We have sent you your Lesson Plan by email with everything needed for your lesson.
We hope your lesson goes well, happy teaching!

Choose a track

Course Track

Choose a level

Basics LevelCambridge LevelAdult Level

Choose a lesson

Lesson Plan

15mins: Introduction:

Online homework: Discuss any problems or difficulties the student may be having.

Independent reading: Ask the student about what they have read in English during the last week. If you are reading a novel together, discuss the assigned reading and any vocabulary words/ writing assignments.

Speaking part 3:

Tips:

- This section is all about collaboration with your partner. You will need to work together as a team.

- Avoid monologues - aim to be interactive with your partner as much as possible

- Keep a healthy balance between offering your opinion and suggestions as well as asking for theirs.

- Non-verbal skills are just as important in this exercise. Show you are listening and engaged with your partner while they are talking by looking at their face or nodding your head.

- Keep the question in mind. Avoid getting too far off topic, and be sure to answer the question fully and completely.

Questions:

1. Here are some things that people think are important when working together in a team and a question for you to discuss.

(write the following list on the board)

1. A sense of humour

2. Trust and respect for each other

3. Team-building activities

4. Willingness to share ideas

5. Different salaries

How can these things affect the experience of working in a team together? (2 minutes)

Now decide which of these things would have the greatest positive effect on working in a team. (1 minute)

15mins: Review: Verb patterns - Verb + to-infinitive and ing

When two verbs are used together, the second verb is in either a 'to-infinitive' and '-ing' or a 'bare infinitive' form.

Verb + to-infinitive/-ing

Some verbs can be followed by either a to-infinitive or an -ing form with little or no difference in meaning:

I started to scream

I started screaming

If the main verb uses -ing, use an infinitive form.

I was beginning to feel quite at home there. (correct)

I was beginning feeling quite at home there. (incorrect)

After opinion words like hate, love, and prefer, you can use both to-infinitive and -ing. It’s preferred to use to-infinitive to talk about regular events. Use -ing to speak generally.

When I was younger, I used to hate to swim. (implies regular swimming).

When I was younger, I hated swimming. (implies swimming in general).

After “would + preference verb” use to-infinitive.

I would like to watch a film.

Use -ing (1) after the preposition ‘to’ and (2) after the preposition of a phrasal verb.

(1) I’d been looking forward to staying at the hotel.

(2) I put off going home for as long as possible.

In negative sentences, the position of ‘not’ influences the meaning. Compare:

I regretted not speaking the local language.

I didn’t regret speaking the local language.

I was told not to exercise.

I was not told to exercise.

Verb + (object) + bare infinitive.

When 'let' and 'make' have an object, this is followed by a bare infinitive.

They made us wait outside the hotel for hours.

Use to-infinitive after a passive form of make.

We were made to wait outside the hotel for hours.

When verbs of perception (feel, hear, notice, observe, overhear, see, and watch) have an object, this is followed by an -ing form of the bare infinitive.

I sat on the beach and watched the setting sun.

I watched the sunset and went home.

10mins: Worksheet: 08 infinitive and ing

15mins: Test: 08 reading practice - part 5

05mins: Warm down: Goodbye, see you next time. Encourage students to do additional reading for vocabulary building outside of the lesson. News articles, short stories, and novels are all great examples.

00mins: Homework - complete the next section of the online homework

Worksheet answers:

A: 2. him talking 3. him stealing 4. to have 5. to sack

B: 1. to capture 2. for the bear/it to get 3. to eat/eating 4. it/the bear escaping 5. to call/calling

C: 1. saying 2. having 3. to see 4. do 5. to collect 6. to get

Test answers: 1. D, 2. C, 3. A, 4. C, 5. A, 6. B

15mins: Introduction:

Online homework: Discuss any problems or difficulties the student may be having.

Speaking part 3:

Tips:

- This section is all about collaboration with your partner. You will need to work together as a team.

- Avoid monologues - aim to be interactive with your partner as much as possible

- Keep a healthy balance between offering your opinion and suggestions as well as asking for theirs.

- Non-verbal skills are just as important in this exercise. Show you are listening and engaged with your partner while they are talking by looking at their face or nodding your head.

- Keep the question in mind. Avoid getting too far off topic, and be sure to answer the question fully and completely.

Questions:

1. What might people have to consider when making these decisions:

(write the following list on the board)

1. Choosing a university

2. Starting a family

3. Moving to another country

4. Getting married

5. Finding a job

How can these things affect the experience of working in a team together? (2 minutes)

Now decide in which of these situations is it most important to make the right decision. (1 minute)

15mins: Review: Relative clauses

Relative clauses provide additional information about a noun referred to in the main clause.

Defining relative clauses specify which (or which type of) person of thing we mean. This is essential information!

Non-defining relative clauses simply add extra information about a noun. This information is non-essential and can be removed without disrupting the integrity of the sentence.

The formula is: Relative pronoun + subject + verb.

Relative clauses should go as close as possible to the noun that they refer to.

There are just a few of the 'wireless telegraphs' that the factory produced left in the world.

Many relative clauses will begin with a relative pronoun.

For people, use 'who' or 'whom'. 'That' can be used informally.

- The story of radio probability begins with Heinrich Hertz, who was the first to produce radio waves in a laboratory.

- Augusto Righi, who Marconi respected greatly, guided his research. (Inf.)

*Note: In this case, you could use 'whom' to be more formal. 'Whom is usually reserved for very formal styles, and mostly seen in writing.

For animals or things, use 'that' or 'which'

- The dog that was wearing a red collar is the one I want to adopt!

Defining relative clause (subject pronoun):

The invention that made this possible was the vacuum tube.

*Note: Use which to be more formal

Defining relative clause (object pronoun):

The model that you can see in case 1 shows how this works.

Non-defining relative clause (subject and object pronoun):

Marconi opened a 'wireless telegraph' factory in England, which employed around 50 people.

Marconi's 'wireless telegraph' factory, which he set up in England, employed around 50 people.

Other words that can begin a relative clause: When (to discuss a time), during which, in which, the reason why, whose name, whose purpose, of which.

*Ask students to write some example relative clauses beginning with these words and phrases.

10mins: Worksheet: 09 relative clauses (finish for homework)

15mins: Test: 09 reading practice - part 1

00mins: Homework - complete the next section of the online homework

Worksheet answers: 2. B/C 3. A 4. A (formal) B/D 5. A/C (more formal) 6. C 7. B/C/D (more formal) 8. A (formal)/ D

Practice test: **1.**B **2.**D **3.**B **4.**A **5.**C **6.**C **7.**A **8.**D

15mins: Introduction:

Online homework: Discuss any problems or difficulties the student may be having.

Speaking part 3:

Tips:

- This section is all about collaboration with your partner. You will need to work together as a team.

- Avoid monologues - aim to be interactive with your partner as much as possible

- Keep a healthy balance between offering your opinion and suggestions as well as asking for theirs.

- Non-verbal skills are just as important in this exercise. Show you are listening and engaged with your partner while they are talking by looking at their face or nodding your head.

- Keep the question in mind. Avoid getting too far off topic, and be sure to answer the question fully and completely.

Questions:

1. How have these inventions changes people's lives: (2 minutes)

(write the following list on the board)

1. aeroplane

2. electric lightbulb

3. telephone

4. computer

5. television

Now decide in which of these inventions has been the most important. (1 minute)

15mins: Review: Adverbial Clauses

An adverbial clause adds extra information to the main clause about things such as time, reason or purpose.

Ex: I don't eat breakfast because I'm always in a rush.

These clauses work like an adverb, so the purpose of the clause is to modify a verb, adjective or adverb. Most adverbial clauses begin with a conjunction and can come before or after the main clause. As with any clause, it must contain a verb or a subject to be complete.

An adverbial clause can give us more information about...

Time:

Use when to refer to:

- a point in time - Once I was eating some sweets in my bedroom when my mother walked in.

- circumstances in which something happened - When I get home late, I take a ready meal out of the freezer.

- a past period in our lives - When I was younger, my mother used to keep an eye on what I ate.

- 'every time' something happens - Whenever I have one of those ready meals, I'm always hungry again by the time I go to bed.

Contrast and concession:

Although and though can be used to say there is a contract between the first and second clause.

Other similar phrases to contrast a clause are:

- Despite the fact that I'm well aware of the theory of the healthy diet, it's still hard to put into practice.

- in spite of the fact that - in spite of the fact I'm well aware...

- in spite of + -ing - in spite of knowing...

Whereas can show contrast with the main clause.

Whilst can be used as a more formal alternative to while.

Reason:

Use because, since, as, seeing that provide a reason or an explanation.

- She made a particular effort because/as/since I was often ill as a child.

Purpose and result:

in order to/so as to

- I have to get out of my house by 7:30 in order to catch my bus.

Informally, we can use the same sentence with only the infinitive.

- I have to get out of my house by 7:30 to catch my bus.

10mins: Worksheet: 10 adverbial clauses (finish for homework)

15mins: Test: 10 reading practice - part 2

00mins: Homework - complete the next section of the online homework

Worksheet answers:

3.1: 2 as, 3 when, 4 as/when, 5 as, 6 when/whenever, 7 As/When, 8 While

3.2: 2 despite getting 3. despite being 4. despite living 5. despite the alarm going off 6. despite there being 7. despite being/ despite it being

Test: 1. except 2. much 3. until/to/till 4. so 5. in 6. meet/turn 7. surprisingly 8. other

15mins: Introduction:

Online homework: Discuss any problems or difficulties the student may be having.

Speaking part 3:

Discuss useful expressions:

I see your point but...

It's also worth bearing in mind that...

Coming back to what you were saying about...

At the end of the day...

What's your take on_______?

You've got a point there...

If you think about it like this...

The bottom line is...

Questions:

1. What might companies have to consider when marketing and selling their products to customers? (2 mins)

(write the following list on the board)

1. using the internet (social or email marketing)

2. attending sales conferences or exhibitions

3. print adverts (newspapers, magazines)

4. television or radio adverts

5. sponsorship of major events or charaties

Now decide which tactic is the most useful. (1 minute)

15mins: Review: Relative clauses (2)

We can often reduce a defining relative clause so that it begins with a present participle (-ing), past participle (-ed), or to-infinitive.

Present participle (-ing) clauses correspond to defining relative clauses with an active verb.

- The editor (who is) working on the cookbook or magazine is often there, too.

- A challenge (that is) facing food photographers is how to keep the food looking fresh.

past participle (-ed) clauses correspond to defining relative clauses with a passive verb.

-A big problem is the heat (that is) produced by the lights.

-The food in the photographs (that is) used to illustrate cookbooks and magazines isn't always authentic.

*Note: You can't reduce a relative clause when...

- there is a modal verb:

(correct) A technique that might be used in photographing meat is to use a glycerine spray.

(incorrect) A technique might be used in photographing meat is to use.......etc.

- when we talk about a single, completed action we can't reduce to (ing):

(correct) Sometimes the chef who created the dish in their restaurant comes to the studio.

(incorrect) Sometimes the chef creating the dish in their restaurant comes to the studio.

(to-inf.) clauses can be used after superlative + nouns OR the first, second, next, last, another or one + noun.

- I was the youngest person in the competition to win any of the major categories.

- She was really the first person to encourage me to take up food photography.

Adjective phrases:

Adjectives and adjective phrases can be used after nouns in a similar way to relative clauses. The adjective is often followed by a to-infinitive, preposition or used with an adverb.

It was easy to find a photographer willing to take an assistant for no pay.

(a photographer who was willing)

It's a job difficult for even a skilled photographer.

(a job which is difficult)

Glycerin's a liquid, completely colourless, that's often used to sweeten food.

(which is completely colourless)

Prepositional phrases:

We can provide additional information about a thing or a person using a prepositional phrase. Often these have a meaning similar to a relative clause:

The vegetables around that succulent piece of meat could be made from plastic.

(which are around.)

10mins: Worksheet: 11 relative clauses

15mins: Test: 11 reading practice - part 5

00mins: Homework - complete the next section of the online homework

Test answers: 1B, 2A, 3B, 4D, 5A, 6C

15mins: Introduction:

Online homework: Discuss any problems or difficulties the student may be having.

Speaking part 3:

Discuss useful expressions:

I see your point but...

It's also worth bearing in mind that...

Coming back to what you were saying about...

At the end of the day...

What's your take on_______?

You've got a point there...

If you think about it like this...

The bottom line is...

Questions:

1. What is the appeal of each of these jobs? (2 mins)

(write the following list on the board)

1. surgeon

2. politician

3. teacher

4. football player

5. judge

Now decide which job should receive the highest salary. (1 minute)

15mins: Review: Noun clauses

A noun clause is a dependent clause that acts as a noun. They often begin with relative and indefinite pronouns such as that, what, whatever, when, whenever, where, whether, which, who, whoever, etc. Noun clauses can act as subjects, direct objects, indirect objects, predicate nominatives, or objects of a preposition.

Diagram the following sentences with your students.

Whoever thought of this idea is a genius.

Choose a gift for whomever you want.

Whichever restaurant you choose is fine for me.

My greatest asset is that I'm a hard worker.

Do you know what the weather will be like?

****Extra tips:

That- noun clauses:

In an informal sentence, you can omit 'that'.

- It's also good to know (that) they're helping the environment.

- I can guarantee (that) you'll make a lot of new friends.

Use 'the fact that'...

When the noun clause is a subject.

-The fact that you're not a member of the trust makes no difference.

After a preposition or after verbs such as change, face (up to) and overlook:

-We have to face up to the fact that we don't have enough resources right now.

When a wh-noun clause follows certain nouns (e.g. example, problem), we often have to include 'of' before the wh-word.

-We'd like to follow the example of what they've done at Broadstone Park.

10mins: Worksheet: 12 noun clauses

Answers: 1) Object of prep 2) Subject 3) Direct object 4) indirect object 5) subject 6) object of a prep

15mins: Test: 12 reading practice - part 1

Answers: 1 C 2 C 3 D 4 A 5 C 6 C 7 B 8 A

00mins: Homework - complete the next section of the online homework

10mins: Introduction:

Online homework: Discuss any problems or difficulties the student may be having.

Speaking part 2:

(Candidate A), It's your turn first. Here are your pictures. They show people in annoying situations. I'd like you to compare two of the pictures, and say what can be annoying in these different situations, and what might happen next. (long turn, 1 minute) (pg C10)

(Candidate B), Who do you think will be most affected by the situation? Why?

Tips:

1. Eye contact. Try to look at the examiner when you're talking, instead of speaking into the prompt.

2. ABC = Always be comparing. 60 seconds goes very quickly. Find as many comparisons, and answer the task question fully.

3. Keywords: while, whereas, both, neither

4. Extra practice: Look at two pictures, and find 5 comparisons. E.g. modern/traditional, young/old, indoors/outdoors

10mins: Review: Conjunctions and connectors -

Conjunctions link clauses within a single sentence.

To link two clauses, we usually use one conjunction. It is common to put a comma between two clauses that are linked by a conjunction. When 'because' or 'while' begin the second clause, we don't need a comma.

- Although it is expensive having driving lessons, I'd really recommend it.

- As long as I didn't do anything stupid, she remained calm.

- I didn't go on the class trip to New York because it was too expensive.

Conjunctions: before, until, hardly, no sooner, scarcely, however, even though

Note: **However can be used as a conjunction and a connector

before, until - can sometimes be used with little difference.

- She wouldn't let be drive on busy roads before/until I could control the car well.

Use 'until' when action continues to a particular point in time and then stops.

- I just carried on having lessons until my instructor said I was ready to take the driving test.

After hardly or scarcely, the second clause usually begins with when or before.

We'd hardly driven out of our road before we were shouting at each other.

After no sooner, it begins with than or when.

I'd no sooner passed my test than/when my friends started asking me for lifts.

Connectors link one sentence with another.

Connectors usually come at the beginning of a sentence. It is less common to find them at the end. The only ones that can't come at the beginning are 'too' and 'as well'.

- You could spend more time practising, as well.

- I like going to the cinema, too.

We usually put a comma after a sentence connector IF it comes at the beginning or end of a sentence.

- My mum thought I was ready to take my driving test. However, I failed the first time.

- After finding a driving instructor I really enjoyed, I didn't want to be taught by anyone else. Even so, I always found replacements very helpful.

If the connector comes elsewhere in a sentence, punctuation can vary

- There are lots of advantages in having your parents teach you. There's the cost, for instance...

- My instructor was very experienced, and, as a result...

- Having a professional teach you to drive is best, however, it can be very expensive.

Connectors: first(ly), at first, last(ly), at last, even so, on the other hand, on the contrary

10mins: Worksheet: 13

15mins: Test: 13 reading practice - part 6

10mins: Lesson extension:

- Discuss urban living vocabulary terms: suburbs, residencies, demolition, construction, outskirts, neighbourhoods, residents, commuters, costs, consequences, environment, space, pollution, waste management, crime, crime-rate, fumes, smog, tourism, attraction, traffic, transport.

- Discuss the advantages and disadvantages of living in a city vs. living in the suburbs or countryside. Practice using appropriate conjunctions and connectors.

00mins: Homework - complete the next section of the online homework

Practice test answers: 1)D 2)D 3)A 4)C

15mins: Introduction:

Online homework: Discuss any problems or difficulties the student may be having.

Speaking part 3:

Questions:

1. Here are some areas of life where people are expected to follow rules.

(write the following list on the board)

1. In sports competitions

2. On the road

3. At school and college

4. At home

5. At work

Talk together about how important it is to follow the rules in each of these areas of life. (2 minutes)

Now decide which area of life needs rules the most. (1 minute)

Speaking part 4:

Use the following questions, in order, as appropriate. (5 minutes)

- some people say there are too many rules in our lives these days. Do you agree?

- How important do you think it is to learn the difference between right and wrong at an early age.

- Do you think it's always important to obey rules?

- Do you think having security cameras in towns and cities is a good way of making sure people follow the rules?

- Some people like to have rules and routines in their lives. Why do you think this is?

10mins: Review: The passive -

Subject + appropriate form of 'to be' + past participle

We often use the passive:

when the agent (person or thing performing the action) is not known.
When the agent is people in general.
When the agent is unimportant or obvious.
When we don't want to say who the agent is.
When we want to put the focus on what was done, rather than who did it.
To avoid repeating the agent in a description or narrative.

(write the example sentences A -F on the whiteboard. Read each qualification from 1-6 and have students match the reason to the example.)

A) A much higher proportion of offenders have been arrested. (3)

B) The figures were collected over a ten year period. (5)

C) My house was broken into only last week. (1)

D) The police have made good use of CCTV. It's been introduced into many city centres. (6)

E) It may be that some minor mistakes were made in collecting the figures. (4)

F) The details can be found at the back of the report. (2)

Perfect passive form: claim to have been, have been caught selling, is expected to have fallen. *Ask students two write these verb form examples in complete sentences.

Passives with modals: modal + be + past participle OR modal + have been + past participle:

- The reason for this can be found in the huge increase in the number of mobile phones.

- Some of the fall might have been caused by lower rates of reporting.

15mins: Worksheet: 14 the passive

15mins: Test: 14 reading practice - part 7

00mins: Homework - complete the next section of the online homework

Practice test answers: 41)E 42)C 43)B 44)G 45)D 46)F

10mins: Introduction: Discussion: Do violent video games make people more violent in real life? How are video games different from watching a film or T.V. series that contains violence? Should there be an age restriction for children who want to play violent video games? Is there a difference between violence in games with non-human characters (aliens, animals, etc.) vs. games that contain characters made in the likliness of humans?

Online homework: Discuss any problems or difficulties the student may be having.

10mins: Review: Writing an essay:

Writing part 1 - This section is compulsory. You must write your answer in 220-260 words, in an appropriate style.

Discuss the 4-paragraph essay structure.

Title: Choose information from the prompt, or create a title that generally describes the information you will be discussing in your essay.

1. Introduction: What will this essay be about? Begin with a general introduction to the essay's topic. What are we talking about? What is the problem? What do people generally think about this thing?

2. Point 1: Present your first point. Remember, you will discuss only 2 of the 3 points presented. Why is this point a good idea? Why is it a bad idea? Provide examples and support for your reasoning.

3. Point 2: Present the second point. How does it relate to point 1? Compare and contrast. Provide examples and support for your reasoning.

4. Conclusion: Which point is the most effective/efficient? Why? Relate back to the information you have already discussed to provide continuity. Close the argument with a final opinion.

Checklist:

Is it easy to read and follow?
Have you corrected all your spelling errors?
Did you answer the question?
Have you included complex grammar structures?
Have you used attention-grabbing vocabulary?
Is all the information relevant to the task?
Have you used an appropriate tone? (formal vs. informal language)
Have you remained inside the specified word-count?

Exam tip: It's important to make sure what you write will make sense to the reader. This means presenting clear arguments in which the sentences and paragraphs are linked in a logical way. Remember to give reasons to support your ideas.

10mins: Worksheet: 15 linking expressions

20mins: Test: 15 writing practice - part 1 (finish for homework)

00mins: Homework - complete the next section of the online homework

Your Lesson Plan

Congratulations!
You have successfully chosen a lesson plan.
It has been sent to your email address!

Oops! Something went wrong. Make sure all of the fields are filled in.

Resources

Pre-planned Lessons

Your Lesson Plan