles OFF)
-- Ask students to share their answers and debate any
differences with their classmates.
-- Note: Students will confirm answers during the
practice phase.

EXPANSION – PRACTICE
News Reporter:
Say: Today you are going to be a news reporter and
present the story.
-- Practice. Students follow the audio and subtitles and
read aloud.
-- Play DVD Unit 1 Bird Girl (sound and subtitles ON).
-- Perform. Now students try again, this time without
the audio.
-- Play DVD Unit 1 Bird Girl (sound OFF, subtitles ON).
-- Note: For groups assign a section each or take turns
from clip to clip.

EXPANSION – PRACTICE
Report: During the Performance students must take
notes of their partners' presentations.
-- Students now present their partners’ hobbies to the
class.
∙∙S1: Nick likes to play soccer. He started when he
was 5. His started because his dad plays soccer.
He plays at school with his friends. He plays soccer
every day.
-- Partner confirms the information is correct and switch
roles.

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UNIT 2 PREVIEW SB: p.16-19

HW: p.9-11
LESSON 1
LANGUAGE FOCUS VF, Conv, LF

Goal Vocabulary Grammar Resources

Describing your new English -- man -- braces -- do/does board, paper,

teacher to a friend -- lady -- freckles -- simple present ‘to be’ (affirmative) markers
-- have/has
-- adjectives of appearance

① OPENING Signpost: Elicit some basic grammar from the students

Greeting/Warm-up: Greet students naturally. with some questions.

∙∙I: How was your weekend? -- Write the words in bold below the chart above.
(Do/Does, Am/Are/Is, Have/Has)
∙∙I: Do you have any plans today?
∙∙What do you/they look like?
Check homework interactively: (WB p.8)
Go through each point and read the passages/ ∙∙What does he/she look like?
sentences aloud. Elicit corrections where necessary. ∙∙I am…, They are…, He/She is…
Review: After reading Writing A from the WB (above) ∙∙I/They have…, He/She has…
discuss briefly. -- Ask students to ask each other (or instructor) about
Set the goal: Today we will be: Describing our new their own appearance.
English teacher to a friend. Customize accordingly. ∙∙S1: What do you look like?
∙∙S2: I am short. I have long, black hair and brown
② PRESENTATION eyes.
Books closed: On the board draw a box with three -- Continue until students are comfortable describing
columns to describe hair. Label these columns length, themselves.
style and color. Elicit examples of adjectives that could
be included. Signpost: Tell students they will now listen to Nadine
-- Draw another column for eye color again eliciting and Ming talking about their friend, Emily.
examples. -- Ask: What does Emily look like?
-- Finally, draw another column for height. Once again -- Play CD 1 Track 10. Check answers. Play again if
complete the column interactively. necessary.
-- The final chart should look something like this: -- Signpost: Ask students to turn to p.18 – Language
Focus A.
Hair Eyes Height -- In pairs, have students role play the dialogue aloud.
Length Style Color Color -- Switch roles and change the words in blue.
-- Play CD 1 Track 11. Together repeat aloud the
long straight black brown tall
examples (pause audio after each statement).
short wavy brown blue short
-- Complete Language Focus C and D interactively (Do
shoulder curly blond green medium NOT do part E).
length spiky red hazel height
-- Note: Use Language Focus D as a model for the
bald gray Performance below.

③ PRACTICE
Signpost: Open books to p.16. Ask students to
complete Preview A and B (Do NOT do part C).
-- Ask students to read their answers aloud.
-- Praise students and ask them to close their books.

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UNIT 2
LESSON 1 | PREVIEW/LANGUAGE FOCUS

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
describe our new English teacher. Books closed. After presenting the hair, eye and height
-- Open books to p.17. Students choose one “teacher” chart complete Preview A.
from the picture without saying who it is. Ask them to -- Ask students to listen and repeat each sentence.
describe this “teacher” to their partner. To complete
-- Play CD 1 Track 9 (pause audio after each statement).
the task successfully the partner must select the
correct picture. ∙∙S1: Person A has short, red hair.
∙∙S1: Hey, I have a new English teacher.
∙∙S2: Really? What does the teacher look like? EXPANSION – PRACTICE
Complete Language Focus B. Students use their own
∙∙S1: Well, she is short. She has long, blond hair, and
ideas to replace the words in blue.
blue eyes.
∙∙S1: Ming, I’m at the baseball game now.
∙∙S2: Oh, I see her. Is she the teacher in picture 8?
Where are you?
-- Offer praise and feedback. Switch roles and perform
∙∙S2: Sorry…
again.
∙∙S1: Emily? …
-- Repeat as often as time permits.
∙∙S2: She has long, brown hair and hazel eyes.

⑤ CLOSING
EXPANSION – PERFORMANCE
Give praise and feedback.
Complete Language Focus E. Students describe a
Confirm lesson goal: Great job! Now you can describe famous person to their partner. Partners must guess
your new English teacher to a friend. the famous person. Prompt students by having them
Set and demonstrate homework by briefly going over perform the example in the blue boxes.
each homework point to check understanding. OR
(WB p.9-11)
Ask students to describe their real English teacher
∙∙I: Look at Conversation. Could you read the first from school.
sentence? Which one is next?
∙∙S: Is it ‘G’?
∙∙I: Yes. Please finish the rest for homework.

-- Complete lesson record: 2 – 19 – LF

-- Thank students and say good-bye.

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UNIT 2 THE REAL WORLD SB: p.20-21

HW: p.11 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Improving your brain power -- brain -- physical -- do/does board, paper,

through games -- invention appearance -- simple present ‘to be’ (affirmative) markers
-- healthier -- facial -- have/has
expressions -- adjectives of appearance

① OPENING -- Now ask students to practice with a partner.

Greeting/Warm-up: Greet students naturally. ∙∙S1: Are you tall?
∙∙I: How was school today? ∙∙S2: Yes, I am./No, I’m not.
∙∙I: What are you doing after class? ∙∙S2: Do you have black hair?
Check homework interactively: (WB p.9-11) ∙∙S3: Yes, I do./No, I don’t.
Go through each point and read the passages/ -- Signpost: Ask students to open their books to
sentences aloud. Elicit corrections where necessary. p.17 (from the previous lesson) practice by asking
Review: Ask students to describe what they look like. questions while pointing to different people.
Set the goal: Today we will be: Improving your brain ∙∙S1: Is he old? (while pointing to person #12)
power through games. Customize accordingly. ∙∙S2: Yes, he is.
∙∙S2: Does she have blond hair? (while pointing to
② PRESENTATION person #6)
Prompt students with a few questions on the topic: ∙∙S3: No, she doesn’t.
∙∙I: What do you do to improve your brain power? -- Practice until students are comfortable using the
Do you think technology can help us improve our grammar.
brain power? Why (not)? Discuss briefly.

④ PERFORMANCE
③ PRACTICE
Point to the lesson goal and say: Now we are going
Open books to p.20. Ask students to complete The
play a game to improve our brain power.
Real World A. Assist with vocabulary as needed.
∙∙I: Is a chocolate bar healthier than an apple? -- Open books to p.21 and complete the Communication
activity (found on p.130).
∙∙S: No, an apple is healthier than a chocolate bar.
-- Note: Students can’t use He/she questions. All
-- Ask students to complete The Real World B. Read
questions must be as demonstrated in the book.
aloud the T/F questions before listening to the audio.
∙∙Does the person…?
-- Play CD 1 Track 13. Replay if necessary.
∙∙Is the person…?
-- Ask students to read aloud the questions again with
their answers. -- Offer praise and feedback. Switch roles and perform
again.
-- Read the Critical Thinking question. Discuss.
-- If students finish quickly ask them to turn back to
-- Praise students and ask them to close their books.
p.21 and repeat.

Language: Elicit today’s target grammar with some

questions about the students:

Simple present (to be) Do/Does & Have/Has

I: Are you tall? I: Do you have blond hair?

S1: Yes, I am. S1: No, I don’t. I have black hair.
I: Is she old? I: Does he have green eyes?
S2: No, she isn’t. S2: No, he doesn’t. He has blue
eyes.

-- Note: If students have trouble turn to p.136 Look Like

to reinforce.
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UNIT 2
LESSON 2 | THE REAL WORLD/COMMUNICATION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Great job! Now you can improve Ask: Do you like to play games? What kind of games?
your brain power through games. Discuss.
Set and demonstrate homework by briefly going over Ask: Do you think these games improve your brain
each homework point to check understanding. power? How? Discuss.
(WB p.11) Ask: What kind of games do you think are best for
∙∙I: Can you read the first two sentences. Which improving brain power? Discuss. (e.g. cards, board
word goes in number 1? games)
∙∙S: Brain?
∙∙I: That’s right. Please finish the rest for homework. EXPANSION – PRACTICE
Pronunciation – p.21. Books closed.
-- Thank students and say good-bye. Say: Today we are going to look at the sounds
-- Complete lesson record: 2 – 21 – Comm B, G, R, and L. Write them on the board.
-- Books closed. Read the following six words. Students
repeat.
∙∙1. blue 2. brown 3. glasses 4. gray
-- Now ask students to write the words on a piece of
paper. Read again.
-- Elicit the four consonant blends with B, G, R, and L for
today. (bl, br, gl, gr)
-- Open books to p.21 – Pronunciation A. Ask students
to listen and repeat. Play CD 1 Track 14.
-- Pronunciation B. Play CD 1 Track 15.
(1. gr; 2. bl; 3. gl; 4. br; 5. bl; 6. gr; 7. br; 8. gr)
-- Pronunciation C. After practicing ask students to give
an example of each word in a sentence.

EXPANSION – PERFORMANCE
Play Guess Who?
Use the Berlitz Illustration book. Choose a page with
lots of people and play.
∙∙S1: Is your person tall?
∙∙S2: No, they aren’t.
∙∙S1: Does the person have short, black hair?
∙∙S2: Yes, they do.
∙∙S1: Is it this person? (Point to character in IB.)
∙∙S2: Yes, it is.

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UNIT 2 READING SB: p.22-24

HW: p.12
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Talking about first impressions -- smart -- based on -- He/she looks… board, paper,
-- survey -- adjective markers
-- leaders opposites

① OPENING Fluency: Ask students to read the story on p.23 aloud.

Greeting/Warm-up: Greet students naturally. Do NOT assist with vocabulary yet.

∙∙I: What did you do today? -- Ask students to turn to p.24. Now complete
Comprehension A.
∙∙I: Do you have any plans for tomorrow?
-- Turn back to p.23. Elicit any words or phrases the
Check homework interactively: (WB p.11)
students are unfamiliar with.
Go through each point and read the passages/
sentences aloud. Elicit corrections where necessary. ∙∙I: What does ‘based on’ mean in line 15?

Review: Ask students some questions from the -- After presenting please practice briefly to ensure
previous lesson using the target grammar. understanding.

∙∙I: Are you tall? ∙∙I: What did you base your first impression of
Cory on?
∙∙I: Do you have long, black hair?
∙∙S: I based it on his clothes.
Set the goal: Today we will be: Talking about first
impressions. Customize accordingly. -- Turn back to p.24 and complete Comprehension B.
-- Ask students to read each point aloud and work
together to match them. (1. c; 2. a; 3. b)
② PRESENTATION
-- Students read aloud each answer in full.
Books closed. Write the title on the board First
Impressions. Ask: -- Ask students to close their books.

∙∙I: What does ‘first impressions’ mean? (What you

think about something the first time you see it.) ④ PERFORMANCE
-- Have students give a few first impressions of people Point to the lesson goal and say: Now we are going to
from the Illustration Book. talk about first impressions.
-- Draw the following chart on the board: -- Read the question in Comprehension C. Students
must answer 3 basic questions in their presentation.
(Assist as needed)
1. wears glasses a. a good leader
∙∙Who was he/she?
2. tall b. look smart
∙∙What was their first impression of him/her?
∙∙How/Why did that impression change?
③ PRACTICE -- Give students 2-3 minutes to prepare.
Listening. Say: We are going to listen to a story about -- Students present to the class.
first impressions.
-- Offer praise and feedback.
-- Ask students to match each feature to its impression
on the board. -- Repeat if time allows.

-- Play CD 1 Track 16.

-- Call on students to answer the question on the board.
∙∙S1: People who wear glasses look smart.
-- Ask students to open their books to p.22-23.
-- Complete Reading A and B. Prompt students as
necessary.
∙∙I: Does Cory look smart?
∙∙I: Do the children look friendly?

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UNIT 2
LESSON 3 | READING/COMPREHENSION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Great job! Now you can talk First Impressions: Students look at various pictures of
about first impressions. people from throughout the text (p.17,21,130, etc.).
Set and demonstrate homework by briefly going over -- Students secretly choose a person and give their first
each homework point to check understanding. impressions.
(WB p.12) -- Partners must find the person in the photo.
∙∙I: Could you read the first paragraph. Can you -- Students switch roles.
answer question 1 for me?
∙∙S: B. Look almost the same? EXPANSION – PRACTICE
∙∙I: Very good. Please finish the rest for homework. Mirroring: Ask students to read along with the audio.
Play CD 1 Track 16.
-- Complete lesson record: 2 – 24 – Comp
-- Thank students and say good-bye. EXPANSION – PERFORMANCE
Ask: What first impression do others have of you? Why
do they think others have this impression? Would you
like to change it? How? Discuss.

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UNIT 2 DVD SB: p.25

HW: p.13
LESSON 4 ← Click to view video Writing
Be sure to check that your iPad can play the video BEFORE starting the lesson.

Goal Vocabulary Grammar Resources

Describing your family members -- facial hair -- goatee -- Do/does DVD player,
-- beard -- stubble -- Adjectives board, paper,
markers
-- mustache

① OPENING -- Play DVD again (subtitles OFF).

Greeting/Warm-up: Greet students naturally. -- Note: If students have trouble, play the DVD again
∙∙I: How was school today? with the subtitles ON. Pause at the appropriate
section and replay the 10-15 second part until the
∙∙I: Do you have any plans today?
students can answer the question.
Check homework interactively: (WB p.12)
-- Call on students to read their answers aloud.
Go through each point and read the passages/
(1. year; 2. brown; 3. curly; 4. long red)
sentences aloud. Elicit corrections where necessary.
∙∙S1: The competition takes place every year.
Review: Choose any picture of a person and ask
students to give you their first impression.
After you watch: Ask students to read aloud the
Set the goal: Today we will be: Describing our family
question before answering and discussing briefly.
members. Customize accordingly.
-- Ask students to close their books.

② PRESENTATION
④ PERFORMANCE
Say: We have hair on our heads and bodies. We call
hair on the face, facial hair. (SR) Point to the lesson goal and say: Now we are going to
Mind map: Start with Facial hair in the middle. Draw describe our family members.
circles around it. -- Set and write the two key questions on the board:
Ask: What kind of facial hair do you know? Add a ∙∙I: Do you have any brothers or sisters?
mustache. Do NOT label the names. Call on students to
∙∙I: What does your (mother) look like?
draw different kinds of facial hair they have seen.
-- Students perform the conversation.
③ PRACTICE ∙∙S1: What does your father look like?
Signpost: Open books to p.25 – Video. Ask students to ∙∙S2: He is medium height. He has short, black hair
read the title – Great Facial Hair. and brown eyes.
-- Ask students to read the black box on the left - ∙∙S1: Do you have any brothers or sisters?
About the Video.
∙∙S2: Yes, I have one younger sister.
Before you watch: Read the question and complete
∙∙S1: What does she look like?
interactively. Ask students to guess before assisting.
∙∙S2: She is short. She has long, blond hair and
-- Students read their answers aloud.
green eyes.
(1. dali; 2. toothbrush; 3. musketeer; 4. pencil;
5. full beard) -- Offer praise and feedback. Students switch roles.

While you watch: Look at Part A. Ask students to read

the question aloud.
-- Play DVD Unit 2 Great Facial Hair (subtitles OFF).
-- Call on students to read their answers aloud.
∙∙S1: I saw a dali, musketeer, and a full beard.
-- Look at Part B. Ask students to read aloud the four
multiple choice questions.

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UNIT 2
LESSON 4 | DVD

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Great job! Now you can describe Tell students that they are going to watch a clip without
your family members. sound (or subtitles). Set question on the board:
Set and demonstrate homework by briefly going over ∙∙I: What kind of competition is this?
each homework point to check understanding. -- Play DVD Unit 2 – Great Facial Hair.
(WB p.13)
-- Students share their answers with reasons.
∙∙I: Look at Part B. Could you read the question for
me? Now let’s read a little.
EXPANSION – PRACTICE
∙∙S: Hi! I’m Rio. Let me tell you about my friend.
After you watch: After answering the initial questions
∙∙I: Good. Do you understand what you need to do? expand on the discussion a little.
∙∙I: Do you like facial hair?
-- Thank students and say good-bye.
∙∙I: Which style of facial hair do you like the most/
-- Complete lesson record: 2 – 25 – DVD least?
∙∙I: (Boys) Which style of facial hair would you like
to grow?
∙∙I: Do you think your impression is different of
people with facial hair?
∙∙I: Can you think of any famous people who have
facial hair?

EXPANSION – PERFORMANCE
Review game: Give students a piece of paper. Ask
them to draw a picture of a face with one of the styles
of facial hair presented during the lesson.
Do NOT show the other students.
-- Now take turns guessing each students style of
facial hair.
∙∙S1: Does your man have a dali mustache?
∙∙S2: No, he doesn’t.
∙∙S3: Does your man have a full beard?
∙∙S2: No, he doesn’t.
∙∙S1: Does your man have a musketeer?
∙∙S2: Yes, he does. (students shows others the
picture they selected)
-- Vote on whose was the best or funniest.

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UNIT 3 PREVIEW SB: p.26-29

HW: p.14-16
LESSON 1
LANGUAGE FOCUS VF, Conv, LF

Goal Vocabulary Grammar Resources

Talking about shopping -- clothing -- ...ago -- simple past (irregular verbs) board, paper,
-- bought -- recently -- that/those markers
-- last... -- just -- time expressions

① OPENING
Greeting/Warm-up: Greet students naturally. night
∙∙I: How was school today?
When Last... + weekend
∙∙I: What are you doing after class today?
Review: Writing A from the WB year, etc.

-- Students cover their page and ask yes/no questions Three days
about the three people in order to guess their height,
hair color, and eye color. How long A week +...ago.

∙∙S1: Does your friend have black hair? Six months, etc.
∙∙S2: Yes, he/she does.
∙∙S1: Does your friend have blue eyes?
∙∙S2: No, he/she doesn’t. ③ PRACTICE
Check homework interactively: (WB p.13) Signpost: Ask students to open their books to p.26
Go through each point and read the passages/ Preview A.
sentences aloud. Elicit corrections where necessary. -- Have students read the clothing items aloud before
Set the goal: Today we will be: Talking about shopping. listening
Customize accordingly. -- Play CD 1 Track 17 and complete the task.
(1. jacket; 2. watch; 3. skirt; 4. shoes; 5. dress;
② PRESENTATION 6. glasses; 7. t-shirt; 8. pants)

Ask students some questions about clothes and -- Have students ask and answer the questions aloud
shopping: ∙∙S1: What was number 1?
∙∙I: What kind of clothes do you like to wear? ∙∙S2: Number 1 was a jacket.
∙∙I: Where do you like to go shopping? Why? Discuss (Repeat for all numbers)

Introduce: recently. Choose a new looking item the

student is wearing and ask: Complete Preview B

∙∙I: Is that a new shirt? -- Write the items under the correct category.

∙∙S: Yes, it is. -- Ask students to add one or two of their own ideas.
Assist as necessary.
∙∙I: When did you buy it?
-- Have students describe some of these items in the
∙∙S: I bought it yesterday.
picture.
∙∙I: So you bought it recently.
∙∙I: This girl is wearing a black jacket. (SR)
∙∙I: I bought it recently (SR)
∙∙S1: This boy is wearing brown shoes.
Introduce last/ago: Draw the following chart on the
∙∙S2: This girl is carrying a pink bag.
board. Elicit examples of words that could go under the
category of When and How Long: -- Have students close their books

Signpost: Tell students they will now listen to Maya

and Nadine talk about clothes. Ask:
∙∙What is Maya going to wear?
∙∙What’s wrong with her choice?

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UNIT 3
LESSON 1 | PREVIEW/LANGUAGE FOCUS

-- Play CD 1 Track 18. Check answers. Play again if

necessary.
EXPANSION – PRESENTATION
-- Signpost: Ask students to turn to p.28 – Language Preview A – p.26
Focus A.
-- Ask these questions before listening to each track
-- In pairs, have students role play the dialogue aloud.
1 When did he buy the jacket?
-- Switch roles and change the words in blue.
2 Who gave her the watch?
-- Complete Language Focus C as a class. Students read
3 Does Lisa often wear skirts?
aloud when finished and answer the three questions.
4 When did she buy her shoes?
-- Complete Language Focus D individually. Students
then listen to check their answers. 5 When did she buy her dress?
-- Play CD 1 Track 20 and students read the dialogue 6 Where are her glasses?
aloud. 7 What color is his favorite t-shirt?
-- Do NOT do Language Focus E. 8 What color are Carl’s pants?
-- Play CD 1 Track 17. Pause after each track to allow
④ PERFORMANCE students to present their answer
Point to the lesson goal and say: Now we are going to
interview each other about our clothes. EXPANSION – PRACTICE
-- Write on the board: Grammar: Elicit some countable/uncountable
grammar associated with shopping
∙∙I like your (clothing).
∙∙Did you buy it/them recently? (1) skirt, shirt, dress, (2+) shoes, jeans, shorts,
jacket etc gloves etc
-- Have students use this question to interview each
other: this/that these/those
∙∙S1: I like your sweater. Did you buy it recently?
Is it old? Are they new?
∙∙S2: Yes, I bought it last week. I like your shoes.
Did you buy them recently? I bought it last week. I bought them a month ago.

∙∙S3: No, I bought them a year ago. This one was cheap. These (ones) were
-- Have students summarize their findings. expensive.

∙∙S1: Tom bought his sweater last week.

-- Language Focus D – p.29
∙∙S2: Sarah bought her shoes a year ago.
-- Have students practice by reading aloud in pairs
-- Offer praise and feedback. changing the clothing items.
-- Note: For stronger students, encourage them to use ∙∙Dad: Okay. How about these green pants?
BOOST to expand upon their responses.
∙∙Paula: Mom gave them to me last summer, but I
∙∙S2: Yes, I bought it last week at a department tore them a week ago!
store in the city. It was on sale.

EXPANSION – PERFORMANCE
⑤ CLOSING Complete Language Focus E – p.29
Give praise and feedback. Play a chain game: Explain the rules to the class:
Confirm lesson goal: Great job! Now you can talk Students can use their imagination. Sentences do not
about shopping. have to be real. Students must build on their partners’
Set and demonstrate homework by briefly going over sentences. If a student makes an error they are out.
each homework point to check understanding. The last student remaining is the winner .
(WB p.14-16) Instructor starts:
∙∙I: Look at Language Focus A. What word goes in ∙∙I: I bought a blue jacket one week ago.
the first line here? ∙∙S1: John bought a blue jacket one week ago. I
∙∙S: Recently. bought black shoes last month.
∙∙I: That's correct. Please finish the rest for ∙∙S2: John bought a blue jacket one week ago.
homework. Nancy bought black shoes last month. I bought a
-- Thank students and say good-bye. purple scarf three months ago.

-- Complete lesson record: 3 – 29 – LF

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UNIT 3 THE REAL WORLD SB: p.30-31

HW: p.16
LESSON 2
COMMUNICATION RW

Goal Vocabulary Grammar Resources

Describing a school uniform -- uniform -- I wear… because… board, paper,

-- neckband markers
-- breeches

① OPENING Signpost: Ask students to look at p.30 – The Real

Greeting/Warm-up: Greet students naturally. World

∙∙I: How was your weekend? -- Ask students to read aloud the title and the preview.

∙∙I: What are you doing after class? -- Complete The Real World A individually and ask
students to read their answers.
Check homework interactively: (WB p.14-16)
Go through each point and read the passages/ ∙∙S1: Number 1 is a coat.
sentences aloud. Elicit corrections where necessary. ∙∙S2: Number 3 is socks.
Review: (last/ago) Ask questions about what the -- Ask students to identify any other clothing items they
students are wearing. can see in the picture.
∙∙I: Did you buy your glasses recently? ∙∙S1: I can see shoes.
∙∙S: No, I bought them last year. ∙∙S2: I can see a belt.
Set the goal: Today we will be: Describing a school
uniform. Customize accordingly. Complete The Real World B.
-- Read questions aloud before listening to the audio.
② PRESENTATION -- Play CD 1 Track 21. Replay if necessary
Ask: Does your school have a uniform? What does -- Ask students to read aloud the questions again with
the uniform have? (i.e. tie or no tie, dress shirt or polo their answers. (Answers: 1. old 2. silver buttons 3.
shirts, etc.) blue coat 4. don’t want)
If no one wears a uniform, ask how students dress for -- Ask:
gym/PE class). ∙∙What do you think of the Christ’s Hospital
-- Alternatively, write dress code on the board. uniform?
-- Ask: Does your school have rules about what you can ∙∙Would you like to wear it? Why (not)? Discuss.
or can't wear? What are some of those rules? Have -- Note: Do NOT read the Critical Thinking question
them write their answers on the board.
-- Ask students to close their books.
Elicit vocabulary to describe specifics about their
school dress code (e.g. ripped, clean, pressed, logos/
brand names, prints on shirts, shoes, skirt length, etc.) ④ PERFORMANCE
Keep the list on the board. Point to the lesson goal and say: Now we are going to
describe a school uniform.
-- Write these three questions on the board:
③ PRACTICE
∙∙Is your uniform old or new?
Signpost: Let’s play a game.
∙∙What do you wear?
Go to Communication on p.31
-- Tell students to find someone who bought the ∙∙Would you like to change it? Why (not)?
clothing items on the left. They then must write their -- Give students 2-3 minutes to prepare. Assist as
name and when they bought it under the headings. needed.
-- Ask students to present their results to the class. -- Instructor gives a demonstration.
∙∙S1: Kai bought a t-shirt 2 weeks ago. ∙∙I: My uniform is new. I wear a green jacket, white
Anna bought a dress last month. shirt, green shorts, and black shoes. I’d like to
-- Now refer to the clothing items and ask: change my uniform as I don’t like green. I’d like it
to be blue.
∙∙I: Are any of these items part of your school
uniform? Which ones?

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UNIT 3
LESSON 2 | THE REAL WORLD/COMMUNICATION

-- Students present to the class.

-- Offer praise and feedback. Repeat if time allows. EXPANSION – PRACTICE
The Real World B – p.30
⑤ CLOSING -- Write: the following questions on the board before
Give praise and feedback. listening:

Confirm lesson goal: Great job! Now you can describe 1 Where is the school in England?
a school uniform. 2 How old is the uniform?
Set and demonstrate homework by briefly going over 3 Do students pay for their uniforms?
each homework point to check understanding. 4 How are the boys’ and girls’ uniforms different?
(WB p.16)
5 What do people call the school?
∙∙I: Take a look at this question. Why is it good to
6 What percent of students like the uniform?
wear a school uniform?
-- Play CD 1 Track 21.
∙∙S: Because I don’t have to decide what to wear
every day. -- Students listen and answer the questions. Play again
if necessary.
∙∙I: Good. Why do some students prefer not to wear
one? -- Students read the questions and answers aloud
(1. Sussex; 2. 460 years; 3. No; 4. Boys wear breeches
∙∙S: Because they are ugly.
and girls wear skirts; 5. The Blue Coat School; 6. 95%)
∙∙I: That’s true. Please read the article and write 3
reasons for each for homework.
EXPANSION – PERFORMANCE
Ask students to design the ultimate school uniform.
-- Complete lesson record: 3 – 31 – Comm
-- Think of these questions:
-- Thank students and say good-bye.
∙∙What would it look like?
∙∙What color/s would it be?
EXPANSION – PRESENTATION
∙∙What would be its distinguishing feature?
Pronunciation – p.31. Books closed.
∙∙Would you have different uniforms for boys
-- Say: Today we are going to look at the letter S with
and girls?
other consonant sounds.
∙∙Would you have different uniforms for
-- Books closed. Read the following six words. Students
summer/winter?
repeat
-- Give 3-5 minutes to come up with their ideas/designs.
∙∙1. Small 2. Sneakers 3. Sweater 4. Skirt
5. Sleeve 6. Style -- Students present their ideas to the class.
-- Now ask students to write the words on a piece of -- Have a short Q & A after each presentation.
paper. Read again. -- Students debate and select the best design as a
-- Elicit the six consonant blends with S for today. group.
(sm, sn, sw, sk, sl, st)

Open books to p.31 – Pronunciation A

-- Ask students to listen and repeat.
-- Play CD 1 Track 22
Pronunciation B
-- Play CD 1 Track 23
(1. sk; 2. sm; 3. st; 4. sn; 5. sl; 6. sw)
Pronunciation C
-- Ask students to give an example of each word in a
sentence.

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UNIT 3 READING SB: p.32-34

HW: p.17
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Describing unusual types of art -- art -- bomb -- Wh- questions (review) board, paper,
-- yarn -- knitting markers

① OPENING Fluency: Ask students to read the story on p.33 aloud.

Greeting/Warm-up: Greet students naturally. Do NOT assist with vocabulary yet.

∙∙I: How was school today? -- Praise students and ask them to turn to p.34.
Complete Comprehension A.
∙∙I: What did you do last weekend?
-- Turn back to p.33. Elicit any unfamiliar words or
Check homework interactively: (WB p.16)
phrases.
Go through each point and read the passages/
sentences aloud. Elicit corrections where necessary. ∙∙I: What does “scarves” mean in line 1?

Review: Discuss the article from the homework. -- After presenting, ask some questions to confirm the
(WB p.16) meaning.

∙∙I: Do you agree that school uniforms help ∙∙I: Do you wear a scarf in summer?
students' focus? Why (not)? ∙∙S: No, I only wear a scarf in winter.
∙∙I: Do you think that school uniforms make -- Turn back to p.34. Complete Comprehension B
students less creative? Why (not)? interactively. Assist as needed.
Set the goal: Today we will be: Describing unusual -- Students present their answers.
types of art. Customize accordingly. -- Complete Comprehension C. Ask:
∙∙I: Do you think yarn bombing is a form of art?
② PRESENTATION Why (not)?
Books closed: Write the title on the board: Yarn Bomb ∙∙I: Would you like to see yarn bombs in your city?
-- Ask: Why (not)?

∙∙I: What does ‘yarn’ mean? (Spun thread used for -- Ask students to close their books.
knitting, weaving or sewing e.g. wool)
∙∙I: What does ‘bomb’ mean? (A container filled ④ PERFORMANCE
with explosives or other destructive substances) Point to the lesson goal and say: Now we are going to
-- Now ask: give a presentation about yarn bombing.
∙∙I: What do you think we are going to see today? -- Tell students that they want to hold a yarn bomb
Why? project at their school.
(Do NOT give them the answer) -- However, the teachers and students know nothing
about yarn bombing.
③ PRACTICE -- Their presentation should answer two key questions:
Listening: Now tell the students that we are going to ∙∙What is yarn bombing?
listen to a story about yarn bombing.
∙∙Why should our school should have a yarn bomb
-- Pre-listening question: project.
∙∙I: What is yarn bombing? -- Give students 2-3 minutes to prepare. Offer
-- Play CD 1 Track 16 assistance as needed.
-- Call on students to answer the question and identify 2 -- Students present to the class.
extra questions to ask you or the other students. -- Offer praise and feedback.
∙∙S: Yarn bombing is a kind of street art. -- Repeat if time allows.

Ask students to open their books to p.32-33 – Reading

-- Complete Reading B and C (A was completed in the
listening task above).

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UNIT 3
LESSON 3 | READING/COMPREHENSION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Great job! Now you can describe Before introducing Yarn Bomb ask and discuss the
unusual types of art. following questions:

-- Set and demonstrate homework by briefly going over ∙∙What is knitting?

each homework point to check understanding. ∙∙What kinds of things do people knit?
(WB p.17) ∙∙How long does it take them to knit these things?
∙∙I: Look at the story. Can you read the first ∙∙Who do they knit these things for?
paragraph for me?
∙∙S: (Student reads)
EXPANSION – PRACTICE
∙∙I: Now look at Part B. Read the first question. Fluency: Shadow reading. Say: Let’s read the story
∙∙S: (Student reads) again with the CD.
∙∙I: What’s the answer? -- Play CD 1 Track 24. Students read along with the
∙∙S: Help. audio.

∙∙I: Good. Please finish the rest for homework. -- Note: Allow them a few chances as it may be difficult
the first time.
-- Complete lesson record: 3 – 34 – Comp
-- Thank students and say good-bye.
EXPANSION – PERFORMANCE
Discussion – Unusual art:
-- Offer some examples to discuss:
∙∙Bento art: People, usually mothers, create
masterpieces in their children’s lunch boxes.
∙∙Sticky Note art: People use Post-it Notes to
create pixel-like portraits
∙∙3D street art: Artists create 3D illusions on streets
or sidewalks using chalk
-- Now ask: What other types of unusual art do you
know? Discuss.

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UNIT 3 DVD SB: p.35

HW: p.18
LESSON 4 ← Click to view video Writing
Be sure to check that your iPad can play the video BEFORE starting the lesson.

Goal Vocabulary Grammar Resources

Describing your favorite clothes -- clothing -- simple past (irregular verbs) DVD player,
-- last/ago -- time expressions (review) board, paper,
markers
-- types of shoes

① OPENING brown bag three months ago.

Greeting/Warm-up: Greet students naturally. -- Repeat as often as time permits.
∙∙I: What did you do today?
∙∙I: Did you do anything last weekend? Signpost: Open books to p.35 – Video
Check homework interactively: (WB p.17) -- Ask students to read the title – Walking in Style.
Go through each point and read the passages/ -- Ask students to read the black box on the left.
sentences aloud. Elicit corrections where necessary. - About the Video
Review: After students read answers to WB Reading C, Before you watch: Read the questions.
lead a short discussion.
-- Students complete independently. Do NOT give them
∙∙I: Why would you (not) like to wear clothes made
the answers.
from recycled plastic?
-- Students read their answers aloud.
∙∙I: What kind of clothes do you think can be made
(Answers may vary.)
from recycled plastic?
While you watch: Look at Part A. Ask students to read
∙∙I: Do you think it’s a good idea? Why (not)?
the question aloud.
Set the goal: Today we will be: Describing our favorite
-- Play DVD Unit 3 Walking in Style (subtitles OFF)
clothes. Customize accordingly.
-- Call on students to confirm their answers aloud.
(1. high heels; 2. platform shoes; 3. slippers;
② PRESENTATION 4. sneakers)
Review: Create a mind map on the board. Draw a circle ∙∙S1: Sneakers were number 4
and write Clothes. Elicit examples from the students.
∙∙S2: Slippers were number 3
Review: Open books to p.31 – Communication
-- Look at Part B. Ask students to read aloud the four
-- Have students present again using last/ago. multiple choice questions.
∙∙S1: Steve bought a new sweater last month. -- Play DVD again (subtitles OFF).
∙∙S2: Anna bought new shoes two weeks ago. -- Note: If students have trouble, play the DVD again
-- Have students close their books. with the subtitles ON.
-- Pause at the appropriate section and replay the
③ PRACTICE 10-15 second part until the students can answer the
question.
Chain game:
-- Call on students to read their answers aloud.
Say: Let’s play a chain game. Explain the rules:
(1. True; 2. False; 3. True; 4. False)
-- Students can use their imagination.
∙∙S1: The shoes you wear can show your personality
-- Sentences do not have to be real. is true.
-- Students must build on their partners’ sentences. ∙∙S2: People first made shoes to make their feet
-- If a student makes an error they are out. look beautiful is false.
-- The last student remaining is the winner.
Instructor starts: After you watch: Ask students to read aloud the
question before answering and discussing briefly.
∙∙I: I bought a black shirt one week ago.
-- Ask students to close their books .
∙∙S1: John bought a black shirt one week ago. I
bought pink shoes last month.
∙∙S2: John bought a black shirt one week ago.
Nancy bought pink shoes last month. I bought a

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UNIT 3
LESSON 4 | DVD

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRACTICE
describe our favorite clothes. Tell students that they are going to watch a clip without
-- Ask students to present their Top 3 pieces of clothing sound (or subtitles). Say:
-- Their presentations must answer the following three ∙∙I: I want you to list all the different kinds of shoes
questions for each item: that you see.
∙∙What is it/are they? -- Explaining that the student with the longest list is the
∙∙When did you buy it/them? winner.

∙∙Why do you like it/them? -- Play DVD Unit 3 Walking in Style.

-- Give students 2-3 minutes to prepare. Assist as -- Students read their list of shoes to find a winner
needed.
-- Have students deliver a presentation with feedback. EXPANSION – PRESENTATION
Part B – p.35. Say: We are going to watch the DVD
again.
⑤ CLOSING
-- Write these 4 questions on the board:
Give praise and feedback.
∙∙Why did people first make shoes?
Confirm lesson goal: Great job! Now you can describe
(To keep feet clean and safe)
your favorite clothes
∙∙How many shoe stores are there in the US?
Set and demonstrate homework by briefly going over (30,000)
each homework point to check understanding.
∙∙What sports have specially designed shoes?
(WB p.18)
(Soccer, mountain climbing, cycling, and golf )
∙∙I: Look at Part A and read the question. Now let’s
∙∙Why do 70% of people wear sneakers?
read Max’s post.
(Fashion)
∙∙S: (student reads)
∙∙I: Good. What’s your favorite outfit?
EXPANSION – PERFORMANCE
∙∙S: I like to wear sweaters and jeans. True or False:
∙∙I: I see. Write about that for homework.
-- Students must describe a piece of clothing, real or
made up.
-- Complete lesson record: 3 – 35 – DVD
-- Their description should follow these three questions:
-- Thank students and say good-bye.
∙∙What is it/are they?
∙∙When did you buy it/them?
∙∙Why do you like it/them?
-- After students describe their item a partner must
decide if the story was real or made up. (True or False)
-- If the partner is correct, they get one point.
-- If wrong, the student gets one point.

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UNIT 3 BERLITZ CULTURAL EXPLORER 1 SB: p.2

HW: none
BCE1
NEW ZEALAND FOCUS ON COUNTRY

Goal Vocabulary Grammar (as applicable) Resources

Introducing your country to -- kiwi -- wh- questions -- adjectives about board, paper,
a visitor
-- Union Jack -- yes/no questions physical appearance markers

-- Maori -- time and frequency -- past tense

-- population language

① OPENING -- Look at the coin. Ask: What bird is on the coin?

Greeting/Warm-up: Greet students naturally. -- Part A. Have students read the sentence aloud. If
∙∙I: How was your weekend? animals are not appropriate, substitute other ideas.
(ex.: flowers, plants, buildings, symbols)
∙∙I: Do you have any plans today?
-- Next, have students read and answer the questions.
Set the goal: Today we will be: Introducing your country
to a visitor from abroad. Customize accordingly. -- Elicit answers to put up in a list on the board.
-- Part B. Have students read the title and captions to
the pictures aloud.
② PRESENTATION
Mind Map. Write on the board: New Zealand. Ask: What is your country famous for?
-- Ask: What do you know about New Zealand? Keep -- Elicit ideas from the students.
books closed.
-- Part C. Have students read the information about
-- Offer something to begin. languages aloud.
∙∙I: There are a lot of sheep in New Zealand. -- Refer to the population pie chart and model a
-- Then see what the students know. question.
∙∙S1: They filmed Lord of the Rings in New Zealand. ∙∙I: What percentage of people in New Zealand is
∙∙S2: They love rugby in New Zealand. Asian?

-- Signpost: If it wasn’t introduced already write on the ∙∙S1: 11.8%.

board: Kiwi. -- Next, have students continue by asking each other
-- Ask: What is a kiwi? about the pie chart. Assist as needed.

-- Elicit ideas from the students’ answers. ∙∙S1: What percentage of people in New Zealand
have a European background?
-- Ask: Is a kiwi a fruit, a bird, or the name of people
from New Zealand? ∙∙S2: 74.0%.

-- Students say which one they think kiwi is. -- Elicit information for students' own country.
-- Part D. Have students read the information aloud.
③ PRACTICE -- Next, have students read and answer the questions.
Open books to p.2 – New Zealand: Focus on Country. Put their answers on the board.

-- Have students read the answer to the quiz question

aloud. ④ PERFORMANCE
-- Signpost: Look at the New Zealand flag. Ask some Point to the lesson goal and say: Now we’re going to
mixed questions: introduce your country to a visitor from abroad.
∙∙I: Do you know what this symbol is called? -- Have students read the Your Turn section aloud.
(Union Jack)
-- Ask students how they think the information was
∙∙I: Why does New Zealand have it on their flag? arranged. Direct them to create headings for each
(Former British colony) section. Answers:
∙∙I: Do you know what other countries or states that ∙∙Part A. National symbols
use the Union Jack on their flags?
∙∙Part B. Famous Features
(Australia, Tuvalu, Cook Islands, Fiji, Hawaii,
Bermuda, Falkland Islands, etc.) ∙∙Part C. Languages

-- Note: The Union Jack was on the first flag of the ∙∙Part D. People of the country
United States of America (1775-1777)

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UNIT 3
BCE1 | NEW ZEALAND: FOCUS ON COUNTRY

-- Using the ideas and output on the board from Parts

A-D, have students structure their answers to make a
short presentation on their own country.
Note: This is a group task.
-- Give students 4-5 minutes to discuss and prepare.
Assist as needed.
-- Have students deliver a brief presentation with
feedback.
-- Students present again applying feedback if time
permits.

⑤ CLOSING
Give praise and feedback.
Confirm lesson goal: Great job! Now you can introduce
your country to a visitor from abroad.
-- Inform students that there is no homework today.
However, they may review at home on their own.
-- Complete lesson record: 3 – 2 – BCE1
-- Thank students and say good-bye.

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UNIT 4 PREVIEW SB: p.36-39

HW: p.19-21
LESSON 1
LANGUAGE FOCUS VF, Conv, LF

Goal Vocabulary Grammar Resources

Identifying amazing places -- continents -- places -- superlatives board, paper,

and animals -- countries -- nature -- wh- questions markers

① OPENING -- The board should look like the chart below: (Do NOT
Greeting/Warm-up: Greet students naturally. erase as we will use this chart again soon.)

∙∙I: How was your weekend?

~est most/least
∙∙I: Do you have any plans today?
Review: Students briefly describe one of their favorite the hottest the most dangerous
pieces of clothing from the last unit. the longest the most beautiful
∙∙S1: I like my black jacket. I bought it 1 year ago. the tiniest the most famous
It’s really warm in winter. the biggest
the prettiest
Set the goal: Today we will be: Identifying amazing
places and animals. Customize accordingly.
Signpost: Open books to p.36-37 – Preview
② PRESENTATION -- Complete Preview A. Students attempt the questions
first then listen to confirm.
Mind map. Write on the board: Nature
-- Play CD 1 Track 25. Students read answers aloud:
-- Add the first example: tree
∙∙S1: The hottest desert on Earth is The Atacama
-- Elicit examples from students. Be sure to include:
(1. The Atacama; 2. The Nile; 3. Mt. Everest; 4.
desert, river, mountain, rock and tree
Uluru; 5. Antarctica; 6. The U.S.; 7. Vatican City)
-- Erase.

Complete Preview B.
③ PRACTICE -- Play CD 1 Track 26. Students read answers aloud:
Grammar: On the board draw two columns. Label one
∙∙S1: The Nile is in Africa
~est and the other most/least
(1. South America; 2. Africa; 3. Asia; 4. Australia;
-- Offer students two adjectives and ask which category 5. Antarctica; 6. North America; 7. Europe)
they belong to:
-- Close books.
∙∙I: Hot: Is it the hottest or the “most hot”?
∙∙S1: The hottest
Signpost: We’re going to listen to Maya and Nadine in
∙∙I: Dangerous: Is it the “dangerousest” or the most the library. Ask:
dangerous?
∙∙What is Nadine studying for?
∙∙S2: The most dangerous
∙∙Does she want Maya’s help?
-- After presenting each explain why these are different
Play CD 1 Track 27. Check answers. Play again if
(1 syllable vs. 2+ syllables)
necessary.
∙∙I: These adjectives have only syllable: hot
∙∙I: These have two or more: dan-ger-ous Signpost: Go to p.28 – Language Focus A.
-- In pairs, have students role play the dialogue aloud.
Listening. Say: Let’s listen to some examples. I want
-- Switch roles and change the words in blue.
you to write and repeat the one you hear.
-- Complete Language Focus C as a class.
-- Students must write the comparative adjective under
the correct heading on the board. -- Then have students ask and answer.
-- Offer one student a board marker. Take turns. ∙∙S1: What’s the smallest country in the world?
-- Play CD 1 Track 28. Pause after each sentence as ∙∙S2: Vatican city is the smallest country in the
students come to write the word on the board. world. It’s only 0.44km2 and has only 840 people.
∙∙S2: Where do the worst storms happen?

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UNIT 4
LESSON 1 | PREVIEW/LANGUAGE FOCUS

Language Focus D. Have students cover the text.

-- Students describe the pictures with their own ideas. EXPANSION – PRESENTATION
-- Play CD 1 Track 29. Students repeat to confirm Preview A. Books closed.
answers (Do NOT do Language Focus E). -- Write the seven answers on the board in random
-- Uncover text. Students complete the sentences. order: The Atacama, The Nile, Mt Everest, Ayers
-- Praise students and have them close their books. Rock, Antarctica, The U S , Vatican City
-- Ask students how many of these places they know.
-- Say: Now we are going to listen to seven questions.
④ PERFORMANCE
Select the answer from these choices.
Point to the lesson goal and say: Now we are going to
identify amazing places and animals. -- Play CD 1 Track 25. Pause after each question (before
the answer is read).
Class Quiz. Say: We are going to have a quiz about
today’s lesson. -- Students answer. Play audio again and students
check their answers.
-- Close books. Explain that each student gets to ask 3
questions about today’s lesson from the text.
EXPANSION – PRACTICE
-- The student gets a point if the others can’t answer
while partners get one point for a correct answer. Language Focus E – p.39.

-- Instructor opens book and models one question. -- Have students read the adjectives in the box and
confirm the superlative form:
∙∙I: What is the highest mountain in the world?
(Mt. Everest) ∙∙S1: Long, the longest

-- Now call on the first student to open their book and ∙∙S2: Dry, the driest
make 3 questions. Partners try to answer. -- Students use superlatives to share information:
∙∙S1: What’s the hottest desert on Earth? (The ∙∙S1: The wettest month of the year is June.
Atacama) ∙∙S2: The least expensive restaurant I know is Joe's.
∙∙S1: Correct. What’s the smallest country in the
world? (Vatican City)
EXPANSION – PERFORMANCE
∙∙S1: Correct. What’s the fastest bird in the world? Amazing Places in (Country)
(the falcon)
Have students present 3 amazing places in their
-- Note: For large groups, the students trying to answer country. Presentations must include one superlative
the questions use an imaginary buzzer Bzzzz! and at least one additional detail for each place.
-- Tally up the points and declare the winner. -- Offer an example of your home country:
∙∙I: The largest desert in Australia is the Great
⑤ CLOSING Victoria Desert. It is 647,000km2. It is located in
Give praise and feedback. Western and South Australia.

Confirm lesson goal: Great job! Now you can identify -- Give students 3-4 minutes to prepare. Assist as
amazing places and animals. needed.

Set and demonstrate homework by briefly going over -- Provide feedback.

each homework point to check understanding.
(WB p.19-21)
∙∙I: Look at the Conversation. What is the best
answer?
∙∙S: C?
∙∙I: Good. Please finish the rest for homework.

-- Complete lesson record: 4 – 39 – LF

-- Thank students and say good-bye.

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UNIT 4 THE REAL WORLD SB: p.40-41

HW: p.21 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Holding a geography quiz -- continents -- extreme -- superlatives board, paper,

-- countries -- inhabited -- wh- questions markers
-- places

① OPENING this? Why (not)?

Greeting/Warm-up: Greet students naturally. Ask: How do you think people survive in a place like
∙∙I: How was school today? this? What do they eat? What do they wear?

∙∙I: What are you doing after class?

Check homework interactively: (WB p.19-21) ③ PRACTICE
Go through each point and read the passages/ Signpost: Open books to p.40 – The Real World
sentences aloud. Elicit corrections where necessary. Skimming: Read The Real World A. Have students
Review: Students answer the questions from WB p.21 skim to find the answer. (c. teacher and explorer)
Language Focus B -- Have students read aloud the preview in full then ask
Set the goal: Today we will be: Holding a geography a few questions about the picture.
quiz. Customize accordingly. ∙∙What is he wearing?
∙∙What kind of animal is this?
② PRESENTATION ∙∙Does it look cold?
Review. Write on the board: superlatives -- The Real World B and C. Ask students to read the
-- Students make a mind map of -est and most/least questions and 9 answer choices aloud.
adjectives. -- Play CD 1 Track 30
-- Erase. -- Students respond with their answers. Play again if
-- Ask: What is the coldest place on Earth? necessary. (B. reindeer meat & horsemeat C. eat
(Elicit Antarctica) them, drink their milk, make things from their leather
-- Ask: Do people live in Antarctica? (No) and fur, sell them)
Why not? (Elicit It’s too cold.)
-- Say: Antarctica isn’t inhabited because it’s too cold. Critical Thinking: Have students read and answer the
(SR) questions.

-- Confirm understanding:
∙∙I: Is New York inhabited? ④ PERFORMANCE
∙∙S: Yes, New York is inhabited. Point to the lesson goal and say: Now we’re going to
have a geography quiz.
-- Draw a vertical line on the board to represent
temperatures. Label it with: hot, warm, cool and cold Look at p.41 – Communication. Ask students to read
the example in the bubbles
-- Ask: What temperature do you think is hot?
-- Explain that for each correct answer students will get
-- Students write it on the board. Assist as needed.
one point.
-- Continue for warm, cool, and cold.
-- Have one student turn to p.131 and the other to p.132.
-- Note: For large groups divide them into teams and
Signpost: Lead into The Real World with some
let them take turns asking the questions.
questions.
-- Start the quiz: Students/teams take turns asking
-- Write on the board: Oymyakon (pronounced Oi-mia-
questions.
kown), Siberia, Russia
-- Tally up the points to determine the winner.
-- Ask: Do you know where this is?
-- Note: If a tie, the instructor asks a tie-break question.
-- Now write on the board in big writing: -71ºC
(Use p.39 – Language Focus D).
Ask: Is this cold? (Elicit freezing)
Ask: Could you live in a place with temperatures like

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UNIT 4
LESSON 2 | THE REAL WORLD/COMMUNICATION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRACTICE
Confirm lesson goal: Great job! Now you can win in Regional Quiz. Books closed.
your next geography quiz. Dictate and write on the board: What’s the ~est (what)
Set and demonstrate homework by briefly going over (where), A or B?
each homework point to check understanding. Now offer an example: (adjust according to region)
(WB p.21)
∙∙I: What’s the coldest (place) (in Japan), Okinawa
∙∙I: Could you read the first sentence for me? or Hokkaido?
∙∙S: (Student reads) ∙∙S: Hokkaido is the coldest place in Japan.
∙∙I: What word goes in #1? [coldest] That’s it! Please -- Explain that for each correct answer the students get
finish the rest for homework. a point.
-- Complete lesson record: 4 – 41 – Comm -- Note: For groups students use an imaginary buzzer or
-- Thank students and say good-bye. some other device to buzz.
-- Now call on students to make questions using the
structure on the board.
EXPANSION – PRESENTATION
Pronunciation – p.41. Books closed ∙∙S1: What’s the highest mountain in Japan, Mt.
Kita or Mt. Fuji?
-- Say: Today we are going to look at sentence stress
∙∙S2: Mt. Fuji is the highest mountain in Japan.
-- Write: Sentence Stress on the board
∙∙S2: What’s the biggest lake in Japan, Lake Biwa
-- Now write: Content words vs. Function words
or Lake Ashi?
-- Ask students if they can explain the difference. Assist
∙∙S3: Lake Biwa is the biggest lake in Japan.
as needed.
-- Books closed. Play CD 1 Track 31. Students repeat
EXPANSION – PERFORMANCE
-- Ask students to listen again. On a piece of paper ask
School Trip
them to write the content words they hear.
-- Tell the students that they would like to go to
-- Play CD 1 Track 31. Students read out their list of
Oymyakon, Siberia on a school trip.
content words.
-- It is their job to convince their classmates and
teachers to go.
Open books to p. 41. Look at Pronunciation A. Compare
the sentences with the students lists. -- Note: This is a group task.

-- Pronunciation B. Read the question aloud. Tell -- Give students 3-5 minutes to discuss and work on
students they must underline the important words their presentation. Assist as needed.
(i.e. content words). -- Students make their presentations.
-- Ask them to now listen and circle the stressed words. -- Provide feedback.
Play CD 1 Track 32
-- Point out that the stressed words and important/
content words are the same.
-- Pronunciation C. Students take turns reading the
sentences focusing on stress. Assist as needed.

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UNIT 4 READING SB: p.42-44

HW: p.22
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Describing the importance of -- species -- sloth -- superlatives board, paper,

the Amazon -- insects -- pink (river) markers
-- numbers & fractions
-- anaconda dolphin

① OPENING ∙∙S3: 190 km wide

Greeting/Warm-up: Greet students naturally. ∙∙S1: 2 5 million kinds of insects
∙∙I: What did you do today? ∙∙S2: 3,000 kinds of fish
∙∙I: Do you have any plans for tomorrow? ∙∙S3: 1/5 of all bird species
Check homework interactively: (WB p.21)
Go through each point and read the passages/ Race. Say: Now you have to skim and underline these
sentences aloud. Elicit corrections where necessary. numbers in the story. First to finish is the winner.
Review: Instructor opens SB to p.131 and reviews the -- Open books to p.43 – Extreme Amazon
questions. -- Go!
∙∙I: What’s the highest mountain in Japan? Mt. Kita -- Confirm listening exercise questions by having
or Mt. Fuji? students underline the word/phrase with the
∙∙S: Mt. Fuji is the highest mountain in Japan. number.
Set the goal: Today we will be: Describing the -- Write them on the board as students read the
importance of the Amazon. Customize accordingly. answers aloud one more time.

② PRESENTATION Fluency: Have students read the story on p.43 aloud.

Books closed. Write the title: Extreme Amazon Do NOT assist with vocabulary yet.

-- Ask: What do you know about the Amazon? -- Praise students and have them turn to p.44.
(Elicit largest river in the world) Complete Comprehension A.

-- Write the following numbers down the left: -- Turn back to p.43. Identify one or two words and
confirm understanding.
∙∙20%
∙∙I: What does gentle in line 14 mean? (soft, tender)
∙∙6,000 km
-- After presenting, ask some questions to confirm the
∙∙190 km
meaning.
∙∙2 5 million
∙∙I: Are lions gentle?
∙∙3,000
∙∙S: No. They’re rough and mean.
∙∙1/5
-- Turn back to p.44. Complete Comprehension B
-- Have students read the numbers aloud. Assist as interactively. Assist as needed.
needed.
-- Note: Use Comprehension B as a guide for the
Performance.
③ PRACTICE -- Students present their answers aloud.
Listening. Say: We are now going to listen to a story
about the Amazon.
-- Ask: What does each number on the board describe
④ PERFORMANCE
in the story? Point to the lesson goal and say: Now we’re going to
describe the importance of the Amazon
-- Note: If they can’t answer everything it’s OK They will
have a chance to confirm later. -- Tell students that they are going to give a
presentation at a meeting for the environment
-- Play CD 1 Track 33. Students respond with their
answers. -- Note: This is a group task.

∙∙S1: 20% of all the water.

∙∙S2: 6,000 km long (travels about…)

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UNIT 4
LESSON 3 | READING/COMPREHENSION

-- Their presentation must focus on two main questions:

∙∙Why is the Amazon important? EXPANSION – PRESENTATION
(Students can use Comprehension B as a guide) Books closed. Pre-listening and reading:
∙∙What would happen without it? Write: Animals
-- Give students 4-5 minutes to discuss and prepare -- Draw three columns on the board and label them:
Assist as needed insects, fish, and birds
-- Have students deliver a presentation with feedback. -- Offer an example of each and write them under each
-- Students present again applying feedback if time label:
permits ∙∙I: A mosquito is a type of insect. A salmon is a
type of fish. An eagle is a type of bird.
⑤ CLOSING
Give praise and feedback. Race: Students list on paper as many types of each as
they can in 2 minutes. Go!
Confirm lesson goal: Great job! Now you can describe
the importance of the Amazon. -- Have students read out their list as you write them on
the board.
Set and demonstrate homework by briefly going over
each homework point to check understanding. -- Note: The purpose of this is to amaze students after
(WB p.22-23) listening/reading.

∙∙I: Could you read the first two lines of the story? Is -- For example, they might only be able to list 5 insects
question B1 true or false? but the Amazon has 2.5 million kinds!

∙∙S: (Student reads). It's true.

∙∙I: Good. Please finish the rest for homework.
EXPANSION – PRACTICE
Grammar

-- Complete lesson record: 4 – 44 – Comp -- Books closed. Tell the students that you’re going to
read the story again.
-- Thank students and say good-bye.
-- However, use beep to replace verbs. Students must
guess the missing words..
∙∙I: The Amazon River goes through the world’s
“beep” (largest) rain forest. The Amazon rain
forest is home to the “beep” (highest) number of
plant and animal species on Earth.

EXPANSION – PERFORMANCE
Environmental Conference
-- Students explain the importance of a place in their
country.
-- Note: This is a group task.
-- Their presentations must focus on two main
questions:
∙∙What and where is it?
∙∙Why is it important?
-- Give students 3-5 minutes to discuss and prepare.
Assist as needed.
-- Have students deliver a presentation with feedback.

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UNIT 4 DVD SB: p.45

HW: p.23
LESSON 4 ← Click to view video Writing
Be sure to check that your iPad can play the video BEFORE starting the lesson.

Goal Vocabulary Grammar Resources

Describing ways to protect the -- Emperor -- seal -- superlatives (review) DVD player,
environment penguin -- Celsius board, paper,
-- chick markers
-- ordinal
-- leopard numbers

① OPENING ③ PRACTICE
Greeting/Warm-up: Greet students naturally. Signpost: Open books to p.45 – Video. Ask students
∙∙I: How was your day? to read the title – Earth’s Coldest Place

∙∙I: Are you doing anything this weekend? -- Ask students to read the black box on the left – About
the Video
Check homework interactively: (WB p.22-23)
Before you watch: Read the question and complete
Go through each point and read the passages/
interactively. Do NOT offer corrections.
sentences aloud. Elicit corrections where necessary.
-- Students read their answers aloud.
Review: Ask students to recall three facts about the
Amazon.
While you watch: Look at Part A. Ask students to
∙∙S1: The Amazon is the biggest river in the world.
confirm their answers.
∙∙S2: The Amazon has 2.5 million kinds of insects.
-- Play DVD Unit 4 – Earth’s Coldest Place
∙∙S3: The Amazon has 3,000 kinds of fish. (subtitles OFF)
Set the goal: Today we will be: Describing ways to -- Call on students to read their answers aloud again
protect the environment. Customize accordingly. (1. in the sea; 2. can’t; 3. in groups)
∙∙S1: They look for food in the sea.
② PRESENTATION Look at Part B. Ask students to read aloud the four
Mind map. Write on the board: Global warming multiple choice questions.
Offer an example. Say and write: Temperatures are -- Play DVD again (subtitles OFF)
rising. -- Note: If students have trouble understanding, play
Ask students to list some other effects of global the DVD again with the subtitles ON.
warming. -- Pause at the appropriate section and replay the
∙∙S1: Glaciers are melting. 10-15 second part until the students can answer the
question.
∙∙S2: Oceans are rising.
-- Call on students to read their answers aloud.
(1. b; 2. a; 3. a; 4. b)
Ask: Which places in the world will be most affected by
∙∙S1: The coldest temperature in Antarctica is -80ºC
global warming? (Elicit Antarctica)
Note: Some others to offer include the Arctic, island
After you watch: Ask students to read aloud the
nations, the Amazon, and the Alps.
questions.
Signpost. Grammar Review:
Write the second question on the board:
Write on the board: Antarctica
∙∙What will happen if Antarctica gets warmer?
Ask students to think of some superlatives to describe
-- Ask students to list 5 things that will happen
Antarctica. Assist as needed.
(e.g. water levels will rise).
∙∙S1: Antarctica is the coldest place on Earth.
-- Write them on the board.
∙∙S2: Antarctica is the windiest place on Earth.
-- Ask students to close their books.
∙∙S3: Antarctica is the driest place on Earth.
∙∙S4: Antarctica has the largest desert on Earth.
Ask: What animals live in Antarctica? (Elicit penguins)
Ask: What do you know about penguins?
Do NOT give students any information yet.

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UNIT 4
LESSON 4 | DVD

④ PERFORMANCE
Point to the lesson goal and say: Now we’re going to ∙∙I: Where do penguins live? (Antarctica, Argentina,
describe ways to protect the environment. Australia, Chile, New Zealand and South Africa)
Make a Poster: Students make a poster for their school ∙∙I: How do they keep warm? (See DVD)
on how to protect the environment. ∙∙I: How tall are they? (See DVD)
-- Write the title of the poster: Protecting the ∙∙I: What do they eat? (See DVD)
Environment
∙∙I: Can they fly? (See DVD)
-- Tell students they must list 5 ways to protect the
environment.
EXPANSION – PRACTICE
-- Write numbers 1-5 vertically under the title on the
News Reporter
board.
Say: Today you are going to be a news reporter and
-- Hand out pieces of paper.
present the story.
-- Give students 4-5 minutes to discuss and make their
-- Practice: Students follow the audio and subtitles and
posters. Assist as needed.
read aloud.
-- Students present their posters to the class.
-- Play DVD Unit 4 – Earth’s Coldest Place
∙∙S1: Protecting the environment. First, turn off all (sound and subtitles ON)
electric appliances when you’re not using them.
-- Perform: Now students try again, this time without
Second, recycle plastic, glass, paper and other
the audio.
goods Third,…
-- Play DVD Unit 4 – Earth’s Coldest Place
(sound OFF, subtitles ON)
⑤ CLOSING
-- Note: For groups assign a section each or take turns
Give praise and feedback. from clip to clip.
Confirm lesson goal: Great job! Now you can describe
ways to protect the environment.
EXPANSION – PERFORMANCE
Set and demonstrate homework by briefly going over Chain game
each homework point to check understanding.
-- Question: What will happen if Antarctica gets
(WB p.23)
warmer?
∙∙I: Look at Part A Let’s make the first sentence.
-- Note: Refer to the 5 answers listed on the board.
∙∙S: (Student completes and reads aloud.)
-- Students build on their partner’s sentence.
∙∙I: Please finish the rest for homework.
-- Continue as long as possible. Assist as needed.
-- Instructor starts:
-- Complete lesson record: 4 – 45 – DVD
∙∙I: If Antarctica gets warmer, water levels will rise.
-- Thank students and say good-bye.
∙∙S1: If water levels rise, islands will disappear.
∙∙S2: If islands disappear, people won’t have a place
EXPANSION – PRESENTATION
to live.
Reverse Mind Map
∙∙S3: If people don’t have a place to live, they will
Write the following names around the board in move to another country.
random order: Adelie, African, Chinstrap, Emperor,
-- Count the number of sentences the class made.
Galapagos, King, Macaroni, and Royal
-- Play again, this time change the first sentence using
-- Ask: Do you know what these names have in
another idea from the board.
common?
∙∙I: If Antarctica gets warmer, penguins won’t have
-- Say: They are all types of penguins.
a place to live.
-- Write: Penguins in the middle of the board.
∙∙S1: If penguins don’t have a place to live, then
-- Ask some questions to find out what the students leopard seals won’t have anything to eat.
know about penguins.
-- Continue as time permits.
-- What was the longest chain the class could make?

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UNIT 5 PREVIEW SB: p.46-49

HW: p.24-26
LESSON 1
LANGUAGE FOCUS VF, Conv, LF

Goal Vocabulary Grammar Resources

Comparing cats and dogs -- animals -- pets -- comparatives board, paper,

markers

① OPENING
Greeting/Warm-up: Greet students naturally. ~est most/least
∙∙I: How was your weekend? -- cuter -- friendlier -- friendly -- better
∙∙I: Do you have any plans today? -- faster -- bigger -- big -- worse
Check homework interactively: (WB p.23) -- smaller -- playful
Go through each point and read the passages/
sentences aloud. Elicit corrections where necessary.
Signpost. Ask: Do you think cats or dogs are better?
Review: Have students ask one or two questions about Why?
their partners’ stories from WB p.23.
-- Open books to p.46-47 – Preview. Students read the
Set the goal: Today we will be: Comparing cats and title aloud.
dogs. Customize accordingly.
-- Complete Preview B. Students read the questions
aloud and complete interactively
② PRESENTATION ∙∙S1: Watching a movie at home is more fun than
Mind map. Write on the board: Pets going out. - No, it isn't.
-- Start by writing cats and dogs on the board. ∙∙S2: Yes (Check)
Elicit other examples from the students. Erase. ∙∙S3: No.
-- Grammar: On the board draw two columns. ∙∙S2: I trust myself more than other people. - Yes, i
Label one ~er and the other more/less do. (Check)
-- Note: Students studied superlatives in Unit 4 (~est, -- Look at the Results box. Students say if they are a cat
most/least). or dog person.
-- Offer students two adjectives and ask which category -- Close books.
they belong to:
∙∙I: Cute. Is it cuter or more cute?
Signpost. Say: We’re going to listen to Stig and Ming
∙∙S1: Cuter. talking about pets. Ask:
∙∙I: Intelligent. Is it intelligenter or more intelligent? ∙∙What is Stig’s pet cuter than? (dog)
∙∙S2: More intelligent. ∙∙What is Stig’s pet? (dogface pufferfish)
-- After presenting a few ask if they remember why -- Play CD 1 Track 34. Check answers. Play again if
these are different (1 syllable vs 2+ syllables). necessary.
∙∙I: Yes, these have only syllable, see, fast. These -- Open books to p.48 – Language Focus A.
have two or more, see, in-tell-i-gent
-- In pairs, have students role play the dialogue aloud.
-- Switch roles and change the words in blue.
③ PRACTICE
-- Have students come and write any new comparatives
Listening. Say: Let’s listen to some comparisons I want
on the board under the correct heading.
you to write and repeat the one you hear.
-- Note: Gentler and more beautiful
-- Students must write the comparative adjective under
the correct heading on the board.
Complete Language Focus C as a class. Students read
-- Offer one student a board marker. Take turns.
answers aloud.
-- Play CD 1 Track 35. Pause after each sentence as
students come to write the word on the board.
-- The board should look like this: (Do NOT erase the
chart as it will be used again.)

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UNIT 5
LESSON 1 | PREVIEW/LANGUAGE FOCUS

-- Give students 3 minutes to come up with some

questions of their own.
EXPANSION – PRESENTATION
∙∙S1: Which are friendlier, cats or dogs? Note: This activity should be completed before
∙∙S2: I think dogs are friendlier than cats. introducing comparative adjectives.
∙∙S2: Which are more beautiful, birds or fish? Grammar. Adjectives: On the board, draw two columns
∙∙S3: I think fish are more beautiful than birds. Label one cats and the other dogs.
-- Offer students one adjective for each and write it on
Complete Language Focus D. Fill in the missing words the board.
to complete the sentences, then read as a class. ∙∙I: Cats are cute. Dogs are friendly.
-- Play CD 1 Track 36 to confirm answers. -- Now elicit more adjectives from the students.
(Do NOT do Language Focus E) (Answers will vary)
-- Praise students and have them close their books.
Cats Dogs

④ PERFORMANCE -- cute -- friendly

Point to the lesson goal and say: Now we’re going to -- small -- big
compare cats and dogs -- independent -- playful
-- Debate. Write on the board: Cats Vs Dogs
-- Say: We’re going to have a debate. EXPANSION – PRACTICE
-- Divide students into two teams. One to argue for cats, Language Focus E – p.49. Pass out pieces of paper for
the other for dogs (or student vs. instructor). students to make bingo sheets.
-- Note: Students refer to the comparative adjectives on -- Students place 9 of 10 animals from the box on their
the board to assist them. sheet. Do NOT show other students.
-- Students must give as many reasons why their team’s -- The rules are that students can only cross off the
pet is better than the other. Give teams 3 minutes to animal that their partner responds with.
discuss and prepare. Assist as needed. ∙∙S1: Which are faster, cats, or elephants?
-- Say: You'll each have a chance to speak. Who's first? ∙∙S2: I think cats are faster than elephants.
∙∙S1: I think cats are better than dogs because cats (S1: crosses off cats from their bingo sheet)
are friendlier than dogs. They’re cleaner than -- Note: Students responses don’t have to be honest.
dogs, too. I also think cats are more intelligent The object is to win.
than dogs. Cats are smaller than dogs too so they
-- The first student to reach 3 bingos is the winner.
are easier to keep.
-- Instructor offers feedback and declares it a draw or
chooses a winner. EXPANSION – PERFORMANCE
Language Focus B – p.48. Dictation:
-- Ask students to change the conversation together
⑤ CLOSING Students can replace any words from the story.
Give praise and feedback.
-- Students call out their ideas as the instructor writes
Confirm lesson goal: Great job! Now you can compare the new conversation on the board.
cats and dogs.
-- Note: Divide larger groups into pairs to make
Set and demonstrate homework by briefly going over different conversations.
each homework point to check understanding.
-- Give students 4-5 minutes to prepare. Assist as
(WB p.24-26)
needed.
∙∙I: Look at Language Focus A question 1.
-- Note: Refer to the adjectives on the board for
What question goes here?
assistance.
∙∙S: Which is shorter, the Emperor penguin or the
-- Students role-play the new conversation.
Adelie penguin?
Instructor offers praise and feedback.
∙∙I: That’s right. Please finish the rest for homework.
Preview C. Students answer the question and offer
their opinions.
-- Complete lesson record: 5 – 49 – LF
-- Thank students and say good-bye.

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UNIT 5 THE REAL WORLD SB: p.50-51

HW: p.26 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Comparing animals, objects, -- sit -- succeed -- comparatives board, paper,

and hobbies -- roll -- challenge markers
-- stay

① OPENING Signpost: Lead into The Real World with some

Greeting/Warm-up: Greet students naturally. questions.

∙∙I: How was school today? ∙∙I: Do you think dogs are smarter than cats?
Why (not)?
∙∙I: What are you doing after class?
∙∙I: What kinds of tricks can dogs do?
Check homework interactively: (WB p.24-26)
Go through each point and read the passages/ ∙∙I: How many can they do?
sentences aloud. Elicit corrections where necessary.
Review: Call on students to offer one or two sentences ③ PRACTICE
comparing cats and dogs. Signpost. Open books to p.50 – The Real World
Set the goal: Today we will be: Comparing animals, -- Have students read the title and short description.
objects and hobbies. Customize accordingly.
-- The Real World A. Have students answer then ask a
few mixed questions.
② PRESENTATION ∙∙I: How do you think Willow can read? Does she
Grammar review. Turn to p.51 – Communication understand the alphabet or just the picture?
-- Ask students to read the examples in the bubbles. ∙∙I: How long do you think it took her to read?
-- Have students read aloud the items in columns ∙∙I: What commands do you think she can read?
A, B and C. Assist with vocabulary as needed.
-- Now call on students to come up with 5 sentences. The Real World B. Have students read the question
(using each word once) and five sentences aloud.
-- Note: Compare similar categories. (e.g. animals with -- Pre-listening: Have students guess what order the
animals) events took place.
∙∙S1: Birds are more colorful than chickens. -- Now ask them to listen and put the sentences in the
∙∙S2: Guitars are noisier than cell phones. correct order.

∙∙S3: Parties are more fun than video games.

Play CD 1 Track 37. Play the track twice.
-- Close books.
-- Note: Pause at the answers and replay the section if
necessary.
Signpost: Draw 4 columns on the board. Label them:
animals, instruments, electronics and hobbies -- Students read aloud the sentences in order.
(3, 5, 2, 1, 4)
-- Offer an example of each as you write them on the board.
Critical Thinking: 5 Have students read and answer
∙∙I: A dog, a guitar, a computer, and tennis
the questions.
-- Call on students to offer 4 more examples of each.
(Answers will vary)
④ PERFORMANCE
Animals Instruments Electronics Hobbies
Point to the lesson goal and say: Now we’re going to
-- dog -- guitar -- computer -- tennis compare animals, objects, and hobbies.
-- cat -- piano -- smartphone -- rugby -- Quiz. Q&A: about things
-- bird -- violin -- TV -- golf
-- Note: Have students refer to the chart on the board
-- shark -- recorder -- refrigerator -- photography
for assistance.
-- rabbit -- drums -- air -- chess
conditioner -- Give an example.
∙∙I: Which are bigger, smart phones or TVs?
-- Do NOT erase this chart as it will be used again. ∙∙S: TVs are bigger than smart phones.

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UNIT 5
LESSON 2 | THE REAL WORLD/COMMUNICATION

-- Now call on students to ask and answer questions

about things. Assist as needed.
EXPANSION – PRESENTATION
∙∙S1: Which are cuter, sharks or rabbits? Pronunciation – p.51. Books closed.
∙∙S2: Rabbits are cuter than sharks. Say: Today we are going to look at the reduction of than.
∙∙S2: Which is more interesting, tennis or rugby? -- Write: than on the board
∙∙S3: I think tennis is more interesting than rugby. -- Now write: Horses are faster than dogs.
∙∙S3: Which is noisier, a recorder or a guitar? Read aloud and have students repeat.
∙∙S1: A guitar is noisier than a recorder. -- Note: Focus on the natural reduction of than
-- Open books to p.51 – Pronunciation A. Students read
to reinforce.
⑤ CLOSING
Give praise and feedback. -- Pronunciation B. Read the question aloud.

Confirm lesson goal: Great job! Now you can compare -- Play CD 1 Track 39. Students fill in the blanks.
animals, objects, and hobbies. Replay as needed.

Set and demonstrate homework by briefly going over -- Students read the sentences aloud. Assist as needed.
each homework point to check understanding.
(WB p.26) EXPANSION – PRACTICE
∙∙I: Look at question 1. Is it true or false? True or False. After The Real World B
∙∙S: It's false. -- Dictate or write the following True/False statements
∙∙I: Good. Please finish the rest for homework. on the board:
1 Willow is 13 years old. (F, 12 years old)
-- Complete lesson record: 5 – 51 – Comm 2 Willow is smarter than most dogs. (T)
-- Thank students and say good-bye. 3 Willow knows about 50 tricks. (F, 250 tricks)
4 It took 60 weeks for Willow to read. (F, 6 weeks)
5 Willow only understands Howells’ handwriting.
(F, she understands instructions printed on paper)
-- Play CD 1 Track 37. Students answer the questions.
-- Ask students to correct the false statements. Replay
if necessary.

EXPANSION – PERFORMANCE
Chain game – Comparatives: Call on students to build
on the sentences.
-- Note: The students can use sentences already
presented or come up with new ones.
-- Last student not to make a mistake is the winner.
Instructor starts.
∙∙I: A horse is faster than a pig.
∙∙S1: A horse is faster than a pig and photography is
more interesting than tennis.
∙∙S2: A horse is faster than a pig, photography is
more interesting than tennis and a shark is scarier
than a rabbit.

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UNIT 5 READING SB: p.52-54

HW: p.27
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Describing the importance of -- rescue dogs -- blind -- comparatives board, paper,

working dogs -- guide dogs markers

① OPENING Call on students to answer the questions. Replay if

Greeting/Warm-up: Greet students naturally. necessary.

∙∙I: What did you do today? ∙∙S1: German shepherds and Saint Bernards are
rescue dogs.
∙∙I: Do you have any plans for tomorrow?
∙∙S2: Golden retrievers and Labradors are guide
Check homework interactively: (WB p.26)
dogs.
Go through each point and read the passages/
sentences aloud. Elicit corrections where necessary.
Review: Students recall one animal, object, or hobby Race. Say: Now you have to skim and underline these
comparison from the previous lesson. dogs in the story then come to the board and write it.
First to finish is the winner.
∙∙S1: Rabbits are cuter than sharks.
Open books to p.53 – Dogs with Jobs. Go!
∙∙S2: A guitar is noisier than a recorder.
Set the goal: Today we will be: Describing the
Reading: Have students read the story on p.53 aloud.
importance of working dogs. Customize accordingly.
Do NOT assist with vocabulary yet.
-- Reading C. Have students read and answer the
② PRESENTATION question.
Mind Map: Write on the board: Dogs -- Have students turn to p.54. Complete
Provide an example: Comprehension A.
∙∙I: A bulldog -- Turn back to p.53. Identify one or two words and
confirm understanding.
-- Ask students to come up with as many types of dogs
as they know. ∙∙I: What does blind in line 13 mean?
(unable to see)
∙∙S1: A poodle
-- After presenting, ask some questions to confirm the
∙∙S2: A pug
meaning.
-- Ask: What is a working dog? Assist as needed.
∙∙I: Am I blind?
-- Ask: Have you ever seen a working dog? Where?
∙∙S: No, you can see.
-- Ask: What kinds of jobs do dogs do?
-- Comprehension B. Turn to p.54. Have students
(Elicit rescue dogs and guide dogs)
complete the chart interactively.
-- Draw two columns on the board and label them:
-- Students present their answers.
Rescue Dogs and Guide Dogs

③ PRACTICE ④ PERFORMANCE
Listening. Say: Now we’re going to listen to a story Point to the lesson goal and say: Now we’re going to
about these working dogs. describe the importance of working dogs.
-- Set pre-listening questions: Set scene: A working dog school may close because it
has no money.
∙∙What two kinds of dogs are rescue dogs?
-- Students’ presentations must convince the local city
∙∙What two kinds of dogs are guide dogs?
to give the school money.
-- Play CD 1 Track 40
-- Note: This is a group task.
-- Students should focus on two main points:
∙∙Why are the dogs special?
∙∙What would happen without them?

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UNIT 5
LESSON 3 | READING/COMPREHENSION

-- Note: Students can refer to the story on p.53 for

assistance.
EXPANSION – PRESENTATION
-- Give students 4-5 minutes to discuss and prepare. Comprehension B. Open books to p.54
Assist as needed.
How are working dogs different?
-- Have students deliver a presentation with feedback.
Note: You do not need to complete again in the
-- Students present again applying feedback if time Practice phase.
permits.
Say: Let’s listen again. This time, please complete the
chart.
⑤ CLOSING Play CD 1 Track 40. Replay if necessary.
Give praise and feedback. Students read their answers.
Confirm lesson goal: Great job! Now you can describe ∙∙S1: Rescue dogs are stronger and more intelligent
the importance of working dogs. than other dogs.
Set and demonstrate homework by briefly going over ∙∙S2: Guide dogs are gentler and friendlier than
each homework point to check understanding. other dogs.
(WB p.27-28)
∙∙I: Look at the title and picture. Could you read
EXPANSION – PRACTICE
question one for me?
Fluency. Shadow reading. Say: Let’s read the story
∙∙S: (Student reads) again with the CD.
∙∙I: What do you think? [C. animals] That’s right. -- Play CD 1 Track 40. Students read along with the
Please finish the rest for homework. audio.
-- Note: Allow them a few chances as it may be difficult
-- Complete lesson record: 5 – 54 – Comp the first time.
-- Thank students and say good-bye.
EXPANSION – PERFORMANCE
Fundraising Poster: Students are raising money for a
local working dog school.
-- They have to design a poster to get people to donate
money.
-- Note: This is a team project. Encourage them to
discuss and design the poster together.
-- Their poster must highlight at least 4 reasons the
school needs the money.
-- They can be as creative as time permits.
-- Students present their posters with feedback.
-- Students present again applying feedback if time
permits.

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UNIT 5 DVD SB: p.55

HW: p.28
LESSON 4 ← Click to view video Writing
Be sure to check that your iPad can play the video BEFORE starting the lesson.

Goal Vocabulary Grammar Resources

Describing your favorite pet/ -- fluffy -- expert -- comparatives DVD player,

animal -- wild -- chase board, paper,
markers
-- hunt -- owner
-- damage -- strange

① OPENING -- Now call out the following words one at a time:

Greeting/Warm-up: Greet students naturally. ∙∙friendly, playful, sleep a lot, cute, like to hunt
∙∙I: How was your day? -- Students make a sentence and write the underlined
∙∙I: Are you doing anything this weekend? words on the board.

Check homework interactively: (WB p.27-28) ∙∙S1: House cats are friendlier than big cats.
Go through each point and read the passages/ ∙∙S3: House cats are playful like big cats.
sentences aloud. Elicit corrections where necessary. ∙∙S1: House cats sleep a lot like big cats.
Review: Ask about working dogs: ∙∙S2: House cats are cuter than big cats.
∙∙I: Are German shepherds and Saint Bernards good ∙∙S2: House cats like to hunt like big cats.
rescue dogs?
∙∙S: Yes.
Cats
∙∙I: Why are they good rescue dogs?
Different Same
∙∙S: Because they are stronger and more intelligent
than other dogs. -- smaller -- playful
Set the goal: Today we will be: Describing your favorite -- friendlier -- sleep a lot
pet or animal. Customize accordingly. -- cuter -- like to hunt

② PRESENTATION Signpost. Open books to p.55 – Video. Ask students to

Ask: Do you have a pet? What kind? read the title – Strange Cats
-- Note: If students don’t have a pet ask: If you could -- Ask students to read the black box on the left –
have a pet, what kind would you like? About the Video
-- Ask: Do you think pets are happy living in our homes? Before you watch: Read the question and complete
Why (not)? interactively. Do NOT offer corrections.
-- Ask: What are some other popular pets?
(Elicit cats if not already mentioned) While you watch: Look at Part A. Have students
-- Write: Cats on the board. Then ask: confirm their answers.
∙∙I: Are tigers pets? -- Play DVD Unit 5 Strange Cats (subtitles OFF)
∙∙S: No. -- Call on students to read their answers aloud again.
(1. bad; 2. good; 3. bad)
∙∙I: Why not?
∙∙S1: It’s a bad idea to feed your cat in the same
∙∙S: They’re big and dangerous.
place every day.
∙∙I: That’s right. They are big cats. (SR)
-- Look at Part B. Ask students to read aloud the four
-- Draw two columns and label them: Different and names and choices.
Same
-- Play DVD again (subtitles OFF).
-- Note: If students have trouble, play the DVD again
③ PRACTICE
with the subtitles ON. Pause at the appropriate
Say: I’m going to give you a word I want you to make a
section and replay the 10-15 second part until the
sentence and then come to the board and write it.
students can answer the question.
-- Offer an example:
-- Call on students to read their answers aloud.
∙∙I: Small - House cats are smaller than big cats.
(1. b; 2. d; 3. a; 4. c)
(write: smaller on the board)

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UNIT 5
LESSON 4 | DVD

∙∙S1: Steve is a pet expert.

∙∙S2: Ricky is Steve’s cat. -- Note: To make it harder you may wish to erase the
information from the board.
After you watch: Ask students to read and answer the
questions. EXPANSION – PRACTICE
-- Ask students to close their books. Part B – p.55 True or False
Dictate or write on the board the following eight
statements:
④ PERFORMANCE
Point to the lesson goal and say: Now you’re going to 1 Cats are dirty (F, clean)
describe your favorite pet or animal. 2 Cats are popular pets (T)
Interview and report: Dictate and write the following 3 Big cats aren’t free to move around (F, are free)
three questions on the board: 4 Cats can do many things in a small home (F, can’t
1 What is your favorite pet or animal? do many things)
2 Why do you like it? 5 Some cats damage things or fight (T)
3 How does it compare to other animals? 6 Steve Dale knows how to make cats happier (T)
-- Give students 3-4 minutes to interview each other. 7 Cats hunt in the afternoon (F, at night)
Assist as needed. 8 Boo is behaving strangely (F, isn’t behaving
-- Students present their partner’s favorite animal strangely – just bored)
-- Offer praise and feedback. -- Play DVD Unit 5 Strange Cats (subtitles OFF)
-- Students present again applying feedback if time -- Note: If students have trouble play the DVD again
permits. with the subtitles ON. Pause at the appropriate
section and replay the 10-15 second part until the
students can answer the question.
⑤ CLOSING
-- Call on students to read their answers aloud.
Give praise and feedback.
-- Have students correct the false statements.
Confirm lesson goal: Great job! Now you can describe
your favorite pet or animal
Set and demonstrate homework by briefly going over
EXPANSION – PERFORMANCE
each homework point to check understanding. Review Quiz: Books closed.
(WB p.28) Q&A: about animals using comparatives
∙∙I: Please read question A. What animal do you -- Students come up with 3 questions using animals and
want to see? comparatives covered in Unit 5.
∙∙S: A dolphin -- Note: If they have trouble making 3 questions allow
∙∙I: Great. Remember to use parentheses to give them to open their book.
more information. Please finish at home -- Students should use the following structure:
∙∙S1: Which are cuter, mice, or rabbits?
-- Complete lesson record: 5 – 55 – DVD ∙∙S2: I think rabbits are cuter than mice.
-- Thank students and say good-bye. ∙∙S2: Which are more dangerous, sharks, or fish?
∙∙S3: I think sharks are more dangerous than fish.
EXPANSION – PRESENTATION ∙∙S3: Which are more intelligent, dogs, or cats?
Chain Game: Call on students to compare house cats ∙∙S1: I think dogs are more intelligent than cats.
and big cats
-- Last student to make a mistake is the winner.
Instructor starts :
∙∙I: House cats are cuter than big cats.
∙∙S1: House cats are cuter than big cats. House cats
like to hunt like big cats.
∙∙S2: House cats are cuter than big cats. House cats
like to hunt like big cats. House cats are friendlier
than big cats.

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UNIT 6 PREVIEW SB: p.56-59

HW: p.29-31
LESSON 1
LANGUAGE FOCUS VF, Conv, LF

Goal Vocabulary Grammar Resources

Expressing opinions on music -- like -- awesome -- asking for and expressing board, paper,
-- love -- genre (music opinions markers
-- can’t stand genres)

① OPENING
Musician Genre
Greeting/Warm-up: Greet students naturally.
∙∙I: How was your weekend? -- Pharrell Williams -- hip-hop
-- Kanye West -- rap
∙∙I: Do you have any plans today?
-- Katy Perry -- pop
Check homework interactively: (WB p.28)
-- Beethoven -- classical
Go through each point and read the passages/
sentences aloud. Elicit corrections where necessary. -- Linkin Park -- rock
-- Daft Punk -- electronic
Review: Have students come up with two questions
about their partner’s animal in WB p.28 A.
∙∙S1: Which is cuter, a dolphin or a whale? -- Note: You may need to assist with spelling.
∙∙S2: A dolphin is cuter than a whale.
Signpost: Have students open their books to p.56-57
Set the goal: Today we will be: Expressing our opinions
– Preview.
on music. Customize accordingly.
-- Ask: Do you know these musicians?
-- Ask: What kind of music do you think they’re
② PRESENTATION performing?
Draw two columns on the board. Label them:
-- Students speculate.
Musicians and Genre
-- Complete Preview B using the information from the
-- Offer one example of a band and singer.
board. Erase board when finished.
∙∙I: Taylor Swift and The Foo Fighters.
-- Close books.
-- Call on students to list other musicians and write
them under Musicians.
Language Focus A.
-- Ask: What kind of music do these musicians perform?
-- In pairs, have students role play the dialogue aloud.
-- Now say and write under Genre alongside your
example the type of music they perform. -- Switch roles and change the words in blue.
∙∙I: Taylor Swift is a pop singer. The Foo Fighters are
a rock band (write: pop and rock) Grammar : Direct students to the rating system to the
right of the chart.
-- Call on students to list the genres for the other
musicians. Assist as needed. -- Next, have students assign the correct number of
stars to the following words you say aloud:

③ PRACTICE ∙∙I: Love, don’t like, can’t stand and like (4, 1, 0, 3)
Listening. Say: Let’s hear what musicians some other
kids like. Listening. Say: We’re going to hear what Ana, Carl and
Yoko think about these kinds of music
-- Ask students to write both the musician and genre
(Ana thinks hip-hop is OK; Carl loves rap; Yoko can’t
they hear on the board. Offer one a marker.
stand rap)
-- Play CD 1 Track 41. Replay if necessary.
-- Have students color in the correct number of stars in
the chart.
-- Play CD 1 Track 44. Play again if necessary.
-- Have students read their answers aloud.

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UNIT 6
LESSON 1 | PREVIEW/LANGUAGE FOCUS

Signpost: Ask students to turn to p.58 – Language

EXPANSION – PRESENTATION
Focus A.
Listening. Say: Let’s listen. I want you to repeat and
-- In pairs, have students role play the dialogue aloud. write the musician or genre you hear on the board.
-- Switch roles and change the words in blue. -- Students must write the musician or genre under the
correct heading on the board.
Signpost: Open books to p.59 – Language Focus D -- Offer one student a board marker. Take turns.
Students complete using their charts.
-- Play CD 1 Track 43. Pause after each answer as
-- Refer to the chart Expressing Opinions – p.58. students come to write the word on the board.
Have students shadow.
-- Play CD 1 Track 43
EXPANSION – PRACTICE
-- Language Focus E – p.59. Students complete the Language Focus A. Books closed
conversation using ideas of their own.
Listening. Ask: Please write the 4-star and 0-star
-- Haves students role-play 2-3 times with different category words you hear on the board.
ideas.
-- Play CD 1 Track 42. Replay if necessary.
-- Close books. (4: awesome; 0: terrible)
-- Open books to p.58 – Language Focus A. Have
④ PERFORMANCE students read the story and replace the words in blue.
Point to the lesson goal and say: Now we’re going to -- Now ask them to write the other 4 examples on the
express our opinions on music. board. (4: amazing/great; 0: bad/horrible)
Interview and report: Have students interview each -- Practice these new words with some examples.
other. ∙∙I: I think The Foo Fighters are awesome.
-- Write the following 3 question types from p.58 ∙∙S1: I think Daft Punk are terrible.
on the board:
∙∙S2: I think Miley Cyrus is horrible.
∙∙Do you like…?
∙∙Which do you like better, A or B?
EXPANSION – PERFORMANCE
∙∙Who do you like better, A or B? Love or Hate: Find tracks from artists the students
-- Tell students they can ONLY use these question were unfamiliar with during the lesson.
forms. They cannot use best. -- Have students listen to about 20 seconds of each
-- Give students 4-5 minutes to interview each other. track. Ask for their opinion.
-- Note: Allow students to open their books if they need ∙∙S1: I love it.
assistance. ∙∙S2: I don’t like it.
-- Students report their findings. Give feedback. ∙∙S3: It’s OK.

⑤ CLOSING
Give praise and feedback.
Confirm lesson goal: Great job! Now you can express
your opinions on music.
Set and demonstrate homework by briefly going over
each homework point to check understanding.
(WB p.29-31)
∙∙I: Look at Vocabulary Focus C. Can you finish the
first sentence?
∙∙S: I don’t like loud music.
∙∙I: Perfect. Please finish the rest at home.

-- Complete lesson record: 6 – 61 – LF

-- Thank students and say good-bye.

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UNIT 6 THE REAL WORLD SB: p.60-61

HW: p.31 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Using music to improve our -- brain -- sad -- asking for and expressing board, paper,
memory -- emotions -- scared opinions markers
-- happy

① OPENING ③ PRACTICE
Greeting/Warm-up: Greet students naturally. Listening. Say: We’re going to listen to 4 pieces
∙∙I: How was school today? of music.
-- Ask: How does each one make you feel? Happy, sad
∙∙I: What are you doing after class?
or scared?
Check homework interactively: (WB p.29-31)
-- Students listen and decide if the piece makes them
Go through each point and read the passages/
feel happy, sad, or scared.
sentences aloud. Elicit corrections where necessary.
-- Play CD 1 Track 45. Pause after each track. Students
Review. Ask: What kind of music do you like? What
respond
artists do you like best? Why?
∙∙S1: It made me feel scared.
Set the goal: Today we will be: Using music to improve
our memory. Customize accordingly. ∙∙S2: Me, too.
-- Note: If any students respond differently ask: Why?

② PRESENTATION
Review: Write down the left side of the board: Signpost. Open books to p 60 – The Real World.

∙∙4 stars, 3 stars, 2 stars, 1 star, 0 stars -- Look at the diagram. Have students read the upper
right caption aloud. Ask:
-- While pointing to 2 stars ask: How do you say this?
∙∙I: What does this mean?
∙∙S1: It’s OK.
∙∙S: It means the brain is more active when we
-- Have students recall how to express the other
listen to music.
categories.
(4: I love it, 3: I like it, 2: It’s OK, 1: I don’t like it, 0: I ∙∙I: More active than what?
can’t stand it) ∙∙S: More active than resting.
∙∙I: What other things might make our brain active?
Signpost: Open books to p.61 – Communication. ∙∙S: Reading books, playing games, or studying.
Say: Let’s take a music poll -- Have students read the preview on the left aloud.
-- Have students write the names of their classmates in -- Ask: Is music important in your culture? How?
the appropriate boxes (instructor also if possible).
-- Students ask and answer aloud to complete the chart Signpost. Say: Let’s do an experiment.
following the points guide.
-- The Real World B. Complete both tasks as a group.
∙∙S1: Do you like hip-hop? (do not follow the book)
∙∙S2: Yes, I love it. (4 points) -- On a piece of paper have the class come up with 10
∙∙S3: Hip-hop is OK. How about you? (2 points) random words (no articles or prepositions).
∙∙S1: I can’t stand it. (0 points) ∙∙I: Beautiful
-- When finished add up the points to confirm the most ∙∙S1: Girls
popular kind of music (Do NOT do p.131) ∙∙S2: Music
-- Close books. ∙∙S3: Dolphin
-- Give students 20 seconds to read and remember
Signpost. Say: Let’s talk about the effect of music on these words.
your brain.
-- Have them cover the page and repeat back as many
-- Ask: Does listening to music make you happy? Sad? words as they can in any order.
Why?
-- Note: This activity is purposely difficult.
-- Write on the board: happy, sad, scared

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UNIT 6
LESSON 2 | THE REAL WORLD/COMMUNICATION

-- Ask: Was that difficult? Why?

-- Ask: Do you remember the words to your favorite EXPANSION – PRACTICE
songs? [Yes] Pronunciation – p.61. Books closed.
-- Ask: Do you think it would help if we put these words -- Say: Today we are going to look at syllable stress.
into a song?
-- Write: syllable stress on the board.
-- Now write: popular. Read aloud and have students
④ PERFORMANCE repeat.
Point to the lesson goal and say: Now we’re going to -- Ask: How many syllables does it have?
use music to improve our memory. (Underline the 3 syllables and emphasize the stressed
Songwriter. Say: I want you to work together and put one)
the words into a song. -- Repeat for amazing (3) and independent (4)
-- Note: The words do not need to be in order.
-- Instructor writes the song on paper as the students Open books to p.61 – Pronunciation A. Students read
dictate. Give them 5 minutes. to reinforce.
-- Note: If students don’t feel comfortable singing then -- Pronunciation B. Read the question aloud. Have
a poem or story is fine. students mark the syllables together before listening.
-- Allow them to read/sing it once or twice to practice. -- Play CD 1 Track 47. Students confirm the number of
-- Cover the page. Students perform their song/poem/ syllables and stress. Replay as needed.
story. -- Have students come up with sentences using the
-- Instructor checks and gives feedback. examples.

-- Students perform again applying feedback if time ∙∙I: I think science is interesting.
permits.
EXPANSION – PERFORMANCE
Singer/Songwriter 2
⑤ CLOSING
Give praise and feedback. -- Write the following 12 words on the board randomly:

Confirm lesson goal: Great job. Now you can use music ∙∙dog, soccer, shoes, mountain, tennis, young, old,
to improve your memory. t-shirt, cat, rock, old, lake, pop

Set and demonstrate homework by briefly going over -- Say: I want you to work together and put these words
each homework point to check understanding. into a new song.
(WB p.31) -- Note: The words do not need to be in order.
∙∙I: Could you read the first sentence for me? -- Instructor writes the song on paper as the students
∙∙S: Marconi Union is a band from England. dictate. Give them 5 minutes.

∙∙I: Is question 1 True or False? [False] Good. Please -- Note: If students don’t feel comfortable singing then
finish the rest for homework. a poem or story is fine.
-- Allow them to read/sing it once or twice to practice
-- Complete lesson record: 6 – 61 – Comm -- Cover the page. Students perform their song/poem/
-- Thank students and say good-bye. story.
-- Instructor checks and gives feedback.
-- Students perform again applying feedback if time
EXPANSION – PRESENTATION
permits.
Communication – p.131
Students complete the task for singers/groups
∙∙S1: Do you like Taylor Swift?
∙∙S2: No, I don’t like her. (1 point)
∙∙S3: She’s OK. How about you? (2 points)
∙∙S1: I love her. (4 points)
Note: Students can only use artists the others know
Students add up the points to confirm the most popular
artist.

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UNIT 6 READING SB: p.62-64

HW: p.32
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Describing a well-known -- profoundly -- percussionist -- simple present board, paper,

musician -- deaf -- keen markers
-- simple past
-- solo

① OPENING -- Have students speculate on the picture and why she

Greeting/Warm-up: Greet students naturally. is special.

∙∙I: What did you do today? -- Say: Evelyn is very special because she feels music,
she doesn’t hear it.
∙∙I: Do you have any plans for tomorrow?
Check homework interactively: (WB p.31)
Go through each point and read the passages/
③ PRACTICE
sentences aloud. Elicit corrections where necessary. Listening: Books closed. Ask:

Review. Ask: Do you remember your song (poem/ ∙∙I: How does she feel the music?
story) from last lesson? Can you sing it? ∙∙I: Why doesn’t she hear music?
Set the goal: Today we will be: Describing a well known -- Note: Have students listen to the first paragraph only
musician. Customize accordingly. (0~23 seconds).
-- Play CD 1 Track 48. Students answer.
② PRESENTATION ∙∙S1: She feels the music through her feet.
Mind Map. Write on the board: Senses. ∙∙S2: She doesn’t hear the music because she is
-- Offer an example deaf.

∙∙I: We smell with our noses.

(write: smell on the board). Now write vertically under her name: child, 8 years
old, 12 years old, 16 years old, 23 years old
-- Call on students to offer the other 4 senses
-- Ask: What major events happened in Evelyn
∙∙S1: We see with our eyes.
Glennie’s life at these ages?
∙∙S2: We taste with our mouth.
-- Have students listen to the full story and answer the
∙∙S3: We feel with our fingers. question.
∙∙S4: We hear with our ears. -- Play CD 1 Track 48. Replay if necessary. Students
-- Ask: Which sense do we use for music? (Elicit hearing) answer.
-- Ask: Is there another way we can sense music? ∙∙S1: When Evelyn was a child she learned to play
(Elicit feel (through vibrations)) musical instruments.
-- Erase the board. ∙∙S2: When Evelyn was 8 years old she started
having hearing problems.
Signpost. Ask: ∙∙S3: When Evelyn was 12 years old she started
taking drum lessons.
∙∙I: Do you play a musical instrument? What? Why
did you choose it?
∙∙I: (If not) What musical instrument would you like Skimming. Say: I want you to skim and underline
to learn to play? Why? these 5 pages in the story.
-- Write on the board: Evelyn Glennie -- Open books to p.62-63 – Reading. Go!
-- Only Instructor opens book to p.63 (fold book so -- Reading: Have students read the story on p.62
students can’t see the text on p.62). aloud. Do NOT assist with vocabulary yet.
-- Ask: What do you think is special about Evelyn -- Have students turn to p.64. Complete
Glennie? Comprehension A.

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UNIT 6
LESSON 3 | READING/COMPREHENSION

-- Turn back to p.62. Identify one or two words and

confirm understanding.
EXPANSION – PRESENTATION
∙∙I: What does deaf in line 2 mean? (unable to hear) Listening: Comprehension A – p.64
-- After presenting, ask some questions to confirm the -- Have students read the 5 questions and answer
meaning choices aloud.
∙∙I: Is Evelyn Glennie deaf? -- Play CD 1 Track 48. Replay if necessary.
∙∙S: Yes, she is. -- Students read their answers aloud.
-- Comprehension B. Turn to p.64. Have students
complete the time line interactively.
EXPANSION – PRACTICE
-- Students present their answers aloud. Grammar: Books closed.
-- Tell the students that you’re going to read the story
④ PERFORMANCE again.
Point to the lesson goal and say: Now you’re going to -- However, use beep to replace the past tense verbs.
describe a well known musician. Students must guess the missing words.
-- Note: This is a group task. -- Note: Only read paragraph two and three (lines 4-14)
-- Students decide on a well known singer or band they ∙∙I: As a child, Glennie “beep” (learned) to play
all know. musical instruments […] But when she was eight,
-- Their presentation must contain 5 key points from the she “beep” (started) to have hearing problems.
musician's past.
-- Give students 4-5 minutes to discuss and prepare. EXPANSION – PERFORMANCE
Assist as needed. True or False Quiz. Say: We’re going to have a True or
-- Have students deliver a presentation with feedback. False quiz on today’s lesson.

-- Students present again applying feedback if time -- Rules: For a correct answer the partner gets a point.
permits. For an incorrect answer the student gets a point.
-- Have the first student open their book and make
three questions. Partners respond.
⑤ CLOSING
-- Note: For larger groups students should “buzz”
Give praise and feedback.
to answer.
Confirm lesson goal: Great job! Now you can describe
∙∙S1: Evelyn hears through her eyes. True or false?
a well-known musician.
∙∙S2: False. She hears through her feet.
Set and demonstrate homework by briefly going over
each homework point to check understanding. ∙∙S1: Correct. Evelyn started to have hearing
(WB p.32-33) problems when she was 12.

∙∙I: Could you read the first paragraph for me? ∙∙S3: True.

∙∙S: (Student reads) ∙∙S1: False. She started to have hearing problems
when she was 8.
∙∙I: What’s the answer to Part A? [b ] Good. Please
finish the rest for homework. -- (S1 = 1 point, S2 = 1 point, S3 = 0 points)
-- Continue until all students have asked 3 questions.
-- Complete lesson record: 6 – 64 – Comp Tally up the points and declare the winner.

-- Thank students and say good-bye.

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UNIT 6 DVD SB: p.65

HW: p.33
LESSON 4 ← Click to view video Writing
Be sure to check that your iPad can play the video BEFORE starting the lesson.

Goal Vocabulary Grammar Resources

Expressing opinions on musical -- instruments -- culture -- asking for and expressing DVD player,
instruments -- 1800s -- proud opinions board, paper,
markers
-- 20th century

① OPENING -- Have students come up several other examples

Greeting/Warm-up: Greet students naturally. ∙∙S1: The piano
∙∙I: How was your day? ∙∙S2: The drum
∙∙I: Are you doing anything this weekend? ∙∙S3: The guitar
Check homework interactively: (WB p.32-33) -- Ask: Which instruments are popular in (country)?
Go through each point and read the passages/ -- Lead into the video.
sentences aloud. Elicit corrections where necessary.
-- Ask: Is a pan a musical instrument? (No) What is it
Review. Ask: What do you remember about your well- used for? (Cooking)
known musician in your last lesson?
-- Ask: How could you use it to make music? What
Set the goal: Today we will be: Expressing our opinions instrument would it sound like?
on musical instruments. Customize accordingly

③ PRACTICE
② PRESENTATION
Signpost: Open books to p.65 – Video. Ask students
Review: Write down the left side of the board: to read the title – The Steel Band.
∙∙4 stars, 3 stars, 2 stars, 1 star, 0 stars -- Ask students to read the black box on the left - About
-- While pointing to 2 stars ask: How do you say this? the Video.
∙∙S1: It’s OK.
-- Have students recall how to express the other Before you watch: Read the question and complete
categories. interactively. Do NOT offer corrections.
(4: I love it, 3: I like it, 2: It’s OK, 1: I don’t like it, 0: I
can’t stand it) While you watch: Look at Part A. Ask students to
Review. Write on the board: Which do you like better, confirm their answers.
A or B? -- Play DVD Unit 6 The Steel Band (subtitles OFF)
-- Ask a question to the class: -- Call on students to read their answers aloud
∙∙I: Which do you like better, pop or rock? (1. F; 2. T; 3. T)

∙∙S1: I like rock better. ∙∙S1: The steel pan was invented in the 19th
century. (False. The 20th century)
∙∙S2: I like pop better.
-- Part B. Ask students to read aloud the two quotes
-- Next, have students come up with two more
Have them try to recall the answers first.
questions each.
-- Play DVD again (subtitles ON).
∙∙S1: Which do you like better, classical or
electronic? -- Call on students to read the quotes aloud (1. culture;
2. invented; 3. created; 4. proud; 5. share).
∙∙S2: I like electronic better. Which do you like
better, hip-hop or rap? ∙∙S1: Pan is most important to Trinidad and Tobago
because it’s part of our culture.
∙∙S1: I like hip-hop better.
∙∙S2: This is ours, we made it, we created it, it
-- Erase the board.
belongs to us, and we are so proud of it.

Mind Map. Write on the board: Musical Instruments

After you watch: Ask students to read and answer
-- Offer an example. Say: The violin the questions.
-- Close books.

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UNIT 6
LESSON 4 | DVD

④ PERFORMANCE
Point to the lesson goal and say: Now we’re going to -- Call on students to guess the origin of each
express our opinions on musical instruments. instrument.
Interview and report: Have students interview each -- Students come to the board and draw a line.
other. Ask: Why?
-- Note: Students refer to the instruments on the board. -- Offer the correct answers for any they got wrong
-- Write the following 2 questions on the board: (Answers: Piano, Italy early 1800’s; Violin, Italy
early 1600’s; Guitar, Spain early 1500’s; Drum,
∙∙Do you like…?
Egypt 4000BC; Harmonica, Germany early 1900’s;
∙∙Which do you like better, A or B? Saxophone, Belgium 1840’s)
-- Tell students they can ONLY use these question forms
They can not use best. EXPANSION – PRACTICE
-- Allow students 4-5 minutes to interview each other. Part B – p.65.True or False
-- Students report their findings with feedback from Dictate or write on the board the following six
instructor. statements:
1 Trinidad and Tobago is in Africa. (False, Caribbean)
⑤ CLOSING 2 It is busy in Trinidad and Tobago. (False, relaxed)
Give praise and feedback. 3 People made music by hitting different kinds of
Confirm lesson goal: Great job! Now you can express metal objects. (T)
your opinions on musical instruments. 4 Someone found an oil drum during the First World
Set and demonstrate homework by briefly going over War. (F, Second World War)
each homework point to check understanding. 5 They hit the drum with a rock. (F, hammer)
(WB p.33)
6 Steel bands play classical music. (T)
∙∙I: (Read together) What music video do you like?
-- Play DVD Unit 6 The Steel Band (subtitles OFF)
∙∙S: Sugar by Maroon 5.
-- Note: If students have trouble play the DVD again
∙∙I: Great. Let’s write the first sentence [Writes]. with the subtitles ON. Pause at the appropriate
Please finish the rest for homework. section and replay the 10-15 second part until the
students can answer the question.
-- Complete lesson record: 6 – 65 – DVD -- Call on students to read their answers aloud.
-- Thank students and say good-bye. -- Have students correct the false statements.

EXPANSION – PERFORMANCE
EXPANSION – PRESENTATION Musical Culture
Instrument origins Ask the students to describe an important instrument,
music, or dance from their country.
-- Draw: two columns on the board.
-- Note: This is a group task.
-- Label them: Instruments and Origin.
-- Students agree on something culturally important to
-- Now write the following instruments and origins on
their country.
the board in the order shown:
-- Students’ presentations should answer the following
questions. Write on the board:
Instrument Origin
∙∙What is it?
-- Piano -- Belgium 1840s
∙∙Where did it originate?
-- Violin -- Italy 1600s
∙∙Why is it important?
-- Guitar -- Germany 1900s
-- Drum -- Italy 1800s -- Give students 4-5 minutes to discuss and prepare.
-- Harmonica -- Egypt 4000BC Assist as needed.
-- Saxophone -- Spain 1500s -- Provide students with feedback.
-- Students present again using the corrections if time
permits.

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UNIT 6 BERLITZ CULTURAL EXPLORER 2 SB: p.3

HW: none
BCE 2
NEW ZEALAND FOCUS ON FOOD

Goal Vocabulary Grammar (as applicable) Resources

Teaching a visitor to cook a -- hangi -- cooking -- comparative and superlative board, paper,
traditional dish from your -- pit terms (boil, adjectives markers
country stir, steam,
-- dig -- asking for/expressing opinions
etc.)
-- ash/coals

① OPENING ③ PRACTICE
Greeting/Warm-up: Greet students naturally. Signpost: Open books to p.3 – New Zealand: Focus on
∙∙I: How was school today? Food.

∙∙I: What are you doing after class? -- Have students read the short introduction in blue at
the top of the page aloud.
Review. Ask: What do you remember about New
Zealand? -- Have students look at the Food to Use chart and read
the items aloud.
Set the goal: Today we will be: Teaching a visitor
to cook a traditional (Japanese) food. Customize -- Ask some mixed questions about the foods.
accordingly. ∙∙I: Which of these foods do you like?
∙∙I: Are there any that you don’t like? Why?
② PRESENTATION ∙∙I: Which ones would you put in your hangi?
Grounding
Ask some mixed questions to introduce the topic: Part A. First have students read aloud all the cooking
steps. Assist with vocabulary as needed.
∙∙I: Do you like to cook? Why (not)?
-- Now refer to the pictures A-F. Read the question
∙∙I: What is your favorite/the easiest thing to cook?
aloud.
Signpost. Write on the board: Pasta.
-- Individually have students match the pictures to the
Ask: Can you help me make some pasta? cooking steps. Give them 1 minute. Go!
-- Using gestures elicit the following steps from the -- Have students read aloud their answers to confirm
students. Write them on the board. with their classmates. (Answers: F, B, C, E, D, A)
1 Pour some water into a pot. ∙∙S1: Place special rocks and wood in a pit is F.
2 Add some salt. ∙∙S2: Light a fire in the pit is B.
3 Boil the water. ∙∙S3: Place the food in a large wire basket is C.
4 Add the pasta. ∙∙S1: Pour some water over the food is E.
5 Stir the pasta after adding. ∙∙S2: Cover the basket with dirt is D.
6 Boil for 7-8 minutes. ∙∙S3: Serve and enjoy is A.
7 Strain the pasta.
8 Serve with your favorite sauce. Ask: Would like to try hangi if you ever go to New
Zealand? Why (not)?
Signpost: Ask some mixed questions about -- Part B. Ask students if their country has anything
New Zealand’s food/cooking. similar to a hangi. If there is such a dish, go over any
differences. Encourage use of the cooking terms
∙∙I: What foods do you think are popular in New
covered so far.
Zealand? Why?
∙∙I: How do they cook it/them?
∙∙I: Have you ever tried it/them?

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UNIT 6
BCE 2 | NEW ZEALAND: FOCUS ON FOOD

④ PERFORMANCE
Point to the lesson goal and say: Now we’re going to
teach a visitor to cook a traditional food from your
country.
-- Have students read the Your Turn section aloud.
Decide on a dish to describe.
-- Elicit ingredients and cooking terms related to the
dish chosen.
-- Using the language on the board and from Part A,
have students present a recipe on a traditional food.
-- Note: This is a group task.
-- Give students 4-5 minutes to discuss and prepare.
Assist as needed.
Students present again applying feedback if time
permits.

⑤ CLOSING
Give praise and feedback.
Confirm lesson goal: Great job! Now you can teach a
visitor to cook a traditional (Japanese) food.
Inform students that there is no homework today.
However, they may review at home on their own.

-- Complete lesson record Japan 6 – 3 – BCE2

-- Thank students and say good-bye.

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UNIT 6 REVIEW 1 HW: Review

for test
REV 1

Goal Vocabulary Grammar Resources

Reviewing for the -- hobbies -- clothes -- animals -- asking about -- adjectives, board, paper,
mid-level test -- interests -- accessories -- music activities superlatives, markers
-- extreme -- time and frequency comparatives
-- favorite -- genres and
places on adverbs -- asking for and
activities instruments
Earth expressing opinions
-- physical -- physical
appearance appearance

① OPENING ④ POST-TASK: YOUR TURN

Greeting/Warm-up: Greet students naturally. Use the questions below to lead a short discussion
∙∙I: How was your weekend? with the students on each function from units 1-6.
∙∙I: Do you have any plans today? Encourage them to use A++ to interact with each other
and expand on their ideas.
Set the goal: Today we will be: Using language from
units 1-6 to play a game. (The Instructor may wish to check the Scope and
Sequence on p.4 of the Students Book. This can be
used to ensure the students are using the Functions
② PRE-TASK: REVIEW and Grammar as taught during the lesson.)
Read the title of Unit 1.
-- Ask students to brainstorm anything they can UNIT 1: Hobbies
remember: topics, people, phrases, grammar, etc. ∙∙What is your favorite hobby?
-- Allow up to 15 seconds of skimming to aid student ∙∙How often do you do it? When do you do it?
recall.
∙∙Do you do it alone or with other people?
-- Repeat the process for Units 2-6.
∙∙How long have you been doing it?

③ TASK UNIT 2: Physical Appearance

Point to the lesson goal and say: Now we are going to
∙∙What do your family members look like?
show the class what we have learned.
∙∙Do they have long or short hair? What color are
Open to p.66. Review Game 1: Students use erasers as
their eyes? Are they tall or short?
game pieces. Complete the game.
∙∙Do any of them have facial hair?
-- If you don’t have a coin, make a spin dial:
-- Draw a circle on a piece of paper.
UNIT 3: Clothes and Shopping
-- Divide it into quarters.
∙∙How often do you go shopping?
-- Write 1,2,1,2 in each quarter (1 = 1 move, 2 = 2 moves)
∙∙What do you like to go shopping for?
-- Use your pen or a student’s pencil as a spinner.
∙∙What are some of your favorite stores?
-- For weaker students you may want to create teams,
∙∙What did you buy recently? When did you buy it?
pairing stronger students with weaker students.
-- Alternatively you could allow students to ask for a set
UNIT 4: Extreme Places
number of hints, give each student 5 hint chances.
Note them on the board. ∙∙What is the tallest mountain in the world?
(Mt. Everest)
-- Make sure the previous student reads out the
question for the student taking a turn. ∙∙What is the biggest river in the world? (Amazon)
What else can you tell me about that river? (p.43)
-- Note: 3, 5, 6, 16, 17, 19, 23 refer directly to information
found in Units 1-6. ∙∙What other extreme places do you know?

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UNIT 6
REV 1 | REVIEW 1

UNIT 5: Comparing Animals

∙∙Which do you like better, cats or dog?
∙∙Which are cuter? Which are friendlier? Which are
smarter?
∙∙What kinds of jobs can dogs do? (p.53)
∙∙What is your favorite animal? Why?

UNIT 6: Music Likes and Dislikes

∙∙How often do you listen to music?
∙∙What kinds of music are popular in your country?
∙∙Which do you like better, rock or pop? Why?
∙∙Who is your favorite artist/band? Why?

⑤ CLOSING
Give praise and feedback.
Confirm lesson goal. Very good work! Now you can
show what you have learned so far in this book.
Set homework by distributing the written section of
the mid-level test.
∙∙I: Please complete sections B to F at home. Can
you do section A?
∙∙S: No.
∙∙I: Correct. That is the listening part. We will do it
in class.

-- Complete lesson record: 6 – 67 – Rev1

-- Thank students and say good-bye.

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UNIT 6 MID LEVEL TEST HW: none

MID LEVEL TEST

Goal Vocabulary Grammar Resources

To assess -- Any and all terms covered to this point -- All grammar covered to this point Test forms and
performance in the handouts (ask
level to this point your KC or MI)

Tests are administered after Units 6 and 12.

For students to pass the mid or final level test they must achieve a score of 65 or higher.
The score will appear on their reports.

If a student does not achieve the minimum score, please consult with your IS and KC.

① OPENING ③ CLOSING
Greeting/Warm-up: Greet students naturally. Give praise and feedback.
∙∙I: How are you today? Confirm lesson goal: Well done, everyone! Now you
Set the goal: Today we will be: Taking the mid level test have finished the mid level test!
to check your progress. Inform students that there is no homework today.
Say: Take out your test worksheets. We will finish the However, they may review at home on their own.
listening section.
-- Complete lesson record: 6 – 0 – Mid Level Test
-- Record student scores in the Comments section of
② CONDUCTING THE TEST
ePed.
Listening section: Set up the audio.
-- Thank students and say good-bye.
Make sure students understand what is required of
them in each listening task.
∙∙I: Listen carefully and complete the tasks. You will
hear the audio twice (if necessary). REPORT WRITING
-- Following any level test lesson, arrange with your KC
-- Play the audio for each section. or MI time to complete a report if you will be assigned
to this task.
-- When finished, collect the worksheets.
-- The reports can either be handwritten or typed in
-- Say: Now we will do the Speaking part of the test.
the editable PDF. Please make sure that you include
the test scores. At the bottom of the report there is a
Speaking section: Distribute the handouts and section for your comments. When writing comments,
administer the test as indicated. please write them in the following structure:
Monitor and score student output in the provided ∙∙Positive
scoresheet.
∙∙Area for improvement
When the Listening and Speaking portions are
completed, go through the test together as a class. ∙∙Advice on how to improve

Review and practice where needed.

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UNIT 7 PREVIEW SB: p.68-71

HW: p.34-36
LESSON 1
LANGUAGE FOCUS VF, Conv, LF

Goal Vocabulary Grammar Resources

Asking about food in the -- food -- utensils -- uncountable/countable nouns board, paper,
kitchen markers
-- some, any

① OPENING ③ PRACTICE
Greeting/Warm-up: Greet students naturally. Signpost: Open books to p.68-69 – Preview. Look at
∙∙I: How was your weekend? the picture.

∙∙I: Do you have any plans today? -- Have students identify the food, drinks, and utensils
in the picture. Assist as needed.
Review. Ask: How was the test last lesson?
Preview A and B. Read the questions and answer
Set the goal: Today we will be: Asking about food in
choices aloud.
the kitchen. Customize accordingly.
-- Play CD 2 Track 1.
-- Students read aloud their answers.
② PRESENTATION
(1.salad/fork; 2.fish, rice/plate; 3.noodles/bowl;
Mind map: Draw three columns on the board. Label
4.pasta, juice/glass)
them: Food, Drinks and Utensils.
∙∙S1: Joseph is eating salad. He needs a fork.
-- Offer one example of each then elicit more from the
students. ∙∙S2: Teresa is eating fish and rice. She needs some
plates.
∙∙I: Vegetables, soda and knives.
∙∙S1: Apples and juice.
Listening: Books closed (or stay on p.68-69).
∙∙S2: Water and glasses.
Language Focus A – p.70.
Note: Be sure to use the plural form when possible (e.g.
-- Say: Let’s listen to Stig and Nadine. They are at the
vegetables – not vegetable)
supermarket.
-- Your board should look like this without underlining.
-- Set the following questions on the board:
∙∙What utensils does Nadine need? (plates and
Food Drinks Utensils forks)
-- vegetables -- soda -- knives ∙∙What did Stig buy? (sweets)
-- apples -- juice -- plates -- Play CD 2 Track 2. Have students read answers aloud.
-- cookies -- water -- forks Replay if necessary.
-- bread -- bowls
-- cheese -- glasses Signpost: Ask students to turn to p.70 – Language
-- meat -- spoons Focus A.
-- In pairs, have students role play the dialogue aloud.
Switch roles and change the words in blue.
Signpost: Ask students to identify all the countable -- Language Focus Chart. Draw students’ attention to
nouns (e.g. apples, forks). Underline them. the chart.
-- Ask some mixed questions about the classroom. -- Have students model the examples by reading aloud.
∙∙I: Is there any coffee on the table? Assist as needed.
∙∙S1: Yes, there is some coffee on the table. -- Language Focus C – p.71. Complete the sentences as
∙∙I: Are there any bananas in your bag? a class and read aloud. Assist as needed.
(2.There are some; 3.There isn’t any; 4.There aren’t
∙∙S2: No, there aren’t any bananas in my bag.
any; 5.There are some; 6.There is some)

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UNIT 7
LESSON 1 | PREVIEW/LANGUAGE FOCUS

④ PERFORMANCE
Point to the lesson goal and say: Now we’re going to EXPANSION – PRESENTATION
ask about food in the kitchen. Preview C – p.68. Have students read the question
-- Language Focus E – p.71. As a class make a list of 10 aloud and discuss.
things for an imaginary fridge. -- Note: Encourage students to use Yes, No, Or, and Key
-- The items must be specific (e.g. apples – not fruit, (YNOK) questions to expand on the discussion.
orange juice – not juice)
-- Note: Be sure to use a mix of countable and non- EXPANSION – PRACTICE
countable nouns. Language Focus D. Complete the first two questions
as a class.
Students now must choose 5 items for their fridge. -- Give students 2 minutes to write down three
They must use the following structure: questions of their own. Assist as needed.
∙∙There are some ~s. -- Students ask and answer each other’s questions.
∙∙There is some ~. ∙∙S1: Is there any orange juice on the counter?
-- Give them 2 minutes to make their lists. Then erase ∙∙S2: Yes, there is some orange juice on the counter.
the 10 items from the board.
∙∙S2: Are there any bananas on the table?
-- Students can ask 5 questions about the items in their
∙∙S3: Yes, there are some bananas on the table.
partner’s fridge.
∙∙S2: Is there any milk in your fridge?
EXPANSION – PERFORMANCE
∙∙S1: No, there isn’t.
Chain Game: Illustration on p.71 (cover the text).
∙∙S3: Are there any tomatoes in your fridge?
-- Note: You can also use IB p.33 or p.36.
∙∙S1: Yes, there are.
-- Last student to make a mistake is the winner.
-- The winner is the student with the most remaining Instructor starts.
items in their fridge.
∙∙I: There is some water on the table.
-- Offer praise and feedback.
∙∙S1: There is some water on the table and there are
-- Practice any phrases/questions the students had some plates on the table.
trouble with as time permits.
∙∙S2: There is some water on the table, there are
some plates on the table and there is some salad
⑤ CLOSING on the counter.
Give praise and feedback.
Confirm lesson goal: Now you can ask about food in
the kitchen.
Set and demonstrate homework by briefly going over
each homework point to check understanding.
(WB p.34-36)
∙∙I: Look at Language Focus B. What’s the first line?
∙∙S: Are there any vegetables in the refrigerator?
∙∙I: That’s right. Please finish the rest for homework.

-- Complete lesson record: 7 – 71 – LF

-- Thank students and say good-bye.

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UNIT 7 THE REAL WORLD SB: p.72-73

HW: p.36 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Describing the location of food -- stylist -- pour -- prepositions board, paper,

and drinks -- glue -- dry out markers
-- uncountable/countable nouns
-- soap bubbles -- food and -- some, any
drinks

① OPENING Signpost: Ask some questions about the picture on

Greeting/Warm-up: Greet students naturally. p.72 to lead into the next section.

∙∙I: How was school today? ∙∙I: Where is the chicken?

∙∙I: What are you doing after class? ∙∙S1: It’s on the grill.

Check homework interactively: (WB p.34-36) ∙∙I: Where is the cutting board?
Go through each point and read the stories/sentences ∙∙S2: Umm, it’s near the grill?
aloud. Elicit corrections where necessary. ∙∙I: Good. It’s next to the grill. (SR)
Review: Students perform Language Focus B
(WB p.36) to reinforce.
Grammar: Write the following prepositions on the
Set the goal: Today we will be: Describing the location board: On, in, next to, in front of, behind, between,
of food and drinks. Customize accordingly. above, under
-- Now use various objects around the classroom to
② PRESENTATION make examples of each.
Ask: Do you think food always looks better in photos ∙∙e.g. Book, calendar, notepad, clock, etc.
than in real life? Why? -- First, elicit what the students know by letting them
Ask: Can you remember any examples? (e.g. menus, give examples.
restaurant window displays, TV commercials)
Now, write examples with a blank space for any the
Signpost: Have students open their books to p.72 – students are unfamiliar with. Elicit responses.
The Real World. ∙∙My book is (in front of ) me.
-- Look at the picture. Ask: What is he doing? Students ∙∙The calendar is (behind) the notepad.
speculate.
∙∙The clock is (next to) the board.
-- Students read aloud the title and preview.
-- Open books to p.71. Look at the picture at the top of
-- The Real World A and B. Have students read the four the page.
items, four things, and four reasons aloud.
-- Offer some examples:
-- Pre-listening: Have students guess what the item-
∙∙I: There are some plates on the table.
thing-reason combinations may be.
∙∙I: There is some juice in the jug.
∙∙I: They might use car seat spray on ice cream so it
doesn’t melt. -- Now call out some pairs and have students make
sentences. Assist as needed.
∙∙S1: They might use lipstick on bread to make the
color nicer. ∙∙I: Table, counter.
∙∙S1: There is a table in front of the counter.
③ PRACTICE ∙∙I: Salad, sink.
Listening: Have students listen and confirm the item- ∙∙S2: There is some salad next to the sink.
thing-reason combinations.
-- Others: Salad/juice; glasses/sink; detergent/sink;
-- Play CD 2 Track 4. Have students read aloud their juice/sink/fridge; place mats/plates; spoons/knives.
answers. Replay if necessary.
(1. soap bubbles/just poured; 2. seat spray/stop
becoming dry; 3. cake icing/doesn’t melt; 4. lipstick/
color)
∙∙S1: They use soap bubbles in drinks to make it
look like someone just poured it.

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UNIT 7
LESSON 2 | THE REAL WORLD/COMMUNICATION

④ PERFORMANCE
Point to the lesson goal and say: Now we’re going to ∙∙I: There is some water on the table.
describe the location of food and drinks. ∙∙S1: There is some water on the table and there are
Memory Game. Communication – p.73 some plates on the table.
(do not complete as suggested). ∙∙S2: There is some water on the table. There are
-- Say: We’re going to play a memory game. I want you some plates on the table. There is some salad on
to remember everything about this photo. the counter.
-- For every correct sentence students get one point.
EXPANSION – PRACTICE
Take 1: Give students 30 seconds to look at the photo Pronunciation – p.73. Books closed.
(without notes). -- Say: Today we are looking at linked sounds.
-- Close books. Call on students to say what they -- Write: linked sounds on the board.
remember about the photo. Take turns.
-- Now write the following four sentences with blanks:
∙∙S1: There are some apples in a bowl.
∙∙There are spoons __ the cabinet.
∙∙S2: There is some rice on a plate next to the
∙∙There are forks __ the table.
apples.
∙∙Are there any cookies __ the bowl?
∙∙S3: There is some juice in a glass behind the
apples. ∙∙Are there any snacks __ the counter?
-- Offer praise and feedback. -- Have students listen and write the missing word on
the board.
Take 2: Open books. Give students another 30 seconds -- Play CD 2 Track 5. Replay if necessary.
to look at the photo (without notes). (1. in; 2. on; 3. in; 4. on)
-- Close books. Call on students to describe the entire -- Now read the sentences aloud. Students repeat.
picture this time. -- Note: Emphasis on the linking of s~in or s~on.
-- Tally up the points and declare the winner.
-- Open books to confirm. Make corrections as Open books to p.73 – Pronunciation B. Students listen
necessary. and complete the sentences.
-- Offer praise and feedback. Practice any phrases/ -- Play CD 2 Track 6. Replay if necessary.
questions the students had trouble with as time -- Have students read aloud their answers to reinforce.
permits.

EXPANSION – PERFORMANCE
⑤ CLOSING Draw: Have one student dictate while the other
Give praise and feedback. students draw.
Confirm lesson goal: Now you can describe the -- Have only Student 1 open their book to p.134.
location of food and drinks. Do NOT show their classmates.
Set and demonstrate homework by briefly going over -- Student 1 must describe the picture while the others
each homework point to check understanding. draw. The other students can ask questions to ensure
(WB p.36) that the picture is accurate.
∙∙I: Please read the first paragraph. ∙∙S1: There is some rice in a bowl.
∙∙S: (Student reads) ∙∙S1: There is a fork next to the plate.
∙∙I: What’s number 1? [ate] Good. Please finish the ∙∙S2: On the left or right?
rest for homework. ∙∙S1: On the left. There are some oranges in a bowl
-- Complete lesson record: 7 – 73 – Comm next to the fork.
-- Thank students and say good-bye. -- Before revealing their pictures the other students
describe it to confirm with Student 1.
∙∙S2: There is some bread on a plate.
EXPANSION – PRESENTATION
∙∙S3: There is some water in a glass next to the
Chain Game: Illustration on p.71 (cover the text).
bread.
-- Last student to make a mistake is the winner.
-- Students reveal pictures.
Instructor starts.

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UNIT 7 READING SB: p.74-76

HW: p.37
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Describing a popular dish in -- veggie -- pizzeria -- simple past Berlitz Illustration

your country -- crust -- lava Book (IB), board,
-- years and numbers
paper, markers
-- shields -- volcano
-- poisonous

① OPENING ③ PRACTICE
Greeting/Warm-up: Greet students naturally. Listening: Ask students to match the details on the
∙∙I: What did you do today? left to the times on the right.

∙∙I: Do you have any plans for tomorrow? -- Before listening have students speculate on what the
answers may be.
Check homework interactively: (WB p.36)
Go through each point and read the stories/sentences -- Play CD 2 Track 7.
aloud. Elicit corrections where necessary. -- Students come to the board, draw lines and read out
Review: Ask a few questions to review prepositions loud.
using items in the classroom. ∙∙S1: Explorers brought tomatoes to Europe in the
∙∙I: Where is your book? 1520’s.

∙∙S1: It is in front of me. ∙∙S2: Italians moved to the US in the late 19th
century.
Set the goal: Today we will be: Describing a popular
dish in your country. Customize accordingly. ∙∙S3: They cooked pizza on metal shields 2,500
years ago.

② PRESENTATION
Skimming. Say: I want you to skim and underline the 5
Lead a short discussion with some mixed questions
events and times on the board.
about pizza.
-- Open books to p.74-75 – Reading. Give students 30
∙∙I: What is your favorite kind of pizza? Margherita?
seconds. Go!
Pepperoni? Hawaiian?
∙∙I: Are there any toppings you don’t like? Which
Reading: Have students read the story on p.75 aloud.
ones?
Do NOT assist with vocabulary yet.
∙∙I: How often do you eat pizza?
-- Have students turn to p.76. Complete
∙∙I: Do you cook it at home or eat out? Why? Comprehension A.
Draw two columns on the board. Label them: What -- Turn back to p.75. Identify one or two words and
and When. Then add the following details: confirm understanding.
Note: The information will be matched across columns ∙∙I: What does Persian in line 7 mean?
AFTER the Listening. (Iran: known as Persia until 1935/Official
language)
What When -- After presenting, ask some questions to confirm the
meaning.
-- Explorers brought -- 5,000~10,000 years ago
tomatoes to Europe ∙∙I: Do people in Japan speak Persian?
-- Italians moved to the US -- 2,500 years ago ∙∙S: No, they don’t.
-- Cooked pizza on metal -- in the 1520’s
shields Comprehension B. Turn to p.76. Have students
-- Cooked pizza on hot rocks -- in 1830 complete the time line interactively.
-- First pizza shop in Naples -- in the late 19th century -- Students present their answers aloud.

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UNIT 7
LESSON 3 | READING/COMPREHENSION

④ PERFORMANCE
Point to the lesson goal and say: Now you’re going to EXPANSION – PRESENTATION
describe a popular dish in your country. Listening: Comprehension A – p.76.
-- Students must present one popular dish from their -- Have students read the 5 questions and answer
country. choices aloud.
Note: This is a group task. -- Play CD 2 Track 7. Replay if necessary.
-- Students presentation must answer these 3 -- Students read their answers aloud.
questions:
∙∙What is the dish?
EXPANSION – PRACTICE
∙∙What is it made of? Fluency. Shadow reading. Say: Let’s read the story
∙∙When and where did it become popular? again with the CD.
-- Give students 4-5 minutes to discuss and prepare. -- Play CD 2 Track 7. Students read along with the audio.
Assist as needed. -- Note: Allow them a few chances as it may be difficult
-- Have students present their results. Elicit and give the first time.
feedback. -- Timed reading: Have the students read aloud. Use a
-- Students present again, or practice any phrases they timer.
had trouble with, applying feedback as time permits.
EXPANSION – PERFORMANCE
⑤ CLOSING Chain game – Crazy Pizza:
Give praise and feedback. -- Students imagine they are ordering a pizza.
Confirm lesson goal: Now you can describe a popular -- Each student adds a topping. The crazier, the better.
dish in (country). -- Last student to make a mistake is the winner.
Set and demonstrate homework by briefly going over Instructor starts.
each homework point to check understanding. ∙∙I: I’d like a pizza with cheese.
(WB p.37)
∙∙S1: I’d like a pizza with cheese and tomatoes.
∙∙I: Look at A. Where is Min-Hee?
∙∙S2: I’d like a pizza with cheese, tomatoes, and
∙∙S: At home. potatoes.
∙∙I: That’s it. Please finish the rest for homework. -- Repeat as often as time allows.

-- Complete lesson record: 7 – 76 – Comp

-- Thank students and say good-bye.

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UNIT 7 DVD SB: p.77

HW: p.38
LESSON 4 ← Click to view video Writing
Be sure to check that your iPad can play the video BEFORE starting the lesson.

Goal Vocabulary Grammar Resources

Describing your favorite food -- durian -- produce -- simple present DVD player,
-- rotten -- sticks board, paper,
markers
-- rubbish dump

① OPENING Preview. Say: Now we’re going to watch a short clip

Greeting/Warm-up: Greet students naturally. about an unusual fruit.

∙∙I: How was your day? -- Ask some mixed questions to lead into the clip.

∙∙I: Are you doing anything this weekend? ∙∙I: What’s your favorite fruit?

Check homework interactively: (WB p.37) ∙∙I: How does it taste?

Go through each point and read the stories/sentences ∙∙I: How does it smell?
aloud. Elicit corrections where necessary.
Review. Ask: What popular dish did you describe last Signpost: Open books to p.77 – Video. Ask students to
lesson? Tell me a little about it. read the title – The King of Fruits.
Set the goal: Today we will be: Describing our favorite -- Ask students to read the black box on the left - About
food. Customize accordingly. the Video.
-- Look at the picture of the durian. Ask: What do you
② PRESENTATION think it tastes like?
Mind Map. Write on the board: Flavors Before you watch: Read the question and complete
-- Note: Only use half of the board for this. interactively.

-- Offer an example to elicit more from the students.

While you watch: Look at Part A. Ask students to
∙∙I: Sweet. Apples are sweet.
confirm their answers.
∙∙S1: Sour. Grapefruits are sour.
-- Play DVD Unit 7 The King of Fruits (subtitles OFF).
∙∙I: Coffee is?
-- Call on students to read their answers aloud.
∙∙S2: Bitter. Coffee is bitter. (smelly, hard, spiky)
Additional words: bland, salty, garlicky, peppery, ∙∙S1: The durian is smelly.
creamy, oily, fruity and rich.
-- Part B. Ask students to read aloud the four True/
False questions. Have them try to recall the answers
③ PRACTICE first.
Reverse Q&A: Instructor gives answer, students create -- Play DVD again (subtitles OFF).
matching questions.
-- Note: If students have trouble, play the DVD again
-- Say: I’m going to tell you about my favorite food. I with the subtitles ON. Pause at the appropriate
want you to make questions. section and replay the 10-15 second part until the
-- After each statement students should come to the students can answer the question.
board, write and ask the question. -- Call on students to read their answers aloud.
∙∙I: My favorite food is hamburgers. (1. F, Southeast Asia; 2. T; 3. T; 4. T)
∙∙S1: What is your favorite food? ∙∙S1: Most durians come from Africa. (False. Most
durians come from Southeast Asia.)
∙∙I: Hamburgers are oily and salty.
∙∙S2: Durians grow on trees. (True)
∙∙S2: How do they taste?
∙∙I: I eat a hamburger about once a week.
After you watch: Ask students to read aloud the
∙∙S3: How often do you eat hamburgers? questions and offer their ideas.
-- Do NOT erase these questions from the board. -- Note: Encourage students to use Yes, No, Or, and Key
(YNOK) questions to expand on the discussion.

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UNIT 7
LESSON 4 | DVD

④ PERFORMANCE
Point to the lesson goal and say: Now we’re going to EXPANSION – PRACTICE
describe our favorite foods. Part B – p.77. Expansion questions. True or False:
Interview and Report: Put students into groups of two -- Dictate or write on the board the following six
(plus instructor for odd numbers). statements:
-- Students interview each other about their favorite 1 It smells like rotten fish and ice cream.
food. Give them 4-5 minutes. (False; rotten fish and custard)
-- Note: Students can use the questions on the board 2 Blue cheese is a favorite food in Southeast
for assistance. Asia. (False; western countries)
-- Students report on their partner’s favorite food. 3 Durian trees take 10 years to produce fruit.
∙∙S1: Sarah likes bananas. She eats a banana every (False; 15 years)
morning for breakfast. She puts it on her cereal. 4 One durian can cost 50 U.S. dollars. (True)
She likes them because they are sweet and easy 5 The smell sticks into the TV.
to eat. (False; carpets, curtains and bedspreads)
-- Offer praise and feedback. 6 It takes three hours to remove the smell.
-- Practice any phrases/questions the students had (True)
trouble with as time permits. -- Play DVD Unit 7 – The King of Fruits (subtitles OFF).
-- Note: If students have trouble play the DVD again
⑤ CLOSING with the subtitles ON. Pause at the appropriate
Give praise and feedback. section and replay the 10-15 second part until the
students can answer the question.
Confirm lesson goal: Now you can describe your
favorite food. -- Call on students to read their answers aloud.

Set and demonstrate homework by briefly going over -- Have students correct the false statements.
each homework point to check understanding.
(WB p.38) EXPANSION – PERFORMANCE
∙∙I: How should we reply to Vera? What’s the first Two Truths and a Lie
line? -- Hand out pieces of paper.
∙∙S: Hey Vera! I’m good. -- Students must write their name and list three foods.
∙∙I: That’s it. Good. Please finish the rest for Two they like, one they hate.
homework. -- They must not identify the food they hate. It is a
secret.
-- Complete lesson record: 7 – 77 – DVD -- When finished students hand back sheets to the
-- Thank students and say good-bye. instructor. Instructor is the moderator.
-- Students must ask each other about the foods on
their lists to determine which is the lie.
EXPANSION – PRESENTATION
ABC Fruit and Vegetable Race ∙∙I: Thomas, you said you like tomatoes.

-- Hand out pieces of paper. ∙∙T: Yes, I love tomatoes.

-- Students must write either a fruit or vegetable for ∙∙S2: How often do you eat them?
each letter of the alphabet. ∙∙T: I eat them every night for dinner.
-- Students have 2 minutes to write as many as possible ∙∙S3: Do you eat them cooked or raw?
using each letter only once. Go! ∙∙T: I eat them both ways but I prefer them raw.
-- Call on students to read their lists. -- When finished students take turns making their
∙∙S1: Apple, banana, carrot, eggplant, grapes, selection.
lemon, mango... ∙∙S2: Thomas, I think you don’t like eggplant.
-- The student with the longest list is the winner. ∙∙T: Correct. I hate eggplant.
-- If time permits ask students to describe the flavor of -- Class decides who the best “liar” was.
some of the items on their list.

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UNIT 8 PREVIEW SB: p.78-81

HW: p.39-41
LESSON 1
LANGUAGE FOCUS VF, Conv, LF

Goal Vocabulary Grammar Resources

Giving advice to a sick friend -- body parts -- injuries -- asking for/giving advice (should) board, paper,
-- ailments markers

① OPENING -- Play CD 2 Track 8. Have students read aloud their

Greeting/Warm-up: Greet students naturally. answers. Replay if necessary.

∙∙I: How was your weekend? -- Students read aloud their answers.

∙∙I: Do you have any plans today? ∙∙S1: Rick injured his foot, leg, and back.

Check homework interactively: (WB p.38)

Go through each point and read the passages/ Preview B. Have students read aloud the four multiple
sentences aloud. Elicit corrections where necessary. choice statements.

Review: Ask students to give a brief description of -- Play CD 2 Track 9.

their favorite food. -- Students read aloud their answers. Replay if
Set the goal: Today we will be: Giving advice to a sick necessary.
friend. Customize accordingly. (1. headache; 2. broke; 3. sore; 4. hurt)
∙∙S1: Anton has a headache.
∙∙S2: Janet’s sister broke her leg.
② PRESENTATION
Mind map: Draw two columns on the board. ∙∙S3: Sonia has a sore back.
Label them: sick/~ache and sore/hurt(s). ∙∙S4: Eric hurt his knee when he fell. He cut his
-- Offer an example for each and write them on the hand, too.
board. -- Close books.
∙∙I: I have a stomachache and a sore neck.
-- Call on students to offer more examples. Listening: Books closed (or stay on p.78-79).
Use gestures to elicit if needed. Language Focus A – p.80.
∙∙I: (Holding arm) -- Say: Let’s listen to Stig and Ming. Ming is sick.
∙∙S1: I have a sore arm. -- Set the following questions on the board:
∙∙I: (Holding mouth) ∙∙What is sore? (Ming’s throat)
∙∙S2: I have a toothache. ∙∙What hurts? (Ming’s knee)
-- Note: Do NOT erase as we will use these again later. -- Play CD 2 Track 10. Have students read answers
aloud. Replay if necessary.
③ PRACTICE
Signpost. Have students open their books to p.78-79 Signpost: Ask students to turn to p.80 – Language
– Preview. Focus A.

-- Have students read the title aloud and ask some -- In pairs, have students role play the dialogue aloud.
mixed questions about the picture: Switch roles and change the words in blue.

∙∙I: Do you like mountain biking?

Language Focus Chart. Draw students’ attention to the
∙∙I: Do you think it is a dangerous sport? Why (not)?
chart.
-- Have students model the examples by reading aloud.
Signpost: Students identify the numbered body parts
Assist as needed.
before reading.
-- Note: Point out that why don’t you requires a
-- Preview A. Students listen and circle the injured body
question mark. (Why don’t you…?)
parts. Have students read aloud the question and
body parts.
Language Focus C – p.81. Complete the sentences as a
class. Assist as needed.

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UNIT 8
LESSON 1 | PREVIEW/LANGUAGE FOCUS

-- Have students read aloud their answers.

(1. should; 2. should; 3. Why don’t; 4. shouldn’t;
EXPANSION – PRESENTATION
5. Why don’t)
Language Preview C – p.78. Have students read aloud
the question and offer their experiences.
Language Focus D. Complete interactively as a class. -- Note: Encourage students to use Yes, No, Or, and Key
Assist as needed. (YNOK) questions to expand on the discussion.
(1. have a; 2. should; 3. Why don’t you; 4. have a;
-- Reinforce by having students play the parts of Stig
5. should I do; 6. Why don’t you; 7. Should he; 8.
and Ming.
shouldn’t; 9. has an; 10. Should she; 11. should;
12. shouldn’t) -- Change parts and read aloud again using the
alternative words in blue.
-- Now have students role play the dialogs in pairs.
-- Have students come to the board and add these
-- Note: Play CD 2 Track 12 to assist if necessary.
alternative words to the chart.

④ PERFORMANCE
EXPANSION – PRACTICE
Point to the lesson goal and say: Now we’re going to
Chain game. I’m sick. Students imagine they are
give advice to a sick friend.
really sick.
Charades. Language Focus E – p.81. Students act out
-- Each student continues to add ailments.
different health problems.
-- Last student to make a mistake is the winner.
-- Note: Students can use the ideas listed on the board.
Instructor starts.
-- Other students guess the problem and then give
∙∙I: I’m sick. I have a headache.
some advice.
∙∙S1: I’m sick. I have a headache and I have a sore
-- Note: Students can use the various advice in the text
throat.
to assist them.
∙∙S2: I’m sick. I have a headache, a sore throat and
-- Have students perform the example (blue bubbles) to
my back hurts.
reinforce what they must do.
-- Repeat as often as time allows.
∙∙S1: (sneezing)
∙∙S2: Do you have a cold?
EXPANSION – PERFORMANCE
∙∙S1: Yes, I do. What should I do?
Interview and Report. Students interview each other
∙∙S2: You should take some medicine. about a time they were injured.
-- Offer praise and feedback. -- Note: It doesn’t have to be a big injury. Cuts,
-- Students continue to switch roles as time permits. scratches and bruises. Any small thing is are OK.
-- Put students into groups of two (plus instructor for
odd numbers).
⑤ CLOSING
Give praise and feedback. -- Students interview each other about their injuries
using the following questions.
Confirm lesson goal: Now you can give advice to a sick
friend. ∙∙What happened?

Set and demonstrate homework by briefly going over ∙∙When did it happen?
each homework point to check understanding. ∙∙How did it happen?
(WB p.39-41) ∙∙What happened after?
∙∙I: Look at Language Focus A. What’s number 1? -- Give them 4-5 minutes.
∙∙S: Do. Jerry broke his arm. What should he do? -- Students report on their partner’s injury.
∙∙I: Correct. Good job. Please finish the rest for ∙∙S1: David broke his leg when he was 8 years old.
homework. He was climbing a tree and fell. He had a cast for
4 months.
-- Complete lesson record: 8 – 81 – LF -- Offer praise and feedback.
-- Thank students and say good-bye.

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UNIT 8 THE REAL WORLD SB: p.82-83

HW: p.41 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Recommending ways to stay -- disease -- viruses -- asking for/giving advice board, paper,
healthy -- pandemic -- predict (should) markers
-- deal with -- flu (influenza)
-- bacteria -- plenty
-- enough

① OPENING Grammar. Write the title: Staying Healthy.

Greeting/Warm-up: Greet students naturally. -- Now draw two columns. Label them: Healthy and
∙∙I: How was school today? Unhealthy.

∙∙I: What are you doing after class? -- Now offer an example of each and write them under
the headings.
Check homework interactively: (WB p.39-41)
Go through each point and read the passages/ ∙∙I: I go swimming twice a week. I don’t get enough
sentences aloud. Elicit corrections where necessary. sleep.

Review. Ask: I have a headache (gesture). -- Call on students to offer two of their own examples of
What should I do? each.

Set the goal: Today we will be: Recommending ways to

stay healthy. Customize accordingly. Staying Healthy

Healthy Unhealthy

② PRESENTATION -- Swimming twice a week -- Don’t get enough sleep

Reverse Mind Map. Write the following diseases on -- Eat lots of fruit and -- Eat lots of sweets
the board: Chickenpox, Ebola, Hepatitis, Influenza vegetables
-- Don’t exercise
(flu), Measles and Pneumonia. -- Walk to school
-- Ask: What do these things have in common?
-- Elicit from that they’re all types of diseases. Review: Elicit two or three recommendations from the
-- Ask: Have you ever had any of these? When? students.
How did you feel? ∙∙I: I have a headache.
-- Now Write: Disease Hunter. ∙∙S1: You should lie down.
-- Ask: What do you think a Disease Hunter’s job is? ∙∙S2: You shouldn’t watch TV.
Have students offer their ideas.
Signpost: Have students practice recommending using
③ PRACTICE the ideas on the board.
Signpost: Open books to p.82 – The Real World. -- Note: Encourage them to add some detail.
-- Have students read the title and small introduction. ∙∙S1: I eat lots of sweets.
-- Listening 1: The Real World A. Have students read ∙∙S2: You shouldn’t eat too many sweets. They’re
the four True/False questions statements aloud. bad for your teeth.
-- Play CD 2 Track 13. Have students read aloud their ∙∙S3: I don’t exercise at all.
answers. Replay if necessary. ∙∙S4: You should play tennis. It’s fun and it’s good
-- Have students read aloud their answers. Students exercise.
should correct the F statements.
(T; F, helps to spread; F, Africa and SE Asia; T)
④ PERFORMANCE
Point to the lesson goal and say: Now we are going to
Listening 2: The Real World B. Have students read
recommend ways to stay healthy.
aloud the question and six answer choices.
Interview and Report. Communication p.83.
-- Play CD 2 Track 14. Have students read aloud their
answers. Replay if necessary. -- Put students into groups of two (plus instructor for
(stay healthy; stay at home and rest; wear a mask; odd numbers and private students).
keep some money at home)
-- Note: Erase the board when finished.
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UNIT 8
LESSON 2 | THE REAL WORLD/COMMUNICATION

-- Students interview each other (or instructor) about

health using the chart on p.83.
EXPANSION – PRACTICE
-- Give them 4-5 minutes. Pronunciation – p.83. Books closed.
-- Students report on their partner’s health and offer -- Say: Today we are going to look at should/shouldn’t,
some advice. could/couldn’t and would/wouldn’t.
∙∙S1: Anna eats breakfast every day and she always -- Write them on the board. Practice pronunciation by
washes her hands. But she doesn’t get enough going over a few times randomly.
rest. She should go to bed earlier.
-- Say: Now I want you to listen and come and underline
-- Offer praise and feedback. the word you hear.
-- Have each students underline on the board the word
⑤ CLOSING they hear in the audio.
Give praise and feedback. -- Play CD 2 Track 16. Replay if necessary.
Confirm lesson goal: Now you can recommend ways to (1. should; 2. couldn’t; 3. shouldn’t; 4. would)
stay healthy. -- Open books to p.83 – Pronunciation. Have students
Set and demonstrate homework by briefly going over fill in the blanks.
each homework point to check understanding. -- Have students read aloud their answers to reinforce.
(WB p.41) -- Ask students to make a few of their own examples.
∙∙I: Please read question one. [student reads] Now, ∙∙S1: I like cake but I shouldn’t eat it all the time.
skim and find the answer.
∙∙S2: Would you like some coffee?
∙∙S: False. Over 300 years old.
∙∙S3: No, I wouldn’t. I’d like some tea.
∙∙I: Good. Please finish the rest for homework.

EXPANSION – PERFORMANCE
-- Complete lesson record: 8 – 83 – Comm
Poster presentation: Hand out pieces of paper to the
-- Thank students and say good-bye. students (color if possible).
-- Ask them to design a poster for school with tips on
EXPANSION – PRESENTATION how to stay healthy.
The Real World B – p.82. Expansion questions. -- Note: This is a pair task.
True or False. -- Students should use ideas from today’s lesson (e.g.
-- Dictate or Write the following six statements. wear a mask, wash your hands etc.)
1 A flu pandemic is not dangerous. -- Give students 5-6 minutes to work on their posters.
(F; can be dangerous) -- Have students present. Offer feedback as
2 We should always exercise. (F; often) appropriate.
3 Cover your nose and mouth when you cough or -- Students present again applying feedback if time
sneeze. (T) permits.
4 Wash your hands with water often. (F; with soap)
5 You can lower risk by 70% if you wash your
hands often. (F; and wear a mask)
6 During a pandemic you may need to stay home for
a long time. (T)
-- Play CD 2 Track 14. Replay if necessary.
-- Call on students to read their answers aloud.
-- Have students correct the false statements.

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UNIT 8 READING SB: p.84-86

HW: p.42-43
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Describing a popular dish in -- laughter -- brain -- asking for/giving advice board, paper,
your country -- giggle -- chuckle (should) markers

① OPENING -- Tell students that the last example is the title of

Greeting/Warm-up: Greet students naturally. today’s story.

∙∙I: What did you do today? -- Ask: What do you think this title means?

∙∙I: Do you have any plans for tomorrow? -- Note: Instructor may open book to p.84-85
(cover the text) to assist.
Check homework interactively: (WB p.41)
Go through each point and read the passages/ -- Students offer their ideas on the title.
sentences aloud. Elicit corrections where necessary.
Review. Ask: What should you do to stay healthy? ③ PRACTICE
∙∙S1: You should go to bed early. Listening: Have students listen and count all the forms
of laugh they hear in the story.
∙∙S2: You shouldn’t eat too many sweets.
-- Note: They count the total number – not for each
Set the goal: Today we will be: Describing the benefits
individual form.
of laughter. Customize accordingly.
-- Play CD 2 Track 17.
-- Have students call out their answers.
② PRESENTATION
-- Do NOT confirm yet.
Reverse Mind Map: Say and write the following words
on the board:
∙∙chuckle, cackle, giggle, guffaw, crack up and be Skimming. Say: Now I want you to skim and underline
in stitches. all the forms of laugh in the story.

-- Ask: Do you know any of these words? What do they -- Open books to p.84-85 – Reading. Go!
have in common? -- Have students confirm how many times laugh,
-- Elicit from the students that they’re all synonyms for laughing and laughter appear. (16 times)
laugh. -- Note: You may point out the verb form of laugh now.
-- Ask: What makes you laugh? (Answers will vary.) (first sentence)

-- Erase the board. -- Reading B. Now have students find the two synonyms
for laugh. (Line 1 (giggle) and 8 (chuckle))

Signpost: Write the following three words down the

left side of the board: Reading: Now have students read the story on p.84-85
aloud. Assist with vocabulary as needed.
∙∙laugh(n.) laughing(v.) laughter(n.)
Be sure to note their grammatical form. -- Comprehension A – p.86. Have students complete
the questions as a class.
-- Note: Laugh is also a verb but don’t point that out yet.
-- Have them read the answers aloud.
-- Now offer an example of each to demonstrate their
(1. a; 2. b; 3. a; 4. b; 5. c)
form. Write it them on the board.
∙∙I: My sister has a funny laugh.
Grammar: Books closed. Tell the students that you’re
∙∙I: They were laughing during the movie. going to read the story again.
∙∙I: Laughter is the Best Medicine. -- However, you’re going to leave out laugh, laughing
(Note: This is today’s story title.) and laughter and replace them with “beep”. It is their
-- Ask students to make one or two more examples. task to call out the missing words.

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UNIT 8
LESSON 3 | READING/COMPREHENSION

∙∙I: “Beep” (laugh) with friends or giggle at a

cartoon. It doesn’t matter why you’re “beep”
EXPANSION – PRESENTATION
(laughing) – “beep” (laughter) is good for you,
Listening: Comprehension A – p.86.
and that’s no joke!
-- Have students read the 5 questions and answer
choices aloud.
④ PERFORMANCE
-- Play CD 2 Track 17. Replay if necessary.
Point to the lesson goal and say: Now you’re going to
-- Students read their answers aloud.
describe the benefits of laughter.
-- Students must make a presentation to their school on
the benefits of laughter. EXPANSION – PRACTICE
Comprehension B. Have students race to complete the
-- They want to make laughter compulsory in every
diagram individually.
class.
-- Note: They can check the story if they need to.
-- Note: This is a group task. You may wish to split large
classes into groups of 2-3. -- Have students read their answers aloud to confirm.
(1. air; 2. heart rate; 3. chemicals; 4. happy; 5. pain;
-- Give students 4-5 minutes to discuss and prepare.
6. exercise; 7. go away; 8. illnesses)
Assist as needed.
-- Note: They may refer to the text for assistance.
EXPANSION – PERFORMANCE
-- Have students present their results. Elicit and give
Class Quiz: Each student must look at the text again
feedback.
individually.
-- Students present again, or practice any phrases
-- Now they must come up with three questions from
they had trouble with, applying feedback if as time
the text. Assist as needed.
permits.
-- Each student writes down their questions on a piece
of paper. Do NOT show each other.
⑤ CLOSING
-- Close books.
Give praise and feedback.
Rules: For a correct answer the partner gets a point.
Confirm lesson goal: Now you can describe the For an incorrect answer the student gets a point.
benefits of laughter.
-- Have students take turns asking their questions.
Set and demonstrate homework by briefly going over
-- Note: For larger groups students should “buzz” to
each homework point to check understanding.
answer.
(WB p.42-43)
∙∙S1: What happens to your heart rate when you
∙∙I: Look at Reading A. Where do you think you
laugh?
would find these letters?
∙∙S2: It increases.
∙∙S: In a magazine?
-- (correct = 1 point for S2)
∙∙I: Yes, I think so. Please finish the rest for
homework. ∙∙S2: What does your brain make when you laugh?
∙∙S1: Waves?
-- Complete lesson record: 8 – 86 – Comp ∙∙S2: No. Your brain makes chemicals when you
-- Thank students and say good-bye. laugh.
-- (incorrect = 1 point for S2)
-- Continue until all students have asked 3 questions.
Tally up the points and declare the winner.

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UNIT 8 DVD SB: p.87

HW: p.43
LESSON 4 ← Click to view video Writing
Be sure to check that your iPad can play the video BEFORE starting the lesson.

Goal Vocabulary Grammar Resources

Advising a friend to start -- blood vessels -- burn calories -- asking for/giving advice DVD player,
exercising -- hear (should) board, paper,
markers

① OPENING ∙∙S3: Skiing is good for our health.

Greeting/Warm-up: -- Do NOT erase as we will use this again soon.
∙∙I: How was your day? -- Signpost: Lead into the DVD with a question.
∙∙I: Are you doing anything this weekend? ∙∙I: Has anyone tried yoga?
Check homework interactively: (WB p.42-43) ∙∙I: (Yes) What was it like?
Go through each point and read the passages/ ∙∙I: (No) Would you like to? Why (not)?
sentences aloud. Elicit corrections where necessary.
Review. Ask: What are some of the benefits of
laughter? ③ PRACTICE
Signpost: Open books to p.87 – Video. Ask students to
-- Note: Have students refer to check SB p.85 if they
read the title – Laughter Yoga.
can’t remember.
-- Ask students to read the black box on the left - About
Set the goal: Today we will be: Advising a friend to
the Video.
start exercising. Customize accordingly.
-- Look at the picture of the people. Ask: What do you
think they’re laughing at?
② PRESENTATION
Grammar Review. Write: Should and Shouldn’t. Before you watch: Read the question aloud and
-- Ask some mixed questions to review. have students offer their opinions and complete
∙∙I: I have a stomachache (gesture). Should I eat interactively.
pizza? What should I do?
∙∙S1: No, you shouldn’t. While you watch: Look at Part A. Ask students to
confirm their answers.
∙∙I: What should I do?
-- Play DVD Unit 8 Laughter Yoga (subtitles OFF).
∙∙S1: You should take some medicine.
-- Call on students to read their answers aloud.
-- Open books to p.80 – Giving Advice chart. Students
(happy, lose weight, good exercise)
read aloud to reinforce.
∙∙S1: It makes them feel happy.
-- Chain: Have students act out some more situations.
-- Part B. Ask students to read aloud the three multiple
∙∙S1: I have a toothache.
choice questions.
∙∙S2: You should see a dentist. I have a sore throat.
-- Play DVD Unit 8 Laughter Yoga (subtitles OFF).
∙∙S2: I have a sore throat.
-- Note: If students have trouble, play the DVD again
∙∙S3: You should drink some honey and lemon tea. with the subtitles ON. Pause at the appropriate
-- Erase the board. section and replay the 10-15 second part until the
students can answer the question.
Mind Map. Write: Exercise. -- Call on students to read their answers aloud.
(1. b; 2. a; 3. b)
-- Ask: What are some types of exercise that for are
good for our health? ∙∙S1: Laughing can make your blood vessels wider.
-- Offer an example then elicit more from the students.
After you watch. Ask students to read and answer the
∙∙I: Running is good for our health. (write running
questions.
on the board)
Note: Encourage students to use Yes, No, Or, and Key
-- Have students come up with other types of exercise.
(YNOK) questions to expand on the discussion.
∙∙S1: Swimming is good for our health.
∙∙S2: Hiking is good for our health.

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UNIT 8
LESSON 4 | DVD

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
advise a friend to start exercising. Chain Game. Grammar Review: Should and Shouldn’t.
Role Play: Draw a picture on the board of an -- Have students continue to offer advice.
out-of-shape, overweight person.
-- Last student to make a mistake is the winner.
-- Student 1 is this person. They are asking their friend Instructor starts.
for advice.
∙∙I: Oh, I have a terrible headache (gesture).
-- Student 2 is in shape and likes to exercise. They must
∙∙S1: You should lie down.
recommend something for Student 1.
∙∙S2: You should lie down and you shouldn’t watch
-- Note: Students can use the ideas from the board.
TV.
-- Now Write: You should try _____. It’s _____ and it’s
∙∙S3: You should lie down, you shouldn’t watch TV
_____.
and you should take some medicine.
-- Then offer an example.
∙∙I: You should try hiking. It’s good exercise and it’s
EXPANSION – PRACTICE
a lot of fun.
News Reporter. Say: Today you are going to be a news
-- Now have students role play the situation. Encourage reporter and present the story.
them to expand using wh- questions.
-- Practice: Students follow the audio and subtitles and
∙∙S1: Oh, I’m out of shape and overweight. What read aloud.
should I do?
-- Play DVD Unit 8 – Laughter Yoga
∙∙S2: You should try running. It’s good exercise and (sound and subtitles ON).
it’s cheap.
-- Perform: Now students try again, this time without
∙∙S1: Where should I go running? the audio.
∙∙S2: You should go running around your -- Play DVD Unit 8 – Laughter Yoga
neighborhood. (sound OFF, subtitles ON).
∙∙S1: How far should I run? -- Note: For groups assign a section each or take turns
∙∙S2: You should run for about 5km. from clip to clip.
-- Offer praise and feedback. Change roles as time
permits and role play again. EXPANSION – PERFORMANCE
-- Practice any phrases/questions the students had Training Plan: Students must come up with an exercise
trouble with as time permits. plan for their partners.
-- The plan should involve doing some exercise 6 times
a week. After school and on Saturday.
⑤ CLOSING
Give praise and feedback. -- Hand out pieces of paper. Give students 3-4 minutes
to make their plans.
Confirm lesson goal: Now you can advise a friend to
start exercising. -- Students present their training plans for their
partners.
Set and demonstrate homework by briefly going over
each homework point to check understanding. ∙∙S1: On Monday after school you should go
(WB p.43) running. On Tuesday you should go swimming...
Joke Telling: Offer some simple jokes for the
∙∙I: Let’s read Ben’s letter. What’s another way to
students to start.
stay healthy?
-- Offer if appropriate:
∙∙S: Do exercise.
∙∙I: Why was 6 afraid of 7? Because 7,8,9 (7 ate 9)
∙∙I: Yes, that’s one way. Please finish the rest for
homework. ∙∙I: What do elves learn in school? The elf-abet.
∙∙I: Why did the boy bring a ladder to school? He
-- Complete lesson record: 8 – 87 – DVD wanted to go to high school.

-- Thank students and say good-bye. -- Now ask students to translate some jokes from their
own language.
-- Note: This could also be set as an additional
homework task.

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UNIT 9 PREVIEW SB: p.88-91

HW: p.44-46
LESSON 1
LANGUAGE FOCUS VF, Conv, LF

Goal Vocabulary Grammar Resources

Describing your weekly -- adverbs of -- contrast present progressive and board, paper,
routine frequency simple present markers

① OPENING ∙∙S2: Dan is cooking. He cooks on Fridays.

Greeting/Warm-up: Greet students naturally. ∙∙S3: Luis is running. He runs every day.
∙∙I: How was your weekend? ∙∙S1: Susana is practicing the violin. She practices
∙∙I: Do you have any plans today? twice a week.

Check homework interactively: (WB p.43) ∙∙S2: Ben is studying. He studies on Thursdays.
Go through each point and read the passages/ -- Do NOT turn the page.
sentences aloud. Elicit corrections where necessary.
Review. Ask: Would you like to join a Laughter Yoga Listening: Books closed (or stay on p.88-89).
club? Why (not)? Language Focus A p.90.
Set the goal: Today we will be: Describing our weekly Say: Let’s listen to Stig. He is talking to his neighbor.
routine. Customize accordingly.
-- Set the following questions on the board:
∙∙What is Stig doing? (exercising)
② PRESENTATION
∙∙How often does he do it? (Saturday mornings,
Mind Map. Write: Weekly Activities. Sundays and after school)
-- Note: Leave some space on the left of the board -- Play CD 2 Track 19. Have students read answers
for later. aloud. Replay if necessary.
-- Say: I want you to think about ALL the things you do
during the week. Signpost: Ask students to turn to p.90 – Language
-- Offer an example. Then have students offer Focus A.
some more. -- In pairs, have students role play the dialogue aloud.
∙∙I: Reading a book. Switch roles and change the words in blue.
∙∙S1: Studying. -- Language Focus Chart. Draw students’ attention to
∙∙S2: Playing badminton. the chart.

Grammar Review. Say and write the following adverbs -- Have students model the examples by reading aloud.
of frequency down the left of the board: Assist as needed.

∙∙always, usually, often, sometimes, rarely, never

Grammar Reinforce: Write several day and time
-- Offer an example. Then have students offer some of
combinations on the board.
their own. Assist as needed.
∙∙e.g. Monday 4:00pm, Tuesday 7:00am,
∙∙I: I usually read a book before I go to bed.
Wednesday 9:00pm, Thursday 5:00pm, etc.
∙∙S1: I often study on Sunday night.
-- Note: Do NOT use times when students are most
∙∙S2: I always play badminton on Saturday. likely at school.
-- Have students think of what they usually do at these
③ PRACTICE times and practice the progressive form.
Signpost: Open books to p.88-89 – Preview. -- Point to a time and ask. Assist as needed.
-- Preview A and B. Have students read the multiple ∙∙I: What are you doing? (Monday 4:00pm)
choice options aloud.
∙∙S1: I’m swimming at the pool.
-- Play CD 2 Track 18. Students complete the chart.
-- Contrast with simple present. Assist as needed.
-- Have students read aloud their answers focusing on
∙∙I: Do you usually swim on Monday?
the contrast of tenses.
∙∙S1: Yes, I always swim on Monday.
∙∙S1: Tim is skating. He skates after school.
-- Do NOT erase the times as these will be used later.

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UNIT 9
LESSON 1 | PREVIEW/LANGUAGE FOCUS

Language Focus C – p.91. Give students 1 minute to -- Complete lesson record: 9 – 91 – LF

complete individually. Assist as needed. -- Thank students and say good-bye.
-- Have students read aloud their answers. Assist as
needed. (1. listening; 2. chats; 3. is studying;
4. practice; 5. plays) EXPANSION – PRESENTATION
Language Preview C – p.89. Have students read the
-- Language Focus D. Students complete the sentences
question aloud and offer their ideas.
as a class then read aloud to reinforce. (1. buys;
2. driving; 3. talks; 4. watch; 5. make, are studying) Note: Encourage students to use Yes, No, Or, and Key
(YNOK) questions to expand on the discussion.

④ PERFORMANCE
EXPANSION – PRACTICE
Point to the lesson goal and say: Now we are going to
Chain Game. Grammar: Contrast present progressive
describe our weekly routine.
and simple present.
-- Write: the times from 8:00 am to 8:00 pm in a
-- Have students continue to add two sentences
column.
contrasting between progressive and simple.
-- Role play: Students must call each other to ask what
-- Students should use pronouns I, he, she and you.
their partners are doing.
-- Write: a day on the board (e.g. Saturday).
-- Note: Students choose a time from the board then
ask. Instructor assigns a time from the board. Add -- Last student to make a mistake is the winner.
more times if needed. Instructor starts.
-- Partners must expand by using an adverb of ∙∙I: I am watching TV. I always watch TV on
frequency. Saturday.
∙∙S1: What are you doing? (Friday 7:00pm) ∙∙S1: You are watching TV. You always watch TV on
Saturday. I am playing golf. I usually play golf on
∙∙S2: I’m practicing the violin at home. I always
Saturday.
practice on Friday night.
∙∙S2: He is watching TV. He always watches TV on
∙∙S3: What are you doing? (Tuesday 7:00am)
Saturday. You are playing golf. You usually play
∙∙S1: I’m eating breakfast. I usually eat breakfast at golf on Saturday. I am swimming at the pool. I
7:00am. sometimes swim on Saturday.

EXTENSION EXPANSION – PERFORMANCE

Have students report on what their classmates are True or False: Students offer a sentence about
doing. themselves using an adverb of frequency.
-- The sentence can be either real or made up
-- Have students continue to switch roles as time (True or False). Partners must guess which it is.
permits. -- Partners receive a point for a correct guess.
-- Offer praise and feedback. Students receive a point for incorrect guesses.

-- Practice any phrases/questions the students had ∙∙S1: I usually eat breakfast at 5:30.
trouble with as time permits. ∙∙S2: False.
∙∙S1: It’s true. I usually eat breakfast at 5:30.
⑤ CLOSING ∙∙S2: I always do homework on Sunday night.
Give praise and feedback. ∙∙S1: True.
Confirm lesson goal: Now you can describe your ∙∙S2: False. I sometimes do homework on Sunday
weekly routine. night. I sometimes watch TV though.
Set and demonstrate homework by briefly going over -- (S1 = 1 point; S2 = 1 point)
each homework point to check understanding.
(WB p.44-46)
∙∙I: Look at Language Focus A. What’s the answer
to number 1?
∙∙S: I practice the piano.
∙∙I: That’s right. Please finish the rest for homework.

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UNIT 9 THE REAL WORLD SB: p.92-93

HW: p.46 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Recommending ways to stay -- habits -- simple present board, paper,

healthy markers
-- adverbs of frequency

① OPENING ③ PRACTICE
Greeting/Warm-up: Greet students naturally. Signpost: Open books to p.92 – The Real World.
∙∙I: How was school today? -- Have students read the title and short description
∙∙I: What are you doing after class? aloud.

Check homework interactively: (WB p.44-46) -- Look at the picture of candy and ask:
Go through each point and read the passages/ ∙∙I: What food habits do you have?
sentences aloud. Elicit corrections where necessary. -- Offer an example and then elicit more from the
Review: Ask some mixed questions to contrast simple students. Assist as needed.
present and present progressive tenses. ∙∙I: I always drink water with my dinner.
∙∙I: Are you studying Spanish? Do you usually study ∙∙S1: I always eat rice for breakfast.
English on (Monday)?
∙∙S2: I usually eat snacks after school.
Set the goal: Today we will be: Describing our good and
bad habits. Customize accordingly.
The Real World B. Have students read aloud the four
True/False questions.
② PRESENTATION -- Play CD 2 Track 23. Play again if needed.
Write the title on the board: Habits. -- Students read aloud their answers.
-- Ask: What is a habit? See what the students know. (Answers: T, F, T, F)
-- Say: Let’s listen to find out exactly what habits are. ∙∙S1: The brain makes us want to eat sweet or salty
-- Play CD 2 Track 22. food is true.

-- Ask: What is a habit? Elicit more ideas from the ∙∙S2: You feel like you’re eating more when you use
students. a bigger plate is false.

-- Offer the following definition if needed.

Critical Thinking: Have students read aloud the
∙∙I: A habit is something that we do often without
questions.
thinking about it (e.g. nervous tapping of fingers)
-- Students offer their ideas on the problem. Assist as
needed.
Signpost: Draw two columns on the board and label
them good and bad.
-- Offer an example of each. ④ PERFORMANCE
∙∙I: Going to bed early is a good habit. Biting your Point to the lesson goal and say: Now we are going to
nails is a bad habit. describe our good and bad habits.

-- Elicit more from the students. Assist as needed. Communication – p.93. Interview and Report:
Review the good an bad habits on the board.
∙∙S1: Doing your homework is a good habit. Eating
snacks before bed is a bad habit. -- Have students read aloud the other examples in the
book.
∙∙S2: Brushing your teeth three times a day is a
good habit. Never brushing is a bad habit. Interview: Have students read the example and model
the conversation in the book.
-- Continue until you have at least 5 for each. Do NOT
erase. -- In pairs, students must interview each other.
Encourage them to expand using wh- questions.
∙∙S1: Do you get enough sleep?
∙∙S2: No, I don’t.
∙∙S1: What time do you go to bed?

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UNIT 9
LESSON 2 | THE REAL WORLD/COMMUNICATION

∙∙S2: I go to bed at about midnight. I wake up at 6

o’clock. -- Students should use pronouns I, he, she and you.
∙∙S1: How about on the weekend? -- Last student to make a mistake is the winner.
∙∙S2: I wake up late on the weekend. I get up Instructor starts.
around 9 o’clock. ∙∙I: I always drink water with my dinner.
-- Now have students report on their partner’s habits. ∙∙S1: You always drink water with your dinner and I
∙∙S1: Sam doesn’t get enough sleep. He goes to bed always eat rice for breakfast.
at midnight and wakes up at 6am. But he sleeps ∙∙S2: He always drinks water with his dinner. You
late on weekends. He gets up around 9 o’clock. always eat rice for breakfast and I usually eat
-- Offer praise and feedback. snacks after school.
-- Practice any phrases/questions the students had
trouble with as time permits. EXPANSION – PERFORMANCE
Pronunciation – p.93. Books closed.
⑤ CLOSING Say and Write: By and Buy.
Give praise and feedback. -- Say: This is a homophone. Today we are going to look
Confirm lesson goal: Now you can describe your good at homophones.
and bad habits. -- Ask: Do you know any other examples of
Set and demonstrate homework by briefly going over homophones?
each homework point to check understanding. -- Elicit any homophones the students know.
(WB p.46) Write them on the board.
∙∙I: Can you think of a reason to drink coffee and a -- e.g. cereal/serial, die/dye, hour/our, hole/whole,
reason not to drink coffee? knot/not, meat/meet, sea/see, poor/pour, etc.
∙∙S: It helps wake me up. But it’s not good for my
teeth. Open books to p.93 – Pronunciation B. Have students
∙∙I: That’s true. Please finish the rest for homework. read the pairs aloud.
-- Students must listen and circle the word they hear.
-- Complete lesson record: 9 – 93 – Comm -- Note: Tell students to focus on the context of the
-- Thank students and say good-bye. conversation.
-- Play CD 2 Track 25. Replay if necessary.
(1. hear; 2. know; 3. two; 4. eye; 5. where; 6.four)
EXPANSION – PRESENTATION
-- Have students read and identify their answers by
The Real World A – p.92. Have students read aloud the
spelling. (1. hear; 2. know; 3. two; 4. eye; 5. where;
three questions and answer choices.
6. four)
-- Play CD 2 Track 22.
∙∙S: Hear. H-E-A-R.
-- Students read aloud their answers.
(1. repeat; 2. think less; 3. do)
Pronunciation C. Have students make sentences using
∙∙S1: People form habits when they repeat the same the words in B or on the board.
actions many times.

Extension: For stronger students encourage them to

EXPANSION – PRACTICE use the pairs together.
Chain Game. Eating habits. ∙∙S1: I didn’t know where my jacket was so I had
-- Have students continue to add sentences about nothing to wear.
eating habits. ∙∙S2: I bought four tickets for the concert.
∙∙S3: I went to the beach to see the sea.

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UNIT 9 READING SB: p.94-96

HW: p.47-48
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Describing how you get to school -- commute -- breathtaking -- simple present board, paper,
-- ladder -- dangerous -- complex adjectives markers

① OPENING -- Listening: Write the following listening task on the

Greeting/Warm-up: Greet students naturally. board:

∙∙I: What did you do today? 1. China A. crossing a broken bridge

∙∙I: Do you have any plans for tomorrow? 2. Colombia B. riding on a metal cable
Check homework interactively: (WB p.46) 3. Indonesia C. climbing a ladder
Go through each point and read the passages/ -- Ask students to match the country to the correct
sentences aloud. Elicit corrections where necessary. form of commuting.
Review: Ask some mixed questions to check on -- Play CD 2 Track 26.
students’ habits.
-- Have students read aloud their answers.
∙∙I: Do you exercise? Do you get enough sleep?
∙∙S1: Some students in China commute by climbing
Do you eat healthy meals?
a ladder.
Set the goal: Today we will be: Describing how we get
∙∙S2: Some students in Colombia commute by
to school. Customize accordingly.
riding on a metal cable.
∙∙S3: Some students in Indonesia commute by
② PRESENTATION crossing a broken bridge.
Mind Map. Books closed. Write in the middle of on the
board: Commute.
Signpost. Open books to p.96 – Comprehension.
-- Ask: What does commute mean?
-- Comprehension B. Students read the sentences
Offer the following if they’re unsure.
aloud.
-- Elicit responses from the students. Assist as needed.
-- Students listen to the story and fill in the blanks.
∙∙I: It means how you get from home to work or
-- Play CD 2 Track 26.
school.
-- Have students read aloud their answers. Do NOT
Mind Map: Have students come up with common ways
correct.
of commuting. Offer an example then elicit more from
the students. Assist as needed. -- Have students confirm their answers by reading
aloud their underlined sections.
∙∙I: Many people commute by car.
-- Now elicit more examples from the students. Assist
Reading: Have students read the story on p.95 aloud.
as needed.
Assist with vocabulary as needed.
∙∙S1: Some people commute by bicycle.
-- Comprehension A – p.96. Have students complete
∙∙S2: A lot of people commute by train. the questions as a class.
∙∙S3: Many people commute by bus. -- Have them read the answers aloud.
(1. a; 2. b; 3. c; 4. a; 5. b)
③ PRACTICE
Signpost: Ask a few mixed questions to lead into the Q&A: Turn back to the story on p.95. Ask students to
listening. come up with at least two more questions.
∙∙I: Do you think children all around the world ∙∙S1: When did the bridge break in Indonesia?
commute these ways? Why (not)? ∙∙S2: It broke in 2012. How long was the bridge
∙∙I: What other ways might they use? broken for?
∙∙S3: It was broken for 10 months. Why didn’t they
use the other bridge? Etc.
-- Close books.

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UNIT 9
LESSON 3 | READING/COMPREHENSION

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRACTICE
describe how we get to school. Grammar. Write: Compound adjectives.
-- Interview and Report. In pairs, students must Say and write an example on the board.
interview each other on their commutes.
∙∙I: My thirty-year-old sister.
-- Note: Students should use the questions on the board
-- Point out that hyphens must be used to connect these
for assistance.
words that form a compound adjective.
-- Give them 4-5 minutes to interview each other. Assist
-- Offer a second example. Say and write the following
as needed.
on the board.
-- Now have students present their partner’s commute.
∙∙I saw a man-eating alligator.
∙∙S1: Jack usually commutes to school by bicycle. He
∙∙I saw a man eating alligator.
leaves home every morning at 8:00. His commute
takes about 15 minutes. But when it rains he takes -- Ask students if they can explain the difference in
the bus. meaning between these two sentences.
Note: (1) uses a compound adjective for the alligator.
-- Offer praise and feedback.
(2) describes what the man is eating.
-- Practice any phrases/questions the students had
-- Now ask students to skim and find the two examples
trouble with as time permits.
in the story on p.95.
(school-age children in line 14; V-shaped branch in
⑤ CLOSING line 17)
Give praise and feedback. -- Have students come up with other examples of
Confirm lesson goal: Now you can describe how you compound adjectives. Assist as needed.
get to school. e.g. twenty-story building, 300-page book, two-
week vacation, well-known actress, record-breaking
Set and demonstrate homework by briefly going over
jump, world-famous singer, last-minute decision, old-
each homework point to check understanding.
fashioned clothes etc.
(WB p.47-48)
∙∙I: Can you read the first two lines of the second
Fluency. Shadow reading. Say: Let’s read the story
paragraph. What is the first answer in B?
again with the CD.
∙∙S: Sleep for 8 hours.
-- Play CD 2 Track 26. Students read along with the
∙∙I: Correct. Please finish the rest for homework. audio.
-- Note: Allow them a few chances as it may be difficult
-- Complete lesson record: 9 – 96 – Comp the first time.
-- Thank students and say good-bye. -- Timed reading. Have the students read aloud.
Use a timer.

EXPANSION – PRESENTATION
Signpost: Open books to p.96 – Comprehension B. EXPANSION – PERFORMANCE
Have students read the sentences aloud. Chain Game. Storytelling. Have students make up a
story on commuting.
-- Play CD 2 Track 26. Ask students to listen and fill in
the blanks. -- Students must continue to add sentences to the
story.
-- Have students read aloud their answers.
Do NOT correct. -- The last person to make a mistake is the winner.
Teacher starts.
Skimming. Say: Now I want you to skim the story and ∙∙I: I commute to school by train.
check your answers. Underline the information. ∙∙S1: I commute to school by train. I leave home at
-- Open books to p.94-95 – Reading. Give them 2 7:30.
minutes. Go! ∙∙S2: I commute to school by train. I leave home at
-- Have students confirm their answers by reading aloud 7:30. My commute takes about 45 minutes.
their underlined sections. ∙∙S3: I commute to school by train. I leave home
at 7:30. My commute takes about 45 minutes. It
takes me 10 minutes to walk to the station.

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UNIT 9 DVD SB: p.97

HW: p.48
LESSON 4 ← Click to view video Writing
Be sure to check that your iPad can play the video BEFORE starting the lesson.

Goal Vocabulary Grammar Resources

Describing your favorite school -- school -- simple present DVD player,

subject subjects board, paper,
markers

① OPENING ∙∙I: Where is Afghanistan? (Use Illustration Book)

Greeting/Warm-up: ∙∙I: Do you think children in Afghanistan study the
∙∙I: How was your day? same subjects? Why (not)?

∙∙I: Are you doing anything this weekend? ∙∙I: What do you think they study? What sports do
they do in school?
Check homework interactively: (WB p.47-48)
Go through each point and read the passages/
sentences aloud. Elicit corrections where necessary. ③ PRACTICE
Review. Ask: How do you get to school? Have students Signpost: Open books to p.97 – Video. Ask students to
briefly describe their commute. read the title – Skateistan.
Set the goal: Today we will be: Describing our favorite -- Ask students to read the black box on the left –
school subject. Customize accordingly. About the Video.
-- Before you watch: Read the question aloud and
complete as a class. Have students offer their
② PRESENTATION
opinions.
Mind Map. Write: School Subjects.
-- Confirm. Say: Skateistan is a skateboarding school in
-- Offer an example of a school subject then elicit more
Afghanistan.
from the students.
-- Ask: What do you think you will see in the video?
∙∙I: English is a school subject.
Why?
-- Now elicit some more from the students.
∙∙S1: Math is a school subject. While you watch: Look at Part B. Ask students to read
∙∙S2: Chemistry is a school subject. the question and chart titles aloud.
∙∙S3: PE is a school subject. -- Say: As you watch I want you to fill in the information.
-- Erase the board. -- Play DVD Unit 9 – Skateistan (subtitles OFF).
-- Note: If students have trouble, play the DVD again
Grammar: Asking follow up questions. with the subtitles ON. Pause at the appropriate
Offer a starting point: section and replay the 10-15 second part until the
students can answer the question.
∙∙I: My favorite subject is English.
-- Call on students to read their answers aloud.
-- Now elicit questions from the students they can ask
about your favorite subject. ∙∙S1: There are more than 400 students at
Skateistan and 40% are female.
-- Note: For stronger students, have them come and
write them on the board themselves. ∙∙S2: 40% of the students are female. They study
science, history, art and math. But the most
∙∙S1: Why do you like it?
popular is skateboarding.
∙∙S2: How often do you take English class?
∙∙S3: When is your English class? After you watch: Have students read the questions
∙∙S1: Who is your teacher? Do you like him/her? aloud and offer their opinions and suggestions.
∙∙S2: What are you studying at the moment? -- Note: Encourage students to use Yes, No, Or, and Key
-- Do NOT erase as this will be used later. (YNOK) questions to expand on the discussion.
-- Close books.
Signpost: Lead into the DVD with some mixed
questions.

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UNIT 9
LESSON 4 | DVD

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
describe our favorite school subject. Chain Game – A favorite subject:
-- Interview and Report: In pairs students must -- Have students make a story on a subject.
interview each other about their favorite subject.
-- Students must continue to add sentences to the
-- Note: Students should use the questions on the board story.
for assistance.
-- Note: Students should use the questions on the board
-- Give them 4-5 minutes to interview each other. Assist as a guide to make sentences.
as needed.
-- The last person to make a mistake is the winner.
-- Now have students present their partner’s favorite Teacher starts.
subject. (Instructor should go first or model example)
∙∙I: My favorite subject is history.
∙∙S1: Emi’s favorite subject is math. She likes it
∙∙S1: My favorite subject is history. I like to learn
because she is good at it and it’s easy for her.
about ancient times.
She has math class 3 times a week, on Monday,
Tuesday and Thursday. Her teacher is Mr. Smith. ∙∙S2: My favorite subject is history. I like to learn
She likes him. At the moment she is studying about ancient times. I study history 4 times a
algebra. week.
-- Offer praise and feedback. ∙∙S3: My favorite subject is history. I like to learn
about ancient times. I study history 4 times a
-- Practice any phrases/questions the students had
week. My teacher is Ms. Jones.
trouble with as time permits.

EXPANSION – PRACTICE
⑤ CLOSING
News Reporter. Say: Today you are going to be a news
Give praise and feedback. reporter and present the story.
Confirm lesson goal: Now you can describe your -- Practice: Students follow the audio and subtitles and
favorite school subject. read aloud.
Set and demonstrate homework by briefly going over -- Play DVD Unit 9 – Skateistan
each homework point to check understanding. (sound and subtitles ON).
(WB p.48)
-- Perform: Now students try again, this time without
∙∙I: Look at your answers in Reading C above. Now, the audio.
what do you write here in A?
-- Play DVD Unit 9 – Skateistan
∙∙S: Hi Jack, I’m Sarah. (sound OFF, subtitles ON).
∙∙I: Good. Use part C to help you. Please finish -- Note: For groups assign a section each or take turns
at home. from clip to clip.

-- Complete lesson record: 9 – 97 – DVD

EXPANSION – PERFORMANCE
-- Thank students and say good-bye. Truth or Lie: Have students make statements about
their various school subjects.
-- Their classmates must decide if the statement is true
or a lie.
-- Students get one point for an incorrect guess.
Partners get one point for a correct guess.
∙∙S1: I study Japanese 5 times a week.
∙∙S2: Hmm, true.
∙∙S1: Yes, it’s true.
∙∙S2: My English teacher is Mr. Simpson.
∙∙S3: Ah, true.
∙∙S2: No, it’s false. My English teacher is Ms.
Simpson.

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UNIT 9 BERLITZ CULTURAL EXPLORER 3 SB: p.4

HW: none
BCE 3
NEW ZEALAND FOCUS ON SCHOOL LIFE

Goal Vocabulary Grammar (as applicable) Resources

Discussing the pros and -- boarding school -- some/any -- simple present board, paper,
cons of boarding school -- homesick markers
-- asking for/giving advice -- present
-- lonely
-- pros and cons

① OPENING Ask some mixed questions to check comprehension.

Greeting/Warm-up: Greet students naturally. ∙∙I: Do all students wear the same school uniform?
∙∙I: What did you do today? ∙∙S1: Yes, they do.
∙∙I: Do you have any plans for tomorrow? ∙∙I: Do all students wear the same sports uniform?
Review. Ask: Do you remember what a hangi is in ∙∙S2: No, each house has its own special sports
New Zealand? (traditional style of cooking) uniform.
Set the goal: Today we will be: Discussing the pros and -- Close books.
cons of boarding school. Customize accordingly.

Critical thinking skill – Setting standards for evaluation

② PRESENTATION Ask students:
Grounding ∙∙Which house symbol do you like best?
Mind Map. Write on the board: Boarding School. -- Tally the choices on the board.
-- Ask some mixed questions to see what the students -- Tell students to close their books. Ask them:
know:
∙∙What makes a good house symbol?
∙∙I: What do you know about boarding school?
-- Have them call out ideas on what to look for or put
∙∙I: Have you ever attended a boarding school? into a good design. Record their ideas on the board.
How about a homestay? How was it?
-- Note: Be sure to avoid abstract ideas such as cute.
∙∙I: Are there any boarding schools in your country? They need to elaborate on the term.
Where are they?
-- Example:
∙∙S1: The symbol should be cute.
③ PRACTICE
∙∙I: What do you mean by cute?
Signpost: Have students open their books to
∙∙S1: I mean, uh, it should have soft colors, not
p.4 – New Zealand: Focus on School Life.
bright colors.
Have students read aloud the introduction.
∙∙I: OK. Now I understand better.
Part A. Have students read aloud the paragraph on
boarding schools. Assist with vocabulary as needed.
Once students have completed listing their ideas, have
Ask students to come up with one or two questions them open their books and evaluate their choices to
about the story. see if they fit the criteria they identified on the board.
∙∙S1: Why do students feel homesick and lonely? If they don’t, encourage them to be clearer in how they
∙∙S2: Because they’re living away from parents and make and explain their thinking.
family. Do students wear uniforms? -- Clearer in this case means specific and not open to
∙∙S3: Yes, they do. Where do the special groups live? misinterpretation or various interpretations.

∙∙S1: They live in a house. Write on the board:

House symbols. Have students look at and read the ∙∙1 – Unclear
short section on house symbols. ∙∙2 – OK
Part B. Have students read aloud the paragraph on ∙∙3 – Clear
uniforms. Assist with vocabulary as needed. -- Have students assign a score to each of their criteria.
(Note: The Harry Potter movies offer an example of the
house system image in Western popular culture.)

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UNIT 9
BCE 3 | NEW ZEALAND: FOCUS ON SCHOOL LIFE

④ PERFORMANCE EXPANSION (if time allows)

Point to the lesson goal and say: Now we’re going to Ask: Look at the three house symbols on the page.
discuss the pros and cons of boarding school. How would you design a modern symbol for your
-- Ask a student to read the questions in the chart. school?

-- Call on students to write their ideas on the board. Give students a few minutes to design their own
symbol for a patch/badge. When they are finished,
-- Use the 1-2-3 scoring system used above to evaluate
they can describe its design and meaning.
the relative clarity and strength of each argument for
or against attending boarding school.
-- Tally the total scores Pros and Cons respectively.
Highest score (clearest statements) wins.

Evaluation: Identify the statements with the least

clarity. Encourage students to discuss how they could
be strengthened. Replace the weakest statements
with their modified versions.
Rescore the arguments: Tally totals once more. Tell
students to take note of how the results changed (or
didn’t) based on the relative strengths and weaknesses
of their ideas.
-- Provide praise and feedback.
∙∙Ask: Who do you think won? Why?

⑤ CLOSING
Give praise and feedback.
Confirm lesson goal: Great job! Now you can discuss
the pros and cons of boarding school.
Inform students that there is no homework today.
However, they may review at home on their own.

-- Complete lesson record 9 – 4 – BCE3

-- Thank students and say good-bye.

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UNIT 10 PREVIEW SB: p.98-101

HW: p.49-51
LESSON 1
LANGUAGE FOCUS VF, Conv, LF

Goal Vocabulary Grammar Resources

Giving directions around your -- prepositions -- go past -- asking for and giving directions board, paper,
town of location -- on the left/ markers
-- go straight right
-- turn left/right

① OPENING Signpost: Ask students to turn to p.100 – Language

Greeting/Warm-up: Greet students naturally. Focus A.

∙∙I: How was your weekend? -- In pairs, have students role play the dialogue aloud.
Switch roles and change the words in blue.
∙∙I: Do you have any plans today?
Review. Ask: What do you remember about
Skateistan? (Video – p.97) Signpost: Draw on the board a basic map with several
blocks.
Set the goal: Today we will be: Giving directions around
your town. Customize accordingly. ∙∙I: This is a block. How many blocks is this?
(draw a line along 3)
∙∙S1: Three blocks.
② PRESENTATION
∙∙I: Good. How many blocks is this?
Signpost: Have students open their books to
(draw a line along just 1)
p.98-99 – Preview.
∙∙S2: One block.
-- Have students read the title and photo caption aloud.
-- Language Focus Chart. Draw students’ attention to
-- Ask some mixed questions about the title/picture:
the chart.
∙∙I: What are some good malls around here?
-- Have students model the examples by reading aloud.
∙∙I: Why do you like them? Assist as needed.
∙∙I: Where do you like to hang out with your friends? -- Have students practice prepositions and blocks using
Why? the map on p.101.
∙∙S1: Joe’s Internet Café is next to the Restaurant.
③ PRACTICE ∙∙S2: The Zoo is across from Center Mall.
-- Preview A and B. Have students read the questions, ∙∙S3: Center Art Museum is two blocks from Kim’s
places, sentences and answer choices aloud. Korean Restaurant.
-- Play CD 2 Track 27. Ask students to label the places
and circle the correct word as they listen. Replay parts Language Focus C – p.101. Have students complete the
of the audio again if necessary. sentences individually.
-- Call on students to read aloud their answers. -- Have them read their answers aloud. Assist as
∙∙S1: Akemi wants to go to the movie theater. needed. (1. next to; 2. across from; 3. between;
4. on the corner of )
∙∙S2: Bob wants to go to the restaurant.
∙∙S3: Clara wants to go to the museum.
Language Focus D. Have students read the question
∙∙S4: Daniel wants to go to the convenience store. aloud and look at questions 1 and 2. Now ask them to
(1. mall; 2. art museum; 3. supermarket; 4. read the scenarios and four options aloud.
restaurant)
-- In groups of 2-3 have them race to put the directions
in the correct order.
Listening: Books closed (or stay on p.98-99).
-- Note: Instructor should take part in case of private
Language Focus A – p.100.
students.
-- Tell students Ming is lost. Ask:
-- Call on groups to read their directions in order from
∙∙What is he looking for? (the art museum) 1-4 aloud for both questions.
∙∙What is it across from? (the town square) -- Play CD 2 Track 30. Have students confirm their
-- Play CD 2 Track 28. Have students read answers answers. Assist as needed.
aloud. Replay if necessary.

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UNIT 10
LESSON 1 | PREVIEW/LANGUAGE FOCUS

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
give directions around town. Preview C. Have students read the question and
-- Directions Quiz: Put students into groups of 2-3. In example dialogue aloud.
case of small classes students play individually. -- Have students offer their thoughts and briefly explain
-- In their groups, have students come up with why.
directions to two locations near the school. -- Note: Encourage students to use Yes, No, Or, and Key
-- Note: The locations must be places all students would (YNOK) questions to expand on the discussion.
know.
-- Give them 3-4 minutes to discuss and decide on their EXPANSION – PRACTICE
directions. Language Focus B – p.100. Have students read the
-- Note: Students must NOT give the name of the instructions aloud.
locations. It’s a quiz. -- Put students into groups of two. Give them 3-4
minutes to discuss and make their new conversation.
Quiz: Call on groups to read their directions aloud to -- Note: Instructor should take part in case of private
the class. Have other groups say what location the students or odd numbers.
directions have taken them to.
-- Have each pair perform their conversation by reading
-- Note: You may wish to award points to motivate the it aloud.
students.
-- Offer praise and feedback.
EXPANSION – PERFORMANCE
-- Practice any phrases/questions the students had Language Focus E – p.101. Have students read the
trouble with as time permits. instructions and model dialogue aloud.
-- In groups of 2-3, have them complete the task so that
⑤ CLOSING each student gets a chance.
Give praise and feedback. -- Note: Instructor should take part in case of private
Confirm lesson goal: Now you can give directions students.
around your town. -- (Extension: Complete the task again this time using
Set and demonstrate homework by briefly going over the map on p.101 or IB p.12)
each homework point to check understanding. -- Offer praise and feedback.
(WB p.49-51) -- Practice any phrases/questions the students had
∙∙I: Look at Language Focus A. What’s the first trouble with as time permits.
letter?
∙∙S: P.
∙∙I: Good. Please finish the rest for homework.

-- Complete lesson record: 10 – 101 – LF

-- Thank students and say good-bye.

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UNIT 10 THE REAL WORLD SB: p.102-103

HW: p.51 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Recommending ways to stay -- geography -- asking for and giving directions board, paper,
healthy -- anniversary markers

① OPENING -- Play CD 2 Track 31.

Greeting/Warm-up: Greet students naturally. -- Have students read aloud their answers. (1. c; 2. a; 3. b)
∙∙I: How was school today? ∙∙S1: The Urban Earth project was to walk from one
∙∙I: What are you doing after class? side of the city to the other.

Check homework interactively: (WB p.49-51)

Go through each point and read the passages/ The Real World B. Have students read aloud the four
sentences aloud. Elicit corrections where necessary. statement and answer choices.

Review. Ask: Where do you like to hang out (meet -- As students listen again ask them to circle the correct
your friends)? answer.

Set the goal: Today we will be: Asking for and -- Play CD 2 Track 31. Replay parts of the audio again if
understanding directions in a foreign city. Customize necessary.
accordingly. -- Have students read aloud their answers.
(1. know; 2. complete different adventures; 3. learn
about the people there; 4. two weeks)
② PRESENTATION
Grammar Review. Ask: Do you remember how to give
Critical Thinking. Have students read aloud the
directions?
question and offer their opinions.
-- Select a few random places either in the school or
-- Note: Encourage students to use Yes, No, Or, and Key
around town and have students give directions.
(YNOK) questions to expand on the discussion.
-- Write them on the board.
∙∙I: How do I get to the convenience store?
④ PERFORMANCE
∙∙S1: Go out of the building and turn right.
Point to the lesson goal and say: Now we are going to
∙∙S2: Go straight one block and turn left. ask for and give directions in a foreign city.
∙∙S3: Go straight for two blocks. It’s on the left. Communication – p.103. Put students into pairs.
-- Repeat once or twice until students seem Student A stays on p.103. Student B turns to p.133.
comfortable. -- Note: Instructor should take part in case of private
students.
③ PRACTICE -- Have students read the instructions aloud. Ensure
Signpost. Open books to p.102 – The Real World. they understand what to do.
-- Have students read the title and short introduction -- Have them take turns asking for and giving directions
aloud. Assist with vocabulary as needed. to the places on their maps. Assist as needed.
-- Ask some mixed questions about the picture. -- When finished have them reveal their maps to
confirm the answers.
∙∙I: Does Daniel look like an explorer? Why (not)?
-- Offer praise and feedback.
∙∙I: Where do you think he is in the picture? Why?
-- Practice any phrases/questions the students had
trouble with as time permits.
The Real World A. Have students read the question,
projects and descriptions aloud.
-- As students listen have them match the project to the
correct description.

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UNIT 10
LESSON 2 | THE REAL WORLD/COMMUNICATION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Now you can ask for and give Preposition Quiz: Have students quiz each other about
directions in a foreign city. places around town.
Set and demonstrate homework by briefly going over ∙∙S1: It’s next to the drug store.
each homework point to check understanding. ∙∙S2: McDonald’s. It’s across from the station.
(WB p.51)
∙∙S3: Starbucks.
∙∙I: Please read the first two sentences. Is number
one True or False?
EXPANSION – PRACTICE
∙∙S: True?
Pronunciation – p.103
∙∙I: Correct. Please finish the rest for homework.
-- Have students look at the words in Part A.
-- Complete lesson record: 10 – 103 – Comm
-- Model the words once or twice and have the students
-- Thank students and say good-bye. repeat.
-- Note: Be sure to focus on and stress the O sound.
Part B. Have students read the words aloud and
complete the chart as a class.
-- Play CD 2 Track 33 to confirm their answers.
Part C. Have students practice by reading the words
aloud a few times. Assist as needed.

Extension:
Together make a sentence using as many of the words
as possible. Write it on the board:
Tony had no food but the convenience stores in London
were not open at two in the morning.

EXPANSION – PERFORMANCE
Directions Quiz
-- Put students into groups of 2-3.
-- Note: In case of small classes students should play
individually.
-- In their groups have students come up with directions
to two locations on the map on p.103.
-- Give them 3-4 minutes to discuss and come up with
their directions from point A.
-- Note: Students must NOT give the name of the
locations. It’s a quiz.
-- Quiz: Call on groups to read their directions aloud to
the class.
-- Have other groups say what location the directions
have taken them to.
-- Note: You may wish to award points to motivate the
students.
-- Offer praise and feedback.
-- Practice any phrases/questions the students had
trouble with as time permits.

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UNIT 10 READING SB: p.104-106

HW: p.52
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Discussing the advantages and -- traffic -- convenient -- prepositions of place board, paper,
disadvantages of bike-sharing -- commute markers

① OPENING Reading A. Have students read the question aloud.

Greeting/Warm-up: Greet students naturally. Quickly skim to find the answers.

∙∙I: What did you do today? -- Have students read their answers aloud.
(convenient, use bikes for a short time, easy to use)
∙∙I: Do you have any plans for tomorrow?
Check homework interactively: (WB p.51)
Go through each point and read the passages/ Reading: Now have students read the story on
sentences aloud. Elicit corrections where necessary. p.104-105 aloud.

Review. Ask: What places does Daniel Raven-Ellison -- Assist with vocabulary as needed.
explore? (cities) Comprehension A – p.106. Have students complete
Set the goal: Today we will be: Discussing the the questions as a class.
advantages and disadvantages of bike sharing. -- Have them read the answers aloud.
Customize accordingly. (1. a; 2. c; 3. b; 4 .a; 5. b)
Comprehension B. Have students complete the chart
as a class.
② PRESENTATION
Mind Map. Write: Transport. -- Have them read the answers aloud.
(1. increases; 2. 9 a.m.; 3. afternoon)
Ask: What kind of transport do people use to get
around town? Comprehension C. Have students read the questions
aloud.
Offer an example then elicit more from the students.
-- Have them share and discuss their ideas.
∙∙I: A lot of people use the train.
-- Note: Encourage students to use Yes, No, Or, and Key
∙∙S1: Some people drive their car.
(YNOK) questions to expand on the discussion.
∙∙S2: I ride my bike.

④ PERFORMANCE
Signpost. Write: Bike-share Systems.
Point to the lesson goal and say: Now we are going
Ask: Have you ever heard of bike-share systems? What
to discuss the advantages and disadvantages of bike
are they?
sharing.
-- Listening: Tell the students we will listen to a story
-- Put students into small groups of 2-3.
about bike-share systems.
-- Note: Instructor should take part in case of private
-- Ask students to count the number of times they hear
students.
bike-share systems.
-- Ask groups to come up with a list of 5 advantages
-- Play CD 2 Track 34.
and 5 disadvantages of bike sharing.
-- Have students offer their answers.
-- Give groups 3-4 minutes to discuss and come up with
(Do NOT confirm the answer)
their lists. Assist as needed.

③ PRACTICE
-- Have group members read their lists aloud to the rest
Skimming. Say: Now I want you to skim the story and
of the class.
check. Underline every bike-share systems.
-- Note: Ensure each member has a chance to speak.
-- Open books to p.104-105 – Reading.
Give them one minute. Go! -- Offer praise and feedback.

-- Ask students to confirm their answers. -- Practice any phrases/questions the students had
(Six; Lines 2, 3, 7, 13, 15, 16) trouble with as time permits.

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UNIT 10
LESSON 3 | READING/COMPREHENSION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Now you can discuss the Reading C – p.104-105. Have students read the
advantages and disadvantages of bike sharing. question aloud.
Set and demonstrate homework by briefly going over -- Have them share and discuss their ideas.
each homework point to check understanding. -- Note: Encourage students to use Yes, No, Or, and Key
(WB p.52) (YNOK) questions to expand on the discussion.
∙∙I: Look at Reading A. Where is Eldora?
∙∙S: In New York City? EXPANSION – PRACTICE
∙∙I: Yes, that’s right. Please finish the rest for Shadow Reading: Have students read along with
homework. the CD.
-- Note: This will help students read more fluently.
-- Complete lesson record: 10 – 106 – Comp -- Play CD 2 Track 34. Repeat if necessary.
-- Thank students and say good-bye. -- Optional. After shadow reading students read aloud
one more time without the CD to reinforce.

EXPANSION – PERFORMANCE
Class Quiz. Reading – p.104-105.
-- Put students into small groups of 2-3. Smaller classes
play individually.
-- Note: Instructor should take part in case of private
students.
-- Ask groups to come up with 3 questions relating to
the story on p.104-105.
-- Give groups 3-4 minutes to discuss and come up with
their questions. Assist as needed.
Hold the quiz: Close books. Have groups take turns
reading aloud their questions.
-- Have other groups respond with their answers. Award
one point for every correct answer.
-- Tally the points and declare the winner.
-- Offer praise and feedback.
-- Practice any phrases/questions the students had
trouble with as time permits.

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UNIT 10 DVD SB: p.107

HW: p.53
LESSON 4 ← Click to view video Writing
Be sure to check that your iPad can play the video BEFORE starting the lesson.

Goal Vocabulary Grammar Resources

Describing our favorite place in -- Mumbai -- prepositions of place DVD player,

our city -- edge board, paper,
markers
-- steps

① OPENING While you watch: Look at Part B. Have students read

Greeting/Warm-up: the question aloud.

∙∙I: How was your day? -- Note: We will complete Part A next.

∙∙I: Are you doing anything this weekend? -- As students watch have them check the places
they hear.
Check homework interactively: (WB p.52)
Go through each point and read the passages/ -- Play DVD Unit 10 City Walker (subtitles OFF).
sentences aloud. Elicit corrections where necessary. -- Call on students to read their answers aloud.
Review. Ask: Do you think bike-sharing systems are a (parks, streets, markets, bridges)
good idea? Why (not)? -- Part A. Have students read the passage aloud.
Set the goal: Today we will be: Describing our favorite -- As they watch again have students fill in the missing
place in our city. Customize accordingly. words.
-- Play DVD Unit 10 City Walker (subtitles OFF).
② PRESENTATION -- Note: If students have trouble, play the DVD again
Mind Map: Books closed. Write: Places in our city. with the subtitles ON. Pause at the appropriate
section and replay the 10-15 second part until the
Offer an example then elicit more from the students.
students can answer the question.
∙∙I: There are parks.
-- Call on students to read the passage aloud.
∙∙S1: Restaurants. (1. eight; 2. a big city; 3. explore; 4. understand;
∙∙S2: Shopping malls. 5. adventures)

③ PRACTICE ④ PERFORMANCE
Signpost: Open books to p.107 – Video. Ask students Point to the lesson goal and say: Now we are going to
to read the title – City Walker. describe our favorite place in our city.
-- Have students read the black box on the left - About Interview and Report: Put students into pairs.
the Video.
-- Note: Instructor should take part in case of odd
-- Refer to the picture and caption at the bottom of the numbers or private students.
page. Ask some mixed questions.
-- Give pairs 4-5 minutes to discuss their places. Assist
∙∙I: What do you remember about David as needed.
Raven-Ellison?
-- Note: Encourage students to use Yes, No, Or, and Key
∙∙I: Would you like his job? Why (not)? (YNOK) questions to expand on the discussion.
Before you watch: Read the question aloud. -- Students report on their partner’s place.
-- Have students discuss and fill in 2-3 things they know ∙∙S1: Susana loves the park near her home. It has a
about each city. big pond with lots of ducks and birds. There are
big trees and a beautiful flower garden. She also
loves the big, open space for having a picnic.
-- Offer praise and feedback.
-- Practice any phrases/questions the students had
trouble with as time permits.

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UNIT 10
LESSON 4 | DVD

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Now you can describe your Books closed. Ask: Now we are going to watch the
favorite place in your city. DVD without sound. What places can you see?
Set and demonstrate homework by briefly going over -- Play DVD Unit 10 City Walker (AUDIO and SUBTITLES
each homework point to check understanding. OFF).
(WB p.53) -- Call on students to offer their answers.
∙∙I: Look at Writing A. What’s your favorite place to ∙∙S1: I saw parks.
eat?
∙∙S2: I saw a lot of roads.
∙∙S: I love Sizzler.
∙∙S3: I think I saw a shop.
∙∙I: Good. Please finish the rest for homework.

EXPANSION – PRACTICE
-- Complete lesson record: 10 – 107 – DVD
-- After you watch: Have students read the questions
-- Thank students and say good-bye. aloud.
-- Have them share and discuss their ideas.
-- Note: Encourage students to use Yes, No, Or, and Key
(YNOK) questions to expand on the discussion.

EXPANSION – PERFORMANCE
Class Discussion: Offer the following questions for
students to discuss.
Note: In case of large classes (6+) you can make pairs
and have them interview and report.
∙∙Do you think Daniel’s walks were dangerous?
Why (not)?
∙∙How long would it take to walk across your city
from one edge to the other?
∙∙Daniel makes movies about his walks.
Would you like to watch one, and if so, which one?
Why?
∙∙If you could meet Daniel, what city would you tell
him he should do an Urban Earth project in and
why?
-- Note: Encourage students to use Yes, No, Or, and Key
(YNOK) questions to expand on the discussion.
-- Offer praise and feedback.
-- Practice any phrases/questions the students had
trouble with as time permits.

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UNIT 11 PREVIEW SB: p.108-111

HW: p.54-55
LESSON 1
LANGUAGE FOCUS VF, Conv, LF

Goal Vocabulary Grammar Resources

Comparing what we did -- base jumping -- experience -- contrasting simple past and past board, paper,
yesterday with a friend -- wingsuits -- cousins progressive markers
-- nervous

① OPENING Listening: Books closed (or stay on p.108-109).

Greeting/Warm-up: Greet students naturally. Language Focus A – p.110.

∙∙I: How was your weekend? -- Say: Let’s listen to Ming, Nadine, and Maya, who is
late.
∙∙I: Do you have any plans today?
-- Set the following questions on the board:
Check homework interactively: (WB p.53)
Go through each point and read the passages/ ∙∙What was Maya doing before she fell asleep?
sentences aloud. Elicit corrections where necessary. (reading a comic)

Review. Ask: What do you remember about the Urban ∙∙What was she so tired?
Earth project? (she was playing with her cousins)

Set the goal: Today we will be: Comparing what we did -- Play CD 2 Track 37. Have students read answers
yesterday with a friend. Customize accordingly. aloud. Replay if necessary.
-- Signpost. Ask students to turn to p.110 – Language
Focus A.
② PRESENTATION
-- In pairs, students role play the dialogue aloud. Switch
Signpost: Have students open their books to
roles and change the words in blue.
p.108-109 – Preview.
-- Have students read the title and photo caption aloud.
Language Focus Chart – p.110. Draw students’
-- Ask some mixed questions about the title/picture:
attention to the chart.
∙∙I: Have you heard of base jumping?
-- Have students model the examples by reading aloud.
∙∙I: Would you like to try it? Why (not)? Assist as needed.
-- Ask additional questions for the students to practice.
③ PRACTICE ∙∙I: What were you doing at this time yesterday?
Preview A. Have students read the short passage and ∙∙I: Were you watching TV last night?
possible answer choices aloud.
∙∙I: I woke up at 10 o’clock this morning. What were
-- Before listening have them speculate on what they you doing when I woke up?
think the answers may be. Answers will vary.
-- If the students are capable, encourage them to ask
-- Ask students to circle the correct word as they listen. and answer some additional questions.
-- Play CD 2 Track 35. Replay parts of the audio again
if necessary. Language Focus C – p.111. Have students complete the
-- Call on students to read aloud their answers. sentences individually.
(1. an adventure sport; 2. buildings; 3. wingsuits) -- Have them read their answers aloud. Assist as
needed. (1. was doing; 2. saw; 3. met; 4. was walking;
Preview B. Have students read the four True/False 5. were climbing)
statements aloud.
-- Ask students to circle True or False as they listen. Language Focus D. Have students read the question
aloud.
-- Play CD 2 Track 36. Replay parts of the audio again
if necessary. -- In groups of 2-3 have them discuss and complete the
sentences with their own ideas.
-- Call on students to read aloud their answers.
(1. F; 2. T; 3. F; 4. T) -- Note: Instructor should take part in case of private
students.
-- Call on groups to read their sentences aloud to the
class. Assist as needed.

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UNIT 11
LESSON 1 | PREVIEW/LANGUAGE FOCUS

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
compare what we did yesterday with a friend. Preview C – p.109. Have students read the question
-- Write: I was… when you… and example dialogue aloud.
-- Interview and Report: Put students into groups -- Have students offer their experiences and discuss
ofpairs 2. Instructor takes part for private students/ briefly.
odd numbers. -- Note: Encourage students to use Yes, No, Or, and Key
-- Firstly students must write down 5 things they did (YNOK) questions to expand on the discussion.
yesterday using the simple past.
∙∙I woke up at 8:00. EXPANSION – PRACTICE
∙∙I ate lunch at 1:00. Language Focus B – p.110. Have students read the
instructions aloud.
Interview: Now students interview each other to -- Put students into groups of two.
compare their days. Assist as needed. -- Note: Instructor should take part in case of private
∙∙S1: I woke up at 8:00 yesterday. students or odd numbers.
∙∙S2: I was eating breakfast when you woke up. -- Give students 3-4 minutes to discuss and make their
-- Students report on their contrasting days. new conversation.

∙∙S1: Martin was eating breakfast when I woke up -- Have each pair perform their conversation by reading
at 8:00. He was studying English when I had lunch it aloud.
at 1:00. He was eating dinner with his family when
I got home at 7:00. EXPANSION – PERFORMANCE
-- Offer praise and feedback. Language Focus E – p.111. Have students read the
-- Practice any phrases/questions the students had instructions and model dialogue aloud.
trouble with as time permits. -- In groups of 2-3 have them take turns adding a
sentence to their story.
-- Note: Instructor should take part in case of private
⑤ CLOSING
students.
Give praise and feedback.
-- Give them 4-5 minutes to work on their stories. Assist
Confirm lesson goal: Now you can compare your day
as needed.
with someone else.
-- Now have students present their stories to the class.
Set and demonstrate homework by briefly going over
(have them take turns reading sentences)
each homework point to check understanding.
(WB p.54-55) ∙∙S1: I was riding home form school when I saw an
accident. A man was driving too fast and hit a
∙∙I: Look at Language Focus A. What’s the first
pedestrian. The pedestrian was using their smart
letter?
phone and didn’t notice the car…
∙∙S: A.
-- Offer praise and feedback.
∙∙I: Good. Please finish the rest for homework.
-- Practice any phrases/questions the students had
trouble with as time permits.
-- Complete lesson record: 10 – 111 – LF
-- Thank students and say good-bye.

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UNIT 11 THE REAL WORLD SB: p.112-113

HW: p.56 RW
LESSON 50
COMMUNICATION

Goal Vocabulary Grammar Resources

Recommending ways to stay -- extreme -- dangerous -- contrasting simple past and board, paper,
healthy -- deep-sea -- bubble past progressive markers
-- corals -- risk

① OPENING The Real World B. Have students read aloud the

Greeting/Warm-up: Greet students naturally. question, passage and possible answer choices.

∙∙I: How was school today? -- As students listen again ask them to fill in the correct
answer.
∙∙I: What are you doing after class?
-- Play CD 2 Track 40. Replay parts of the audio again if
Check homework interactively: (WB p.54-55)
necessary.
Go through each point and read the passages/
sentences aloud. Elicit corrections where necessary. -- Have students read aloud their passage.
(1. dark; 2. swimming; 3. had to look; 4. dangerous;
Review. Ask: Would you like to try base jumping?
5. touch)
Why (not)?
∙∙S1: On one of Waller’s dives, it was very dark.
Set the goal: Today we will be: Describing what people
were doing. Customize accordingly.
Critical Thinking. Have students read aloud the
question and offer their opinions.
② PRESENTATION Note: Encourage students to use Yes, No, Or, and Key
Grammar Review: Ask mixed questions. Assist as (YNOK) questions to expand on the discussion.
needed.
∙∙I: What were you doing on Saturday morning?
④ PERFORMANCE
∙∙I: Were you doing your homework last night?
Point to the lesson goal and say: Now we are going to
∙∙I: I ate breakfast at 9 o’clock this morning. What describe what people were doing.
were you doing when I ate breakfast?
Communication – p.113. Have students read the
-- Encourage students to ask and answer some instructions aloud and model the example.
additional questions.
-- Divide students into two equal groups.
Ask some mixed questions about the lesson topics.
-- Note: In case of small classes (1-2) students/
∙∙I: Have you ever tried diving or snorkeling?
instructor should make sentences then act them out.
How was it?
-- Give groups 6-7 minutes to come up with five
∙∙I: Are you interested in corals? Why (not)?
sentences about the other group. Assist as needed.
∙∙I: What are some good places to see coral?
-- Note: If students would like to add additional verbs
(Great Barrier Reef, tropical islands, etc.)
they may.
-- Have them take turns reading their sentences aloud.
③ PRACTICE After each one the other group should act it out.
Signpost: Open books to p.112 – The Real World.
∙∙G1: Rio and Pablo were laughing when Steve
-- Have students read the title and short introduction sneezed. (Group 2 perform)
aloud. Assist with vocabulary as needed.
∙∙G2: Blair and Dan were using the computer when
Thomas fell asleep. (Group 1 perform)
The Real World A. Have students read the sentences -- Ask: Which one was the funniest one?
and answer choices aloud.
-- Offer praise and feedback.
-- As students listen have them circle the correct word.
-- Practice any phrases/questions the students had
-- Play CD 2 Track 40. trouble with as time permits.
-- Have students read aloud their answers.
(1. scientist; 2. hard to reach; 3. it’s very cold)
∙∙S1: Waller is a scientist.

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UNIT 11
LESSON 50 | THE REAL WORLD/COMMUNICATION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRACTICE
Confirm lesson goal: Now you can describe what Listening Extension. The Real World – p.112.
people were doing. True/False Quiz.

Set and demonstrate homework by briefly going over Write the following True/False statements on the
each homework point to check understanding. board:
(WB p.56) 1 She has studied deep-sea corals for 20 years.
∙∙I: Look at question one. Can you quickly skim and (F; 10 years)
find the answer? 2 Sometimes the corals are 1,000m deep. (T)
∙∙S: A. 2,000 meters? 3 In Alaska the corals are only 5m deep. (F; 20m)
∙∙I: Correct. Please finish the rest for homework. 4 Waller was already a good diver.
(F; she learned to dive)
-- Complete lesson record: 10 – 113 – Comm 5 After five minutes in the water you can’t feel your
-- Thank students and say good-bye. legs and feet. (F; head and hands)
6 She was holding on to her partner’s hand.
(F; air tank)
EXPANSION – PRESENTATION
-- Play CD 2 Track 40. Replay parts of the audio again if
Pronunciation – p.113. Have students look at the words
necessary.
in Part A.
-- Have students read their answers aloud.
-- Model the words once or twice and have the students
repeat. ∙∙S1: She has studied deep-sea corals for 20 years is
False. She has studied for 10 years.
-- Note: Be sure to focus on and ending blends.
-- Part B. Have students listen and circle the sounds
they hear.
EXPANSION – PERFORMANCE
Charades. Communication – p.113. Divide students into
-- Play CD 2 Track 42.
two equal groups.
-- Have students confirm their answers.
-- Note: In case of small classes (1-2) students/
(1. front; 2. last; 3. ask; 4. tank; 5. test; 6. aunt)
instructor should play individually.
-- Part C. Have students practice by reading the words
-- Play the game described in the text in reverse. One
aloud a few times. Assist as needed.
group acts then the other guesses.
-- Note: You may wish to award points to motivate the
students.
-- Students may use additional verbs other than the
ones on the list.
∙∙(Group 1 performs)
∙∙G2: Travis was singing when Nancy laughed.
∙∙(Group 2 performs)
∙∙G1: James was playing the guitar when Michelle
danced.
-- Ask: Which one was the funniest one?
-- Offer praise and feedback.
-- Practice any phrases/questions the students had
trouble with as time permits.

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UNIT 11 READING SB: p.114-116

HW: p.57-58
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Describing the animal we are -- volunteer -- up-close -- contrasting simple past and board, paper,
most scared of -- shark- -- fear past progressive markers
spotting -- encounter

① OPENING Have students look at the picture on p.114-115 and

Greeting/Warm-up: Greet students naturally. read the caption aloud.

∙∙I: What did you do today? -- Ask some mixed questions about the picture.

∙∙I: Do you have any plans for tomorrow? ∙∙I: What do you think of her photo?

Check homework interactively: (WB p.56) ∙∙I: Would you like to dive with sharks? Why (not)?
Go through each point and read the passages/
sentences aloud. Elicit corrections where necessary. Reading: Now have students read the story on
Review. Ask: Would you like to go diving in the cold p.114-115 aloud.
water of Alaska? Why (not)? -- Assist with vocabulary as needed.
Set the goal: Today we will be: Describing the animal Comprehension A – p.116. Have students complete the
we are most scared of. Customize accordingly. questions as a class.
-- Have them read the answers aloud.
② PRESENTATION (1. c; 2. c; 3. b; 4. c; 5. a)
Books closed. Write: Sharks.
-- Ask some mixed questions: Grammar Review. Have students turn back to the
story on p.114-115.
∙∙I: What do you know about sharks?
Write the following phrase on the board:
∙∙I: Are you scared of sharks? Why (not)?
She was … when …
-- Offer an example from the story then elicit more
③ PRACTICE from the students. Assist as needed.
Signpost: Books closed. Write today’s story title on
∙∙I: Brewer was volunteering in South Africa when
the board: Diving With Sharks.
she went on a shark-spotting trip.
Listening: Tell the students we will listen to the story.
∙∙S1: She was diving when a great white shark
Set the following questions on the board:
suddenly appeared.
1 What is Amanda Brewer’s job? (an art teacher)
∙∙S2: The shark was biting the meat when she took
2 When did she volunteer in South Africa? a photo.
(summer of 2014)
3 What did she take a photo of?
④ PERFORMANCE
(a shark opening its mouth)
Point to the lesson goal and say: Now we are going to
4 Where did she post the photo?
describe the animal which scares us the most.
(online and in her classroom)
Interview and Report. Put students into groups of 2.
-- Play CD 2 Track 43. Have students read their answers
aloud. (Do NOT confirm the answers) -- Note: Instructor should take part in case of private
students.

Skimming. Say: Now I want you to skim the story and -- Students must find out WHAT their partner is scared
check. Underline all the answers. of and WHY they are scared of it.

-- Open books to p.114-115 – Reading. Give them 90 -- Give pairs 3-4 minutes to discuss their animals.
seconds. Go! Assist as needed.

-- Ask students to confirm their answers. -- Note: Encourage students to use Yes, No, Or, and Key
(Lines 1, 4, 11, 16/18) (YNOK) questions to expand on the discussion.

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UNIT 11
LESSON 3 | READING/COMPREHENSION

-- Students report on their partner’s animal.

∙∙S1: Patrick is most scared of spiders. He says they EXPANSION – PRESENTATION
are small but dangerous. He doesn’t like them Mind Map. Write: Scary Animals.
because they can get inside our homes very easily.
-- Offer an example then elicit more from the students.
-- Offer praise and feedback.
∙∙I: Many people are scared of snakes.
-- Practice any phrases/questions the students had
∙∙S1: My friend hates spiders.
trouble with as time permits.
∙∙S2: Most people are scared of crocodiles.

⑤ CLOSING
EXPANSION – PRACTICE
Give praise and feedback.
Comprehension B – p.116.
Confirm lesson goal: Now you can describe the animal
Have students complete the chart as a class.
you are most scared of.
Have them read the answers aloud.
Set and demonstrate homework by briefly going over
each homework point to check understanding. ∙∙What: She saw a great white shark when she
(WB p.57-58) was diving.
∙∙I: Look at Reading A. What do you think the ∙∙When: In the summer of 2014.
article is about? ∙∙Where: In Mossel Bay, South Africa.
∙∙S: C. Climbing. ∙∙Why: She was volunteering for White Shark
∙∙I: Yes, I think so too. Please finish the rest for Africa.
homework.
EXPANSION – PERFORMANCE
-- Complete lesson record: 11 – 116 – Comp Discussion: Comprehension C – p.116.
-- Thank students and say good-bye. -- Have students read the question aloud.
-- Divide the board into two columns. Label them FOR
and AGAINST protecting sharks.
-- Have them share and discuss their ideas for each
argument.
-- Note: Encourage students to use Yes, No, Or, and Key
(YNOK) questions to expand on the discussion.

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UNIT 11 DVD SB: p.117

HW: p.58
LESSON 4 ← Click to view video Writing
Be sure to check that your iPad can play the video BEFORE starting the lesson.

Goal Vocabulary Grammar Resources

Summarizing a dangerous -- alligator -- scoot -- contrasting simple past and DVD player,
encounter with an alligator -- gator -- back past progressive (review) board, paper,
markers
-- attack -- realized

① OPENING While you watch. Look at Part A. Have students read

Greeting/Warm-up: the question aloud.

∙∙I: How was your day? -- As students watch have them confirm their answers
to the previous section.
∙∙I: Are you doing anything this weekend?
-- Play DVD Unit 11 Dangerous Waters (subtitles OFF).
Check homework interactively: (WB p.57-58)
Go through each point and read the passages/ -- Note: If students have trouble, play the DVD again
sentences aloud. Elicit corrections where necessary. with the subtitles ON. Pause at the appropriate
section and replay the 10-15 second part until the
Review. Ask: Would you like to go diving with sharks?
students can answer the question.
Why (not)?
-- Call on students to read their answers aloud.
Set the goal: Today we will be: Summarizing a
(1. F; 2. T; 3. T)
dangerous encounter with an alligator. Customize
accordingly.
After you watch: Have students read the questions
aloud.
② PRESENTATION -- Have them share and discuss their opinions.
Grammar Review. Write the following phrase on the
-- Note: Encourage students to use Yes, No, Or, and Key
board: I was … when you …
(YNOK) questions to expand on the discussion.
-- Offer an example then elicit more from the students.
-- Have students watch the video again.
Assist as needed.
Do NOT set any questions.
∙∙I: What time did you wake up? (8am) I was eating
-- Say: Let’s watch one more time to better understand
breakfast when you woke up.
the story.
∙∙S1: What time did you eat lunch? (1pm) I was
-- Note: The purpose of this is to help them in the
studying history when you had lunch.
following section.
∙∙S2: What time did you get home yesterday? (7pm)
-- Play DVD Unit 11 Dangerous Waters (subtitles ON).
I was eating dinner when you got home.

Signpost. Open books to p.117 – Video. Ask students to ④ PERFORMANCE

read the title – Dangerous Waters. Point to the lesson goal and say: Now we are going
Have students read the black box on the left – About to summarize the dangerous encounter with the
the Video. alligator.

Refer to the picture and caption at the bottom of the -- Books closed. Put students into groups of 2-3.
page. Ask some mixed questions. Private students must work individually.

∙∙I: Have you ever seen Brady Barr on TV? -- Dictate or Write the following 10 sentences:

∙∙I: Do you think his job is dangerous? Why (not)? ∙∙While they were rowing in the boat. (3)
∙∙Suddenly, as they were rowing. (5)
∙∙When the alligator swam inside the boat. (9)
③ PRACTICE
Before you watch: Read the question aloud. ∙∙When they decided to use a boat. (2)

Have students read the statements aloud and circle ∙∙They fell into the water. (6)
True or False. (Do NOT confirm answers) ∙∙Barr was standing behind it. (10)
∙∙Barr and a cameraman were walking. (1)

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UNIT 11
LESSON 4 | DVD

∙∙When he told the cameraman to scoot back. (8)

∙∙Barr was standing in the water. (7) EXPANSION – PRESENTATION
∙∙They didn’t find any alligators. (4) Discussion. Write: Alligators and Crocodiles.
-- Students must unscramble the events and write out Ask: What differences do you know between alligators
the summary. and crocodiles?
-- Note: Students must combine sentences. There -- Elicit from the students what they know about each
should only be 5 sentences in their summary. and any differences.
-- Give them 4-5 minutes to work on their summaries.
Assist as needed. EXPANSION – PRACTICE
-- Now have groups present their summaries to the Part B. Have students read the passage aloud.
class. (ensure each member speaks) -- As they watch again have students fill in the missing
∙∙G1: Barr and a cameraman were walking when words.
they decided to use a boat. While they were -- Play DVD Unit 11 Dangerous Waters (subtitles OFF).
rowing in the boat they didn’t find any alligators.
-- Note: If students have trouble, play the DVD again
-- Offer praise and feedback. with the subtitles ON. Pause at the appropriate
-- Practice any phrases/questions the students had section and replay the 10-15 second part until the
trouble with as time permits. students can answer the question.
-- Call on students to read the passage aloud.
(1. grass; 2. alligator; 3. boat; 4. water)
⑤ CLOSING
Give praise and feedback.
Confirm lesson goal: Now you can summarize a story
EXPANSION – PERFORMANCE
using the grammar from this unit. News Reporter. Say: Today you are going to be a news
reporter and present the story.
Set and demonstrate homework by briefly going over
each homework point to check understanding. Practice: Students follow the audio and subtitles and
(WB p.58) read aloud.

∙∙I: Look at the Writing Tip. Please read the -- Play DVD Unit 11 Dangerous Waters
example. (sound and subtitles ON).

∙∙S: Although she has climbed through deep snow… Perform: Now students try again. This time without
the audio.
∙∙I: Good. Please finish the rest for homework.
-- Play DVD Unit 11 Dangerous Waters
(sound OFF, subtitles ON).
-- Complete lesson record: 10 – 117 – DVD
-- Note: You may wish to divide students into the roles
-- Thank students and say good-bye.
of reporter, Brady Barr, and cameraman.
--

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UNIT 12 PREVIEW SB: p.118-121

HW: p.59-61
LESSON 1
LANGUAGE FOCUS VF, Conv, LF

Goal Vocabulary Grammar Resources

Asking about a friend’s plans -- months -- trash -- future with going to board, paper,
-- days -- charity markers
-- dates -- fair
-- volunteer

① OPENING Listening: Books closed (or stay on p.118-119).

Greeting/Warm-up: Greet students naturally. Language Focus A – p.120.

∙∙I: How was your weekend? -- Say: Let’s listen to Stig, Ming, Nadine and Maya.
They are planning a charity fair.
∙∙I: Do you have any plans today?
-- Set the following questions on the board:
Check homework interactively: (WB p.58)
Go through each point and read the passages/ ∙∙What is Ming going to do?
sentences aloud. Elicit corrections where necessary. (Ming is going to be the DJ)

Review. Ask: Would you like a job hunting for alligators ∙∙What is Stig going to do?
like Brady Barr? Why (not)? (Stig is going to eat the cookies)

Set the goal: Today we will be: Asking about a friend’s -- Play CD 2 Track 45. Have students read answers
plans. Customize accordingly. aloud. Replay if necessary.

Signpost. Ask students to turn to p.120 – Language

② PRESENTATION Focus A.
Review: months, days and dates. Ask some mixed
-- In pairs, have students role play the dialogue aloud.
questions.
Switch roles and change the words in blue.
∙∙I: What day was it yesterday?
-- Language Focus Chart – p.120. Draw students’
∙∙I: What is the 10th month of the year? attention to the chart.
∙∙I: When is your birthday? -- Have students model the examples by reading aloud.
Assist as needed.
③ PRACTICE -- Offer some additional questions for the students to
Signpost: Have students open their books to practice.
p.118-119 – Preview. ∙∙I: What are you going to do after this lesson?
-- Have students read the title and photo caption aloud. ∙∙I: Are you going to watch TV tonight?
Preview A. Have students make sentences using the ∙∙I: Where are you going to go on the weekend?
words in the box.
-- If the students are capable encourage them to ask
∙∙S1: The girls are volunteering. They are cleaning and answer some additional questions.
up the beach.
Preview B. Have students read the question and Language Focus C – p.121. Have students complete the
answer choices aloud. sentences questions as a class. Assist as needed.
-- Ask students to check the activities as they listen. -- Have them read the questions and answers aloud.
-- Play CD 2 Track 44. Replay parts of the audio again if (2. Is Ethan going to volunteer; 3. Is Mary going to
necessary. draw; 4. Is Laura going to sing; 5. What’s James
going to do)
-- Call on students to read aloud their answers.
(volunteer, clean a beach, put up decorations, guide ∙∙S1: Is Ethan going to volunteer?
visitors) ∙∙S2: Is Mary going to draw? Yeah, she is.
Preview C. Have students read the question and ∙∙S3: Is Laura going to sing?
example dialogue aloud.
∙∙S4: What’s James going to do?
-- Have students offer their experiences and discuss.
-- Note: Encourage students to use Yes, No, Or, and Key Language Focus D. Have students complete the
(YNOK) questions to expand on the discussion. conversation as a class. Assist as needed.

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UNIT 12
LESSON 1 | PREVIEW/LANGUAGE FOCUS

(1. When is it; 2. What; 3. going to wear; 4. going to

wear; 5. going to bring; 6. going to come)
EXPANSION – PRESENTATION
-- Have pairs perform the conversation by reading Listening: Books closed. Say: Stig, Ming, Maya and
aloud. Ensure everyone gets a chance. Nadine are going to have a charity fair. Ask:
∙∙What is Ming going to do?
④ PERFORMANCE ∙∙What is Stig going to do?
Point to the lesson goal and say: Now we are going to -- Play CD 2 Track 45. Call on students to answer the
ask about a friend’s plans. question.
-- Write: What are you going to do on…? Are you going ∙∙S1: Ming is going to be the DJ.
to…?
∙∙S2: Stig is going to eat cookies.
-- Interview and Report: Put students into groups of 2.
-- Note: Instructor should take part in case of private
EXPANSION – PRACTICE
students.
Language Focus B – p.120. Have students read the
-- Students must interview each other to find out some instructions aloud.
of their plans for the coming week.
-- Put students into groups of two.
-- Give pairs 3-4 minutes to discuss their plans. Assist as
-- Note: Instructor should take part in case of private
needed.
students or odd numbers.
-- Note: Encourage students to use Yes, No, Or, and Key
-- Give students 3-4 minutes to discuss and make their
(YNOK) questions to expand on the discussion.
new conversation.
-- Students report on their partner’s plans.
-- Have each pair perform their conversation by reading
∙∙S1: Sara is going to go to her violin lesson on it aloud.
Saturday. It starts at 3:00. After that she is going
to watch a movie with her friends. On Sunday she
is going to stay home and do her homework. EXPANSION – PERFORMANCE
Language Focus E – p.121. Have students read the
-- Offer praise and feedback.
instructions and model dialogue aloud.
-- Practice any phrases/questions the students had
-- Have students act out preparing for an activity.
trouble with as time permits.
Class members must guess the activity.
-- Note: Instructor should take part in case of private
⑤ CLOSING students.
Give praise and feedback. ∙∙S1: (acts out preparing for an activity)
Confirm lesson goal: Now you can ask about a friend’s ∙∙S2: Are you going to play tennis?
plans.
∙∙S1: No, I’m not.
Set and demonstrate homework by briefly going over
∙∙S3: Are you going to play baseball?
each homework point to check understanding.
(WB p.59-61) ∙∙S1: Yes, I am.
∙∙I: Look at Vocabulary Focus A. What’s the first -- Continue so that all students have a chance to act
one? (or as time permits).
∙∙S: Raise. -- Offer praise and feedback.
∙∙I: Good. Please finish the rest for homework. -- Practice any phrases/questions the students had
trouble with as time permits.
-- Complete lesson record: 10 – 121 – LF
-- Thank students and say good-bye.

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UNIT 12 THE REAL WORLD SB: p.122-123

HW: p.61 RW
LESSON 54
COMMUNICATION

Goal Vocabulary Grammar Resources

Planning a school charity sale -- waste -- consumed -- future with going to board, paper,
-- grocery -- dairy markers
-- reject -- grain
-- awareness

① OPENING The Real World A. Have students read the sentences

Greeting/Warm-up: Greet students naturally. and answer choices aloud.

∙∙I: How was school today? -- As students listen have them circle the correct word.

∙∙I: What are you doing after class? -- Play CD 2 Track 48. Replay parts of the audio again if
necessary.
Check homework interactively: (WB p.59-61)
Go through each point and read the passages/ -- Have students read aloud their answers.
sentences aloud. Elicit corrections where necessary. (1. is not; 2. looks nice; 3. collect their extra food;
4. hungry people)
Review. Ask: Have you ever volunteered? What did
you do? ∙∙S1: One-third of food produced is not eaten.

Set the goal: Today we will be: Planning a school

charity sale. Customize accordingly. The Real World B. Have students read aloud the
question and look at the diagram.
-- Ask: What food is wasted the most in the US?
② PRESENTATION (dairy and vegetables)
Grammar Review. Ask mixed questions. Assist as
-- Ask: Why do you think this might be?
needed.
Have students discuss.
∙∙I: What are you going to do after this class?
-- Note: Encourage students to use Yes, No, Or, and Key
∙∙I: Are you going to go somewhere this weekend? (YNOK) questions to expand on the discussion.
∙∙I: What are you going to eat for lunch?
-- Encourage students to ask and answer some Critical Thinking. Have students read aloud the
additional questions. question and offer their opinions.
-- Note: Encourage students to use Yes, No, Or, and Key
Mind Map. Write: School Charity Sale. (YNOK) questions to expand on the discussion.
-- Ask: What things are we going to need for a school
charity sale? ④ PERFORMANCE
-- Offer an example then elicit more from the students. Point to the lesson goal and say: Now we are going to
∙∙I: We are going to need decorations. plan a school charity sale.
∙∙S1: We are going to need food. Communication – p.123. Have students read the
instructions aloud and model the example.

③ PRACTICE -- Divide students into groups of 3. Students turn to

p.123 (A), p.133 (B) and p.134 (C).
Signpost: Open books to p.122 – The Real World.
-- Note: In case of smaller classes/groups (1-2)
-- Have students read the title and short introduction
instructor should take part.
aloud. Assist with vocabulary as needed.
-- Give groups 5-6 minutes to find out what their
-- Ask some mixed questions about the picture.
partners are going to do. Assist as needed.
∙∙I: Do you think food waste is a problem in your
-- Have them present their plans to the class.
country? Why (not)?
∙∙G1: Today I’m going to design a t-shirt. Mimi is
∙∙I: Do supermarkets and other shops give their
going to plan the entertainment and Scott is
food to charity in your country?
going to plan the poster design.
-- Offer praise and feedback.
-- Practice any phrases/questions the students had
trouble with as time permits.

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UNIT 12
LESSON 54 | THE REAL WORLD/COMMUNICATION

⑤ CLOSING
Give praise and feedback. EXPANSION – PERFORMANCE
Confirm lesson goal: Now you can plan a school Project: Planning a Feeding the 5000 project for your
charity sale. community.

Set and demonstrate homework by briefly going over -- Note: You may wish to set this as an additional
each homework point to check understanding. homework task.
(WB p.61) -- Put students into small groups of 2-4.
∙∙I: Look at question one. Can you find the answer -- Note: Instructor should take part in case of private
in the chart? students.
∙∙S: C. The 2000s. -- Groups must come up with a list of what things they
∙∙I: Correct. Please finish the rest for homework. need to do prepare for the event.
-- Next groups must decide which members are going
-- Complete lesson record: 10 – 123 – Comm to do which tasks. Assist as needed.

-- Thank students and say good-bye. -- Have groups present their plans to the class. Ensure
each member speaks.
∙∙G1: I’m going to contact all the local supermarkets
EXPANSION – PRESENTATION and restaurants. I’m going to find volunteers to
Pronunciation – p.123. Have students look at the help cook the food. I’m going to collect pots and
sentences in Part A. pans from local schools.
-- Model the sentences once or twice and have the -- Offer praise and feedback.
students repeat.
-- Practice any phrases/questions the students had
-- Note: Be sure to focus on the reduction of going to trouble with as time permits.
– gonna.
-- Now have the students practice the examples in pairs.
Part B. Have students listen and complete the
sentences.
-- Play CD 2 Track 50. Have students confirm their
answers.
(1. going to have; 2. going to donate; 3. going to pay;
4. going to bake; 5. going to make)
Part C. Have students practice by reading the
sentences aloud a few times. Assist as needed.

EXPANSION – PRACTICE
Vocabulary Race: Put the students into groups of 2-3.
-- Note: Instructor may take part in case of private
students.
-- Refer students attention to the chart on p.122. Have
them read the 5 labels of wasted food aloud.
-- In their groups have them come up with as many
examples of each as they can.
-- They have 3 minutes. Go!
-- Now have the groups present their word lists to the
class. Declare the winner.

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UNIT 12 READING SB: p.124-126

HW: p.62-63
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Entering a science competition -- cancer -- pollution -- simple present board, paper,

-- invention -- artificial markers
-- code

① OPENING Reading: Now have students read the story on

Greeting/Warm-up: Greet students naturally. p.124-125 aloud.

∙∙I: What did you do today? Assist with vocabulary as needed.

∙∙I: Do you have any plans for tomorrow? Comprehension A – p.126. Have students complete the
questions as a class.
Check homework interactively: (WB p.61)
Go through each point and read the passages/ Have them read the answers aloud.
sentences aloud. Elicit corrections where necessary. (1. b; 2 .c; 3. b; 4. c; 5. a)

Review. Ask: Do you think food waste is a problem in Comprehension B. Have students complete the chart
your country? as a class.

Set the goal: Today we will be: Entering a science Have them read the answers aloud.
competition. Customize accordingly. ∙∙S1: Brittany works with computers.
∙∙S2: Brittany and Elif were successful in inventing
something useful.
② PRESENTATION
Discussion: Ask some mixed questions on today’s ∙∙S3: Brittany and Elif want hospitals to use their
topic. inventions.

∙∙I: Are you interested in science? Why (not)? ∙∙S4: Elif wants to protect the environment.

∙∙I: Have you ever entered a science competition?

What did you make? ④ PERFORMANCE
Point to the lesson goal and say: Now we are going to
enter the Google Science Fair.
③ PRACTICE
Signpost: Books closed. Write today’s story title on Interview and Report. Comprehension C – p.126.
the board: Inventing the Future. Put students into groups of 2.

Listening: Tell the students we will listen to the story. -- Note: Instructor should take part in case of private
Set the following questions on the board: students.

∙∙What is Brittany’s project? -- Have students read the question aloud. They must
(a cancer testing program) think of something science related.

∙∙What is Elif’s project? -- Give pairs 4-5 minutes to interview each other. Assist
(a new kind of plastic made from banana peels) as needed.

-- Play CD 2 Track 51. Have students read their answers -- Note: Encourage students to use Yes, No, Or, and Key
aloud. (Do NOT confirm the answers) (YNOK) questions to expand on the discussion.
-- Students report on their partner’s ideas.
Skimming. Say: Now I want you to skim the story and ∙∙S1: Melissa wants to change the way we buy food.
check. Underline the answers. She says a lot of food is wasted by supermarkets.
-- Open books to p.124-125 – Reading. Give them 60 We need to find a way to save this food.
seconds. Go! -- Offer praise and feedback.
-- Ask students to confirm their answers. -- Practice any phrases/questions the students had
(Lines 9 and 19) trouble with as time permits.
-- Have students look at the picture on p.124-125 and
read the caption aloud.
-- Ask some mixed questions about the picture.
∙∙I: What do you think his project is? Why?

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UNIT 12
LESSON 3 | READING/COMPREHENSION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRACTICE
Confirm lesson goal: Now you can enter the Google Shadow Reading:
Science Fair. -- Have students read along with the CD.
Set and demonstrate homework by briefly going over -- Note: This will help students read more fluently.
each homework point to check understanding. -- Play CD 2 Track 51. Repeat if necessary.
(WB p.62-63)
-- Optional: After shadow reading students read aloud
∙∙I: Look at Reading B question one. Can you one more time without the CD to reinforce.
quickly skim and find the answer.
∙∙S: It’s True.
EXPANSION – PERFORMANCE
∙∙I: Yes. Please finish the rest for homework. Project: Remind students of the previous Real World
topic on p.122 – Saving Food.
-- Complete lesson record: 10 – 126 – Comp -- Note: Have them turn back and quickly read the intro
-- Thank students and say good-bye. if necessary.
-- In groups of 2-3 have them come up with an idea for
how science could help with this problem.
EXPANSION – PRESENTATION
Mind Map. Write: Famous Inventions. -- Note: Instructor should take part in case of private
students.
Offer an example then elicit more from the students.
-- Give them 5-6 minutes to discuss and work on their
∙∙I: Thomas Edison invented the
ideas. Assist as needed.
light bulb.
-- Now have students present their ideas to the class.
∙∙S1: The invention of the automobile.
Ensure each member speaks.
∙∙S2: The Internet.
∙∙G1: We want to find a new way to pack and deliver
(e.g. computer, telephone, steam engine, airplane, food so that it is not damaged when it reaches
wheel, camera, radio, barcode, printing press) the supermarket. Maybe we can invent a machine
that does this better.
-- Offer praise and feedback.
-- Practice any phrases/questions the students had
trouble with as time permits.

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UNIT 12 DVD SB: p.127

HW: p.63
LESSON 4 ← Click to view video Writing
Be sure to check that your iPad can play the video BEFORE starting the lesson.

Goal Vocabulary Grammar Resources

Summarizing a dangerous -- numbers -- washes -- simple present DVD player,

encounter with an alligator -- cleanup -- flows board, paper,
markers
-- kilograms -- trash

① OPENING Before you watch: Read the question aloud.

Greeting/Warm-up: Have students match the numbers to the descriptions.
∙∙I: How was your day? (Do NOT confirm answers.)

∙∙I: Are you doing anything this weekend? While you watch: Look at Part A. Have students read
the question aloud.
Check homework interactively: (WB p.62-63)
Go through each point and read the passages/ -- As students watch have them confirm their answers
sentences aloud. Elicit corrections where necessary. to the previous section.

Review. Ask: Would you like to enter the Google -- Play DVD Unit 12 Coastal Cleanup (subtitles OFF).
Science Fair? Why (not)? -- Call on students to read their answers aloud.
Set the goal: Today we will be: Recruiting for the (1. b; 2. c; 3. a)
International Coastal Cleanup. Customize accordingly. Part B. Have students read the three True/False
statements aloud.
-- As they watch again have students circle the correct
② PRESENTATION
answer.
Numbers. Write: ,000 and ,000,000
-- Play DVD Unit 12 Coastal Cleanup (subtitles OFF).
-- Elicit from students how to say these numbers in
English. (thousand and million) -- Note: If students have trouble, play the DVD again
with the subtitles ON. Pause at the appropriate
-- Write the following numbers on the board.
section and replay the 10-15 second part until the
Students read aloud. Assist as needed.
students can answer the question.
∙∙3,000
-- Call on students to read their answers aloud.
∙∙99,000 (1. F; 2. T; 3. F)
∙∙500,000
∙∙2,750,000 After you watch: Have students read the questions
aloud.
∙∙4,500,000
-- Have them share and discuss their opinions.
∙∙9,999,000
-- Note: Encourage students to use Yes, No, Or, and Key
-- Note: Teach students the phrases half a million
(YNOK) questions to expand on the discussion.
(500,000) and 4.5 million (4,500,000).

③ PRACTICE ④ PERFORMANCE
Signpost: Open books to p.127 – Video. Ask students Point to the lesson goal and say: Now we are going to
to read the title – Coastal Cleanup. recruit for the International Coastal Cleanup.
-- Have students read the black box on the left – About -- In groups of 2-3 students must give a presentation at
the Video. their school.
-- Refer to the picture and caption at the bottom of the -- Note: Instructor should take part in case of private
page. Ask some mixed questions. students.
∙∙I: Do you think the Philippines has beautiful -- Their presentations should cover WHAT the ICC does
beaches? and WHY classmates should volunteer.
∙∙I: Do you like to go to the beach? Why (not)? -- Give them 5-6 minutes to discuss and work on their
presentations. Assist as needed.
∙∙I: Have you ever volunteered at your local beach?
-- Now have students give their presentations.
(Have them take turns reading sentences)

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UNIT 12
LESSON 4 | DVD

∙∙G1: The International Coastal Cleanup has

500,000 volunteers around the world every
EXPANSION – PRESENTATION
year. Over two years volunteers collected around
Mind Map. Write: Famous Beaches.
3.5 million kilograms of trash from the world’s
beaches. Do you like the beach? Do you want Offer an example then elicit more from the students.
your beach to look beautiful? Then you should ∙∙I: Australia has beautiful beaches.
volunteer at this year’s International Coastal
∙∙S1: How about Hawaii?
Cleanup.
∙∙S2: Thailand has great beaches.
-- Offer praise and feedback.
Extension: Put students into small groups and have
-- Practice any phrases/questions the students had
them rank the famous beach locations.
trouble with as time permits.
Have students share their lists with the rest of the
class.
⑤ CLOSING
Give praise and feedback. EXPANSION – PRACTICE
Confirm lesson goal: Now you can recruit for the Trash. Ask: What types of trash did you see on the
International Coastal Cleanup. video?
Set and demonstrate homework by briefly going over -- Have the students watch again and list ALL the types
each homework point to check understanding. of trash they see.
(WB p.63)
-- Play DVD Unit 12 Coastal Cleanup (sound ON,
∙∙I: Please read the writing tip. (…) I love English. I’m subtitles OFF).
going to do my homework.
-- Students take turns reading items from their list
∙∙S: I love English so I’m going to do my homework. aloud. List the items on the board.
∙∙I: Good. Please finish the rest for homework. (e.g. plastic bottles, wrappers, cans, shopping trolley,
cardboard, cigarette butts)
-- Complete lesson record: 10 – 127 – DVD
-- Thank students and say good-bye. EXPANSION – PERFORMANCE
Poster: Students must design a poster promoting the
International Coastal Cleanup.
-- Note: This could also be set as an additional
homework task.
-- In groups of 2-3 students must design their posters.
Private students work individually.
-- Note: Instructor should offer assistance in case of
private students.
-- Give them 10 minutes to discuss and work on their
designs. Assist as needed.
-- Now have students present their posters to the class
and briefly explain the design.
∙∙G1: We chose to use a picture of dolphins because
everybody loves dolphins. If people understand
that volunteering is going to help dolphins then
we think they will.
-- Offer praise and feedback. Have students decide
which design is best.
-- Practice any phrases/questions the students had
trouble with as time permits.

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UNIT 12 BERLITZ CULTURAL EXPLORER 2 SB: p.5

HW: none
BCE 4
NEW ZEALAND FOCUS ON FUN

Goal Vocabulary Grammar (as applicable) Resources

Describing a popular -- Maori -- asking for/giving -- past progressive/ board, paper,

sport in your country -- haka directions simple past tenses markers
-- mentally -- prepositions of place -- future with present
simple
-- intimidate

① OPENING -- Say: Please listen and answer the questions on the

Greeting/Warm-up: Greet students naturally. board. You must correct the False statements.

∙∙I: How was your day? -- Instructor ONLY opens book to p.5. Read Part B.

∙∙I: Are you doing anything this weekend? -- Have students read their answers aloud and correct
the False statements.
Review. Ask: Would you like to attend boarding school
in New Zealand? Why (not)? ∙∙S1: Number 1 is False. You CAN’T throw the ball
forwards.
Set the goal: Today we will be: Describing a popular
sport in your country. Customize accordingly. ∙∙S2: Number 2 is False. Players CAN change
positions during a game.
∙∙S3: Number 3 is False. Helmets and pad are
② PRESENTATION OPTIONAL.
Grounding
∙∙S1: Number 4 is False. A try is 5 points.
Mind Map. Write on the board: International Sports.
∙∙S2: Number 5 is True. Penalties are 3 points.
-- Offer a suggestion and then elicit some more.
∙∙I: Soccer is the most popular sport in the world.
Skimming. Open books to p.5 – New Zealand:
What are some others?
Focus on Fun.
∙∙S1: Tennis is popular.
-- Have students skim Part B to find the rules on the
∙∙S2: So is basketball. board and underline them.
∙∙S3: How about baseball? -- Give them 1 minute. Go!
-- Have students continue with as many as they can. -- Ask students to read the rules aloud. Assist with
(e.g. cricket, golf, skiing, snowboarding etc.) vocabulary as needed.

Signpost: If it hasn’t already been mentioned then add Signpost: Have students read the introduction at the
the following and ask: top of the page aloud.
∙∙I: (How about rugby?) Has anyone here watched -- Ask: Which 5 countries have beaten New Zealand?
rugby? Did you like it? Why (not)?
-- See if students can name any. If not, try to elicit them.
-- Ask: Do you know any of the rules for rugby? (Australia, England, Wales, South Africa, and France)
-- See what the students know. (It’s OK if they don’t Part A. Have students read the short story aloud. Assist
know any.) with vocabulary as needed.
-- Ask: Would you like to watch the haka?
③ PRACTICE -- If available, show a clip of the haka.
Listening: Write the following True/False statements -- Play the clip. Then ask:
on the board:
∙∙I: What did you think? Was it intimidating? Why
∙∙You can throw the ball forward. (not)?
∙∙Players can’t change positions during a game.
∙∙Helmets and pads must be worn.
∙∙A try is 6 points.
∙∙Penalties are 3 points.

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UNIT 12
BCE 4 | NEW ZEALAND: FOCUS ON FUN

④ PERFORMANCE ⑤ CLOSING
Point to the lesson goal and say: Now we’re going to Give praise and feedback.
describe a popular sport in your country. Confirm lesson goal: Great job! Now you can describe
-- Your Turn: Have students read aloud the three a popular sport in your country.
questions.
Inform students that there is no homework today.
-- Have them choose the most popular sport in your However, they may review at home on their own.
country.
-- Note: It doesn’t have to be a sport native to the
-- Complete lesson record 12 – 5 – BCE4
student’s country.
-- Thank students and say good-bye.
-- Using the questions as a guide, the students must
describe this sport to a visitor.
-- Note: This is a group task.
-- Give students 4-5 minutes to discuss and prepare.
Assist as needed. Let them draw, explain, or gesture
as necessary to convey their information.
-- Have students present their results. Elicit and give
feedback.
-- Students present again applying feedback if time
permits.

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UNIT 12 REVIEW 2 HW: Review

for test
REV 2

Goal Vocabulary Grammar Resources

Using language from units 7-12 -- review -- review board, paper,

to play a game markers

① OPENING UNIT 11: Taking Risks

Greeting/Warm-up: Greet students naturally. ∙∙Would you like to dive with sharks? Why (not)?
∙∙I: How was your weekend? ∙∙Have you ever tried anything risky? What did you
∙∙I: Do you have any plans today? do?

Review. Ask: What are some popular sports in (Japan)? ∙∙Do you think we should take risks to do something
we love? Why (not)?
Set the goal: Today we will be using language from
units 7-12 to play a game.
UNIT 12: Volunteering
∙∙Have you ever been a volunteer? What did you do?
② YOUR TURN
∙∙Is food wastage a problem in (Japan)?
Use the questions below to lead a short discussion with
the students on each function from units 7-12. ∙∙How does food get wasted?

Note: Encourage students to use yes, no and/or key ∙∙What do you most want to change?
questions to expand on the discussion.
③ GAME
UNIT 7: Food Point to the lesson goal and say: Now we are going to
∙∙What food do you like? Are there any foods you play a game.
don’t like? Review Game 2:
∙∙What’s your favorite restaurant? How often do p.128-129. Do NOT follow the instructions in the book.
you eat there?
-- Draw a points chart on the board and label a section
∙∙Are there any special foods you eat on birthdays for each student.
or holidays?
Game Rules:
-- Student A rolls a dice. The number rolled will be the
UNIT 8: Illnesses & Injuries
points on offer for the question. (No dice? Use a coin.
∙∙What can we do to stay healthy? Do you eat a lot Heads is 2 points. Tails is 1 point.)
of healthy food?
-- Student B then chooses any question from the page
∙∙Have you ever been injured? to ask. (Each question may only be used once. The
∙∙When was the last time you were sick? students should mark them off.)
∙∙Do you agree that “laughter is the best medicine”? -- Student A answers the question. (Elicit full sentences)
(p.85) -- If correct Student A will receive all the points on offer.
-- If incorrect Student B will get half the points on offer.
UNIT 9: Daily Routines (If rolled 6 then 3 points)
∙∙What do you do on weekends? -- Continue until all 25 questions have been asked or
∙∙What do you usually do after school on (Friday)? time runs out.
∙∙How do you commute to school? How long does it -- Tally up the points and declare the winner.
take? -- Offer praise and feedback.
-- Practice any phrases/questions the students had
UNIT 10: Giving Directions trouble with as time permits.
∙∙How do you get from Berlitz to (the train station)?
∙∙Where is the (post office)?
∙∙Do you like to explore your town?
∙∙What’s the best way to get around the city?

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UNIT 12
REV 2 | REVIEW 2

④ CLOSING
Give praise and feedback.
Confirm lesson goal: Now you can use all the language
from units 7-12.
Set homework by distributing the written section of
the final level test.
∙∙I: Please complete sections C to G at home. Can
you do sections A and B?
∙∙S: No.
∙∙I: Correct. That is the listening part. We will do it
in class.

-- Complete lesson record: 12 – 129 – Rev2

-- Thank students and say good-bye.

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UNIT 12 FINAL TEST HW: none

FINAL TEST

Goal Vocabulary Grammar Resources

To assess -- Any and all terms covered to this point -- All grammar covered to this point Test forms and
performance in the handouts (ask
level to this point your KC or MI)

Tests are administered after Units 6 and 12.

For students to pass the mid or final level test they must achieve a score of 65 or higher.
The score will appear on their reports.

If a student does not achieve the minimum score, please consult with your IS and KC.

① OPENING ③ CLOSING
Greeting/Warm-up: Greet students naturally. Give praise and feedback.
∙∙I: How are you today? Confirm lesson goal: Well done, everyone! Now you
Set the goal: Today we will be: Taking the final level have finished the final level test!
test to check your progress. Inform students that there is no homework today.
Say: Take out your test worksheets. We will finish the However, they may review at home on their own.
listening section.
-- Complete lesson record: 12 – 0 – Final Level Test
-- Record student scores in the Comments section of
② CONDUCTING THE TEST
ePed.
Listening section: Set up the audio.
-- Thank students and say good-bye.
Make sure students understand what is required of
them in each listening task.
∙∙I: Listen carefully and complete the tasks. You will
hear the audio twice (if necessary). REPORT WRITING
-- Following any level test lesson, arrange with your KC
-- Play the audio for each section. or MI time to complete a report if you will be assigned
to this task.
-- When finished, collect the worksheets.
-- The reports can either be handwritten or typed in
-- Say: Now we will do the Speaking part of the test.
the editable PDF. Please make sure that you include
the test scores. At the bottom of the report there is a
Speaking section: Distribute the handouts and section for your comments. When writing comments,
administer the test as indicated. please write them in the following structure:
Monitor and score student output in the provided ∙∙Positive
scoresheet.
∙∙Area for improvement
When the Listening and Speaking portions are
completed, go through the test together as a class. ∙∙Advice on how to improve

Review and practice where needed.

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