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10mins: Introduction - Beginner questions: What's your name, age, and where are you from? Have you got any brothers or sisters? Can you ride a bike? Can you swim? Ask the student some questions using 'can'. Encourage them to respond in complete sentences. (E.g. Yes, I can swim.)

10mins: Review: I like - Play telephone: Split the students into two teams. The teams will sit on the floor in a circle. Say a sentence to the first student by whispering it in their ear. They must then whisper it to the next student. The message will go around the circle until it arrives at the last person. This person must stand up and say the sentence. If they are correct, the team earns one point. Focus on using 'I like/don't like' + actions.

10mins: Review: 'have got' - students close their eyes and pass coloured pens in a circle. When the teacher says 'stop' the students all make sure they are holding one pen. They open their eyes, and each student will say what colour pen they have got. (e.g. I have got a blue pen.) You can add more objects each round to help students practice 'school' supplies vocabulary. To make this game more exciting, bring flashcards with animals or objects on them.

10mins: Worksheet: page 32 - she/he has

15mins: Activity: Has he/she got - Sit all the students in a circle. Begin by writing all students' names on the whiteboard. Ask each student how to spell their name for spelling practice. Then, review clothing and hair colours. Write them on the board as an aid. Choose the first student. The student will choose the name of a classmate. The other students must ask questions, using the form: Has he/she got (colour) shirt/hair. The student will say yes, he/she has, or no he/she hasn't. After each student has asked a question, the next student in the circle must make a guess, using the form: Is it ________. If they are correct, it's their turn next. Continue the game until every student has had a chance to be 'it'.

05mins: Warm Down: Goodbye + points. Pack up supplies, help students prepare to leave and straighten out the classroom.

10mins: Introduction - Beginner questions: What's your name, age, and where are you from? Have you got any brothers or sisters? Ask questions to each student in a circle. When a student has answered the question, they must ask the next person in the circle the same question.

Choose a student to stand up, and ask the other students: What's his/her name? Where is he/she from? Where is he/she from? Repeat this process until every student has had a turn.

05mins: Review - I like/I don't like - Play 'On the line' - The teacher will indicate two lines on the floor, and have the students stand between them in a straight line. One line is 'left' and the other line is 'right'. Then, the teacher will say 'Go left if you like...' or 'go right if you like...' Students who like what the teacher has said will go to the correct line. The students who don't like what the teacher has said must stay in the middle of the two lines. After the students get the hang of the game, you can eliminate students who go the wrong direction.

05mins: Review: 'Place the ball' Ask students to place the ball in a variety of locations in the classroom. Use many different colours and objects to make the tasks more difficult. E.g. Place the ball in front of something yellow, place the ball behind a boy, etc.

10mins: Review: numbers 1-20, and increments of 10-50. Toss the ball in a circle, counting each pass to help practice. Then, make some observations about the classroom. Use complete sentences, and review the difference between 'there is' and 'there are'. (E.g. There are 15 chairs. There is one teacher.)

20mins: Worksheet: page 32 - Review time. Please plan a craft or creative activity to reinforce 'numbers'. Please remember to sign out any materials you use from the C.E. library.

10mins: Bigger or smaller race: Split the students into two teams. The first two students will come to the whiteboard/blackboard. The teacher will say 'What number is bigger than X but smaller than X'. The students must write the number on the blackboard and then quickly sit on the ground. The student who sits down first and has written the correct number earns a point for their team.

05mins: Warm Down: Goodbye + points

10mins: 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:

What problems might arise in these relationships?

1. brothers and sisters (siblings)

2. boyfriends and girlfriends

3. flat/housemates

4. work colleagues

5. parents/teenagers

10mins: Writing exchange: Collect the writing assignment from last week and return any assignments you have marked or corrected. Have students look over their corrected work and ask any questions they might have.

15mins: Worksheet: 31 reading practice - part 4. Discuss the answers.

15mins: Worksheet: 31 reading practice - part 2. Discuss the answers.

15mins: Writing task - Letter of Recommendation

- Discuss when and why letters of recommendation are used

- Ask the students if they have ever had a letter written for them

- Discuss what information might need to be included in this type of letter

- Discuss the tone of this type of letter

Prompt: A colleague of yours, Alice Watson, has applied for a job in the public relations department of a large charity called Poverty Action. You have been asked to write a letter providing a character reference for her. Indicate how long and what capacity you have worked with her, and how her personal characteristics would make her suited for the job. Here is part of the letter you received from Poverty Action:

The job of Public Relations Co-ordinator consists mainly of supervising PR work and entails travelling around the country working with various people in our large organisation. The successful applicant will need good managerial skills and be committed to the philosophy of our charity.

Write your letter in 220-260 words.

- Give students 5 minutes to plan their responses.

- Review the outlines and provide feedback.

- Have students begin writing in the lesson and finish for homework.

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

15mins: Conversation: Speaking Practice - Use speaking help cards to conduct a mock speaking exam. Review any parts of the exam that the student feels most worried about. Discuss tips and strategies.

**10mins: **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.

**15mins: **Test practice: 31 listening - part 3

**15mins: **Writing practice: Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answer. (240-280 words)

Text 1:

The phrase 'quality of life' embraces a number of different aspects, including physical health, emotional well-being, material wealth, community life, political stability, job satisfaction and even geography and climate. Only the most fortunate of individuals will have access to 'perfect' conditions in all categories, and the various quality-of-life index calculations are averaged-out statistics. Yet it could be argued that a person's state of health determines their ability to work and benefit from community life, so is of prime importance. On the other hand, certain aspects are outside the individual's control - political freedom, for example, or the local climate.

Text 2:

Every year, much media attention is given to 'quality of life', usually following the publication of reports indicating the best cities to live in, the most temperate world climates, the country with the safest economy, and so on. Such analyses are interesting, but how much use can the individual make of them? In spite of advances in mobility, it is unrealistic for most of us to emigrate to this year's top country, nor should we have to take such a radical step. Everything starts at home - even those who struggle to make ends meet can enjoy a good quality of life providing they are healthy and supported by friends and family.

**05mins: **Warm down: Set the student chapters of the book to read for homework or assign any additional reading/listening materials such as articles or podcasts.

10mins: Introduction:

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

Speaking part 3:

In this speaking part, students are required to do a collaborative task. Students will have two minutes to respond to the question using the information provided. The students are then given a follow-up question with one minute to make a decision.

Speaking exercise: Split the students into pairs. Have each pair choose one of the options. Have the pair write three talking points and two questions for their option. Remind students it's better to have a well-developed discussion about a few of the points rather than rushing through them all without discussing enough detail.

How challenging might it be to become successful in these jobs?

1. novelist

2. professional athlete

3. politician

4. business executive

5. film actor

15mins: Test: 32 reading practice - part 4.

05mins: Module 1: Introduce 'Ted Talks'. Ask the students if they are familiar with what they are. Ask them to think of some example topics that a Ted Talk could be given about. (E.g. Body language, saying thank you, the science of happiness, etc.)

**25mins: **Watch 'How to speak so that people want to listen' by Julian Treasure. The students will complete the 'Ted Talk' worksheet while watching the video. (If the students struggled to complete the worksheet, watch the video a second time or assign it for homework)

https://www.ted.com/talks/julian_treasure_how_to_speak_so_that_people_want_to_listen

**05mins: **Homework - Tell students to think of a topic they would like to write their own Ted Talk on. They should come to class with their idea, reading to begin writing in the next lesson. Remind students to complete the next section of the online homework.

**00mins: **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.

10mins: Introduction:

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

Discussion: What situations might a person feel confident in?

Follow up:

- What are some personal aspects that could make a person feel confident about themselves?

- In what situations might a person feel nervous or anxious?

- Is confidence a personality trait, or is it something that can be learned?

Relative vocabulary terms: backbone - poise - grit - determined - tenacious - bold humble - resourceful - gullible - self-confident

**10mins: **Discuss and define the following terms which appear in 33 reading practice:

hold up - quality assurance - filter - a price worth paying - in flux - (s1) feel(s) the ground moving - dissemination - corner-cutting - streamlined - impasse - uptake - opening the floodgates

10mins: Test: 33 reading practice - part 5.

**25mins: **Module 1: Ted talk - Ask students what ideas they thought of for their Ted Talk. If students are undecided, brainstorm a list of topics together. Some things to consider when looking for an idea:

- What's one way of thinking I'd like to change?

- What's a belief of mine that has changed over the years?

- What needs to be changed in the world?

(possible topics include - Ways to appreciate what you have, how to find strength in your weaknesses, what sports can teach us about life, the possibilities of virtual learning, why tic tok works as a political tool, why giving up is not an option)

Introduce the task: The task will be broken into three stages: Collecting, Evaluating and Presenting. In today's lesson, students will focus on the 'collecting' stage.

Have students collect information related to their idea. This could include Personal anecdotes, famous quotes, facts, data, metaphors, bits of overheard conversation - really anything! Have students begin this research during the lesson and finish for homework. They will need enough information to speak for three minutes on their chosen topic.

10mins: Introduction:

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

Discussion: Is it better to plan things, or react to things as they happen?

- Do you like to plan things?

- Would you consider yourself a spontaneous person?

- Are chance encounters more fun than planned ones?

Useful phrases: jump at the chance, off chance, stumble upon, run across, come upon, as luck may have it, dumb luck, happen upon, miss the boat, play it by ear, game plan, plan B, pencil something in, on track, back to the drawing board, up in the air, on a whim, on the fly

10mins: Test: 34 reading practice - part 1

**10mins: **Mini task: Instruct students to read the arguments presented on the help card. One agrees with the concept of the 'Atomic Clock' the other one disagrees. After reading, have students write a short response supporting the argument they agree with and explaining why.

**25mins: **Module 1: Ted talk - Review the 'collected information' with the students. Now it's time for the evaluation stage. Ask students to create an outline for their talk, using the information they collected.

- Beginning: In order to have an effective talk, they'll need to begin in a way that catches the attention of the listeners. This could be done using a story, a metaphor or even a joke.

- Middle: The middle is where the meat is! Students can use facts, examples or data to support their idea.

- End: The end can include discussing hopes for the future, resolving a story that was discussed earlier in the talk or using 'call to action'.

Once students have finished their outline, they can begin preparing for their talk. Students can use cue cards to help keep them on task while they are speaking. Have students create cards with bullet points.

**05mins: **Homework - For homework, students should practice their talk out loud so they are ready to present in the next lesson. Encourage them to record themselves speaking for extra practice.

10mins: Introduction:

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

Discussion: Should students be allowed to use cell phones in the classroom? Why or why not? What benefits do phones provide for students? What drawbacks do they pose?

Useful phrases: surf the net, look something up, get away with (something), change (something) into (something), be online, be on the internet, keep in touch, at one's fingertips, in the real world, easy access, in the loop, keep up to date

**05mins: **Collect the 'self-evaluations' that students completed for homework. Ask for any final thoughts or feedback students have regarding the ted-talk project.

15mins: Test: 36 listening practice - part 2

10mins: Introduce Module 2: Student Blog. Have a conversation about blogging with the students. Ask them what mediums are often used for blogging today. (Youtube, WordPress, Tumblr) Ask students if they are familiar with micro-blogging. What platforms might microblogging appear on? (Instagram, Twitter, tik-tok). What topics do people usually blog about? (food, travel, technology, fashion, music, fitness, sports, DIY, education, politics, review, celeb fan page/gossip, etc.)

Discuss the following terms: engagement, followers, subscribers, hashtags, share, story, brand awareness, caption, creep, crowd-sourcing, raising awareness, sustainability, social justice, cancel culture

**15mins: **Have students complete the analysis worksheet about a blogger they know and like. If they don't follow any, show them some examples. Is this blogger a product reviewer? A fashion enthusiast? A history buff? Tell students to be as specific as possible.

**05mins: **Homework - Students will think of their own blog topic and be ready to begin working on their blog project in the next lesson.

10mins: Introduction:

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

Speaking practice: Write the information on the whiteboard and have a discussion with your students. Remind students that speaking part three is a collaboration task. Students will need to work together in groups of two or three to discuss the information presented to them.

How can people motivate themselves to do these different things?

- eat healthily

- do housework

- break a bad habit

- meet a deadline

- learn a new skill

Useful words and phrases: strive, bias, prejudice, speculate, alienate, confidence, go the extra mile, put your heart into something, run out of steam, you snooze, you lose, to come a long way, to kill two birds with one stone, to hit the jackpot, to rise to the occasion, to make a comeback, to give it all you've got, the key to success

15mins: Test: 37 reading practice - part 2

Mini-discussion: What does it mean to 'sleep on' something? What are some benefits to 'sleeping on' an idea you've had? When is it better to make a decision in the moment?

15mins: Module 2: Student Blog. Students begin creating content for their blog post. Tell students to imagine they work for a social media marketing company. Have students write a short proposal to their boss, explaining the idea for their new blog. What will the blog be about? What is the main purpose and function of the blog? Is it to raise awareness for a social issue? Sell products? Share information? Tell the student to be as specific as possible. Encourage them to use the following headings - Introduction / Mission / Strategy / Conclusion.

Useful terms: engagement, followers, subscribers, hashtags, share, story, brand awareness, caption, creep, crowd-sourcing, raising awareness, sustainability, social justice, cancel culture

**15mins: **Have students begin laying out their blog content. They will have to decide what pictures they'll post, what their captions will be, what they will write about, and what hashtags they will use to gain attention.

**05mins: **Homework - Students will take photos they would like to use for their blog.

10mins: Introduction:

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

Speaking practice:

What do young people care most about?

- politics

- fashion

- careers

- world problems

- relationships/friendships

Useful words and phrases: top priority, could not care less, to not give something a second thought, past the point of caring, fed up, be the change you want to see, to throw yourself into something, to take pride in something, to keep up-to-date, to be the in the loop, to be well-informed, to keep with the times, to be clued up, something near and dear to one's heart, follow your heart

15mins: Test: 38 listening practice - part 4

Mini-discussion: Ask the students the following questions about moving abroad:

- What sort of things might be important to consider before moving abroad? What would be the most important factor in making this decision? The least important factor?

- If the students become stuck, try introducing the following ideas: family / money / cultural differences / weather / transportation / documents

15mins: Introduce Module 2: Student Blog. Have students exchange the 'proposals' they wrote in the last lesson. Have them correct each other's papers for any spelling or grammatical errors. Students should have divided their paper into the following sections: Introduction / Mission / Strategy / Conclusion.

Useful terms: engagement, followers, subscribers, hashtags, share, story, brand awareness, caption, creep, crowd-sourcing, raising awareness, sustainability, social justice, cancel culture

**15mins: **Students will begin working on their blog post content. Students will need to make a power-point or use a posterboard to organize and display their information. Students will need to use photos, write captions, and write a short 'blog post' about the topic of their choosing.

**05mins: **Homework - Students will continue working on their projects for homework.

**10mins - **Conversation: Speaking Part 3 -

Draw a diagram on the whiteboard with the following information:

Question: Some parents think young people should spend most of their free time with their families. Here are some things they think about and a question for you to discuss. First, you have some time to look at the task.

Is it important for young people to spend most of their time with their families?

1. Eating together

2. Getting advice

3. Going on trips

4. Wanting to see friends

5. Doing homework

15mins - Workbook: 07 essay analysis

**10mins - **Discuss writing part 1. In writing part 1, students will write an essay about a given topic. They will need to include the two points provided, as well as thinking of their own third point. Review the structure of the 5-paragraph essay.

Look at the writing task and have students write an outline to plan their work.

20mins - Test: 38 writing practice - part 1. Students will begin working on their essay in the lesson and finish it for homework.

**05mins - **Warm down: Goodbye, see you next time.

**00mins - **Homework: Complete the next section of the online homework.

**10mins - **Conversation: Discuss different typical foods from around the world - what is a typical lunch in Italy? The USA? Canada? Australia? Japan? Egypt? If they don't know - try guessing!

10mins - Review Determiners -

Determiners come before a noun, or before an adjective describing a noun.

The different types of determiners are:

Articles: a/an, the

Demonstratives: this / that / those / these

Possessives: my / your / his / her / its / our / their / x's

Quantifiers: (a) few / fewer / (a) little / many / much / more / most / some / none / each / every / enough

Numbers: one, two, three, etc.

**10mins - **Workbook: 08 determiners

10mins - Activity: Students will role-play planning a party. They will need to ask the teacher questions about the amount of supplies that will be needed / the number of people coming, etc. Award students one point for every question they ask that utilises a different quantifier. The student with the most points is the winner.

**15mins - **Worksheet: 39 Listening Practice. - Part 2

**05mins - **Warm down: Goodbye, see you next time.

**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 practice:

How can these things influence a person's future career?

- our parents' jobs

- our hobbies and interests

- our childhood memories

- our academic abilities

- our friends' choices of career

Useful terms and phrases: work towards, learning curve, nepotism, get your foot in the door, true calling, easier said than done, baby steps, climb the ladder, top of the food chain, high up in the pecking order, to reach one's full potential, to excel, a win-win situation, thinking outside of the box, make a mark, a good impression, dress for success

Follow up Questions:

Which of these things has the least influence on our career choice?
What might a person need to consider while deciding about a future career?

10mins: Skill practice - Introduce the following adjectives to the students: proud, doubtful, convinced, resentful, optimistic, dismissive, confident, enthusiastic, uneasy, delighted, sceptical, frustrated, cynical, unsure, hesitant, appreciative. Have the students write two lists, one for 'positive' words and one for 'negative.' Then, have them circle the words that indicate certainty or lack of certainty. (E.g. unsure, doubtful, confident, etc.)

Extension activity: For each of the adjectives, have students write down any other possible forms of the word. (E.g. proud - pride / appreciative - appreciate - appreciation)

15mins: Test: 39 Reading - part 3

20mins: Module 2: Students will continue working on their blog post content. Each student will have a 5-minute meeting with the teacher to discuss the progress of their project. Students will need to make a power-point or use a posterboard to organize and display their information. Students will need to use photos, write captions, and write a short 'blog post' about the topic of their choosing.

**05mins: **Homework - Students will continue working on their blog post - utilising the suggestions made by the teacher to change and finalise their work. Students will have one more lesson to work on their projects before presentations.

**10mins - **Conversation: Speaking Part 3 -

Draw a diagram on the whiteboard with the following information:

Is it important for young people to spend most of their time with their families?

1. Eating together

2. Getting advice

3. Going on trips

4. Wanting to see friends

5. Doing homework

15mins - Workbook: 07 essay analysis

Look at the writing task and have students write an outline to plan their work.

20mins - Test: 38 writing practice - part 1. Students will begin working on their essay in the lesson and finish it for homework.

**05mins - **Warm down: Goodbye, see you next time.

**00mins - **Homework: Complete the next section of the online homework.

**10mins - **Conversation: Discuss different typical foods from around the world - what is a typical lunch in Italy? The USA? Canada? Australia? Japan? Egypt? If they don't know - try guessing!

10mins - Review Determiners -

Determiners come before a noun, or before an adjective describing a noun.

The different types of determiners are:

Articles: a/an, the

Demonstratives: this / that / those / these

Possessives: my / your / his / her / its / our / their / x's

Quantifiers: (a) few / fewer / (a) little / many / much / more / most / some / none / each / every / enough

Numbers: one, two, three, etc.

**10mins - **Workbook: 08 determiners

**15mins - **Worksheet: 39 Listening Practice. - Part 2

**05mins - **Warm down: Goodbye, see you next time.

**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 practice:

How important is it to have a dress code in these situations?

- in restaurants

- for staffs shops

- in schools

- in offices

- for staff in public parks and gardens

Follow up Questions:

- Which of these places should have the strictest dress code?

- Are there any downsides to abolishing the concept of dress codes?

- What influences the way people dress?

10mins: Writing prompt: Universal dress code. Imagine a world where everyone must wear the same thing. There is a universal dress code, which is the same outfit for men, women, children, and the elderly. What would the benefits be? Would people be better at following rules? Would the world be a safer place? Would individuality be suppressed? Would this version of the world be dull and gray? Have your students write a response, discussing what the world might be like if this were the case. Encourage correct use of speculative and conditional language.

20mins: Test: 40 listening practice - part 1

15mins: Module 2: Students will finalise their projects. Students will present their projects in the next lesson.

Check-list:

- Have I displayed my work on either a poster board or in a power-point presentation?

- Have I written an interesting and compelling blog post about the topic of my choosing?

- Have I corrected the errors and re-written a new copy of my proposal?

- Have I used photos to provide a visualisation of my topic?

- Have I written captions with appropriate hashtags?

- Have I double-checked the spelling and grammar in all of my written content?

**05mins: **Homework - Students will put any finishing touches on their work and be ready to present their project in the next lesson.

15mins: Introduction:

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

Discussion:

Are you often on time for things?

How do you feel when you are late for something?

Do you find that time moves quickly or slowly?

How do you feel when you have to wait for other people?

Collocations and idioms about time:

waste time / on time / running behind / spare time / time off / pressed for time / behind schedule / running late /

Speaking practice: Part 2

Show students the three pictures of people being affected by time. Allow each student one minute to describe and compare what they can see in TWO of the photos. Students will also need to respond to the two questions associated with the pictures.

- Why is time important in these situations?

- How difficult would it be for people to manage without sufficient time?

Useful phrases for speculation:

- gives the impression

- appears to be/like

- I reckon...

- Perhaps they are...

- It seems like/as if

- I suppose they are

15mins: Test: 43 reading practice - part 8

10mins: Language in use: Using the following words and phrases from the text, have students produce a short piece of writing complaining about the lack of inclusion of a sport at their local athletic centre.

- umpteenth time

- touch-and-go

- denigrate

- lambast

- to play second fiddle

- back-breaking work

**15mins: **Introduce Module 3 - Student Podcast. Begin by discussing podcasts in general with your students. What is the purpose of a podcast? What sort of podcasts exists? Ask students if they listen to any podcasts and begin making a list on the board. If students don't listen to podcasts, encourage them to think of some topics one might discuss in a podcast. (e.g. current events, tech, fashion, historical, crime, narrative).

Next, watch the short video describing the project.

https://youtu.be/KFchAaq2uBU

Tell students to begin thinking about what question they would like to find the answer to. Write a list on the board to get ideas flowing. (e.g. why do people cry when they laugh, how is cheese made, what would happen if the sun went out, what was fashion like in the 1800s)

For homework, students will write a short proposal stating what 'question' they will research and answer for their podcast. Students should state why they think this will be a good topic and what aspects about it they find interesting.

**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.

10mins: Introduction:

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

Discussion:

What might be good ways of looking after yourself when you have to stay at home?

- making to-do lists of schedules

- getting plenty of exercise

- getting enough sleep

- staying in touch with family and friends

- taking a break from the news

Which idea do you think is best?

10mins: Writing Extension: Healthy lifestyles - Students will write a mini-article about ways to be healthy at home. They can include ideas that were discussed in the speaking practice or think up new ones.

Useful terms: eating clean / cutting carbs / self care / self love / practicing mindfulness / wellbeing / mental health / take a break / treat yourself

15mins: Test: 44 listening practice - part 3

**20mins: **Module 3 - Student Podcast. Students will present their proposal to the class. The teacher will give ideas and feedback to help develop these ideas. Students will work on developing a research plan.

Step 1: Collect data and resources

Step 2: Analyse data and resources

Step 3: Write a paper to explain the findings

Step 4: Modify the paper into a script

Step 5: Record the script

Students will begin Step 1 during the lesson. Students will be asked to find three different sources to answer their 'question'. These sources will need to be recorded and approved by the teacher. Students will continue research for homework. They will need to come to the next lesson prepared with their sources. (Encourage students to think outside the internet! Do they have a professor at school who may have some knowledge on the topic? A family friend? A book at home?)

15mins: Introduction:

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

Discussion:

- What skills do you think are most important for people to have in life?

- How is technology changing the skillsets we might need in the future?

- Which skill sets were important in the past but are becoming less necessary?

Now create a spider diagram on the whiteboard with the following information.

How important is it for young people to learn these skills in school?

- giving presentations

- working in a team

- developing digital skills

- developing creativity

- setting goals

Which of these skills would be most useful for students' future lives?

20mins: Test: 45 writing practice - part 1. Review the criteria for Writing Part 1. Have each student make an outline and write the introduction paragraph. They will finish the essay for homework.

**20mins: **Module 3 - Student Podcast. Students will begin analysing their data. They will start making an outline for their paper. Their outline should look similar to an outline they'd use for writing part 1:

Introduction: State the question. Why is this an important question to ask? Who wants to know the answer? Who or what does this question affect?

Paragraph 1: Information from source one. What do they say the answer is? Is this a believable answer? Is there any room to disagree with their assertations?

Paragraph 2: Information from source two. Compare and contrast their information with source one. Do they have the same conclusions?

Conclusion: Summarise your personal thoughts. Who do you agree most with? Who has the correct answer? What evidence is your conclusion based on?

10mins: Introduction:

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

Discussion: Do you think it's important to know where your food comes from? Why/why not? What is '0 km food'? What benefits does this practice have? Are there any negative aspects?

15mins: Test: 47 listening practice - part 2.

15mins: Mini-task: Read the help card article about food tracing. Have a discussion with the class about whether this is a useful practice or a waste of resources. Have students underline any terms they don't understand.

**15mins: **Module 3 - Student Podcast. Students will begin formatting their paper as an audio script. Discuss the following script styles with the students.

Bullet Point Script: The bullet point script outlines the factual information to be included in the podcast and organises it into the order in which it should appear. This is a very 'bare bones' style script and works best for confident speakers who can easily think of what to say on the spot.
Cliff Notes Script: This version of the script is like a highly detailed outline. It will include important facts and statistics, as well as some aspects of casual conversation and banter. Students will map out all the topics, themes and key points of their conversation, and might even include some scripted jokes. This outline is for students who want to feel very prepared, but would also like some flexibility to ad-lib where they see fit.
Film Script: This version is a meticulously detailed piece of writing that has word-for-word dialogue as well as cues about intonation and timing. This script style is for students who are highly organised and don't want to improvise any part of their dialogue.

10mins - Conversation: Speaking part 2: In this part of the test, the interlocutor will give each student two photographs to talk about. Students will have a 'long turn' where they will talk about their photographs for one minute, and a 'short turn' where they will answer a question about their partner's photograph for thirty seconds.

Candidate A: (long turn) These photographs show people listening to music in different situations. I'd like you to compare the pictures, and say what you think the people are enjoying about listening to music in these situations.

Candidate B: (short turn) Do you ever go to concerts? (why, why not?)

Candidate B: (long turn)These photographs show people who are feeling happy for different reasons. I'd like you to compare the photographs, and say why you think people are feeling happy.

Candidate A: (short turn) Do you enjoy going to birthday parties?

**10mins - **Review: Mixed conditionals

Zero conditional: facts, absolute truths.

If + present simple, present simple.

- If you heat ice, it melts.

First conditional: Events we expect to happen.

If + present simple, will/can/going to + infinitive

- If it rains, the football match is going to be called off.

Second conditional: Events that are desirable but unlikely.

If + past simple, would + infinitive

- If I had a million dollars, I would buy a yacht.

Third conditional: Unreal things from the past that would have had a consequence.

If + past perfect, would + present perfect

- If I had been more careful, I wouldn't have had the accident.

10mins - Worksheet: 17 mixed conditionals

10mins - Activity: I didn't do it! Each student has been accused of a crime. Students must defend their innocence, while also explaining how they would have done the crime if they had been guilty.

Ex: I didn't steal the chocolate cake, but if I had stolen it, I would have also taken the bottle of milk.

15mins - Test: 48 reading practice - part 7

**05mins - **Warm down: Goodbye, see you next time.

**00mins - **Homework: Complete the next section of the online homework.

10mins: Introduction:

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

Conversation topic: Universal Income - Discuss the concept of Universal Basic Income with the students. Universal Basic Income is a theoretical governmental public program which would provide periodic payments to citizens of a city, region or country. These programs would not be based on a means test or work requirements.

Ask the students what their opinion about this type of program is. Are there any drawbacks? What would they be?

Useful terms: make ends meet / unemployment / welfare / economic growth / labor force / to cut funds / stingy / safety net / poverty / low wages / working conditions / work incentives / boost the economy / there's no such thing as a free lunch / to cut one's losses / money doesn't grow on trees

**10mins: **Mini-task: Organising your ideas - One important aspect of the writing examination that students often overlook is the use of an outline to organise information. Review outline writing with the students. Introduce the writing topic for the practice test, and have students develop an outline to use as a writing guide.

Step 1: Identify your writing goal. What is the purpose of your piece of writing? Who is your target audience? What message do you want to convey?

Step 2: List the main points. This can be done by summarizing the main point of each paragraph with bullet points, then filling in short notes about specific details or keywords to be used.

Step 3: Organise! Consider the placement of each main point. Are they in an order that works together? If the answer is no - move information around. Find the most logical and fluid way to present your argument.

Step 4: Double check. Have you included all the information from the task? Do you have a conclusion that ties the information together? Will the reader gain something from reading this paper?

15mins: Test: 50 Advanced Writing Practice - part 2

**20mins: **Module 3 - Student Podcast. Students will finish recording their podcasts.

10mins: Introduction:

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

Conversation topic: Fast Cultue - What do you think 'fast culture' is? Discuss fast food, fast fashion, and the age of instant gratification. What are some negative effects brought about as a result of 'fast culture?' Is it possible to balance these negative effects? Do you agree that everything is good in moderation?

Useful terms: take your time / on a regular basis / reach a milestone / a means to an end / hard-pressed / get with the times / a thing of the past / out-dated / last but not least / the digital age / fads / out-of-fashion / back in the day

10mins: Review test tips for reading part 4.

What is the part of speech of the word given?

Brian was really interested in North American history in his school days.

INTEREST

Brain .............................. North American history in his school days.

Answer: had a great interest in

Analysation: In the first sentence, interested is an adjective. Brian was INTERESTED. The word given is 'interest' which is a noun. We understand that we need to change the verb form from 'be' to 'have', and use the past to keep the tenses equivalent.

Is the sentence in the passive or active voice?

They are demolishing the old bus station and replacing it with a new one.

PULLED

The old bus station is........................ with a new one.

Answer: being pulled down and replaced

Analysation: The word given is 'PULLED' which is a verb we can infer is either in the simple past or past participle form. The second sentence has the verb 'to be' before the gap. This means the word given must be a past participle, and we must be creating a complex verb form with 'to be' + past participle. We understand this is the passive voice, and more so, that we'll need to use 'Pulled' to for a phrasal verb.

Has the sentence been inverted?

If Tom had been more careful, he wouldn't have had the accident.

CARE

Had .......................... he wouldn't have had the accident.

Answer: Tom taken more care

Analysation: We see the auxiliary verb at the beginning of the sentence, telling us this sentence has been inverted. Following the verb we'll put the subject, 'Tom' and use the phrasal verb 'take care' in the past perfect tense to match the auxiliary.

Is the sentence utilising a fixed phrase or phrasal verb?

Our modern sedentary lifestyle has contributed to an increase in the rate of obesity.

PARTLY

The rising rate of obesity is .................................... that we sit down a lot these days.

Answer: partly due to the fact

Analysation: The fixed phrase 'due to the fact' is essential knowledge to complete this exercise correctly.

15mins: Test: 52a reading practice - part 4

- Review: Discuss no matter (who/what/where) / to give someone your word / due to the lack of / a doubt in someone's mind

**15mins: **Test: 52b listening practice - part 1

10mins - Conversation: Describe a time in your life when you won something. How did it make you feel?

Speaking part 2 -

Examiner - In this part of the test, I'm going to give each of you two photographs. I'd like you to talk on your own for about a minute, and also answer a short question about your partner's photographs.

Candidate A, here are your photographs. They show people trying to win in different situations. I'd like you to compare the photographs, and say what you think might be difficult about trying to win in these situations. (1 minute)

Candidate B, which of these things would you prefer to do? (why?) (30 seconds)

Candidate B, here are your photographs. They show people learning to do new things. I'd like you to compare the photographs and say why you think the people are learning to do these things. (1 minute)

Candidate A, would you like to learn how to cook? (why?) (30 seconds)

10mins - Discuss: Phrasal verbs with 'around' and 'about' -

'Around' and 'About' keep a lot of their basic meaning when used in phrasal verbs. They often indicate activities and situations taking place in various locations, often without a clear direction or order.

There were books lying around everywhere in the room.

The children were running about in the garden.

Rumours have been flying around the staffroom lately that you're leaving.

The worksheets are floating about somewhere in this classroom.

Stop clowning around!

We only need to score two more goals to** turn **this match around!

Note: In most cases, around and about can be used interchangeably inside phrasal verbs. In these cases, they cannot: ask around (ask multiple people for information), run around (to be very busy doing different things), work around (organise activities to ensure we can do what we want) skirt around (avoid)

Have students write a few sentences using phrasal verbs that contain 'around' and 'about'.

10mins - Test: 58 reading practice - part 5

**15mins - **Test: 58 reading practice - part 4

10mins - Review: Have students trade papers and peer-review. Students should check grammar, verb tenses, spelling and correct use of punctuation.

**05mins - **Warm down: Goodbye, see you next time.

**00mins - **Homework: Complete the next section of the online homework.

10mins - Conversation: Speaking part 3:

Draw a diagram on the whiteboard with the following information:

Question: How important are these if students want to feel happy at school? (2 minutes)

1. Good friends

2. After-school activities

3. Subjects they enjoy

4. Friendly teachers

5. School rules

Now decide which is the most important thing that makes students feel happy at school. (1 minute)

10mins - Discuss: Phrasal verbs with 'down'

Down meaning lower -

Could he come down on the price?

I knocked him down by Â£100 but he wouldn't go any lower.

That music is distracting, can you turn the volume down?

Down suggesting preventing or restraining -

Two police officers pinned the robber down.

The tent is secure, but make sure you tie down anything that might blow away in the wind.

My brother prefers temporary work because he doesn't like the idea of being tied down.

Other meanings of down:

not working -

The computer system is always going down.

Don't forget to save your documents before you shut the computer down.

Depressed or sad -

This rain is getting me down.

On a list -

Put her down for a copy of the report.

You can put me down to organise the refreshments.

Killed/injured -

The terrorists have mercilessly gunned down their victims.

We had to have our dog** put down** last week.

Surviving through time -

This necklace was passed down to me from my great-grandmother.

The legend has come down to us from the ancient records of the Quilhoa people.

Being considered or remembered -

This will go down in history as the most important event of the century.

My workshop went down really well.

15mins - Test: 59 listening practice - part 4

**15mins - **Test: 59 reading practice - part 4

10mins - Writing extension: Memorable characters - Describe a character from a book or film who has resonated with you. What were their strengths? What were their weaknesses? Did you see yourself in this character? In what ways?

**00mins - **Warm down: Goodbye, see you next time.

**00mins - **Homework: Complete the next section of the online homework.

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