Intermediate 2

Intermediate 2
English
Discoveries
LESSON PLANS
Intermediate 2
Lesson Plans
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Table of Contents
Unit 1: Buying A Car 1
Unit 2: Accidents 18
Unit 3: Problems 38
Unit 4: Helping Out 56
Unit 5: Dreams and Ambitions 76
Unit 6: Money Matters 94
Unit 7: Politics 113
Unit 8: Instructions 134
Unit 9: Recycling 154
Unit 10: Movie Making 182
Copyright ©1990-2018 Edusoft Ltd. All rights reserved.

English Discoveries
English Learning Program
Lesson Plans | Intermediate 2
Copyright ©1990-2018 Edusoft Ltd. All rights reserved.

Intermediate 2 Lesson Plans Unit 1
Unit 1: Buying A Car

Workbook
Computer Activities Pre & Post Classroom Activities
Pages
Ad  Learning about members of the class and the teacher by asking

A radio interview with customers at Car City about personal questions
7, 8, 9
the bargains they found there.  Asking personal questions
 Learning vocabulary related to cars and buying a car
Buying A Used Car  Filling in a questionnaire about yourself and the kinds of transportation
A notice with pointers about what to do and what you use
not to do when buying a used car.  Interviewing classmates about the kinds of transportation they use 9, 10
 Sharing opinions about buying a used car
 Practicing vocabulary related to buying cars
The Car  Reading about people and the different cars they need
A man is persuading a woman to buy a second-  Describing people and their car needs
hand car. 11
 Describing kinds of cars
 Learning expressions for persuading
Copyright © 1990-2018 Edusoft Ltd. All rights reserved. 1

Conditionals: Real  Practicing expressions of refusing and accepting

Presentation of the past forms of the modals  Learning about Real Conditional sentences – when to use them and
should have and could have. how to form them
 Talking about general truths and possible results in the future 12
 Discussing extra features in cars and why they are important
 Explaining choices by describing results
 Reviewing and practicing Real Conditionals
Cars  Using context clues to define a word

Presentation and practice of vocabulary associated  Creating word maps
with the topic of cars.  Writing and sharing sentences with vocabulary words
 Defining and sharing words and definitions
 Playing a game with example sentences
 Giving a speech using vocabulary words
 Grouping vocabulary words into categories
 Having students quiz one another


Pre Computer: Ad
Activity Procedure
Mingling activity: Getting to know more about one This activity serves as an ice-breaker, getting students to mingle and talk to one
another another on a more personal level.
Handout 1: Find Someone Who… Explain to students that they will each get a handout with instructions about how to
(one for each student) get to know one another. They need to walk around the class and find people to match
the descriptions on the handout. To do this, they need to ask everyone they meet a
series of questions. Explain that this is a competition to see who can fill in the handout
first.
Demonstrate the activity with one or two students, showing them how to form the
various questions they will need to ask. For example:
To find someone who loves talking on the phone, they need to ask:
Do you love talking on the phone?
To find someone who has traveled abroad, they need to ask:
Have you ever traveled abroad?
To find someone who owns a car, they need to ask:
Do you own/have a car?
Set a time limit of 10 minutes for the activity, or stop it when the first student
completes the handout. To sum up the activity, have them choose a partner and find
out two more facts about him/her. Ask a few students to tell the class what they have
learned.
Bridging activity: Asking and answering questions Ask students to report the names of students who own cars. They will know this from
about cars the activity they did in Handout 1. Get them to ask these students questions about
their cars. Elicit questions by cueing them, e.g.:

Ask about the make of car (What make of car do you have?)
Ask about the year (What year is it?)
Ask if the person is satisfied (Are you satisfied with it?)
Ask if it’s new or second-hand (Did you buy it new or second-hand?)
If no one owns a car, get students to ask each other questions about their favorite kind
of car, e.g.:
Ask about your favorite make of car (What’s your favorite make of car?)
Ask why (Why do you like it?)
Ask about the price (How much does it cost?)
Introducing the topic Tell students that the first unit they will be working on is called Buying A Car. Ask how
many students own cars / how many families own cars. Elicit how cars can be bought,
Workbook: Page 7 e.g.: new cars from a dealer or used cars. Ask them to o describe the car of their
dreams.
Homework tasks Explain/Demonstrate workbook activities - Pages 7-9:

a. answer a question about the purpose of the computer lesson
b. answer a question about what you heard on the radio
c. identify who said what
d. choose a suitable newspaper ad for Car City
e. prepare to explain your choice to a partner, for the next lesson
f. practice vocabulary from the computer lesson – matching words with similar
meanings


Post Computer: Ad
Activity Procedure
Reviewing the computer lesson To review the computer lesson and to promote discussion, ask questions:
What did you hear? (a radio commercial)
Workbook Appendix: Page 84 What is it an ad/a commercial for? (a car dealer called Car City)
What is its purpose?
Have you ever heard radio commercials for car dealers?
Ask more detailed questions:
How many people are interviewed in the ad? (2)
What kind of car did Ron buy? (a used car)
What kind of car did Lara buy? (a brand-new, automatic Beamer Coyote)
Was she happy with her deal? (Yes)
Why are there special bargains right now at Car City? (it’s the end-of-the-year sale.)
Checking homework tasks in pairs or small groups Key:

a. 2
Workbook: Pages 7-9 b. 3
c. 1. Lara, 2. Lara, 3. Natalie, 4. Lara, 5. Lara, 6. Natalie, 7. Natalie, 8. Lara/Natalie
d. Ad 2
f. 1. wonderful 2. at another place, happy 3. newest, for the same money 4. promise
Have the students look at the cartoon and elicit how they know that the customer
was not satisfied with the cars he bought.


Pre Computer: Buying A Used Car
Activity Procedure
Asking and answering questions This activity encourages students to interact by asking and answering questions about
the modes of transportation they use. It reinforces the vocabulary about cars from the
Handout 2: Car Questionnaire computer lesson, and provides practice in asking questions and in writing the answers.
(one for each student) Explain to students that the activity consists of three parts. In activity a., they complete
the questionnaire about themselves. In activity b. they interview a partner to find out
how he/she filled in the questionnaire. In activity c., they write a few sentences about
their partner, based on the interview.
To prepare them for part b., demonstrate or elicit from students some of the
questions they will need to ask each other, as well as ways of answering these
questions, e.g.:
Do you know how to drive? Yes, I do/No, I don’t.
How long have you been driving? For…
What kind of car do you have? I have a…
If you don’t have a car, how do you get around? I go by foot/bicycle/bus.
Are you satisfied with your car? Yes, I am/ No, I’m not.
What’s your favorite kind of car?
To prepare them for part c., demonstrate on the board how to write the answer that a
partner has given them, using the third person form. e.g.,
Question: Do you know how to drive?
Answer: Yes I do. He knows how to drive.
Sharing opinions: Buying A used car Ask students to discuss what they think people should do or look for when buying a
used car. To encourage them to express their opinions, ask leading questions, e.g.:
Should you shop alone?
Should you get advice from someone first?
Is it important to think about what you want before you go to the car dealer?
How do you know which car dealer to go to?

Should you get suggestions from friends?
Should most dealers let you drive the car before you buy it?
Should you check the car before you make up your mind about it?
Can you bargain about the price?
Presenting vocabulary On the board write the following two lists of words.
Explain that list 2 contains synonyms for the words in list 1.
1.should, let, bargain, make up your mind, suggestions, think about
2.argue, consider, recommendations, decide, allow, ought to
Ask students to match the words that have similar meanings. To help them, repeat the
suggestions/advice from the previous activity, using words from both lists, e.g.:
You ought to go with a friend. You should go with a friend.
Ask the dealer to allow you to drive the car.
Ask the dealer to let you drive the car.
Homework tasks Explain/Demonstrate workbook activities - Page 10:

a. decide on the purpose of the text
b. identify suggestions that have the same meaning as those in the text
c. match words and phrases with similar meanings
d. write advice about a topic of your choice


Post Computer: Buying A Used Car
Activity Procedure
Reviewing the computer lesson Review the article from the computer lesson by asking:
What advice does the text give you about going with a friend when buying a used car?
Workbook Appendix: Page 85 (You should go with a friend.)
What advice does the text give you about bargaining? (You can bargain with the
dealer.)
Refer students to the Workbook Appendix in order to find other pieces of advice from
the text.
Have them decide which piece of advice is the most important when buying a used car
and share their opinion.

a. 3
Workbook: Page 10 b. 1, 4, 5
c. 1. make up your mind 2. lower 3. should 4. you ought to get somebody else to check
it
d. Have students read each other's written advice. Ask them to check that their
partners have used the sentence beginnings suggested. Encourage them to correct
or improve each other's writing. Walk around the class and check their work. Get
one or two students to share their advice with the class.


Pre Computer: The Car
Activity Procedure
Introducing the language of persuasion Write these sentences on the board:

How about this wonderful sports model?
Why don’t you try our latest luxury car?
I could offer it to you for only $15,000.
This is the best deal you'll find anywhere in town.
Ask students who might say these statements. (a car dealer)
Ask what the function of these sentences is. (trying to persuade someone to buy a car)
Elicit from the students which words or phrases show that the dealer is trying to
persuade someone. (See the underlined words above.)
Handout 3: Different Cars for Different People Divide the class into pairs and give one student the copy labeled Student A and the
(one for Student A and one for Student B) other student the copy labeled Student B. Tell them not to look at each other’s
handouts.
Explain to them that their task is to match the people described in Student A’s
handout to the cars illustrated in Student B’s handout. In order to do this, Student A
needs to read aloud or describe the car needs of each person presented in his/her
handout, while Student B listens. Student B needs to describe the cars illustrated and
labeled in his/her handout. Then the two students need to decide together on a
suitable car for each person.
Key: 1-c, 2-b, 3-d, 4-a, 5-e


a. identify language for refusing
b. identify language for persuading, accepting and refusing
c. complete a dialogue using language for accepting and refusing


Post Computer: The Car
Activity Procedure
Reviewing the dialogue Review the dialogue in the computer lesson by asking:
Where does this conversation take place? (at a car dealer’s)
Workbook Appendix: Page 85 Who is trying to persuade someone? (the card dealer)
What is he trying to sell? (a used car)
Who is the customer? (a woman)
How does he try persuading her? (He offers to lower the price and paint the car.)
Does the woman accept or refuse? (She refuses.)
Checking homework tasks in pairs or small groups: Key:

a. Ask individual students to read aloud the sentences that show the woman is
Workbook: Page 11 refusing.
This isn’t exactly what I had in mind.
No, this just isn’t what I need.
No, I’m sorry. This car simply isn’t what I wanted.
b. Call out a function (persuading, accepting and refusing) and ask students to give
you a sentence that matches it.
1. Dealer – Persuading 2. Customer – Accepting 3. Dealer – Persuading
4. Customer – Refusing 5. Customer – Refusing 6. Customer – Accepting
7. Dealer – Persuading
c. Ask students to share and practice their dialogues with a partner. Ask one pair to
present their dialogue to the class.


Pre Computer: Conditionals: Real
Activity Procedure
Presenting real conditionals Write these sentences on the board:

1. If there is no water in an engine, the engine overheats.
Workbook: Page 12 2. If you go to Car City, you will find good deals.
3. If you are buying a second-hand car, get a mechanic to check it.
Explain that these are conditional sentences. Each one contains a condition clause
(the part beginning with “if”) and a main clause. Circle the condition and underline the
main clause, to help students identify the parts. Explain that they are all Real
Conditional sentences, because the conditions can actually happen.
Point out the verb tense in the “if”/condition clause (see the verbs above). Emphasize
that in Real Conditionals the verb in the “if” clause is in the Present Simple tense or
Progressive tense.
Draw the students’ attention to the main clause. Ask them to tell you:
Which one is about a result that is always true – a general truth (1)
Which one is about a result that is possible/might happen in the future (2)
Which one tells you to do something – gives advice (3)
Ask them to identify the verb tense in the main clause of each sentence.
Present Simple - for a general truth (“overheats” in 1)
Will + base form – for a possible result in the future (“will find” in 2)
(Point out that we often use other modals, such as can and might, instead of will).
Verb1 (base form) – for advice (“get” in 3).
Provide practice using general truths or possible results, e.g.:

If you bargain with a car dealer, what usually happens? (He usually lowers the price)
If you don’t know what you want to buy, what can you ask the dealer to do? (You can
ask him to show you a few cars.)

If you don’t have a lot of money, what will most car dealers do? (They will let you pay in
payments.)
If you don’t want a new car, what will a car dealer do? (He will show you a second-
hand car.)
Survey: opinions about cars Present the vocabulary for the various features mentioned in this handout.
stereo system, 4-wheel drive, automatic gear shift, gasoline and air conditioning.
Handout 4: Opinion Survey - The Most Important
Features in a Car Explain that they will be doing a survey of their classmates’ opinions about cars. In part
(one for each student) a. they work on their own, choosing the features that are important in a car and listing
them in order of importance. In part b. they share their answers with a partner and
explain their choices by stating the possible results. Demonstrate the activity by asking
questions on the features, e.g.:
Is air conditioning in a car important? Why?
What happens if you have/don’t have it?
Cue them to give answers using general truths (Present Simple) or possible future
results (will/might/can + base form).
You drive better/ You will drive better. You aren’t nervous/ You won’t be nervous.
To sum up, take a general class survey to find out which feature is the most important
to most students. Ask students to “argue” for their feature by using conditional
sentences. Write one or two of the best examples on the board.

a. match the two parts of real conditional sentences
b. write an ad by completing real conditional sentences
c. write three real conditional sentences giving advice about used cars


Post Computer: Conditionals: Real
Activity Procedure
Reviewing and practicing Real Conditionals Review Real Conditionals by asking:

What happens if you heat water to 100 degrees?
What will happen if you park your car on the sidewalk?
What should you do if somebody steals your car?
Elicit the following answers:

1. If you heat water to 100 degrees, it boils.
2. If you park your car on the sidewalk, you will get a fine.
3. If somebody steals your car, go to the police.
Ask them which of the above sentences is a general truth (1), which is a possible result
in the future (2) and which is advice (3).
Have students sit in small groups. Give each group a different topic (losing your
passport, having a flat tire, failing an exam, getting the flu). Ask each group to create
as many Real Conditional sentences as they can about their topic, within 5 minutes.
Remind them to use the conditional in all its uses: general truth, possible future result,
and advice. Demonstrate with a different topic, e.g.: Winning the lottery:
general truth: If you win the lottery, your money troubles are over.
possible future result: If I win the lottery, I will stop working.
advice: If you win the lottery, don’t spend all the money.
Walk around checking that students are creating correct sentences. To sum up,
announce the winning group (the one with the most sentences) and ask them to read
their sentences aloud to the class.)

Checking homework tasks in pairs or small groups a. Ask one student to read aloud the first “if” clause and call on another to complete
the sentence with the main clause. Repeat the procedure with each of the five
sentences. Then ask students to underline the verbs in the “if” clauses and tell you
Workbook: Page 12 which tense they are in (Present Simple).
Key:
a. 1-c, 2-e, 3-a, 4-d, 5-b
b. Ask students to share their sentences with the class.
c. 1. need / want 2. come 3. are 4. will show 5. find 6. will let 7. want / need
8. will give 9. buy 10. will get


Pre Computer: Cars
Activity Procedure
Using context clues to define a word Select 5-10 vocabulary words along with sentences that provide students with enough
context to define the words on their own. Have students determine the definition of
each word based on the context clues within the sentence. Students can then share
their definitions and check their accuracy during the course of the lesson.
Alternative: Rather than having students determine the definitions on their own, you
can instead provide students with the definitions. They can then match the definitions
to the words based on the context of the sentences.
Creating word maps Encourage students to create word maps with useful information on five vocabulary
words. Information in the word map can include: definitions, translations, related
words, example sentences, etc.
Writing and sharing sentences with vocabulary words Discuss with students 5-10 vocabulary words and their definitions. Go beyond the
dictionary definition – tap into prior knowledge students might have of the
word/topic. Then for each discussed word have students write and then orally share a
sentence for each. You can choose to have students share their sentences with the
class, in groups, or in pairs.
Defining and sharing words and definitions Divide the class in half and provide each group with a list of five words. The word lists
should be different. With the help of a dictionary, have students define the words on
their list and compose a sentence for each. When students are finished, pair them with
a partner from the other half the class. Student pairs should now have two different
lists. Ask students to share their words with their partner and determine the
connection between the words on the two different lists.


Post Computer: Cars
Activity Procedure
Playing a game with example sentences Prepare cards with one vocabulary word written on each card. There should be
enough cards for each student to have one. (You may need to include vocabulary
words from previous lessons.) Divide the class into two or three teams, and distribute
one card to each student. Call out the definition for one of the word cards. The student
who has the corresponding card stands up, and uses the word in a sentence. If he or
she uses the word correctly, his or her team earns a point. The team with the most
points at the end is the winner.
Giving a speech using vocabulary words Ask students to speak on the vocabulary topic for 1-2 minutes. Students receive one
point for each word from the vocabulary lesson that is included in an appropriate
context.
Grouping vocabulary words into categories Divide the class into pairs or groups of three and ask them to create at least three
categories for the vocabulary words from the lesson. Once students have created the
categories, ask them to reorganize their word lists according to those categories. Have
the students share their categories with the class. You may want to do the entire
process once as a class, demonstrating brainstorming techniques.
Having students quiz one another Divide the class into pairs and ask students to quiz each other on the definitions of the
words in a specific vocabulary component.

Unit 2: Accidents
Workbook
Pages
Be Careful!  Learning about a variety of accidents

A video clip where a father hurts his back after his  Completing a questionnaire to find out if you are accident prone
daughter warns him not to lift the heavy object. 13, 14
 Discussing accidents
 Telling personal accident stories
Cliff Terror (includes writing activity)  Reading warning signs

Susan and Ellen join a hiking group on a trip to  Describing dangerous situations
Canyon Park. They get separated from the group  Describing what might happen (results of dangerous situations) 15
and find themselves on a cliff.
 Talking about hiking trips
Look Out!  Discussing danger and taking risks

A woman is reprimanding another woman for  Learning and practicing spoken warnings
riding a bicycle dangerously. 16, 17
 Describing dangerous situations
 Telling the story of a comic strip
Past Perfect: Progressive  Learning expressions for giving warnings and ignoring warnings
Presentation and practice of the Past Perfect  Learning about the Past Perfect Progressive tense
Progressive.  Asking questions about past events 18
 Understanding the order of events in a story
 Reviewing the Past Perfect Progressive tense

Accidents  Using context clues to define a word

with the topic of accidents.  Writing and sharing sentences with vocabulary words

Unit 2: Accidents
Pre Computer: Be Careful!
Activity Procedure
Introducing the new topic and vocabulary about Introduce the topic of accidents by brainstorming with students different kinds of
accidents accidents and listing these on the board, e.g.
Workbook: Page 13 cutting yourself, breaking something, breaking a leg/arm, spraining an ankle/your
back, falling, bumping into something, burning yourself, car crash, spilling something
on someone
Ask for examples of:
major and minor accidents (depending on how badly the person is hurt)
very common/ordinary accidents
freak accidents (very unusual accidents, like being struck by lightning)
Introduce the term accident prone (having more than the average number of
accidents).
Completing a questionnaire Explain to students that they are going to complete a questionnaire to find out how
accident prone they are. They complete the questionnaire on their own, calculate their
Narrating accident stories scores and find out which category they belong to – extremely careful, average or
accident prone. Then they walk around the classroom and find someone else who
Handout 5: Are you Accident Prone? belongs to the same category. Once they have found a partner, they share accident
(one for each student) stories with that person.
To sum up, list the categories on the board and ask how many students belong to each.
Find out if they agree with the category they have been placed in.
Ask one student to volunteer to tell an unusual accident story that he/she heard from a
partner.
Homework tasks Explain/Demonstrate workbook activities - Pages 13, 14:

a. complete a dialogue which continues the story in the video

b. identify true sentences about the video and rewrite untrue sentences.
c. create an imaginary dialogue between Fran’s Dad and a doctor

Unit 2: Accidents
Post Computer: Be Careful!
Activity Procedure
Reviewing the computer lesson Review the video by asking:

How many people appear in the video? (3)
Workbook Appendix: Page 88 Who are they? (Dad, his daughter Fran, a store clerk)
Who has an accident? (Dad)
What kind of accident does he have? (He hurts his back.)
What causes the accident? (He tries to lift a heavy gramophone.)
What does the daughter do? (She tries to stop him.)
How? (She suggests getting someone else to carry the gramophone.)
Correcting the facts Tell the story of what happened in the video, but tell it with incorrect information.
Explain to the students that there are mistakes in the story and ask them to stop you
and give the correct word or phrase.

a. 1. hurt 2. carry 3. not supposed to 4. heavy things 5. careful 6. by himself
Workbook: Pages 13, 14 7. back problems
b. Sentence 3 is true.
1. Anita is worried about Fran’s Dad’s back problem.
2. Anita thinks Fran’s Dad should see a doctor.
4. Fran explains why her Dad was carrying a heavy gramophone.
5. Anita thinks Fran’s Dad should see a doctor.
6. No one explains why Ben hates going to doctors.
c. Possible conversation:
Doctor: Are you in pain?
Dad: Yes, my back really hurts.
Doctor: How bad do you feel?
Dad: I have a lot of pain.
Doctor: Would you like some medicine for the pain?

Dad: That’s a good idea.
Doctor: Where does your back hurt?
Dad: Right here.
Doctor: How did it happen?
Dad: I tried to carry an old gramophone to the car.
Doctor: Why did you do that?
Dad: I thought I could manage.

Unit 2: Accidents
Pre Computer: Cliff Terror
Activity Procedure
Warnings, dangerous situations and possible accidents Before the lesson, make copies of both handouts, pasting them onto Bristol paper
before you cut them up into cards. Each pair gets 18 cards, 9 PICTURE cards and 9 SIGN
Handout 6: Avoid Accidents: Read Signs cards. Tell the students that they will be playing a memory matching game. Tell
(one copy of PICTURES and one copy of SIGNS for each students to put the cards face down on their desks, in the form of a square. They need
pair) to create pairs by matching warning signs to pictures.
Explain how to play this game: the partners take turns, with each partner turning a
card face up on the table. If they get a sign card, they read it aloud. If they get a picture
card, they describe it. If students get a matching sign and picture, they put the pair of
cards together and keep it. If they don’t get a match, they put both cards back in the
square, face down, and try to remember where each card is. The student with the
most pairs is the winner.
Demonstrate the vocabulary needed for describing the situation cards: e.g.,
slippery road, low overpass/bridge, poisonous, get bitten, drown, cliff, narrow path
Key: 1-d, 2-h, 3-a, 4-g, 5-c, 6-f, 7-i, 8-e, 9-b
As an extension of the matching activity, ask students to talk about accidents that can
happen as a result of these dangerous situations. Guide them to use real conditional
sentences, e.g.:
If you drive on a slippery road, you can lose control of your car.
If the truck doesn’t stop, it will crash into the bridge.
Elicit the following phrases for describing what might happen:
might drown, can get very sick, can fall down, can get an electric shock
Oral presentation: In preparation for the story, ask for volunteers who have been on hiking trips to come
to the front of the class and be interviewed. Provide students with question cues, e.g.:

You’re in the spotlight: Tell us about your hiking trip where, when, with whom, why, how difficult, what equipment, food, how long, if they
liked it, if there were any accidents
If no one has been on a hiking trip, discuss hiking trips in general. Ask:
Where do people go hiking? Why do they go hiking? What equipment/clothes do they
need? What kinds of accidents can happen on these trips?
Pre-writing classroom activity As a class, go over the writing prompt and determine the purpose of the writing task.
Here are some of the possible purposes there may be for a writing task:
 to explain
 to inform/instruct
 to describe
 to narrate
 to persuade
After determining the purpose of the writing, brainstorm ideas for the writing task.
Students can record their ideas or they can be written on the board. Challenge
students to be creative and come up with as many examples as they can for the topic.
You may need to provide some guidance by asking questions to elicit vocabulary and
structures associated with the selected topic. Together, as a class, generate a
vocabulary bank which will assist students in their writing or direct them to the
vocabulary lesson at the end of the unit.
Depending on the language level of your students, you may decide to provide sentence
starters to support their completion of the writing task.
Before beginning their first draft, have students organize their ideas and notes into an
outline.
If there is time, encourage student to handwrite a first draft and share it with a
partner.
Have each student read their partner's first draft. Students should work together to:
 ensure they answered the prompt correctly.
 correct each other's work for grammar, spelling, and punctuation errors.

 check that vocabulary from the lesson/unit was used correctly.
After students have updated their drafts according to the peer review, have them type
and submit their writing on the computer.
Explain to students that after submitting their first draft on the computer, they will
receive automated feedback on their writing provided by English Discoveries E-rater
software. Tell students that this feedback will enable them to reflect on and improve
their work. Encourage students to update their writing according to the E-rater
feedback they were given. Tell students that when they are happy with their second
draft, they should send it to the teacher (via the English Discoveries platform) for a
final review.

a. read a continuation of the story and put the events in the correct order
b. help complete the story by adding the words that the characters say

Unit 2: Accidents
Post Computer: Cliff Terror
Activity Procedure
Reviewing the computer lesson Review the story “Cliff Terror” by writing a short summary of it on the board, with
words missing. Ask them to fill in the missing words, working in pairs. (They can refer
Workbook Appendix: Page 89 to the story or you can provide a bank of words on the board.)
Susan and ________ were ____ in Canyon Park. They realized they had taken a wrong
turn and were ____. They arrived at a ____ with a pool of water below. They could
either ____ or climb down with a ____. They decided to climb down because Ellen was
____ of jumping. As they climbed down, Susan fell and hurt her ____.
(Bank: hiking, cliff, Ellen, jump, lost, rope, afraid/scared, foot)
Discussing dangerous situations Discuss dangerous situations and taking risks. Ask students what they would do in
other dangerous situations:
Would you be ready to jump off a cliff or climb down a cliff with a rope?
Do you take physical risks? Give an example of a risk you have taken.
Are you afraid to take physical risks?
Can you give an example of a risk you didn’t take?
Post-writing classroom activity When you’ve completed your review of the students’ writing submissions in the
teacher management system, you may want to print the students' final copies of their
work for display and discussion.
Divide students into small groups in order to share their work with their classmates.
Encourage students to share the positive aspects of each other's work as well as
constructive criticism.
You can also print out a few sample student submissions (with the students' names
removed) and have students review the samples in small groups, or discuss in detail

one specific student submission that can be shared with the class using a projector.
After meeting in groups, ask for student volunteers to share their work with the class.
Student submissions can be displayed on a board in the classroom designated just for
student writing or within a class journal. Students can also add images, photographs, or
drawings to their printed submissions before they are displayed.

a. 1- f, 2-d, 3-b, 4-a, 5-e, 6-c
Workbook: Page 15 b. Possible direct speech
“Please shout as well.” “Let’s wave the bandage at them.”
“Stay where you are. We’ll call for help.”, “It seems your ankle doesn’t hurt that
much, does it?”
c. Ask students to share their story continuations with a partner. Then read the story
aloud and have students add the direct speech (the part they filled in). Have the class
vote on the best ending.

Unit 2: Accidents
Pre Computer: Look Out!
Activity Procedure
Eliciting the language of warnings Review the language of written warnings by writing on the board:
Do not feed the animals.
Keep out of reach of children.
Explain the use of spoken warnings – things people say to prevent accidents. Write one
example on the board:
Look out!
Elicit other warnings from the students. Watch out! Be careful! Don't…
Giving spoken warnings Have the students look at the three comic strip stories in Handout 7. Each strip has
three pictures.
Narrating stories Explain that there are two parts to the activity. In part a. their task is to work with a
partner and match the warnings to the speech bubbles in each strip, by choosing from
Handout 7: Comic Strips the list of warnings.
(one for each pair)
Key:
Story A: 1-a, 2-e, 3-g; Story B: 4-b, 5-d, 6-i; Story C: 7-c, 8-f, 9-h
In part b., they share their comic strips with another pair, narrating the stories and
acting them out. They may need help in choosing verb tenses. Guide them to use the
Past Progressive in beginning each story, e.g.:
Two men were driving along in a car. Suddenly the passenger saw a car coming… Two
teenagers were standing at the entrance to a cafeteria. The boy wanted to…
Two men were working in a forest. Suddenly one of them saw a tree falling…


a. identify who is giving a warning in the computer lesson
b. read another conversation and list the sentences that express warnings and those
that ignore warnings
c. write warnings to suit cartoons

Unit 2: Accidents
Post Computer: Look Out!
Activity Procedure
Reviewing dialogue containing warnings Have two students read the dialogue “Look Out!” out to the class to remind them of
the content. Then ask:
Workbook Appendix: Page 90 What is dangerous about the situation?
What could happen? (She is riding a bicycle on the sidewalk and could hurt the child.)
Does she listen to the warning? (No, she doesn’t.)
Who gives the warning? (the older woman)
Have the students find sentences that give warnings.
(Look out! You mustn't ride so fast. You could hurt someone.)

a. 2
Workbook: Pages 16, 17 b. Have students role-play the dialogue. Expressing a warning: We aren’t allowed to
walk here. It’s dangerous. The sign says it isn’t safe. You could get hurt. Something
might fall on you. Look out! There are falling bricks! Ignoring a warning: Nonsense!
It’s perfectly safe. Don’t worry. It won’t.
c. Ask students to work in groups and share what they wrote for these cartoons. Walk
around checking and choose the best captions to be presented to the whole
class.

Unit 2: Accidents
Pre Computer: Past Perfect: Progressive
Activity Procedure
Introducing the grammar point: Past Perfect Write these examples on the board.
Progressive
We were tired, so we stopped for a rest and a drink of water.
We had been hiking all morning.
Point out that all the events took place in the past. Ask students what the sequence of
events was – what happened first and what happened next. (first they were hiking,
then they stopped to rest and drink) Underline the verb in the second sentence (had
been hiking). Explain that this was a continuous action. Explain that we use the form
had + been + verb + -ing (Past Perfect Progressive) to describe continuous actions that
continued up to a certain point in the past. Draw a time line on the board to show this.
Write another example on the board.
I got up from my desk. I had a terrible headache.
I had been studying for five hours.
Ask them which action continued up to a certain point in the past. (studying) Ask them
how they could tell. (the Past Perfect Progressive form of the verb)
Information gap activity Explain that students will read a short story about an accident and that Student A and
Student B will have different information missing from their stories. Divide the class
Sequencing activity into pairs and give one student the copy labeled Student A and the other student the
copy labeled Student B. Before distributing the handouts to the pairs, remind students
Handout 8: What’s the Story? not to show each other their stories.
(one for Student A and one for Student B)
Demonstrate how to ask questions for finding missing information. Write one or two
sentences from the story on the board and show them which questions can elicit the
missing information, e.g.:

It was a _______day. (What kind of day was it?)

My older brother ________ and I… (What is the older brother’s name?)
________ lost his balance (Who lost his balance?)
He had been taking __________ lessons (What kind of lesson had he been taking?)
The second part of this handout gives students practice in understanding the sequence
of events in the past, in particular recognizing the use of the Past Perfect Progressive.
Remind them that the Past Perfect Progressive is used when the speaker wants to
show that an action took place before a certain point in the past and that it was
continuous.
Walk around the class to help pairs with their tasks.
Key: 1-f, 2-g, 3-c, 4-a, 5-b, 6-e, 7-d

a. use the Past Perfect Progressive form of the verb to explain events in the past
b. complete a story by choosing the verbs in the past

Unit 2: Accidents
Post Computer: Past Perfect: Progressive
Activity Procedure
Reviewing the Past Perfect: Progressive Review the Past Perfect Progressive by asking:
What did Betty want Bob to fix? (her TV)
Workbook Appendix: Page 90 How long did he work on it? (for three hours)
When did he stop? (when Betty called)
Why didn’t he finish? (Betty called him and told him the TV had been fixed.)
What happened first? Betty called Bob to say the TV had been fixed. or - Bob worked on
the TV for three hours. (Answer: the second sentence)
Which action continued up to a certain point in the past? (Bob fixing the TV)
How long had he been working on it when Betty called?(He had been working on it for
3 hours.)
Further Practice For further practice, write these sentences on the board:
David loved skateboarding. He went skateboarding almost every day.
But one day he had an accident – he crashed into a garbage can. It happened because
he had been dreaming about his new girlfriend and hadn't been looking at what was
ahead.
Ask students:
Which happened first – dreaming about the girlfriend or the crash? (dreaming about
the girlfriend)
Elicit from students which actions on the board continued up to a certain point in the
past. Underline these verbs (see above).

a. 1. He had been sleeping at his desk all night.
Workbook: Page 18 2. They had been eating chocolate cake.
3. She had been working at the computer all day.
b. Read the story aloud, calling on students to supply the missing verbs and write them

on the board.
1. pushed 2. crashed 3. hadn't been paying 4. had been thinking 5. decided

Unit 2: Accidents
Pre Computer: Accidents
Activity Procedure
dictionary definition – tap into prior knowledge students might have of the word/topic.
Then for each discussed word have students write and then orally share a sentence for
each. You can choose to have students share their sentences with the class, in groups,
or in pairs.

Unit 2: Accidents
Post Computer: Accidents
Activity Procedure
Playing a game with example sentences Prepare cards with one vocabulary word written on each card. There should be enough
cards for each student to have one. (You may need to include vocabulary words from
previous lessons.) Divide the class into two or three teams, and distribute one card to
each student. Call out the definition for one of the word cards. The student who has
the corresponding card stands up, and uses the word in a sentence. If he or she uses
the word correctly, his or her team earns a point. The team with the most points at the
end is the winner.
context.

Unit 3: Problems
Workbook
Pages
Family  Talking about actions that continued up to a point in the past

A voice message in which Lori asks Marcy to pick  Learning vocabulary about types of problems
up a dress at the cleaners for her.  Doing a survey (asking questions to find out about other people’s
19, 20
problems)
 Telling stories about problem situations and asking for favors
 Talking about voice messages
A Foreign Affair (includes writing activity)  Describing causes and effects

In this story Danny attends a party with his wife,  Describing problems and solutions
Erica, a politician.  Reading a newspaper problem and advice column 21, 22
 Sharing stories about jealousy and anger
 Talking about the characters in a story
Fried Fish  Learning synonyms (words and expressions with similar meanings)
A man expresses dissatisfaction to a waiter about  Learning expressions for complaining and for apologizing
the food he receives.  Learning ways of offering solutions 23
 Role-playing customer-salesperson situations
 Reviewing how to complain, apologize and offer solutions
Past Perfect: Simple  Learning about the use of the Past Perfect Simple for an event that
Presentation and practice of non-restrictive happened before another one 24
relative clauses.  Reviewing the Past Perfect tense (Simple and Progressive)

Attending a Party  Using context clues to define a word

Presentation and practice of vocabulary  Creating word maps
associated with the topic of attending a party.  Writing and sharing sentences with vocabulary words

Unit 3: Problems
Pre Computer: Family
Activity Procedure
Brainstorming ideas about the topic Write the word PROBLEMS on the board. Brainstorm for the various kinds of
problems people can have, creating a ‘map’ on the board. Group the problems into
Workbook: Pages 19, 20 general categories, such as: physical, relationships, communication, personality.
Conducting a survey about problems Explain to students that the activity is made up of two parts. In part a. they complete
a questionnaire about their own problems and then look for others who have the
Sharing stories about problems same problems. Encourage them to try to find a ‘partner’ for each of their problems.
Demonstrate how to do this, e.g.:
Handout 9: Problem Partners Let’s say that you are allergic to chocolate. What questions can you ask?
(one for each student) Do you have a problem with chocolate?
Are you also allergic to chocolate?
Do you have a chocolate allergy?
Put a time limit on this stage of the activity (10 minutes).
In part b. they need to choose one partner whom they share a problem with and talk
to that person – exchanging information, asking each other questions and relating
anecdotes caused by the problem.
To sum up, ask for one or two volunteers to relate stories they heard from their
partners.
Relating anecdotes To prepare the students for the computer lesson, in which someone asks a favor,
encourage them to talk about situations in which they had to ask for a favor. Ask:
Have you ever had a problem because somebody asked you do something for him/her,
but you couldn’t do it?
Have you ever been in a situation where you had to ask somebody to do you a favor?
Have one or two students tell their anecdotes to the class.
Prepare an anecdote about yourself, in case no students are able to tell one. Make
sure that it illustrates a situation where you were forced to ask someone for a favor.


a. identify expressions for asking a favor
b. decide on the relationship between people, based only on what you heard
c. read an answer to the message she heard and answer questions about the new
message
d. identify causes and effects in the new message
e. write a text message asking for a favor

Unit 3: Problems
Post Computer: Family
Activity Procedure
Discussing phone messages Encourage students to talk about voicemail messages in general by asking:
Do you get messages?
Reviewing details of the phone message Do you leave messages for others?
Do you think it’s helpful to be able to get messages?
Workbook Appendix: Page 92 Does it help you avoid/prevent problems or does it sometimes cause problems?

a. Would you do me a favor? Could you pick up my dress at the cleaner’s for me?
Workbook: Pages 19, 20 b. Discuss students’ answers. Point out what makes them think it’s not her boss (the
tone is very informal) and not her mother (She wouldn’t call her mother by her first
name).
Note that there are two possible answers, but that the title of the text (Family)
makes it more likely that Marcy is Lori’s sister.
Possible Answers: 3, 4
c. 1, 3, 6
d. 1. The secretary who works with Marcy is sick. 2. Marcy has to stay at work late.
3. She can't pick up Lori's dress. 4. She has asked Jane to pick up the dress instead.
5. Jane will pick up the dress. 6. Lori will have the dress in time for the party.
e. Ask them to read their text messages aloud to a partner.

Unit 3: Problems
Pre Computer: A Foreign Affair
Activity Procedure
Group activity: This handout activity gives students practice in reading aloud for others to understand
and in skimming a text for the main idea. Before the lesson, make copies of both
Matching problems to solutions handouts and paste the handouts on poster paper before cutting them. Cut the
Matching letters to magazines handouts into cards.
Handout 10: What’s the Problem? Introduce the activity by asking students:
(one copy of PROBLEM CARDS and one copy of Do you ever read the advice column in a newspaper or magazine?
ADVICE CARDS for each group of 5 students) What kinds of problems do people write about?
Ask students to form groups of 5. Give each group two sets of cards: PROBLEM CARDS
and ADVICE CARDS. Make sure each student has 2 cards, one problem and one piece
of advice. Explain that they will be reading letters from an advice column - letters
describing problems and letters offering advice. Their task is to find the right advice
for each problem and to create matching pairs of cards. Each student in turn reads
aloud a problem and asks group members to offer a suitable piece of advice. The
group member with the suitable advice reads it aloud and gives the first student the
card to form a matching pair.
Key: 1-D, 2-C, 3-E, 4-A, 5-B
While students are working in groups, write these titles on the board:
1. HEALTH AND FITNESS 2. TEENWORLD 3. WHIZZKIDS
4. YOUR HOUSEHOLD GUIDE 5. HOME DESIGN AND DECOR
After students have created matching sets of letters, ask them to decide the name of
the magazine these letters probably come from. Tell them to choose from the list of
magazines titles you have written on the board. Ask them to explain their choices.

Sharing anecdotes with group Have students remain in the groups they formed for the previous activity. Appoint a
leader for each group. Write the following cues on the board:
parties, jealousy, gossip, anger
Ask group leaders to find out who has a problem or an anecdote/personal story about
any of these topics. Cue leaders to ask questions:
Does anybody have a problem with ...?
Does anyone have a story to tell about ...?
Walk around helping students talk about the problem or tell their story. Ask for a
volunteer to share his/her story with the class (preferably a story involving a party
and/or jealousy, so as to act as a lead-in to the reading).
 to explain
 to describe
 to narrate
 to persuade
Depending on the language level of your students, you may decide to provide
sentence starters to support their completion of the writing task.
outline.
partner.
final review.

a. put the events of the story in the correct order
b. read the continuation of the story and decide what the main idea is by choosing a
suitable title for the story
c. decide if statements about the story are true or false
d. justify answers with proof from the text

Unit 3: Problems
Post Computer: A Foreign Affair
Activity Procedure
Reviewing the story: Who is who? Review the story by asking:

Who are the main characters in the story? (Erica, her husband Danny, and Ms. Medina,
Workbook Appendix: Pages 92, 93 the foreign minister’s wife)
Why do Erica and Danny go to formal parties? (They have to go because of Erica’s
political career.)
Does Danny like the parties? Why, or why not? (No, he doesn’t. He feels like he has
nothing in common with the people at the parties.)
What mistake did Danny make at the last party? (He accidentally spilled his drink on
the foreign minister’s wife.)
Who does Danny have to talk to at the end of the story? (Ms. Medina, the foreign
minister’s wife.)
Write a numbered list of characters from the story on the board:

1. Erica, 2. Danny, 3. Ms. Medina, 4. Reporter
Read the following phrases out loud. Have students identify which character each one
is about.
1. doesn’t want to be late (answer - 1)
2. has a political career (Answer - 1 and possibly 3)
3. is a scientist (Answer - 2)
4. asks Danny to smile and be polite (Answer - 1)
5. was at the last party (Answer - 1,2,3,4)
6. was chased by a dog at the last party (Answer - 2)
7. asks personal questions and makes bad jokes (Answer - 4)
8. works for Chat Magazine (Answer - 4)
9. speaks to a wealthy businessman (Answer -2)
10. is tall and blonde (Answer - 3)

Vocabulary enrichment Divide the class into six groups. Give each group a different word or phrase (see the
numbered list below) and ask them to find words in the story with the same meaning.
Workbook Appendix: Pages 92, 93 Collect their answers and write them on the board.
1. rich
2. having good manners
3. say something hurtful to someone
4. talking about people behind their backs
5. people you know, but not as well as close friends
6. stay away from
Key: 1. Wealthy, 2. Polite, 3. Insult, 4. Acquaintances, 5. Gossiping, 6. Avoid

a. 1-g, 2-e, 3-a, 4-c, 5-f, 6-d, 7-h, 8-b
Workbook: Pages 21, 22 b. Students explain their choice: 5
c. 1-T, 2-T, 3-F, 4-T, 5-F, 6-T

Unit 3: Problems
Pre Computer: Fried Fish
Activity Procedure
Introducing expressions for complaining and Elicit ways of complaining and apologizing. Write them on the board with one column
apologizing for complaints, the other for apologies. Present the problem of people eating in a
restaurant and not being satisfied with the food/service. Brainstorm for expressions of
complaint they would use, e.g.: This is not what I ordered, There’s a problem with…, I’m
really unhappy with…
Elicit ways of apologizing, e.g.: I’m so sorry…, I’ll bring you another piece of chicken…
Role-play: Expressing dissatisfaction In this role-play activity students practice expressing dissatisfaction/complaints,
and complaining apologizing and offering solutions.
Apologizing and offering solutions Divide the class into pairs and give one student the handout labeled Student A and the
other the handout labeled Student B. Tell them that they will be role-playing dialogues
Handout 11: Complaints between customers and salespeople, where the customer complains and the
(one for Student A and one for Student B) salesperson apologizes and offers solutions. Explain that Student A of each pair will be
the customer and Student B will be the salesperson. Their task is to role-play situation
1 and then exchange handouts and role-play situation 2. This means that each partner
gets a chance to play both a customer and a salesperson. Remind them to use the
phrases provided on the page. To sum up, have pairs present their role-plays.

a. find the sentences in the text that express: request, dissatisfaction, apology, and
asking for opinion
b. read a dialogue and choose which language functions are being expressed
c. write a conversation between a waiter and two restaurant customers (one satisfied,
the other dissatisfied)

Unit 3: Problems
Post Computer: Fried Fish
Activity Procedure
Reviewing the computer lesson Review the computer lesson by asking:

Where does the conversation take place? (in a restaurant)
Workbook Appendix: Page 93 Who is expressing dissatisfaction? (the customer)
What‘s the problem with the food? (The fish is fried, not grilled.)
Who apologizes? (the waiter)
Who think of a solution? (the customer.)
What is the solution? (The customer asks for something else to eat.)
Reviewing language functions Remind students of the language functions - expressing satisfaction, expressing
dissatisfaction/complaining, apologizing and offering solutions. Write them on the
board. Read out the sentences from the dialogue and ask the students to say which
language function is expressed in each one:
1. I'm sorry. This is not what I wanted. (dissatisfaction)
2. Yes. It’s wonderful. (expressing satisfaction)
3. I'm sorry. (apologizing) Can I bring you something else? (offering a solution)

a. Waiter, asking for an opinion: “Is this what you had in mind?”
Acting out prepared conversations The customer expressed dissatisfaction: “This is not what I wanted.”
Man, complaining: “This is not what I wanted.”
Workbook: Page 23 The waiter apologized: “I’m terribly sorry.”
The customer requested something else: “Could you bring me something else,
perhaps?
b. 1. expressing satisfaction 2. asking for an opinion 3. expressing dissatisfaction
4. apologizing 5. accepting an apology
c. Ask students in groups of three to share the conversations they wrote and then
have one group act out their conversation.

Unit 3: Problems
Pre Computer: Past Perfect: Simple
Activity Procedure
Understanding the use of the Past Perfect Simple This activity introduces students to the use of the Past Perfect Simple for an event that
happened before another event in the past. It provides practice in identifying the order
Handout 12: What Happened First? of events in a text containing past tenses.
(one copy of Part A and Part B for each pair)
Give each pair of students the set of two handouts. Explain that they must work
together to decide on the order of events in each of the four sets of pictures. In order
to do so, they need to read the four texts. Demonstrate by writing on the board the
text from picture A. Ask the students which verb shows that an action took place
before another one in the past. (had… eaten) Underline it. Encourage them to describe
the order in words, using language such as:
First / The first thing that happened was…
Then / Afterwards / Next …
Key:
a. 1. family eating 2. someone arrives late
b. 1. woman leaving house, 2. woman soaking wet
c. 1. thief stealing car 2. man shocked
d. 1. someone locking the doors 2. man upset wanting to get in
Finding other examples of the Past Perfect Simple To give students further examples of the use the Past Perfect Simple, refer them to the
story “A Foreign Affair”. Ask them to scan the story for examples of the Past Perfect
Workbook Appendix: Page 93 Simple tense and to mark them. Then have them describe the order of events in these
sentences.


a. complete sentences by matching later and earlier events
b. underline the verbs that show an earlier action (past perfect)
c. complete sentences by adding the cause of each problem, using the Past Perfect
Simple

Unit 3: Problems
Post Computer: Past Perfect: Simple
Activity Procedure
Reviewing the Past Perfect tenses Review the use of the Past Perfect tenses (both Simple and Progressive) by telling the
following story.
Workbook Appendix: Page 93
Joanna was enjoying herself at the party. But then she looked at her watch. It was
already 2 a.m.! She had been dancing for hours and hadn't realized how late it was.
When she realized that her friends had left without her, she started to feel
uncomfortable.
Ask:
What happened first – Did Joanna look at her watch OR did her friends leave the party?
(her friends left the party)
Why didn’t she realize they had left?
What had she been doing the whole time till she looked at her watch? (She had been
dancing.)
Remind students of the use of both tenses: the Past Perfect: Simple for an action that
happened before another action in the past (her friends had left without her) and the
Past Perfect Progressive for continuous action that continued up to a certain point in
the past. (She had been dancing for hours.)
Review the computer dialogue by asking:

What is the relationship between the two people? (Suggested answer: the man is
either the boss or a co-worker, the woman is either a secretary or a co-worker)
Who did the woman talk to? (the XYZ company)
What did she tell the company? (That the man hadn’t mailed the check yet)
What do you think he wanted her to tell the company? (that he had already mailed the
check)

Pair work: Using the Past Perfect in personal incidents Write on the board:
When I got home last night, I realized that the family had already eaten dinner.
Ask students to work in pairs and describe a similar situation in the past, where they
realized that something had already happened earlier. Provide cues, such as:
had already seen/picked up/learned/taken/finished

a. 1-d, 2-a, 3-e, 4-b, 5-c
Workbook: Page 24 b. had lost, had forgotten, had kept, had brought, had taken, had forgotten
c. 1. he had broken his front tooth
2. they had already seen it
3. he hadn’t studied for it
4. he hadn’t practiced enough
5. she had been in a car accident as a child

Unit 3: Problems
Pre Computer: Attending a Party
Activity Procedure
or in pairs.

Unit 3: Problems
Post Computer: Attending a Party
Activity Procedure
end is the winner.
context.

Unit 4: Helping Out

Workbook
Pages
Welcome to the Neighborhood!  Discussing and problems and where to go for help
A video clip in which Eric introduces himself to his  Learning expressions for talking about helping
new neighbor, Steven, who comes from Chicago.  Doing a class survey about helping others 25, 26
 Using the Present Perfect tense to talk about experience
 Discussing how it feels to be in a new city
She Owes You A Favor (includes writing  Sharing stories about being in trouble and getting help
activity)  Discussing violence in the family and youth shelters 27, 28
A story in which Barry tells his friend Marcello  Asking questions to find missing information in a story
about his experiences the previous night.
Let's Go  Using the Past Perfect tense for reporting

A female student is talking to a male student in the  Learning ‘word partners’ (words that go together)
library. She is asking for help with a geography  Talking about traveling and getting stuck without a place to stay 29, 30
assignment.  Learning expressions for asking for and agreeing to help
 Learning expressions for making and accepting suggestions

Past Perfect: Review  Creating dialogues about making and accepting suggestions
Review of the Past Perfect.  Creating dialogues about asking for and agreeing to help
 Learning about reported speech: statements and questions
Reported Speech: Statements and  Practicing reported statements 31, 32
Questions
Presentation and practice of statements and
questions in reported speech.
Home Repairs  Using context clues to define a word

with the topic of home repairs.  Writing and sharing sentences with vocabulary words

Unit 4: Helping Out

Pre Computer: Welcome to the Neighborhood!
Activity Procedure
Introducing the new topic Ask students:

Who do you go to for help, when you have problems with: homework, the car, money,
Workbook: Page 25 health, the electricity, the plumbing, etc.
On the board, list people, professions and organizations they go to for help.
Introducing expressions related to helping Explain the expression to lend a helping hand.
Elicit other vocabulary expressions connected to helping and write them on the board,
e.g., to do someone a favor, to assist or give assistance, to aid or give aid, to be there
for someone, to be a (great) help to someone, to be in need
Illustrate the meaning of these expressions by using them in personal examples, e.g.,
When my friend Clare was going through a difficult time, her sister was really there for
her -- she not only helped her with money, she also listened to her problems and spent
a lot of time with her.
Ask students to use these expressions in personal examples. Elicit one example for
each phrase.
Using the Present Perfect tense to talk about To prepare for the activity, tell students that they need to use the Present Perfect
experiences tense to talk about their own experience and to ask about their partners’ experiences.
Activate this tense by asking a few questions in the Present Perfect and writing the
Asking questions about helping others forms on the board. e.g., Have you ever needed help? Have you ever helped someone
who needed help?
Narrating helping stories
Add short answers, statements and 3rd person forms e.g.:
Handout 13: Lending a Helping Hand Yes, I have. No, I haven’t.

(one for each student) Yes, I‘ve helped someone. No, I haven’t helped.
My neighbor has helped me a lot with my garden.
Give Handout 13 to each student. Explain that they are going to find out if their
classmates have ever “lent a helping hand” to anyone. Explain that there are three
parts to the activity. In part a., they fill in the information about themselves. In part b.,
they interview a partner. In part c., they move around the class and exchange
information with other students, relating what their partner has done to help others.
To sum up, ask a few students to share interesting helping out stories they heard.

a. understand the main idea of the conversation; decide if statements are true or false
b. remember who said what
c. read a continuation of the conversation and put the sentences in the correct order

Unit 4: Helping Out

Post Computer: Welcome to the Neighborhood!
Activity Procedure
Reviewing the computer lesson Review the video by asking:

Where are the people in the video? (at the entrance to an apartment)
Workbook Appendix: Page 96 What are their names? (Steven and Eric)
Which one is the new neighbor? (Steven)
Who is helping whom? (Eric is helping Steven)
Discussing being in a new city Elicit students’ thoughts and feelings about being in a new city and needing help by
asking: How do you think Steven feels moving to a new city?

a. 1-f, 2-f, 3-t, 4-f, 5-t, 6-t, 7-f
Workbook: Pages 25, 26 b. Eric: 1, 2, 6 Steven: 3, 4, 5
c. Elicit the correct order and then ask students to role-play the conversation in pairs.
1-b, 2-d, 3-f, 4-c, 5-e, 6-a

Unit 4: Helping Out

Pre Computer: She Owes You a Favor
Activity Procedure
Sharing stories: Being helped and helping others Have students sit in groups. Appoint group leaders and give them the questions listed
below. Prepare the questions on cards, giving one card to each group leader. Explain
that the task of each leader is to get people in their group to share stories with the
group. Encourage them to ask:
Have you ever been in trouble/had a crisis? Who helped you? Tell us about it.
Have you ever helped someone else who was in trouble? Tell us about it.
Have you ever helped a friend or a stranger in trouble? Tell us about it.
Tell about a person or an organization that helps people in trouble.
Tell about a teacher/a neighbor that helped you.
Walk around the class listening to stories and providing cues for groups that need help.
Choose one or two interesting stories and ask those students to relate them to the
class.
Information gap activity: Asking and answering Explain to students that they will be reading a short story about a girl who got help
questions when she really needed it. Each partner will get a different version with different
Handout 14: Help!! information missing. Their task is to complete their stories by asking their partner
(one for Student A and one for Student B) questions. Demonstrate by putting the following sentences on the board and then
eliciting the questions that they need to ask in order to get the missing information.
Robert was ____years old when his father died.
(How old was Robert when his father died?)
Robert was 10 years old when _____.
(What happened when Robert was 10 years old?)
Introducing vocabulary Introduce the subject and vocabulary of the text about violence in the family and
shelters for youth in crisis by asking:
What kinds of family problems can cause teenagers to run away from home? (violence,
abuse)
What organizations in your community help teenagers/youth who are having problems
at home? (youth crisis shelter)
Divide the class into pairs and give a one student the copy labeled Student A and the
other student the copy labeled Student B. Tell them to do the activity in two stages:
1. Read the story and write questions about missing information.
2. Ask their partners the questions and fill in the missing information.
Explain that they should not show their handouts to their partners.
Student A: Suggested questions:

1.How old was Jackie? 3. Who had she been living with? 5. How long hadn’t she seen
her father? 7. What was the name of Jackie's friend?/Who told her about the youth
crisis center? 9. Where is Jackie living today?
Student B: Suggested questions:

2.Where had Jackie been living? 4. Who was she sent to live with? 6. How many times
did she run away? 8. What was the youth crisis shelter called?/What was the name of
the youth crisis center? 10. What is Jackie grateful for?
Key:
Student A: 1-fifteen 3-her mother 5-eight years 7-Daniel 9-in a safe home
Student B: 2-Santa Barbara 4-her father 6-three 8-The Helping Hand
10- new chance in life that “The Helping Hand” has given her.
 to explain
 to describe
 to narrate
 to persuade

outline.
partner.
final review.

a. answer detailed questions about the text from the computer lesson
b. match information to people
c. make inferences from the text (read between the lines)
d. complete the words of cartoon characters by matching words that go together

Unit 4: Helping Out

Post Computer: She Owes You a Favor
Activity Procedure
Reviewing details of the story Review the computer lesson by asking:

Who talks to whom in the conversation? (Barry talks to Marcello)
Workbook Appendix: Pages 96, 97 Whom do they talk about? (about Alison)
What kind of help did she need? (she needed help with her car)
Who owes whom a favor? (Alison owes Barry a favor)
Read out the following summary of the events described in the conversation. Stop at
the end of each sentence. Ask the students to correct the errors in information in each
sentence.
Marcello and Alison were having a conversation on their way to a party. (Barry, class).
Marcello told Barry what had happened the previous afternoon. (Barry, Marcello,
night).
Alison had called him to say that her car had been stolen. (had broken down).
She asked Barry to come and get her and to help her find her car. (fix her car)
Barry didn't get home until six in the morning. (four)
Because he had helped her, Barry didn't finish his math assignment. (history)
Barry decided to ask Marcello for a favor. (Alison)
Using the Past Perfect for reporting events in the past Write these sentences from the story on the board.
Alison called me. She said she had gotten stuck. She said her car had broken down in
the middle of the highway. She told me she had tried to push it to the side of the road.
Remind students that we often find the Past Perfect in reported speech (when
reporting Present Perfect or Past Simple). Have students come to the board and
underline the Past Perfect form (the underlined verbs above). Ask them to say what
Alison actually said to Barry (direct speech) (“I got stuck. My car broke down in the

middle of the highway. I tried to push it to the side of the road.”)

Encourage students to talk about situations in which they ‘got stuck’ without a place to
stay (e.g.: while traveling abroad) and someone helped them.
Ask:
Have you ever traveled abroad?
Did you ever get stuck without a place to stay overnight?
What did you do? Who helped you?
Alternatively, (if no one responds to the above), ask students to tell you:
Have you ever helped visitors from abroad, by putting them up? (giving them a place to
stay)

a. 1. It broke down in the middle of the highway. 2. She called Barry. 3. He was working
Workbook: Pages 27, 28 on his history paper. 4. He is a mechanic. / He is her best friend. 5. He needs help
with his history paper/assignment.
b. Barry: 3, 6 Marcello: 2, 9 Alison: 1, 4, 5, 7, 8
c. 2 Have partners discuss this and then get one pair to present and explain their
answer to the class.
d. 1. stuck, 2. down, 3. tired, 4. easy, 5. an assignment, 6. due tomorrow, 7. good at, 8.
a favor.
Prepare cards with the expressions. Have students come to the board and match
the words that go together.

Unit 4: Helping Out

Pre Computer: Let's Go
Activity Procedure
Asking for and agreeing to help Explain that there are three parts to the activity. In part a., students work together to
match expressions that are similar in meaning. In part b., they complete the two
Making and accepting a suggestion dialogues, using appropriate expressions from part a. In part c., they act out the
dialogues.
Handout 15: Friends in Need
(one for each pair) Give one handout to each pair of students. Before they move on to b., check their
answers to part a.
Key:
a. 1-e, 2-c, 3-a, 4-b, 5-d
Ask them to identify the language functions being expressed. Ask them which pair of
sentences expresses: making a suggestion (3-a: Why don’t you try…, How
about…?)
asking for help (5-d: We need to ask you for a favor. We need your help.)
(4-b: Would you mind letting us…? Could we possibly…?)

a. find examples of specific language functions in the text
b. identify which language function is being expressed in sentences
c. write two dialogues using the language functions learned

Unit 4: Helping Out

Post Computer: Let's Go
Activity Procedure
Reviewing the computer lesson Review the dialogue “Let’s Go” by asking:
Where are the two people? (in a library)
Workbook Appendix: Page 97 What kind of favor does one of them ask? (she needs help with an assignment / with
her homework)
Why is the dialogue called “Let's Go”? (because they decide to leave the library and go
somewhere else)
Ask students to complete the following sentences:
1. The girl wants Steve to help her with…. (her geography assignment).
2. Steve agrees … (to help)
3. Steve and the girl don't like … because it is… and too… (studying in the library / too
noisy / cold)
4. They decide to …(study in the girl's room)
Creating and acting out dialogues Elicit and write on the board expressions for the following functions:
 asking for help: Would you mind...? Could you possibly...? Could you please...?
I need to ask you for a favor. I need your help.
 agreeing to help: Sure I will. Of course I can.
 making suggestions: How about...? Why don’t you try...?
 accepting suggestions: That's a great idea. That sounds good.
Brainstorm ideas of situations in which people ask for help; e.g., asking a teacher to
postpone an exam, asking the police to protect you from someone, asking someone to
help you choose a piece of clothing/ a phone/a book.
Divide the class into pairs. Have each pair choose a situation that they are familiar with
and create a dialogue about it. Walk around listening to the pairs and helping them. To
sum up, ask a few pairs to present their dialogues to the class.


a. Asking for help: Would you mind helping me with… assignment.
Workbook: Pages 29, 30 Agreeing to help: Sure, if I’m able to.
Making a suggestion: We could study in my room.
Accepting a suggestion: OK.
Have group leaders call out a function and elicit suitable sentences from the group.
b. Asking for help: 3, 9;
Agreeing to help: 2, 8;
Making a suggestion: 1, 5, 7;
Accepting a suggestion: 4, 6
c. Have one or two pairs read out their dialogues to the class.
Dialogue 1
Hi, Steve. Would you mind helping me with the geography assignment?
Sure, if I’m able to.
Thanks. I don’t like studying in the library. It’s so noisy.
You’re right. It is too noisy here. Where can we study?
Well… we could study in my room…. It’s quiet there.
My room is even quieter. Let’s go there.
Dialogue 2
Hi, Steve. Would you mind helping me with the geography assignment?
I’m working on my history paper. Maybe later.
Oh, please. I really need your help.
You could ask Peter to help you. He’s also studying geography.
Peter? I don’t like Peter.
But he’s an excellent student.

Unit 4: Helping Out

Pre Computer: Past Perfect: Review, Reported Speech: Statements and
Questions
Activity Procedure
Introducing Reported Speech: Statements and To introduce reported speech, write the following sentences on the board, leaving
Questions space under each one:
1. I believe that we should help our neighbors.
2. I think that it is important to make friends with neighbors.
3. My neighbor always asks me where he can buy things for the house.
4. I always tell him that the best place is the new HOUSE CENTER.
5. Sometimes he asks me if I want to go there with him.
Explain that these sentences are examples of reported speech. They report what
people say or think without using their exact words. Underline the part of each
sentence that is reported.
Elicit from students the exact words said, putting them in quotation marks. Write these
next to the reported sentences. Point out the differences between the direct and
reported sentences. First focus on reported statements, pointing out how we use
“that” followed by the noun clause.
1. I believe that we should help our neighbors.
My words --> “We should help our neighbors.”
2. I think that it is important to make friends with neighbors.
My words --> “It is important to make friends with neighbors.”
3. I always tell him that the best place is the new HOUSE CENTER.
My words --> “The best place is the new HOUSE CENTER.”
Then focus on the reported questions, pointing out that we do not use the question
form of the verb in the reported question.
4. My neighbor always asks me where he can buy things for the house.

My neighbor’s words --> “Where can I buy things for the house?”
5. Sometimes he asks me if I want to go there with him.
His words --> “Do you want to go there with me?”
Tell students that they will be learning more about these changes and practicing them
in the computer lesson.
Reporting what people said: Statements This activity practices recognition of reported statements and questions. Students do
not need to make decisions about how to form the reported sentence - they only need
Handout 16: Imagine! to choose the appropriate response. The activity is in the form of questions and
(one for Student A and one for Student B) answers in a dialogue.
Divide the class into pairs and give a one student the copy labeled Student A and the
other student the copy labeled Student B. Explain to students that they will be working
in pairs, with Student A getting questions and Student B getting responses. Emphasize
that after six questions they exchange handouts, so as to exchange roles. Have Student
A start the questioning and remind him/her to choose only six questions and to tick
them off.
Key:
1-a, 2-c, 3-b, 4-i, 5-j, 6-e, 7-k, 8-h, 9-d, 10-g, 11-f
To sum up, ask one pair of students to act out a long dialogue, involving all the
questions.

a. match the two parts of reported sentences
b. complete a dialogue by filling in parts of reported sentences
c. put words in reported sentences into the correct order

Unit 4: Helping Out

Post Computer: Past Perfect: Review, Reported Speech: Statements and
Questions
Activity Procedure
Reviewing the computer lesson Remind students how to form reported statements and questions, by saying the
following sentences:
I know that vegetables are good for you/that smoking is bad for you.
I don’t know when the next bus leaves/how planes fly.
Elicit things they know and things they don’t know, using the same form as above
(I know that….., I don’t know how/when/why/etc.)
Tell me about something that you know for sure. (I know that….)
Tell me about something that you don’t know. (I don’t know how/when/why/etc.)
This could be done in groups, giving each group a different topic (e.g., books, banks)
and asking them to make two lists: things they know and things they don’t know.
Reviewing the reported speech dialogue Ask students to refer to the dialogue. Review the answers to the assigned questions:
How many boxes did Bob want? (ten) What did he ask them to do? (to keep the boxes
Workbook Appendix: Page 97 till next month)
Have students say what Bob actually said in direct speech.
("I want ten boxes. Would you keep them here till next month?")

a. 1-c, 2-e, 3-a, 4-g, 5-f, 6-h, 7-j
Workbook: Pages 31, 32 b. 1. you could help me to organize it 2. what time the party starts 3. if she wants
to help too 4. that she is free 5. what he wants 6. how much that puppy costs
7. Ryan will be thrilled
c. 1. I’ll ask Jane if she can babysit for us tonight. 2. Do you think that it will work?

3. Could you please tell me how much you paid for that? 4. Can you tell me when
the next train leaves? 5. I wonder whether you can help me lift it.

Unit 4: Helping Out

Pre Computer: Home Repairs
Activity Procedure
or in pairs.

Unit 4: Helping Out

Pre Computer: Home Repairs
Activity Procedure
end is the winner.
context.

Unit 5: Dreams and Ambitions

Workbook
Pages
The Promotion  Talking about dreams and ambitions

A video clip in a restaurant where two friends,  Describing someone’s situation in life and dreams 33, 34
Peter and Jeremy, meet so that Jeremy can tell  Expressing opinions about romantic matches for people
Peter some great news.
The Singer (includes writing activity)  Learning and practicing vocabulary about romance, dreams and
In this story, Cindy, who loves to sing but doesn’t ambitions
35, 36
have much self-confidence, finally tries out for the  Putting the events of a story in order
school concert.  Sharing past and future dreams and ambitions
Assignments  Learning more vocabulary related to dreams and ambitions

A female student is requesting a history  Expressing opinions about what makes dreams come true 37, 38
assignment from a male student.  Learning expressions for asking for and giving something
Conditionals: Unreal  Role-playing situations of asking for and giving

Presentation and practice of unreal conditionals.  Learning about unreal conditional sentences: their meaning and form
39, 40
 Discussing what you would do in various unreal situations
 Reviewing and practicing unreal conditional sentences

Adjectives 4  Using context clues to define a word

Presentation and practice of vocabulary  Creating word maps
associated with the topic of adjectives.  Writing and sharing sentences with vocabulary words


Pre Computer: The Promotion
Activity Procedure
Introducing the topic: Class discussion Write the name of the unit, Dreams And Ambitions, on the board. Tell about your
dreams and ambitions and ask students to share theirs with the class.
Workbook: Page 33 Ask:
What ambitions do you have?
Have them make a list of dreams or ambitions. (winning a sports event, finding love,
etc.)
Information gap: Reading, reporting opinionating and Tell students that the name of the handout is Matchmakers. Divide the class into pairs
deciding and give one student the copy labeled Student A and the other the copy labeled
Student B. Each of them has a different handout containing four letters from people
Handout 17: Matchmakers looking for partners. Emphasize that they are not allowed to show each other their
(one copy for Student A and one for Student B) handouts. Their task is to find a suitable match for each person on both handouts by
reporting and describing what they have read in the letters. Point out that there can be
a difference of opinion – there is not one correct answer.
Demonstrate how to work together: first students A and B read about their candidates.
Then they take turns telling each other about one candidate at a time, e.g. He says that
he is interested in… and suggesting suitable matches e.g. I think I have a match – this
woman says that…

a. understand the details of the video by marking all the true sentences
b. complete sentences using vocabulary from the text
c. read the next scene in the video and circle the correct answers.


Post Computer: The Promotion
Activity Procedure
Reviewing the details of the computer lesson Review the computer section by asking:
What is the relationship between the characters? (co-workers, friends)
Workbook Appendix: Page 100 What is the weather like outside? (rainy)
Why are the two men meeting? (One has news to tell the other.)
What are the men talking about? (a promotion)
How do the men celebrate the news? (They raise their glasses and drink.)
Have students identify who these sentences are about:

1. comes in from the rain (Peter)
2. is working at a table (Jeremy)
3. asks if there’s good news or bad news (Peter)
4. is getting a promotion (Jeremy)
5. is moving to Brazil (Jeremy)
To sum up, ask students to discuss how they think Peter feels about Jeremy’s news.
Reviewing vocabulary To review the vocabulary, ask students to find sentences in the text that have similar
meanings to each of the following:
Workbook Appendix: Page 100 1. horrible (the worst)
2. What have you been up to? (What have you been doing with yourself?)
3. How long has it been? (What’s it been?)
4. higher job position (promotion)
5. excellent (fantastic)
Say the following sentences and ask students to identify their purpose.
Come on, Jack! You can do it! (encouraging)
It's your fault that we missed the start of the movie. (blaming)
I really thought that it would be a good movie, but it wasn’t. (expressing
disappointment)

a. 1, 2, 4, 5, 8, 9
Workbook: Pages 33, 34 b. 1. Peter – the worst 2. Peter – been doing 3. Jeremy – to see you 4. Jeremy –
important 5. Peter - offered 6. Jeremy - fantastic
Demonstrate how these words are used in complete expressions.
Give examples from other contexts. Write the expressions on the board.
c. 1. two weeks
2. has
3. good luck
4. will
5. knows


Pre Computer: The Singer
Activity Procedure
Discussing Dreams and Ambitions Put students into groups and ask them to find out about one another’s dreams and
ambitions, in the past and for the future. Appoint a leader for each group, whose task
is to record the group members’ answers and make sure that everyone gets a chance
to speak. Cue leaders to ask:
What was your dream when you were a child?
Did your dream come true?
What’s your ambition for the future?
Write these expressions on the board, as guidelines:
When I was a child I hoped/wanted/dreamed about… I hope that I… / I want to… / My
dream is to… / My ambition is to… / I know that I will… / I don’t know if/when/how…
To sum up, ask group leaders to report on interesting ambitions for the future. Ask
students what they are doing in order to make their dream come true. Elicit: studying,
practicing (music, dancing, sport), working, finding an agent (performer, actor), etc.
 to explain
 to describe
 to narrate
 to persuade

outline.
partner.
final review.

a. match sentences with similar meanings
b. predict what will happen next by marking suitable sentences
c. find descriptive words (adjectives) in the text
d. put together sentence parts to form complete sentences


Post Computer: The Singer
Activity Procedure
Reviewing the computer lesson Review the story by asking:

Who is the main character in the story? (a girl called Cindy)
Workbook Appendix: Page 100 What is her dream? (to be a singer/ to sing in the school concert - “She wished she
could be in the concert”)
Does her dream come true at the end of the story? (Probably yes - The teacher likes
her singing, so she’ll probably be in the school concert.)
Focus on vocabulary Ask further questions, this time focusing on details of the story.
Who encouraged Cindy to sing in the concert every year? (her mother)
Workbook Appendix: Pages 100, 101
Why hadn’t Cindy sung in the concert till now? (She assumed / thought that she wasn’t
good enough.)
Did she like to sing in public? (No, she didn’t.)
Why did Cindy finally agree to try out this year? (Her mother insisted.)
What words did Cindy use to pretend that she didn’t really care? (“I might as well try. I
don’t care whether or not I'm accepted!")
Was she telling the truth, in your opinion?
Where were the trials? (in an auditorium)
Did the people/the audience like Cindy's singing? (They were very quiet, which shows
they liked it.)
What did the music teacher think of Cindy's singing? (She thought it was beautiful.)
Group activity: Expressing opinions about what makes This handout activity is a direct extension of the story “The Singer". It requires students
dreams come true to express their opinions about what makes dreams come true (or what helps people
fulfill their ambitions).
Handout 18: Make Your Dream Come True
(one for each student) Explain that they will be working in groups. The activity is made up of three parts:
Part a. - The group chooses one dream/ambition from the list given. Part b. -

Individuals fill in their own opinions about what is important to make that dream come
true. Part c. - The group members compare what they wrote and try to come to some
decisions before they present to the class. Encourage them to add their own criteria.
(e.g., Is it important to be cruel? honest?)
To sum up, ask each group to present their findings. Groups will have different
ambitions or at least different criteria for success. Allow for class discussion.

a. 1-c, 2-d, 3-a, 4-b
Workbook: Pages 35, 36 b. 1, 3, 6, 7
d. Point out that these are all adjectives that describe things or people in the text.
1. embarrassed 2. nervous 3. terrible 4. deep, full 5. tiny 6. beautiful 7. quiet
e. 1. The auditorium was deserted at first. 2. One by one, the students climbed onto
the stage. 3. Cindy’s teacher let her sing anything she liked. 4. Cindy sang
powerfully. 5. The audience seemed as if under a spell.


Pre Computer: Assignments
Activity Procedure
Asking for and giving Ask students to imagine that their ambition is to study medicine, acting, business
administration, etc. They have decided to apply to a school that specializes in their
subject, but first they need an application form and a program of studies.
Ask: How do you ask for these things?
Elicit from them different ways of asking for something and write these on the board,
e.g.: Can / Could / May I (please) have / get…? Please give me… Do you have…?
Demonstrate a few expressions for giving something, and write these too on the
board, e.g.: Here you are. Here it is. Of course I can help you.
Here is the… you asked for. I'll get you some / one.
Point out that these are polite ways of asking for (requesting) and giving things.

a. decide who asks for something and who gives it
b. identify sentences that express asking for and giving
c. read a dialogue and identify expressions of asking for something and giving
something


Post Computer: Assignments
Activity Procedure
Reviewing the content of the computer lesson Review the computer lesson by asking;
Where are the people? (at a school/university)
Workbook Appendix: Page 101 What are they talking about? (assignments/homework)
What does the boy want to be? (a writer)
What does the girl want/ask for? (the boy's writing assignment)
What mistake does the boy make? (He gives her the wrong assignment.)
What does the boy hate? (writing assignments)
Why is the girl surprised? (She thought he liked writing.)
Does the boy really hate writing? (No, but he wants to be paid to write.)

a. 1. girl (“Do you have that history assignment from last week?”)
Workbook: Pages 37, 38 2. boy (“Is this what you need?”)
b. 1. asking for something: Do you have that history assignment from last week?
2. giving something: Here it is.
c. Asking for something: Do you have an application form for me? Could I please
have a student card? That’ll be $50, please.
Giving something: Here’s a form for you to fill in. Take this list of telephone
numbers. Here is your student card.

Role-playing: Asking for and giving Brainstorm situations where people might need to ask for or give something. Write the
situations on the board, e.g.:
applying for a course, applying for a job, buying something, borrowing something from
a neighbor, borrowing a book at a library, two people fixing something
Ask students to work in pairs. Their task is to choose a situation and develop it into a
dialogue of four lines. The dialogue must include asking for and giving something. Ask
them to write down their dialogue. Walk around helping students with their dialogues,
and checking their language. Choose one or two pairs to present to the class (without
describing the situation). Ask the class to guess what the situation is.


Pre Computer: Conditionals: Unreal
Activity Procedure
Presenting and explaining unreal conditionals To bridge the functional language of asking for and giving and unreal conditionals,
present students with the following dialogue between two neighbors:
John: Can I please borrow your bicycle?
Bill: Why? Don’t you have one?
John: If I had one, I wouldn’t ask you for one!
Ask:
Does John have a bicycle? (No, he doesn’t.) If he had one, would he ask Bill to borrow
his? (No, he wouldn’t.)
Elicit more unreal sentences from the class, by saying the following and prompting
students to answer, beginning with “I would…”
Imagine winning the lottery. What would you do? (I would…)
Imagine losing your job. What would you do? (I would…)
Imagine being president of the U.S. What would you do? (I would…)
As you elicit these write the full Unreal Conditional sentences on the board,
underlining the verb forms, e.g.:
If (name) won the lottery, he/she would travel around the world.
If (name) lost his/her job, he/she would get money from the government.
If (name) were President of the U.S., he/she would change many things.
Explain that these sentences describe unreal/imaginary situations. (The person really
isn’t the President? He has not really won the lottery.)
Point out the structure of the sentence. The conditional clause (beginning with if) has a
verb in the Past Simple. The main clause (the second part) has would (or could) plus the
base form of the verb.

Mingling activity: Practicing unreal conditionals Explain to the students that they are going to find out what their fellow classmates
would do in all kinds of unreal/hypothetical situations.
Handout 19: What Would You Do?
(one for each student) Explain that there are two parts to the activity. In part a., they walk around the class,
ask each other questions and write down the answers they get. In part b., they report
(in writing) on two answers. Note that in part a. they do not have to form whole
conditional sentences. All they need to do is read aloud the conditional questions given
to them and respond to these questions, using the same structure: I would + base
form.
Demonstrate with one or two questions, writing students’ responses on the board,
e.g.,
Peter, if you could choose another profession, what would you choose?
I would be/choose to be a pilot.
Demonstrate how to form a complete unreal conditional sentence, as needed in part b.
If Peter could choose another profession, he would be a pilot.
Give one handout to each student.
To sum up, have a few students tell the class the most interesting thing they
discovered about someone.

a. match Unreal Conditional sentences to other sentences with the same meaning
b. complete a dialogue by filling in parts of unreal conditional sentences
c. explain the real situation behind unreal conditional sentences
d. complete personal unreal conditional sentences


Post Computer: Conditionals: Unreal
Activity Procedure
Reviewing the computer lesson Review the dialogue in the computer lesson by asking:
What does the son want to do? (go to France)
Workbook Appendix: Page 101 Why does he want to go? (to learn French)
Does the father agree? (no)
Why not? (They don’t have enough money.)
How do you know that they don’t have enough money? (The father says, “if we had
enough money.” - they don’t have enough)
Point out that unreal conditional sentences are used in the dialogue to express wishes.
The boy wishes he could go to France and the father wishes they had enough money.
Write the first part of an unreal conditional sentence on the board. Have students
come to the board to complete it, e.g.:
If I had more time, I (would see my friends more often).
Underline the verbs in both parts of the sentence.

a. 1. I wish I had enough money to buy a new car. 2. She won’t go to the party
Workbook: Pages 39, 40 because she is tired. 3. He doesn’t have a car, so he doesn’t get to work on time.
b. Ask one student to volunteer to play Ivan and Claire and read this dialogue aloud
with you.
Ivan: If I could play professional tennis
Teacher: If you practiced more
Ivan: If I weren’t studying so hard
Teacher: If you had to choose a job
Claire: My parents would pay; If only I had $10,000
Teacher: If you studied something else
c. Show how the verb in the unreal conditional indicates the tense of the real, e.g.:
If they were here (past) = they are not here.(present)

If I exercised (past) = I do not exercise. (present)
1. not here 2. doesn’t have time 3. is not studying medicine 4. do not exercise
everyday 5. she does not know the truth
d. Have students share their answers in small groups and ask a few individual students
to share their answers with the class.


Pre Computer: Adjectives 4
Activity Procedure
or in pairs.


Post Computer: Adjectives 4
Activity Procedure
end is the winner.
context.

Unit 6: Money Matters

Workbook
Pages
Quiz (includes writing activity)  Discussing what you would do if you had more money
“Know Your Composers" is a radio quiz show  Learning verbs and adjectives related to money
about music composers.  Learning famous English sayings about money
 Expressing opinions about money 41, 42
 Narrating personal anecdotes about money
 Learning and practicing vocabulary about quizzes
 Creating a quiz: asking and answering questions
Get Your Money's Worth  Categorizing words according to parts of speech: adjectives, nouns and
An article describing the difficulties of buying verbs
43, 44
furniture.  Learning vocabulary for shopping and being a consumer
 Discussing advice for being a smart shopper
The Raise  Interviewing people about their shopping habits and attitudes
A woman in a restaurant is telling her male friend  Making comparisons about shopping habits
that she asked her boss for a raise.  Learning vocabulary about money and work 45, 46
 Acting out dialogues about shopping

Reported Speech: Time Aspects  Reviewing reported speech

Presentation and practice of pairs of time aspects  Learning about time changes when reporting verbs are in the past
of reported speech. 47, 48
 Matching direct and reported speech
 Reviewing reported speech
Finance  Using context clues to define a word

with the topic of finance.  Writing and sharing sentences with vocabulary words


Pre Computer: Quiz
Activity Procedure
Introducing the topic of the unit Ask:

If you had a lot more money, how would it change your life?
Have students form small groups in order to find out what each person in their group
would do. To sum up, ask the group leaders to report the answers.
Introducing the topic of money and related vocabulary Explain the double meaning of the unit title, Money Matters (things that have to do
with money or that money is important).
Workbook: Page 41 Write the word money on the board. Elicit verbs that describe what people can do with
money, e.g.:
spend, earn, save, lose, win, lend, borrow, give
Write the following word cues on the board. In pairs have students ask each other
questions created from these cues. Demonstrate the first one:
1. save money / in the bank (Do you save money in the bank?)
2. win money / lottery or competition (Have you ever won money in a lottery?)
3. lend money / to friends or family (Do you lend money to friends?)
4. spend a lot of money / every month (Do you spend a lot of money every month?)
Conduct a class survey by asking the following questions and writing the new
vocabulary items on the board:
How many of you save money in the bank? (You are careful / cautious with your
money.)
How many of you have ever won money? (You’re lucky with money.)
How many of you lend money to family or friends? (You're very generous with your
money.)
How many of you spend a lot of money on food? (You are careless with your money. /
You love spending money.)

Expressing opinions about sayings about money The purpose of Handout 20 is to introduce students to some common English sayings
about money. In addition, students get practice in expressing their opinions and in
Handout 20: Money, Money, Money supporting opinions by narrating personal experiences.
(one for each student)
Give each student a handout. Explain that in part a. they work with a partner to match
the expressions to their meanings. Demonstrate useful language for them to use, e.g.:
What do you think number 1 means?
Which one do you think means “Money is power”?
Key:
a. 1-f, 2-a, 3-g, 4-h, 5-c, 6-d, 7-b, 8-e
Explain that in part b. their task is to first give their own opinion about each saying (by
ticking the appropriate column). Then they share their opinions with a partner,
explaining why they agree or don’t agree with particular sayings. Encourage them to
support their opinions by relating/describing personal stories about things that
happened to them.
As a follow-up, have a short class discussion. Ask leading questions, such as:
Do you think that money is the most important thing in life?
Do you think that money just causes problems?
 to explain
 to describe
 to narrate
 to persuade


Depending on the language level of your students, you may decide to provide
sentence starters to support their completion of the writing task.
outline.
partner.
final review.

a. identify the kind of program they heard
b. understand the details of the radio quiz by marking the true sentences
c. complete a letter by filling in missing words and phrases from the text


Post Computer: Quiz
Activity Procedure
Reviewing the content of the computer lesson Review the computer lesson by asking:
What kind of radio program is it? (a weekly quiz show)
Workbook Appendix: Page 104 How is it connected to money? (People can win money on this show.)
What’s the name of the program? (Know Your Composers)
What are the names of the two participants in the program? (Cee Cee Rondeau and
Susan Philipson)
Who won the quiz? (Susan)
Exploring vocabulary and parts of speech Ask students to find words from the computer lesson for the following people and
things:
Workbook Appendix: Page 104  people who write music (composer)
 people who take part in a show or competition (participants)
 long piece of classical music performed by an orchestra (symphony)
 things you win in a competition (prizes)
Ask them to find the word used to describe composers Mozart and Beethoven
(famous).
Point out that famous is an adjective and that its function is to describe nouns (people,
things, etc.) Have them make three columns in their notebooks:
1 - Adjectives 2 - Nouns 3 - Verbs
Explain that you are going to write a list of words on the board. Their task is to
categorize these words by putting each one into the correct column:
good, evening, listeners, weekly, (to) show off, participants, tickets, first, wrote, (a)
question, read, (a) quote, listen, winner, join, incorrect

Key:
1. Adjectives: good, weekly, first, incorrect
2. Nouns: evening, listeners, tickets, question, a quote, winner, participants
3. Verbs: (to) show off, wrote, read, listen, join

a. a. 3
Workbook: Pages 41, 42 b. b. 2, 3, 4
c. c. 1. weekly quiz show, 2. Composers, 3. participants, 4. announcer, 5.two parts,
6. quote, 7. never mind, 8. remembered, 9. winner, 10. Symphony
Creating a trivia competition Explain that in parts a. and b. students work in pairs, choosing a topic and creating
questions. Emphasize the need to form questions correctly and remind them that they
Handout 21: Write Your Own Quiz must know the answers to the questions they ask.
(one for each pair)
In part c. each pair needs to join another pair to form a group of four. The two pairs
then challenge each other with the questions they prepared earlier. Remind them to
fill in the names of the other pair and to keep score of their answers by circling the √ or
the X. In part d. the pairs move on to other pairs and repeat step c.


Pre Computer: Get Your Money's Worth
Activity Procedure
Bridging activity: Vocabulary about money and Write the words shopping and money on the board and brainstorm words or
shopping expressions the students associate with it. Provide cues if necessary:
What do people shop for? (food, clothing, furniture, homes, cars, toys, medicine, etc.)
Where do they shop? (supermarkets, department stores, furniture stores, drugstores,
etc.)
How do they pay? (by check, cash, credit card)
How can they save money? (look for sales/deals)
What makes them go to certain places? (low prices, easy payments, good service)
Write the words and expressions you elicit on the board.
Preparing for the computer lesson: presenting new Write the expression Get Your Money's Worth on the board. Explain that it means to
vocabulary buy something at a reasonable price - when the item is worth the money you spend on
it.
Tell students that the text they will be reading is called “Get Your Money's Worth”. Ask
them to guess from the title what the text is about: Is it a story? A conversation about
shopping? Advice about shopping?
Cue them by writing on the board the following words/expressions that come from the
reading text:
items, customers, bargain, deals, sales, consumers, buyers, purchase, satisfied,
short of cash, guarantee, down payment
In order to clarify the meaning of these words, give the following explanations and ask
students to match them to the words on the board:
1. to buy something - or - the thing you buy (to purchase/a purchase)
2. not having enough money (to be short of cash)
3. people who buy things (three words- customers, buyers, consumers)

4. the things you can buy in stores (items)

5. how you feel when you buy something you like (satisfied)
6. the first part of the whole amount (down payment)
7. When you get things at a cheaper price you call it… (two words - a deal or a bargain)
8. When a store lowers all the prices you call it… (a sale)

a. decide what the topic of the text is
b. scan for names and identify who/what they are
c. identify correct information
d. and e. identify the main pieces of advice
f. categorize vocabulary from the text
g. identify definitions of words


Post Computer: Get Your Money's Worth
Activity Procedure

Where do you think you would find an article like this? (in a newspaper or magazine)
Workbook Appendix: Page 105 What is it about? (shopping for furniture – getting your money's worth)
What does it give you? (information, advice)
Who is Edith Shaw? (a writer for a consumer’s magazine)
What’s the name of her column? ('Customers Come First')
What is the main piece of advice she gives to buyers? (to go to stores that offer
bargains all year long, not only during sales)
Checking homework tasks in pairs or small groups: Key:

Understanding main ideas and details a. 2
b. 1-d, 2-c, 3-a, 4-b
Workbook: Pages 43, 44 c. 1-furniture 2-don’t have 3-brand-new 4-guarantee 5-delivery 6-item7-quality 8-can
afford
d. 3, 5
e. 4
f. Explain the difference between customer (a person buying something) and
consumer (anyone who uses products).
people who buy: consumers, buyers, customers
things they buy: products, items, purchases
g. 1. that they can afford 2. recommended 3. with limited budgets 4. Customers
5.thinking about 6. don’t have much 7. don’t have enough money 8. value for your
money
Questionnaire and Discussion Explain to students that they will be getting a questionnaire about shopping habits. In
part a. they need mark the correct information about themselves. In part b. they need
Handout 22: What Kind of Consumer are You? to mark the correct information about their partners. In order to do this, they must ask
(one for each student) appropriate questions. Demonstrate interviewing techniques, e.g.,:

I love shopping. What about you? Do you also love shopping? Or do you just like it? Or
do you hate it?
When the questionnaire is completed, they will have a picture of what kind of
consumers they and their partners are. This will help them do part c., where they are
asked to compare their shopping habits to their partner's.
To sum up, ask a few students to report the similarities and differences they found, by
reading their sentences aloud. Point out various ways of making comparisons:
Both ____ and I… / I…, but my partner… / We both… / Neither of us… / The things we
share/have in common are… / We are different in a few ways:…
As a follow-up, ask students to give the class tips on local shopping, such as where and
how to get the best buys in food, clothing, household appliances, etc. Write on the
board:
How to get your money’s worth, find bargains, get good deals
List the useful tips they offer.


Pre Computer: The Raise
Activity Procedure
Bridging activity Elicit words and expressions related to money and work. Provide cues, such as:
What do we get for working? (a salary)
What do we ask for if we want a higher salary? (a raise)
Who do we ask? (the boss/owner/manager)
What verb means making money by working? (earning)
Discuss:
Who earns the highest salaries in this country?
Do nurses earn more here or in … (other country)?
Do teachers earn more or less than nurses?
Do men and women earn the same for the same jobs?

a. answer questions about the content of the conversation
b. identify sentences that report what happened
c. put words together to create complete expressions; complete a report of the
conversation by filling in the missing expressions
d. complete a dialogue by adding sentences that report what happened
e. write a new dialogue about shopping


Post Computer: The Raise
Activity Procedure

What does the woman speak to her boss about? (a raise)
Workbook Appendix: Page 106 How much does the boss offer her? (a ten percent raise)
Does she accept the offer? (We don’t know – She hasn’t decided yet.)
What was the man surprised about? (that she spoke to the boss before the big
meeting)

a. 1. two people who work together 2. a raise 3. not exactly 4. a twenty percent raise 5.
Workbook: Pages 45, 46 She hasn’t decided yet/ Maybe
b. 1, 2
c. 1-b, 2-c, 3-a.
1. offered me a raise 2. had in mind 3. accept the offer
d. and e. Have students share their answers and then read the dialogue aloud with a
partner.
1. I went shopping for clothes at that new store, Best Bargains. 2. Yes, definitely.
They have only the best quality clothing there. 3. They were really reasonable.
4. I got a pair of jeans and two sweaters.
Have students exchange dialogues with a partner. Ask them to read each other’s
dialogues, suggest ways to improve them, and then practice both partners’
dialogues aloud. As a follow-up, have one or two pairs of students volunteer to read
out their dialogues to the class. Collect the dialogues in order to assess them.


Pre Computer: Reported Speech: Time Aspects
Activity Procedure
Introducing Reported Speech: Time aspects Remind students that when the reporting verb is not in a past tense it does not require
changes in tense and time expressions. Tell them that they are now going to learn how
to report when the reporting verb is in a past tense and therefore requires changes in
tense and time expressions.
Write these sentences on the board:

1. Jim: "I bought a new sofa at the furniture sale yesterday."
2. Jim said (that) he had bought a new sofa at the furniture sale the day before.
Ask:
Which one is direct speech / gives us the speaker’s exact words? (1)
Which one is reported speech / reports what the speaker said? (2)
Point out the differences between the sentences - in the pronoun, the verb tense, and
the time expression.
Point out that the changes in verb tense and time expression happen only when the
reporting verb is in the PAST. Ask them to identify the reporting verb in 2 (said) Remind
them that the changes in pronouns occur even if the verb is not in a past tense.
Write further examples of direct statements on the board and ask students, in pairs, to
create the reported statements, e.g.:
Dan: "We are going shopping for some new furniture today."
Dan told me that… (They were going shopping for some new furniture that day.)
Repeat the same procedure, only this time dealing with questions, e.g.:
Diane: “Do you want to come shopping with me next week?”
Diane asked me if I wanted to come shopping with her the following week.
Diane: “Where were you at ten yesterday?”
Diane asked me where I had been at ten the day before.
Practicing Reported Speech The purpose of this handout activity is to expose students to the differences between
direct and reported speech when the reporting verb is in the past. Students do not
Handout 23: Who Said What? need to make decisions about how to form the reported sentence, they need to match
(one for Student A and one for Student B) reported and direct sentences and identify the differences.
Divide the class into pairs and give one student the copy labeled Student A and the
other the copy labeled Student B. Explain to students that they will be working in pairs,
with Student A getting direct speech sentences and Student B getting reported speech
sentences.
In part a. of both handouts, students A and B work individually, matching their

sentences to speakers. In part b. they work together, matching direct and reported
sentences.
Key:
1-d, 2-c, 3-b, 4-a
In part c. they work together to identify the differences between the direct and
reported sentences.
To sum up, ask individuals to read out a direct speech sentence and call on volunteers
to read out the matching reported sentence. Write one or two direct and reported
sentences on the board and point out the differences.

a. identify the speakers and identify reported speech
b. match the two parts of reported sentences
c. decide which sentence reports what was said most accurately
d. complete a report of a conversation by filling in the reported speech


Post Computer: Reported Speech: Time Aspects
Activity Procedure
Reviewing the computer lesson Draw stick figures of two men on the board, to represent what the students saw on the
computer screen. Ask:
Workbook Appendix: Page 106 Which man is Thomas Hardwick - the man on the left or the man on the right? (left)
What is the other man's job? (news reporter)
Ask two students to role-play the dialogue, one playing Thomas Hardwick and the
other the reporter. Write their sentences on the board, the direct speech under the
Hardwick stick figure and the reported speech under the reporter stick figure. Ask
students to underline the differences between Hardwick’s direct speech and the
reporter’s reported speech.
For further review, write some direct speech sentences on the board. Ask students to
imagine they are reporters and to report the speakers’ words in writing. Give them
beginnings to choose from:
The politician promised…, The winner said…, The Chief of Police admitted…
1."One of our officers was injured this morning during a bank robbery."
2."I promise that I will end unemployment if I win this election."
3."I can’t believe I have won the beauty contest!"
Have students write the reported sentences below the direct speech and underline the
differences.
Key:
1. The Chief of Police admitted that one of their officers had been injured that morning
during a bank robbery.
2. The politician promised that he/she would end unemployment if he/she won the
election.
3. The winner said that she couldn't believe she had won the beauty contest.

Practicing reporting speech This handout activity gives students a chance to use reported speech orally, speaking
about everyday situations. Explain to them that in part a. they will be working in pairs,
Handout 24: What Did They Say? sharing statements about themselves and taking notes. In part b. they will form groups
(one for each student) of four (two pairs) and report what their partners said to the group. Point out that
they will need to listen to what their partners say about them and correct them if
necessary (see part d.).
Give each student a handout. Demonstrate one sentence in front of the class. Point
out that there is no need to change time words or verb tenses in this reporting
situation, since they are reporting sentences that were just said, so that direct and
reported speech are in the same time framework (today).
To sum up, ask volunteers to report any unusual statements they heard.

a. 1. a salesperson 2. a customer
Workbook: Pages 47, 48 b. speaker 2
c. that day, They wanted, I could get, They had never had, I wouldn’t find, that
d 1-d, 2-c, 3-e, 4-a, 5-b
e. 1-b, 2-c, 3-a, 4-c
f. 1. had been 2. the day before 3. were 4. were offering 5.would accept 6. had to


Pre Computer: Finance
Activity Procedure
or in pairs.


Post Computer: Finance
Activity Procedure
end is the winner.
context.

Unit 7: Politics
Workbook
Pages
News (includes writing activity)  Reporting events in writing

A radio newsbreak on the results of the recent  Practicing reported speech in conversations
elections. 49, 50
 Learning vocabulary about politics
 Discussing local political issues
Brown's Campaign Problems  Using reported speech to report what politicians said
An article about a recent fire, believed to be arson,  Reviewing vocabulary about politics
at the headquarters of election candidate, Mr.  Guessing the meanings of new vocabulary – about crime 51, 52
James Brown.
 Discussing crimes against politicians
New Manager  Practicing the use of connecting words and phrases

Two businessmen in an office are exchanging  Asking questions to find missing information
opinions on the hiring of a new manager.  Discussing right and wrong in politics 53, 54
 Learning ways of expressing opinion
 Discussing issues in local politics
Reported Speech: Review  Learning ways of expressing dissatisfaction

Review of reported speech.  Writing a letter expressing dissatisfaction
 Reporting a letter 55, 56
 Reporting office politics – what happened and what people said
 Reviewing reported speech

Politics  Using context clues to define a word

with the topic of politics.  Writing and sharing sentences with vocabulary words

Unit 7: Politics
Pre Computer: News
Activity Procedure
Introducing the topic Write the word Elections on the board and ask:
What words come to mind when you think of elections?
Workbook: Page 49 Brainstorm with students and write their suggestions on the board:
politicians, candidates, voters, posters , speeches
Introducing new vocabulary Tell the class about an election, real or fictitious. As you speak, write the new
vocabulary (the underlined words) on the board. For example:
In 2004 there was an election in the U.S. It was a national election, for choosing the
national government. It was not a local election for choosing the city council of a city.
Two political parties competed in that election: the Democratic Party and the
Republican Party. The candidate for the Democratic Party was John Kerry and the
candidate for the Republican Party was George Bush. The main election issues that year
were jobs and health care. Of course, both candidates wanted to be elected, but the
voters chose Mr. Bush. Mr. Kerry was not happy about being defeated but called a
press conference to congratulate Mr. Bush.
Repeat what you said, this time leaving out the underlined expressions and asking the
students to provide the right missing expressions from the list on the board.
Read out these 'definitions' and ask students to match them to the words on the
board.
an election in the whole country (a national election)
an election in a smaller area (local election)
an organization that competes to get into the government (a political party)
a person who is trying to win a position in politics (a candidate)
the government that runs a city (city council)
to be chosen or to win a position in politics (to be elected)
the main topic of an election (election issue)
people who choose the political leaders (voters)
to lose (to be defeated)
an interview with many reporters (a press conference)
Discussing issues Ask students to imagine that there is a local election coming up in their district. Ask
them to think of issues/topics that the political candidates will probably talk about,
e.g.:
cleaning the streets, garbage collection, crime, education, community centers, animals,
parking, water supply, parks
 to explain
 to describe
 to narrate
 to persuade
outline.
partner.

final review.

a. identify the type of radio broadcast
b. identify the radio item
c. match the information to the candidates mentioned in the computer lesson
d. write a short newspaper report about each candidate, using sentences from c.
e. replace underlined words and expressions with others having similar meanings

Unit 7: Politics
Post Computer: News
Activity Procedure
Reviewing details of the computer lesson Review the computer lesson by asking:
What kind of election is this about? (local/for city council)
Workbook Appendix: Page 108 What are the two parties that ran in the election? (the Conservative Party and the
Liberal Party)
Who won the election? (the Liberal Party candidate)
Who lost? (the Conservative Party candidate)
What was the main issue in the election? (crime)
Write these 3 names on the board:
Ted Schmidt, Rosa Morales, Nancy King
Ask students to match the following to the above names:
was the Conservative candidate (Ted Schmidt)
was the Liberal candidate (Rosa Morales)
was against the crime law (Ted Schmidt)
was for the crime law (Rosa Morales)
won the election (Rosa Morales)
is a reporter for WNWS news station (Nancy King)
interviewed Ted Schmidt (Nancy King)
Ask:
Why did the Conservative candidate lose the election? (Maybe because he had been
against the new crime law.)


a. a news update on local election results
Workbook: Pages 49, 50 b. 1. a news update on election results 2. a live report from a press conference
c. Ted Schmidt: 2, 4, 6 Nancy King: 3, 5, 9 Rosa Morales: 1, 7, 8, 10
d. Ask one or two students to read their reports to the class.
e. Collect the reports for assessment.
1. was defeated in 2. an important topic 3. suggested 4. who people think committed
5. even though he had voted
Identifying reported statements Say the following statements and ask students to identify the speaker and to find the
sentences in the computer lesson that report them:
Workbook Appendix: Page 108 1.“I am sure I will win in spite of my vote on the crime law.”
2.“I will propose a new crime law if I am elected.”
3.“I plan to investigate all politicians suspected of committing crimes.”
Key:
1 - Ted Schmidt…felt sure that he would win, in spite of his vote on the crime law.
2 - Rosa Morale …she would propose a new crime law if she were elected.
3 - Rosa Morales…she planned to investigate all politicians suspected of committing
crimes.
Unit 7: Politics
Pre Computer: Brown's Campaign Problems
Activity Procedure
Bridging activity: review vocabulary and present The purpose of this handout activity is twofold: to review vocabulary from the
new vocabulary computer lesson and to provide a lead-in to the newspaper article in the computer
lesson. It is a game in which students match words and their meanings.
Handout 25: Matching Game Prepare the game by making one copy of PART A and one copy of PART B for each
(one copy of Part A for each group leader; one copy of group. Cut PART B into cards. (If you want the cards to last longer, paste the handout
Part B for each group – cut up into cards) on poster paper before cutting it, or laminate the cards. Make sure to collect them
after the lesson.)
Explain to students that this is a vocabulary competition. Each group leader has
PART A, with the vocabulary items. The other members of the group have the cards
from PART B, containing other ways of saying those words.
Tell the group leaders to say the words and ask the group to offer matching words or
expressions. Prepare copies of the answer key below for group leaders. When students
find a correct match, they take that card and cover the square. The first group to have
all the squares covered is the winner.
Key:
live report - information about an event at the time that it is happening
candidate - a person who is running in a political election
key issue - most important subject or topic
was defeated - lost
voters - people who decide who will win a position in politics
to propose - to suggest something
crimes - things people do that are against the law
update - the latest information
press conference - an interview with several reporters
stated - said
city council - group of people that runs the city government
local election - a competition to choose people for local government
national election - a competition to choose people for the national government
law - a rule that the government decides we must follow

reporter - a person who reports information to the public
was elected - was chosen
speech - something you say in front of a group
resign - leave a job
evidence - proof
winner - a person who wins
to murder - to kill on purpose
to campaign - to fight to make something popular
investigate - to try to find out
threats - words of warning
Predicting content of the computer lesson On the board write some words from the newspaper report of the computer lesson:
crime, fire, threats, to murder, to resign, to investigate, evidence
Ask students to predict from these words what the text might be about.
Ask leading questions, such as:
What do you think? Is it about a candidate who tried to murder somebody or about
somebody who tried to murder a candidate?
How do you think they tried to do it?
Why did they try?
Do you think the police were called?

a. answer open questions about the article
b. fill in the missing words in a summary of the article
c. write a short report of the event, using a reporter’s notes
d. read another news report and answer yes/no questions about it
e. complete sentences by choosing the correct connecting words or phrases

Unit 7: Politics
Post Computer: Brown's Campaign Problems
Activity Procedure
Remembering the computer lesson Review the computer lesson by asking:

What happened to the political candidate? (nothing)
Workbook Appendix: Pages 108, 109 What happened to his office? (There was a fire in his office. / A fire broke out there.)
Why does the candidate think it happened? (He thinks someone tried to kill him to get
him out of the election campaign.)
Were the police called? (Yes)
Do the police agree with the candidate? (No)
What’s the name of the candidate? (Mr. James Brown)
Which party does he belong to? (the Liberal Party)
Do a “Stop Me When I’m Wrong” activity. Tell the story, inserting wrong information.
Tell students to stop you when you have made a mistake and to correct it.
James Brown was in his office when the fire began. (False – He was out to lunch.)
The key issues in Brown's campaign are ecology and health. (False – They are
unemployment, education and crime.)
The police are trying to find out what really happened. (True)
Mr. Brown is so afraid that he might give up politics. (False – He said that personal
threats would not make him resign from politics.)

a. 1. The Liberal candidate (for Northwood). 2. A fire started/was reported. / There
Workbook: Pages 51, 52 was a fire. 3. He thinks that someone tried to kill him/wants him out of the election.
b. 1. candidate 2. campaign 3. elected 4. fight 5. improve 6. voters 7. resign
8. threats 9. suspect 10. arson 11. murder 12. defeat
c. Ask students to pass their reports to another person in the group and to read each
other’s reports. Encourage them to ask questions and comment.
d. Collect these reports for assessment.
1. Yes 2. No 3. Yes

e. 1. In my opinion 2. Despite 3. Fortunately, because 4. However

Unit 7: Politics
Pre Computer: New Manager
Activity Procedure
Information gap activity: This handout contains an information-gap activity. Each report has different
information missing from it. Students need to read their gapped report and then ask
Asking and answering questions questions so that they can complete it. Explain that they will be reading the text of a TV
report. Ask them to predict the contents from the title, “Political Scandal”.
Handout 26: Political Scandal What kind of scandal do you think this is about?
(one copy for Student A and one for Student B) Elicit political scandals they are familiar with.
other student the copy labeled Student B. Remind them not to look at their partner's
handout. Explain that there is information missing in their reports and their task is to
find it by asking their partner questions.
To sum up, ask a volunteer to present the report to the class.
As a follow-up, ask questions about the content of the story:
What crime did Ted Simmons commit? (He stole money from his own campaign funds.)
What happened as a result? (The police questioned him/he resigned from the
campaign.)
Discussing: opinions about politicians Ask students to express their opinions about what Mr. Simmons did (see Handout 26).
Stimulate discussion by asking:
Handout 26: Political Scandal What did he do that was wrong?
(one for each student) Why is it wrong?
Do you think that he should resign?
What do you think the punishment should be for this kind of crime?
Do you know of politicians who have committed crimes?
What happened to them?
What do you think of the punishment they got?
Presenting and practicing ways of expressing opinions Explain to students that you are now going to focus on ways of expressing opinions.
Elicit expressions that they used when they gave their opinions about politicians that

commit crimes. List these on the board, e.g.:

In my opinion…, I think…, I believe…, I feel that …, I don’t like …,I’m not happy
with…, I'm pleased/not pleased about…, I'm surprised at/that …, I agree/disagree
with…,
List issues for students to express opinions about, e.g.:
crime, traffic accidents, how the police are fighting crime, unemployment, education
Ask students to work in groups of four. Tell them to choose an issue and discuss it
within the group, with each group member getting a chance to express his/her
opinion. To sum up their discussion, tell them to write a few sentences expressing their
opinions and differences of opinion.
Ask each group to share its opinions with the class.

a. decide what the topic of the dialogue is
b. find and copy sentences from the dialogue that express displeasure
c. complete sentences by adding expressions of displeasure
d. identify sentences that express displeasure
e. read a dialogue, find expressions of displeasure in it and answer questions about the
content.

Unit 7: Politics
Post Computer: New Manager
Activity Procedure
Reviewing the computer lesson Review the dialogue by asking:

What are the 2 employees discussing? (something their employer/boss did)
Workbook Appendix: Page 109 What is their employer/boss planning to do? (hire a new manager)
How do they feel about it? (They are not pleased/happy.)
Why are the employees unhappy with their boss’ plan? (They don’t think he should hire
someone from outside when there are qualified people in the office.)
Find one expression that expresses displeasure. (I don’t like the idea of…, I’m surprised
that he would do that…)

a. 1, 3
Workbook: Pages 53, 54 b. I’m surprised that he would do that without discussing it with me first.
I don’t like the idea of his hiring someone new from outside.
c. Say the sentences yourself, so as to present a good model of intonation and stress.
1. believe 2. unhappy 3. pleased 4. don’t like
d. Say these aloud and ask students which express displeasure. Point out how
intonation makes the main difference between number 1 and number 2.
1, 3
e. expressions of displeasure: I'm not very happy about it. I'm really surprised that
he did something like this. I'm not pleased about it either. Why did I have to hear
about it from Johnson?
1. Johnson 2. Sergei 3. Johnson

Collaborative writing: matching sentence parts and Explain to students that they will be working in pairs and will get one copy of
sequencing Handout 27 for each pair. Their task is to collaborate on writing a letter expressing
dissatisfaction about election results. They receive a selection of sentence beginnings
Handout 27: He Lost! and continuations. They match the two halves of each sentence and then write the
(one for each pair) sentences in a logical order. (Point out that the instructions suggest following the
order of the sentence beginnings.)
To sum up, ask pairs to exchange letters with other pairs, to read their letters and
comment on them. (Can they understand everything? Do they agree/disagree with the
way the sentences parts were put together?)
Walk around checking and explaining problem areas.

Unit 7: Politics
Pre Computer: Reported Speech: Review
Activity Procedure
Bridging activity: Ask students to report what Robert wrote in his letter to the editor (Handout 27).
Demonstrate by writing one or two sentences from that letter on the board, together
Reporting the letter with the reported speech. Underline the main differences, e.g.:
"I can't believe that my candidate has lost."
Robert wrote that he couldn’t believe that his candidate had lost.
“I am not at all pleased about his proposal to raise taxes.”
Robert wrote that he was not at all pleased about…
Reviewing reported speech Divide the class into pairs and give one student the copy labeled Student A and the
other student the copy labeled Student B. Explain to students that they will be working
Handout 28: Office Politics in pairs and that each partner will get a different handout. They mustn’t show each
(one for Student A and one for Student B) other their handouts. Their task is to report the events in their comic strip to their
partners. Demonstrate by presenting one statement and one question and asking them
to report them, e.g.,
“Did you study for the exam?” I asked him if he had studied….
“Yes, I did.” He told me that he had.
Key: Student A
Barbara and Paul talked about Walker/the new manager/office politics last week.
Barbara wanted to know if Paul had heard that Walker was hiring a new manager.
Paul told her that he had and that he couldn’t believe it.
Then Barbara asked Paul if he was planning to speak to Walker.
Paul said that he wasn’t, because he didn’t think it would help.
Key: Student B
Stan and Carol talked about Walker/the new manager/office politics last week.
Stan wanted to know if Carol had heard that Walker was hiring a new manager.
Carol told him that she hadn’t and that she was surprised Walker hadn’t told her first.
She said that he had promised that job to her the year before.

Then Stan asked Carol if she intended to speak to Walker.

Carol said that she certainly did. She said that she was going to tell him she would
resign if he gave that job to somebody else.
To sum up, ask Students A to report aloud the conversation between Barbara and Paul
and Students B to report aloud the conversation between Stan and Carol.
As a follow-up, ask them to give a summary of the office politics in that office. Cue
them with the following:
How many people had the manager promised the same job to?
Why was Paul disappointed? Why was Carol disappointed?
Who got the job in the end?

a. match sentences (reported speech) to pictures
b. complete a dialogue by filling in suitable phrases
c. report on an election

Unit 7: Politics
Post Computer: Reported Speech: Review
Activity Procedure
Reviewing the computer lesson Review the message in the computer lesson by asking:
Who is the message for? (Terry)
Workbook Appendix: Page 109 Who is it about? (John)
What did he want? (to say he was leaving books on Terry’s desk; to ask Terry to call
him at home)
Reporting phone messages Ask students to think of voice messages that they have received. Ask:
What do people leave messages about?
Message cards List the various topics/reasons that the students suggest, e.g.:
thanking you for a gift/party/etc.; asking you for something;
telling you to meet them/call back; reminding you about an appointment
Provide a sample message e.g.:
“Hi… This is… I want to thank you again for the great gift.
Did you enjoy the party? I’ll call again later.”
Explain that someone listened to this message and by mistake erased it, making it
necessary to report the message to the person it was intended for. Ask one or two
students to report it orally.
…called and said that he wanted to thank you for the gift.
He asked if you enjoyed the party and said that he would call again later.
Prepare ‘message cards’ and hand out one card to each student. (Prepare about four
different messages and photocopy them.) e.g.,
1. “This is your dentist’s secretary calling. I want to remind you that you have an
appointment with your dentist, Dr. Morley, next Monday at 10 o’clock.
Will you be there? Please call the office at 922-4777.”
2. “Hello. This is Mr. Sanderson, your son’s teacher. Did your son tell you about the
end-of-year party? The school is inviting all the parents to come to the school this
Friday afternoon at 2:00. And another thing - I’d like to speak to you about your
son’s behavior. Can you please call me at 766-5676. Thanks.”
Ask students to imagine that they have answered the phone and have written down
this phone message for someone in the class (preferably someone who is sitting far
from them). Tell them to deliver the message out loud in reported speech.
Call on a few students to deliver their messages. Ask them to start by saying:
I have a message for you, (name of classmate) ... called. He/She said/asked….

a. 1-d, 2-e, 3-c, 4-b, 5-a
Workbook: Pages 55, 56 b. 1. the election campaign is going 2. our party is going to win 3. who will win
4. chances are good 5. the public thinks of our candidate's last speech
6. his speech was successful 7. spoke well about all the key issues
c. 1. Mr. Brown admitted that a few weeks before/earlier he had not been sure he
would win the election. 2. He claimed that somebody had tried to murder him by
starting a fire in his office.
3. He promised that he would fight for free education for all children.
4. Then he asked the audience if/whether they were ready for the changes

Unit 7: Politics
Pre Computer: Politics
Activity Procedure
or in pairs.

Unit 7: Politics
Post Computer: Politics
Activity Procedure
end is the winner.
context.

Unit 8: Instructions
Workbook
Pages
Forecast  Reporting phone messages

On the radio program, “The Home Repair Show,”  Discussing situations where we give or get instructions
Hank Hanson tells listeners what they should do to  Matching instructions to situations
prepare their homes for winter.  Asking for and giving tips and instructions 57, 58
 Learning about Passive Causatives: get something done, have something
done
 Learning words that begin with the prefix re-
Flight Information  Understanding helpful hints

Instructions to help passengers get through  Learning expressions for giving helpful hints/tips
customs and baggage claim easily.  Writing tips 59, 60, 61
 Learning about prefixes with a negative meaning
 Learning vocabulary about air travel
Would You Mind?  Putting instructions in the correct order

A woman is giving polite instructions to a young  Writing instructions using sequence words 62, 63
man sitting at a computer.  Learning about polite requests/instructions

Causatives/Permissives: Active  Practicing ways of giving and receiving polite instructions

Presentation and practice of the active form of  Reviewing passive causatives – get something done
causatives and permissives.  Learning about active causatives – get someone to do something
 Matching causative sentences to situations
64, 65
Causatives/Permissives: Passive  Reviewing active and passive forms of Causatives and Permissives
Presentation and practice of the passive form of  Discussing things you want done and who you want to do them
causatives and permissives.  Reviewing the content of the course
 Reflecting on the learning experience
Crime 2  Using context clues to define a word

with the topic of crime.  Writing and sharing sentences with vocabulary words

Pre Computer: Forecast
Activity Procedure
Introducing the topic: Instructions Ask students to think of situations where they give or receive instructions, e.g.:
computer / washing machine, traveling, taking an exam, fixing a car, playing a game
Workbook: Page 57
Matching instructions to situations Tell students that they are going to match instructions to situations.
Write these categories on the board:
1. how to change a car tire
2. how to plant a tree
3. how to play a game
4. how to do the laundry
5. how to use a computer program
Read the following sentences out loud. Ask:
What are these instructions for?
a. Throw the dice and move along the board.
b. Click on the ‘enter’ key.
c. Remove the spare tire from the trunk of your car.
d. Separate white and colored clothing.
e. Dig a hole in the soil and pour some water into it.
Key:
a-3, b-5, c-1, d-4, e-2

Survey: Collecting tips (instructions) Prepare students by asking them to give you one instruction or tip for each of the
situations listed on the board. Remind them to begin with one of the following:
Writing tips verb (base form)/ you should…/ it’s a good idea to…
traveling: (Always) Take / You should take / It’s a good idea to take an extra, small bag
Handout 29: What’s Your Tip? with a change of clothes.
(one for each student) This handout activity provides students with the opportunity to interact with a large
number of classmates. They will need to ask questions and write down what their
classmates say to them. They will also need to formulate tips.
Explain to students that their task is to collect one tip from each person they speak to,
and their goal is to find a tip for every one of the topics. In order to do that, they will
need to speak to a large number of students. Suggest that they exchange tips with
each person they speak to. Demonstrate the language they will need to use, e.g.:
Do you have any tips for…? What’s a good tip for…?
I didn’t hear/catch that. Could you say it again/repeat it.
Always take clothes that you can wash and dry quickly.
Emphasize that this is a competition and that the first person to collect a tip for all the
topics is the winner.
To sum up, ask volunteers to read out the most interesting or most useful tip they
collected.

a. identify the topic of the radio program
b. answer detailed questions about the program
c. decide who does what on the program
d. identify the advice given on the program
e. identify the meaning of sentences in the text
f. understand cause and effect relationships in the text by matching sentences with
suitable continuations

Post Computer: Forecast
Activity Procedure

What does this program give advice about in general? (home repair/taking care of your
Workbook Appendix: Page 112 home)
What’s the program about this week? (getting the house ready for winter)
What two things should be checked before winter comes? (the furnace / heater, the
roof)
Why is it important to have the furnace/heater checked? (it keeps the house warm / if
we don’t have heat we will freeze)
Why is it important to have the roof checked? (so no water will come through)

a. 3
Workbook: Pages 57, 58 b. 1. The Home Repair Show 2. Dick 3. Hank Hanson 4. The Handyman
c. Dick: 1, 3, 4 Hank: 2
d. the furnace, the roof
Have students refer to the computer lesson and mark the places where they get the
advice.
e. 1. Hank is going to give us advice on how to get the house ready for winter.
2. What’s the first thing I’m supposed to do? 3. You ought to have your furnace
cleaned and inspected. 4. If we didn’t have heat in the winter, we would freeze. 5.
Have your roof checked for leaks.
f. Point out causes and their effects. e.g.,
Leaks in roof > water comes through > damaged ceiling > redecorate
1-b, 2-c, 3-a
Introducing Passive causatives and permissives Refer students to the computer lesson. Ask them to underline the tips / instructions
given for preparing for winter. Write them on the board and identify the passive

Workbook Appendix: Page 112 causative structure. e.g.:

get the house ready/prepared
Talking about preparations for winter you ought to have your furnace cleaned
have any broken parts replaced
have your roof checked for leaks
Ask:
Who is going to do these preparations - the home owners themselves? (no)
Or are they going to arrange for someone else to do them? (yes)
Explain that we use this form to describe a situation where we cause something to be
done but don’t say who will do it. Show them the form:
Verb (have or get) + something + done (verb3)
Ask students to describe any preparations for winter that are needed in their country.
Does the advice about preparing for winter apply to our country?
What’s the weather like here in the winter? Do you need to prepare your house for
winter?
Do you need to prepare your house for any other season?
What do you need to have/get done? (e.g. the heater/air conditioner checked/fixed)
Vocabulary focus: the prefix re- Again refer students to the computer lesson.
Ask them to find words that mean:
Workbook Appendix: Page 112 to decorate something again (redecorate)
to buy something new to take the place of the old one (replace)
Ask:
What does the prefix redo to the word?
What meaning does it add? (again)
Ask them to think of other words that begin with re- meaning “again” or “go back.”
Provide cues, e.g.:
to write again > rewrite
to do again > redo
to consider again > reconsider
to paint again > repaint

Pre Computer: Flight Information
Activity Procedure
Collaborating: The purpose of this handout activity is to expose students to written instructions for a
variety of situations and to give them practice in identifying the context of instructions.
Matching instructions to situations It also serves as a bridge between the computer lesson and the computer lesson,
where students will encounter written instructions in a very different situation.
Handout 30: Helpful Hints Students work in pairs, collaborating to match instruction cards to situations. Prepare
(one copy of Part A and one copy of Part B cut up into by making one copy of PART A and one copy of PART B (cut into cards) for each pair.
cards for each pair) Divide the class into pairs and give each pair a copy of Part A and the cut up cards of
PART B.
Write “Helpful Hints” on the board and explain that in this activity they will get helpful
hints for all kinds of situations. Their task is to categorize the hints, deciding which
ones match which situations. Each pair will get a handout with 4 situations, plus 16
instruction cards. Their task is to match the instruction cards to the situations. They
should be able to find four instructions for each situation. After they have found four
helpful hints for each situation, they need to add one of their own.
Key:
Situation 1. Get a house agent to give you prices, so that you will know what you can
afford. Make sure you go to a good real estate agent to help you find a house. It’s a
good idea to make a list of the things you are looking for in your dream home. Have
the house inspected before you buy it. Have an expert check the roof, the electric
wires and the water pipes.
Situation 2. Remember that shopping on the Web is not always cheaper. Find out how
long you have to wait for delivery. If you check the site for pictures, it will be easier for
you to decide exactly what to buy. Make sure the site is safe and secure before you
give your credit card information.
Situation 3. Don’t forget to have your passport renewed. You can’t go anywhere with
an old one. It’s a good idea to ask a travel agent to check if you need visas for any of
the countries you are going to. Don’t forget to check your suitcase or backpack. You

should have it repaired if necessary. If you want really cheap tickets, try the Internet.
You can sometimes get very good deals there.
Situation 4. Don’t forget to read the job ads in the weekend newspapers. Make sure
your skills and experience match the job you want. You should prepare a good resume
of your education and work experience. Always add your resume and a cover letter to
every job application.
Homework tasks Explain/Demonstrate workbook activities - Pages 59-61:

a. identify the type of text
b. identify the purpose of the text
c. order instructions
d. form compound nouns
e. read a text on travel tips and identify instructions and explanations
f. identify the good advice given in the text
g. complete sentences according to the information given in the text

Post Computer: Flight Information
Activity Procedure
Remembering details Review the computer lesson, by asking:

What is the purpose of the card? (give instructions/advice)
Workbook Appendix: Page 113 Where will you find it? (on a plane)
What does it give advice about? (what to do before and after landing)
Do a “Stop Me When I’m Wrong” activity. Tell students that you are going to read
some sentences with incorrect information. Tell them to stop you when you have
made a mistake and to correct it. Refer them to the computer lesson.
These instructions can be found in an airport building. (in an airplane)
It’s a good idea to read them before flying. (before landing)
You may leave your seat before the plane stops moving. (You may not leave your seat /
you must remain in your seat)
You don't need to declare any duty-free items. (You must/have to declare all...)
There are always complications in the airport, because the workers are not efficient.
(There are sometimes complications even though they try to be efficient)
If you don’t see your suitcase, go and complain immediately to one of the airport
workers. (Be patient and try not to get frustrated.)
Vocabulary: Prefixes Ask:

Is it legal to hide items that you bought or is it against the law? (against the law)
Workbook Appendix: Page 113 Find the word in the text that means “against the law”. (illegal)
Find the word that means the opposite of “expected”. (unexpected)
Explain that there are several prefixes we can add to words to give them the opposite
meaning. Write the prefixes on the board: un-, im-, il-, ir-, in-.
Write these words from the text on the board, and ask students to give you their
opposites, by adding one of the prefixes:
necessary (unnecessary), efficient (inefficient), patient (impatient),
available (unavailable), helpful (unhelpful)

Point out that we usually add: ir- to words that begin with the letter r (irregular),
il- to words that begin with the letter l (illegal), and im- to words that begin with p
(impossible).
Checking Homework Key:

a. 4
Workbook: Pages 59-61 b. 4, 5
c. 1-c, 2-a, 3-d, 4-b
d. 1. information card 2. duty-free items 3. baggage claim 4. customs inspection
e. Ask one student to read aloud the instruction sentences and another one to read
aloud the explanation sentences.
Instructions: Have your travel agent…, apply for them…, Make sure…,
Always double-check…, prepare all kinds…, Take clothing…, Take light luggage…,
Always keep…, It’s a good idea to…
Explanations: It’s not always possible…, There may be changes…,
you have to carry it!
Point out the first instruction: “Have your travel agent check…”
Ask: What is the advice? (for the traveler to check or for the traveler to ask the travel
agent to check? Mention that this is another kind of causative (similar to what they
encountered in Lesson 2)
g. 2, 4, 5, 7
h. 1. …you should apply for it a few months before you leave.
2. …prepare for all kinds of weather.
3. …double-check your flight times and hotel bookings a few days before you
leave.
Sharing airport stories Ask students who have traveled by plane to tell the class about their experiences.
Ask:
Did you follow the advice given in the Travel Tips?
What mistakes did you make?
What advice can you give to another person?

Writing instructions In this activity, students are asked to put a set of instructions into the correct order
and then write their own instructions, using markers of sequence. This is the first time
Practicing sequence markers they are asked to produce their own complete sets of instructions. (Earlier they
produced single tips or helpful hints.) Explain to the students that this is a cooperative
Handout 31: Write the Instructions effort, and that they need to work together with a partner. List markers of sequence
(one for each pair) on the board to remind students to use them: first, next, then, after that, finally
Key:
First of all, pre-heat the oven to 190 degrees. Next, put the butter, sugar, eggs and
vanilla in a bowl. Then mix the butter, sugar, eggs and vanilla together. Add flour, salt
and baking soda to the mixture. After that, add the packet of chocolate chips and mix
by hand. Drop the mixture from a teaspoon onto a cookie sheet. Finally, put it in the
oven and bake for 10 minutes.
To sum up part b., ask pairs to exchange their instructions with other pairs, read them
to check if they are clear and make suggestions for improvement. Walk around
checking and offering suggestions.

Pre Computer: Would You Mind
Activity Procedure
Introducing polite requests Collect all the instructions written in Handout 31 and read out the topics to the class.
Encourage students to ask for instructions they are interested in. Say:
Which instructions do you need/want? Ask me for them.
Give pages to the students who have requested them.
Write the students’ requests on the board. Add other ways of making the same
requests, e.g.:
1. Can I have that one?
2. I want the instructions for…
3. Could you please give me the instructions for...?
4. I’d like the instructions for…
5. Would you mind giving me the instructions for…
Explain that these are all requests, but that some are more polite than others.
Underline the polite request phrases and ask students to identify the polite requests
(3, 4, 5) and the most formal/polite request (5).
Ask students to work in pairs and practice asking each other for things politely.

a. choose the right answer about details of the dialogue
b. decide if each sentence expresses giving or receiving a polite instruction
c. read a dialogue, answer questions about it and choose the correct way to express
polite requests
d. complete a dialogue by giving instructions

Post Computer: Would You Mind
Activity Procedure

How many people are speaking? (two)
Workbook Appendix: Page 113 Where are they? (next to a computer)
Who is giving instructions? (the woman)
Who is receiving instructions? (the man)
What are the instructions about? (the picture on the computer screen)
What are the instructions?

a. 1. two 2. He agrees to follow them. 3. on a computer screen
Workbook: Pages 62, 63 b. Point out the difference between:
"Would you mind doing this for me?" and "I have this in mind."
Giving a polite instruction: 1, 3
Receiving (and agreeing to) a polite instruction: 2, 4, 5
c. Read the dialogue aloud, together with a volunteer. Take the role of the person
making the requests. For number 3, ask students to read their requests aloud,
correcting their pronunciation if necessary.
1. three 2. the sofa, some boxes 3. a. carrying the sofa b. move it c. put
d. and e. Ask a pair of volunteers to act out the dialogue for the class.
1. Would you mind giving me OR Could / Would you give me
2. Would you mind cutting OR Could / Would you cut
3. Would you mind getting OR Could / Would you get

Role-playing situations of giving and receiving This activity provides practice in the functions of giving and receiving polite
instructions instructions. Explain to students that they will be working in pairs and that their task is
to choose a situation and create a dialogue for it. Remind them to use the expressions
Handout 32: Please! given. Point out that they must not only write the dialogue but also practice saying it.
(one for each pair) To sum up, have pairs of students read out their dialogues to the class.

Pre Computer: Causatives/Permissives: Active, Passive
Activity Procedure
Reviewing passive causatives Remind students of the passive causatives introduced in "Forecast." Ask:
Do you remember the advice about preparing the house for winter?
What did the handyman say we should do?
Elicit/provide the examples of passive causative sentences and put them on the board:
…get the house ready/prepared; … have your furnace cleaned
…have any broken parts replaced; … have your roof checked for leaks
Point out the form: verb (have/get/want/would like) + something + done (verb3)
Remind students that we use it to describe a situation where we cause or want
something to be done but don’t say who will do it.
Ask them about themselves:
What things do you want done? (but will not do yourself)
What things do you usually have/get done? (things you don’t do yourself)
Provide cues, e.g., car…washed, house…painted, telephone…fixed, internet…installed
Presenting active causatives Next show students the active causative form. Write sentences on the board, circling
the “doer” of the action in each one. (see words in bold)
I want a mechanic to fix my car. I got a professional painter to paint my house.
The boss made us work hard all day. The teacher let the students leave the lesson
early. The doctor had the nurse give the patients their medicine.
Ask:
Who will fix my car? (a mechanic)
Who did I get to paint the house? (a professional painter)
Explain that this is the active form of causatives and permissives. We use it to describe
situations where we cause or want something to be done and to say who will do it.
Point out the 2 forms:
verb (have/make/let) + someone + do (verb1) + something
verb (get/want/force) + someone + to do (infinitive) + something

Ask students to complete sentences about themselves:

The doctor made me…; My friends let me…; My children want me…;
The government forces me…
Ask some students to share their sentences with the class.
Permissives and Causatives This activity provides practice in identifying suitable causative statements. Students are
asked to listen to a situation and choose a suitable statement. They are not asked to
Handout 33: Getting it Done form the causative sentences, since they have not yet done the activities in the
(one copy for Student A and one copy for Student B) computer lesson.
other student the copy labeled Student B. Student A has a list of situations and Student
B has a list of sentences. They must not look at each other’s handouts. Instead they
have to read aloud the situations and the sentences.
Remind them that after three situations they should exchange handouts. Point out that
they have a choice of responses - that is, there is more than one way of responding to
each situation.
To sum up, read the situations aloud and call for responses from individual students.
Key:
1. Would you please have it installed today?/ I’d like it installed right away, please.
2. I’ll get her to call you back as soon as she comes home. / I’ll have her return the call
when she gets
in.
3. I’ll have it washed tomorrow. / Why don’t you get the kids to do it?
4. Do you want it done medium, well-done or rare? / How would you like your steak
done?
5. I’ll let you choose. Use any color you think is best. / I want you to do it in yellow.
6. Sure, I’ll let you borrow it, but be careful please. / I’d like it returned by midnight,
please.

a. choose sentences with similar meanings
b. fill in the correct causative/permissive verbs according to the form and meaning
c. complete a letter by filling in instructions using causative and permissive structures

Post Computer: Causatives/Permissives: Active, Passive
Activity Procedure
Reviewing the computer lesson Review the causatives and permissives from the computer lesson by asking questions
about the first dialogue:
Workbook Appendix: Page 113 What did the father get his son to do? (wash the car)
Why did the son agree to do it? (he knows that if he cleans it his father will let him use
it)
Write the answers on the board and underline the active form of the
causative/permissive.
The father got his son to wash the car.
The father will let his son use the car.
Then ask questions about the second dialogue:
When did the boy have his hair cut? (yesterday/ the day before)
Write the answer on the board and underline the passive form of causative/permissive
The boy had his hair cut yesterday.
Practicing active and passive forms of Causatives and Remind students about the use of:
Permissives Passive: The boy had his hair cut yesterday.
Active: The father will let his son use the car. The father got his son to wash the car.
Have students complete personal statements:
Passive: Last year I had the…; Next year I want the …; I always get the…
Active: The doctor won’t let me…; My family would like me…; My boss wants me…

a. 1-b, 2-c, 3-a, 4-b
Workbook: Pages 64, 65 b. 1. let 2. got 3. made
Point out that their choices should depend on the situation. For example, in number
1 Rita wanted to help, so David let her help. There was no need to get her to do it or
make her do it, because she was already interested in doing it. In number 3 the

handyman had done a bad job so I needed to make him do it again.

c. 1. dinner cooked 2. light bulb 3. changed 4. dishes washed 5. homework done
6. room cleaned

Pre Computer: Crime 2
Activity Procedure
or in pairs.

Post Computer: Crime 2
Activity Procedure
end is the winner.
context.

Unit 9: Recycling
Workbook
Pages
Introduction: Recycling  Introducing the topic of the unit by eliciting prior knowledge about
The topic of recycling is introduced. Students are recycling
exposed to and practice words and phrases on the  Introducing and practicing prefixes and suffixes by identifying prefixes
topic. Prefixes and suffices are presented and and suffixes in different words
practiced.  Reviewing the vocabulary of the computer lesson by sequencing words 67, 68
in recycling-related sentences
 Expanding on recycling vocabulary by brainstorming ways to reuse
materials
 Reviewing prefixes and suffixes by completing a chart
City of Lakeview Recycling Tips  Introducing and practicing the comprehension strategy by identifying
The comprehension strategy identifying cause and cause and effect, and using cause and effect identifying markers
effect is presented and practiced. Students read a  Introducing relevant vocabulary by discussing the concept of leaflets and
leaflet about recycling tips. They then talk about tips
69
recycling programs where they live.  Reviewing the computer lesson by working in groups to brainstorm
recycling tips
 Expanding on the computer lesson in pairs by completing a recycling
survey
Trash for Treasure  Introducing the topic of the computer lesson by discussing the concept
Students watch a video about recycling by doing a of "trash for treasure"
swap. They then write a dialogue continuing the  Introducing the content of the computer lesson by playing a "trash for
70
story of the video. treasure" game
 Expanding on the computer lesson by planning a recycling day and
designing a leaflet for it

Home Recycling Survey  Introducing the topic of the computer lesson by eliciting prior knowledge
Students watch a video and take part in a about surveys
conversation about a recycling survey. They then  Role-playing a discussion on recycling tips
71
take part in a branching conversation.  Reviewing the lesson by answering comprehension questions
 Expanding on the computer lesson by acting out recycling surveys in
pairs
An Upcycling Workshop  Introducing the topic of the computer lesson by brainstorming upcycling
Students read a poster advertising an upcycling ideas
workshop and an e-mail asking questions about  Introducing the content of the computer lesson by predicting
the workshop. They then tell a friend about one of information given in a poster and brainstorming materials to make
the workshops they read about and persuade the mosaics 72
friend to come with them to the workshop.  Reviewing the different recycling workshops by answering questions
about them
 Expanding on the computer lesson by putting information from an
upcycling flyer in the correct order
Helping the Environment  Introducing the topic of the computer lesson by discussing three ways to
Students watch a slide show about helping the reuse items
environment. They then write a summary of the  Reviewing the content of the computer lesson by asking questions about 73, 74
lecture. the lecture
 Reviewing the unit by playing a recycling board game

Unit 9: Recycling
Pre Computer: Introduction: Recycling
Activity Procedure
Introducing the topic of the unit Write the word "recycling" on the board. Tell students that recycling is the topic of the
unit.
Ask students what "recycling" means. (process of taking used objects or materials and
turning them into something new)
Ask students:
Why is it good to recycle? (Possible answers: recycling limits the amount of waste that
goes into landfills, causing pollution; the more we recycle, the fewer products we need
to make and the less energy we need to use; it usually takes less energy to recycle
something than to make something new)
What materials can we recycle? (Possible answers: glass, paper, plastic, etc.)
Ask students what kinds of items they recycle. (Possible answers: newspapers, cans,
bottles, cartons, old clothes, magazines, etc.)
Mention that other types of items can be recycled as well, such as old batteries and
computers.
Discussing details about recycling Ask how recycling works where students live.
Ask students:
Do you have recycling bins?
If so, how many different kinds of bins are there?
What colors the bins are and what is the purpose of each one?
Are there laws requiring you to recycle?
Introducing and practicing prefixes Write the following word on the board:
reuse
Ask students what the word means (Elicit: use again)
Underline use.
Write:

reread
rebuild
revisit
Ask students what each word means (elicit: read again, build again, and visit again)
As students define each word, underline the base word – read, build, visit).
Now, ask students what re- means (elicit: again).
Tell students that re- is a prefix. Explain that a prefix is a group of letters or a single
letter that comes at the beginning of a word to change its meaning (so read becomes
reread, build becomes rebuild, etc.)
Tell students there are many different prefixes.
Write the following examples on the board:
bi-
co-
multi-
Elicit/Explain that:
bi- means two, as in bicycle, a cycle with two wheels
co- means together, as in co-worker, someone you work with
multi- means many, as in multipurpose, having many purposes
Ask if students can think of any other words with the prefix re-, bi-, co-, or multi-.If so,
call them up to the board to write their word.
Introducing suffixes Teach students that just as there are prefixes, which are a letter or group of letters at
the beginning of a word, there are also suffixes.
Ask students what a suffix is. (Elicit: a letter or group of letters that come at the end of
a word to change the meaning)
Tell students that suffixes also often change the way the word is used grammatically.
Write pollute on the board.
Explain that pollute means to make an area dirty or dangerous for living things. Ask
students what part of speech pollute is (elicit verb).
Write pollute + -tion on the board

Explain that if you add the suffix -tion to pollute, it becomes pollution.
Ask, What part of speech is pollution? (elicit: noun)
Point out that the suffix -tion turned a verb into a noun.
Write recycle on the board and add the suffix –able. Ask students what part of speech
recycle is (verb). Demonstrate how the prefix –able turns it into an adjective.
Ask if students can think of any other words with the suffix -tion, or -able. If so, call
them up to the board to write their word.
Homework tasks Explain/Demonstrate workbook activities – Pages 67, 68

a. complete a dialogue about recycling
b. complete a table with the correct meanings of prefixes
c. complete sentences

Unit 9: Recycling
Post Computer: Introduction: Recycling
Activity Procedure
Reviewing the vocabulary of the computer lesson: Write the following vocabulary words on the board and discuss their meanings:
Workbook Appendix: Pages 116, 117 container

donate
downcycle
landfill
plastic
recycle
recycling bin
reuse
upcycle
workshop
Sequencing words in recycling-related sentences Before the lesson, make one copy of Handout 34. Cut out the sentences and words on
the handout and put the words for each sentence into one of seven separate
envelopes. Divide students into seven small groups and give each group an envelope.
Handout 34: Word Order Game Tell students they're going to be making sentences using all of the words in the
(one copy for the class ) envelope. Explain that after a group has formed a complete sentence, they should
write the completed sentence on a separate piece of paper and underline the
vocabulary word(s) in the sentence. Instruct students to write another sentence using
the vocabulary word. Walk around the classroom checking that the groups are working
correctly and their sentences are in the proper order. As soon as one group completes
a sentence, exchange their envelope of words with another group. (You may want to
keep a sentence in reserve for a group that finishes early.)
Brainstorming ways to reuse materials Have students think of ways they can reuse different kinds of materials, such as
plastic, glass, and old clothes. (e.g., use plastic or glass bottle as flower vase or to store
pasta, beans, or small items; use old clothes as rags or use pieces to make a quilt)

Reviewing prefixes and suffixes Draw a chart with three columns on the board. Write one of the following prefixes in
each of the columns. auto-, bi-, co-
Invite students to come to the board and write words in the chart that contain the
various prefixes. (To assist them, elicit such words as automobile, autobiography,
autograph, bilingual, binoculars, bimonthly, cooperate, copilot, and coexist.)
Split students into five groups. Three groups will be prefix groups (Group A, Group B,
and Group C) and two groups will be suffix groups (Group D and Group E).
Hand out four blank pieces of paper to each group. Instruct each group to write one of
their prefixes/suffixes at the top of each paper:
Group A: co-, down-, in-, mono-

Group B: multi-, ir-, pre-, re-
Group C: un-, non-, under-, up-
Group D: -er, -ful, -able, -less

Group E: -ist, -ible, -ness, -ion
Have the members of each group brainstorm words that use their prefixes or suffixes.
They should add the word to the appropriate page, and under it, write a sentence
using that word. Groups should continue in this way, adding more words and
sentences to each of the pages. (Students are allowed to use dictionaries for help. Give
assistance to suffix groups, who will not benefit from a dictionary)
Allot a certain amount of time for the activity (e.g., 15 minutes). When time is up,
have groups share their lists with the class

a. 1. donate 2. containers 3. recycle 4. label 5. plastic
Workbook: Pages 67, 68 b. 1. self 2. two 3.together 4. decrease in value 5. one 6. many 7. before 8 .again
9. below 10. improve
c. 1. reuse / recycle 2. upcycling 3. cooperates / cooperated 4. precaution 5. bi-weekly

Unit 9: Recycling
Pre Computer: City of Lakeview Recycling Tips
Activity Procedure
Introducing and identifying cause and effect Write cause and effect on the board.
Tell students that in this lesson the comprehension strategy they will be learning is
identifying cause and effect.
Explain to students that in a cause and effect relationship, one action or event causes
another action or event to happen. If A causes B to happen, then A is the cause and B
is the effect (the result)
On the board write, Every classroom has a recycling bin, so it will be easy for students
to recycle.
Read the sentence aloud. Then ask students: What is the cause in the sentence? (Every
classroom has a recycling bin) After they give the correct answer, underline that part
of the sentence and write the word cause under it. Next, ask, What is the effect? (it
will be easy for students to recycle) After they give the correct answer, underline that
part of the sentence and write the word effect under it.
Repeat the activity with the following sentence: The recycling workshop is already
closed, because people signed up right away. (cause: people signed up right away;
effect: the recycling workshop is already closed) Explain to students that in cause and
effect sentences, the cause does not always come before the effect. Give examples.
Introducing and practicing using cause and effect Tell students that to identify the cause or effect in a sentence, you can look for key
identifying markers words, called markers. Write the following sentence on the board: You should recycle
because it is good for the environment. Have a student read the sentence and ask him
or her to identify the marker that lets us know the cause in the sentence. (Elicit that it
is because.)
Tell students you will now write a sentence with a marker that will indicate effect.

Write, The company is environmentally friendly, so all their packaging is recyclable.

Have a student read the sentence and ask him or her to identify the effect marker (so).
Write the following markers of cause and effect on the board.
Cause
because
since
thanks to
Effect
as a result of
so
therefore
Divide students into pairs. Instruct students to copy the cause and effect markers in
their notebooks. Then, ask students to work with their partners to write a sentence for
each of the markers. When they have finished, ask pairs to share their sentences with
the class.
Introducing vocabulary associated with the computer Tell students they will be reading a leaflet. Ask: What is a leaflet? (Elicit that it is a
lesson printed piece of paper given to people for free.) Inform students that leaflets usually
give information or advertise something. Ask students if they ever receive leaflets. Ask
them for examples of the leaflets they receive.
Tell students that in the lesson they will be reading a leaflet that gives recycling tips.
Ask what a tip is. (Elicit that it is a suggestion or piece of advice.)
Introducing the personalized speaking activity Remind students that this lesson contains a personalized speaking activity in which
they need to talk about the kinds of recycling programs that exist where they live.
Brainstorm with students the best way to do this:
1. Read the leaflet again
2. Do the preparation activities.
3. Take some notes.
4. Record their answer.

5. Listen to their answer and decide if they want to try again.

6. Click “Submit” to send their recording to the teacher.
Homework tasks Explain/Demonstrate workbook activities – Page 69

a. read a poster
b. write the effects of certain actions
c. answer the question

Unit 9: Recycling
Post Computer: City of Lakeview Recycling Tips
Activity Procedure
Reviewing recycling tips Ask students to recall the recycling tips they learned about in the lesson. As students
mention them, write them on the board. (Plastic: clean all plastic containers and place
Workbook Appendix: Pages 117, 118 them in recycling bins designated for plastic; donate non-recyclable plastic containers
to local kindergartens or schools; Paper: place paper in designated paper recycling
bins; don't recycle dirty paper; print on both sides of a paper; reuse paper; donate
paper to kindergartens or schools; Glass: sort glass containers by color; donate clean
glass to community centers for use in art clubs)
Divide students into groups of three. Have groups brainstorm additional recycling tips
to add to the list. Have them write these tips in their notebooks. (e.g., find new uses
for old items instead of throwing them away; give clothing you don't wear any more to
other people; recycle cardboard with paper; to recycle cardboard boxes, break the box
so it becomes flat; before recycling cardboard food packages, remove the plastic liner
inside the box) At the end of the activity, ask for a representative of each group to
share his or her group's tips with the rest of the class.
Giving and receiving recycling tips Make enough copies of Handout 35 for all of your students and give each student a
copy. Tell the students to read the survey and make sure they understand all the
Handout 35: Recycling Survey questions. Explain that they should answer all of the questions about themselves in
(one for every two students) the "Me" column, then add two more questions to ask their partner. Divide the class
into pairs, and instruct students to ask their partners the questions, writing their
answers in the "My Partner" column. When students have completed the tasks, allow
some time to let them share with the class what they learned about their partners'
recycling habits.
Reviewing the personalized speaking activity Ask volunteers to tell the class about recycling programs that exist where they live.
After reviewing students’ recordings and/or class presentations, point out any

common errors for students to watch out for in the future as well as positive aspects
of their work.
Checking homework tasks Key:

b. 1. will help save water 2. will give you free fertilizer 3. will keep them out of landfills
Workbook: Page 69 / help schools and centers for senior citizens
c. fruit and vegetable peels, cut grass, egg shells

Unit 9: Recycling
Pre Computer: Trash for Treasure
Activity Procedure
Introducing the concept of "trash for treasure" Introduce the saying, "One man's trash is another man's treasure."
Ask students what they think it means. (Elicit: Something considered worthless by one
person may be very valuable to someone else.)
Have students brainstorm situations where someone's trash may be someone else's
treasure. (e.g., someone grows out of a piece of clothing and has no more use for it,
but it fits someone else perfectly; someone gets a new bicycle, and doesn't want the
old one, but another person never had a bike and is thrilled with it; someone is cleaning
out the garage and is throwing away old records, while someone else collects old
records and wants them for his or her collection)
Ask students what they think a "trash for treasure" event is. (Elicit that it is an event
where people bring items they don't want, and take home items they do want.)
Tell students that this kind of event can also be called a "swap."
Ask students what they think "swap" means. (Elicit that to swap means to trade.)
Have students brainstorm "trash to treasure" Web sites or online groups. (e.g., Craig's
List, eBay, Amazon - used items) Write the names on the board. Ask why students
consider them to be "trash to treasure" sites.
Ask students if they have ever participated in a "trash to treasure" type of event (in
person or online). If so, have them describe what the experience was like, and what
items they gave, sold, took, bought, or swapped.

Playing a "trash for treasure" game Take a shoebox and cut out a slit at the top. Write "Trash for Treasure" on the sides of
the box.
Hand out blank strips of paper to students. On each strip of paper have students
briefly describe an item they don't want or need ("trash"). Have students fold the slips
of paper and drop them in the shoebox. When students have finished, tell them you
are going to choose one of the "trash" items, and will see if it is a "treasure" for
someone else.
Put your hand in the shoebox and randomly choose a slip of paper. Read the
description of the "trash" item aloud. Ask for a raise of hands of those who think the
item might be a treasure. See how many trash items are also treasures.
Introducing the integrated writing activity Remind students that this lesson contains an integrated writing activity in which they
need to write a dialogue based on the lesson resources.
1. Watch the video again
3. Take some notes.
4. Write their answer.
5. Check their answer for grammar, spelling and punctuation.
6. Click “Submit” to send their work to the teacher.
Homework tasks Explain/Demonstrate workbook activities - Page 70

a. complete a table based on a video
b. write an e-mail
c. exchange e-mails with a partner and discuss them

Unit 9: Recycling
Post Computer: Trash for Treasure
Activity Procedure
Reviewing the computer lesson Ask students:

What is happening at the start of the video? (people are packing up items to bring to a
Workbook Appendix: Pages 118, 119 "Trash for Treasure" swap)
What is the relationship between the characters in the video? (The two women are
probably roommates and the man is their friend)
What is the man's name? (Kevin)
How would you describe the two women? (Any logical answer - e.g., organized, serious
about recycling)
How would you describe the man? (Any logical answer)
Which of the "trash" does the man think is a "treasure"? (a hat, scarf, and glass jars)
Why does the man decide not to go to the swap? (He doesn't have any items to bring
to the swap)
What kind of workshop is one of the women leading? (an upcycling workshop)
Planning a recycling day and making a leaflet to Divide the class into small groups and give each group a copy of Handout 36. Tell
advertise the event students that they will be planning a recycling day. Explain that they should read
through the handout, then begin planning their day. Tell them they will be making a
Handout 36: Plan a Recycling Day leaflet to advertise their event, and that they can find information relevant to the
(One for every group) leaflet on the handout. Make sure students know that each group will present their
leaflet to the class and explain why students should come to their event. While
students are working on their recycling day, walk around the classroom offering
assistance where needed.
Reviewing the integrated writing activity When you’ve completed your review of the students’ writing submissions in the

Divide students into small groups in order to share their dialogues with their
classmates. Encourage students to share the positive aspects of each other's work as
well as constructive criticism.
one specific dialogue that can be shared with the class using a projector.

a. 1. Jamie and Celia 2. Kevin 3. Jamie 4. Celia 5. Kevin
Workbook: Page 70

Unit 9: Recycling
Pre Computer: Home Recycling Survey
Activity Procedure
Introducing surveys Ask students: What is a survey? (Elicit that it is the process of finding out what people
think about a topic or issue, and that the method often involves asking subjects a set of
questions.)
Ask students if they ever took a survey or conducted a survey. If so, what was it about?
Ask students if they remember reading or hearing about survey results. If so, what were
they?
Have students brainstorm survey topics. (e.g., how often people exercise, how many
people have smartphones, how many people recycle)
Role-playing a discussion on recycling tips Photocopy Handout 37. Give one handout to each student.
Before the lesson, make as many copies of Handout 37 as you have students, and cut
Handout 37: Recycling Role-Play
them in half for Student A and Student B. Divide the class into pairs and explain that
(one for every student)
students are going to take part in a role-play activity. Give one student in each pair the
part of the page labeled Student A, and explain that he/she wants to learn about
recycling, Give the other student the part labeled Student B, and explain that he/she is
going to answer Student A's questions. Explain that afterwards, they are going to swap
roles. While students are practicing their role-plays, move around the classroom
listening and helping. When students have completed the activity, ask for volunteers to
perform their role-play in front of the class.
Tell students that they will be watching a video of a recycling survey. Tell students to
pay attention to what the person conducting the survey asks.


a. complete an interview by filling in the missing words
b. answer a question based on the dialogue
c. write a recycling survey
d. interview a partner to take the survey in c.

Unit 9: Recycling
Post Computer: Home Recycling Survey
Activity Procedure
Reviewing the lesson Ask students:

Workbook Appendix: Page 119
Where does the video take place? (in a park)
What is the relationship between the two women in the video? (They are strangers)
What is happening in the video? (someone is asking recycling questions and the other
person is answering them)
What is next to the woman asking questions? (recycling bins)
What is the woman asking questions writing in her notebook? (the other woman's
answers to her questions)
What will probably happen next? (Another person will pass by and the woman will ask
if he or she will participate in a recycling survey)
Acting out a recycling survey Split the class into pairs. Tell students they will be acting out a recycling survey. One
person will ask the questions, and his or her partner will answer the questions.
To give students ideas of questions to ask, write the following questions from the
branching dialogues on the board.
Do you mind answering some questions for a home recycling survey?
What objects do you recycle?
What kinds of things do you reuse?
Do you have recycling bins where you live?
Tell pairs to write down their questions and answers, and then to practice their
dialogues. When they have finished, have them perform their dialogues in front of the
class.


a. 1. survey 2. recycle 3. objects 4. cans 5. bins 6. apartment
Workbook: Page 71 b. paper, cans, glass, plastic bottles

Unit 9: Recycling
Pre Computer: An Upcycling Workshop
Activity Procedure
Introducing upcycling Write upcycling on the board.

Ask students if they know what the term means. (Elicit, or explain, that it means taking
an old or used object and turning it into something different and new.)
Give an example of upcycling. (e.g., turning old picture frames into serving trays; turn
an old door into a coffee table)
Have students brainstorm other upcycling ideas. Write these on the board.
Split the class into groups of four. Have each group brainstorm an upcycling idea. Have
the group choose one spokesperson to explain the idea to the class.
Take a class vote to see which upcycling idea students liked best.
Predicting information given in a poster Ask students what they think an upcycling workshop is. (Elicit that it is a workshop in
which participants learn to upcycle an item or items.)
Tell students that in the lesson they will be reading an upcycling poster.
Ask students:
What information do you expect to learn from an upcycling workshop poster? (Elicit:
what skill the workshop will be teaching; when and where the workshop will take
place; workshop times; who the workshop is for; what materials are needed; what
materials will be provided, contact information, etc.)
Learning about mosaics and brainstorming mosaic Ask students what a mosaic is. (Elicit, or inform them, that a mosaic is a picture or
materials pattern made of small colored objects, such as stones or tiles.)
Have students brainstorm materials you can use to make mosaics. Write them on the

board. (e.g., glass, stone, tiles, clay, beads, seeds, pebbles, buttons)
Introducing the integrated speaking activity Remind students that this lesson contains an integrated speaking activity in which they
will need to persuade a friend to come with them to one of the upcycling workshops,
based on the lesson resources. Explain that they will be scored both for their delivery,
and for how accurately they used the information provided in the computer lesson.
1. Read the texts again
3. Take some notes.

a. read a blog post about recycling
b. answer a question based on the blog post
c. write opinions related to the blog post
d. share upcycling ideas with a partner

Unit 9: Recycling
Post Computer: An Upcycling Workshop
Activity Procedure
Reviewing the different recycling workshops Ask students, What were the two different recycling workshops? (1. making mosaics
out of items you no longer need, 2. Using disposable bags to make reusable bags)
Workbook Appendix: Pages 120, 121 Ask how they were similar (both used objects ready for the trash to create new things;
both request that participants bring materials)
Discuss what the differences were (e.g. for mosaic workshop need protective gear,
such as goggles)
Putting information from an upcycling flyer in the Before the lesson, photocopy Handout 38, one for each pair of students. Divide the
correct order class into pairs and give a handout to each pair. Tell students that the handout
contains the information from a flyer about an upcycling workshop, but the
Handout 38: Upcycling Workshop Flyer information is in the wrong order. Explain to students that they have to cut of the
(one for each pair of students) handout along the lines, then work with their partner to put the parts of the flyer into
the correct order. While the students are working, walk around the classroom
observing and offering help where needed. When everyone has completed the task,
have students share their work with the rest of the class.
Reviewing the integrated speaking activity Ask volunteers to tell the class reasons they should go to an upcycling workshop. After
reviewing students’ recordings and/or class presentations, point out any common
errors for students to watch out for in the future as well as positive aspects of their
work.


Workbook: Page 72 b. 1. make vases
2. make jewelry
3. cover school books and make wall paper
4. replace missing pieces for board games

Unit 9: Recycling
Pre Computer: Helping the Environment
Activity Procedure
Introducing three ways to reuse items Tell students that in this lesson they will be listening to a lecture about ways to help
the environment. Tell them that the lecturer is going to talk about three methods:
recycling, upcycling, and downcycling.
Ask students to define recycling and upcycling, and give examples of each. (recycling –
turning used objects into new objects using a process that breaks down the object's
materials; e.g., melting down glass bottles to make new glass items; upcycling – taking
a used object and altering it to use it in a different way, e.g., Turn old silverware into
wall hooks)
Introduce downcycling. Explain that downcycling refers to taking materials and reusing
them as a lesser quality product. (For example, taking an old shirt and using it as a rag,
or using old newspaper as packing material for breakable items)
Give the following examples and ask students whether they are examples of recycling,
upcycling, or downcycling.
Cutting up nylon stockings to stuff a pillow. (downcycling)
Turning metal cans into new bicycle parts (recycling)
Cutting and sewing your denim pants to turn them into a handbag (upcycling)
Turning plastic bottles into a fleece jacket (recycling)
Using scraps of paper for hamster bedding (downcycling)
Using rain boots as flower pots (upcycling)

need to summarize the lecture from the lesson resources.
1. Listen to the lecture again.
3. Take some notes.

a. match the materials to the pictures
b. brainstorm materials that can be upcycled or downcycled to make certain items
c. match the ends of sentences to their beginnings
d. write a list of materials can be recycled, upcycled, and downcycled

Unit 9: Recycling
Post Computer: Helping the Environment
Activity Procedure
Reviewing the computer lesson Ask students what they thought of the lecture.
Ask if they found it helpful, and why or why not.
Workbook Appendix: Pages 121, 122 Ask students what new information they learned from the lecture. (e.g., recycling
process uses energy; upcycling has been around for a long time)
Have students give examples of other information they would include in a lecture like
this. (e.g., more examples of recycling, upcycling, and downcycling; what is involved in
the recycling process )
Reviewing the unit by playing a board game Before class, photocopy Handout 39 – one for each group of three. Make sure you
have one die for each board and three different colored markers for each student.
Handout 39: Recycling Board Game
(one for every three students) Divide the class into groups of three. Give out Handout 39. Tell the students that they
are going to play a board game which reviews the content of the unit.
To play, students put markers on Start. One at a time, players roll the die and move
their marker the number of spaces indicated. (To make the game more challenging,
tell students that whoever rolls a 6 must go back to the beginning and whoever rolls a
5 must miss a turn.) If they answer a question incorrectly, they must return their
marker to the previous space. The student who lands on "Finish" by rolling the exact
number with the dice is the winner.
Divide students into small groups in order to share their reviews with their classmates.

one specific student review that can be shared with the class using a projector.

Workbook: Pages 73, 74 a. 1. glass bottles 2. paper towels 3. wooden door 4. newspapers 5. old clothes
b. 1. glass bottles 2. old clothes 3. wooden door 4. newspapers
c. 1. b 2. d 3. g 4. e 5. f 6. a 7. c
d. Accept all logical answers.

Unit 10: Movie Making

Workbook
Pages
Introduction: Movie Making  Introducing the topic of the unit and relevant vocabulary by asking
The topic of movie making is introduced. Students questions related to movies and activating relevant vocabulary
are exposed to and practice words and phrases on  Introducing Past Simple and Past Progressive by identifying the
the topic. Past tenses are presented and practiced. similarities and differences in sample sentences
75, 76
 Reviewing and practicing the vocabulary of the lesson by playing a mime
game
 Reviewing Past Simple and Past Progressive by arranging words in past
tense sentences in the correct order
Real Motion Film Festival  Introducing and practicing the comprehension strategy by identifying
The comprehension strategies identifying important details in a text
important details and scanning are presented and  Introducing the content of the computer lesson by eliciting prior
practiced. Students read a Web page about a film knowledge about film festivals and brainstorming different kinds of film
festival. They then talk about a film they would like festivals 77, 78
to make.  Reviewing the computer lesson by working in pairs to write a list of
important details from an article written on the board
 Expanding on the computer lesson by planning a film festival and making
a poster to advertise it
On the Film Set  Introducing the topic of the computer lesson by asking questions about
Students watch a video of two actors on a film set. acting
They then imagine they are one of the characters  Reviewing the computer lesson by reconstructing a movie script in
in the video and write about their day on the film groups 79
set.  Expanding on the computer lesson by writing the continuation of the
movie script in pairs

Working in the Movie Industry  Introducing the topic of the computer lesson by writing a list of jobs in
Students watch a video and take part in a the movie industry
conversation about working in the film industry.  Taking a poll of students' favorite jobs in the movie industry
They then take part in a branching conversation.  Reviewing the computer lesson by sequencing a dialogue 80
 Expanding on the computer lesson by role-playing a dialogue between
someone who wants to study film and someone who works in the movie
industry
The International Film School  Introducing the topic of the computer lesson by discussing film schools
Students read an excerpt from a poster and an e-  Reviewing the vocabulary from the computer lesson by grouping
81
mail about The International Film School. They vocabulary words into categories
then write their own e-mail of inquiry.  Reviewing the content of the unit so far by playing a board game
Digital Technology and the Movie Industry  Introducing the topic of the computer lesson by eliciting prior knowledge
Students listen to a podcast about changes in the about changes in the movie industry
movie industry. They then write a paragraph about  Activating prior knowledge by giving a presentation on a technological
how digital technology has affected the movie change in the movie industry in pairs
industry.  Reviewing the computer lesson by asking questions about the podcast
82
 Expanding on the computer lesson by completing an information gap
activity in pairs
 Reviewing the content of the course by creating a trivia quiz in groups
 Reflecting on the content of the course by having students share how
they felt about the course


Pre Computer: Introduction: Movie Making
Activity Procedure
Introducing the topic of the unit Ask students:

When was the last time you saw a movie?
What movie was it?
Where did you see it? (e.g., in a movie theater, on TV, online?)
What kinds of movies do you like best? (e.g., comedies, romantic comedies, dramas,
action movies, science fiction, thrillers, documentaries)
What are some of your favorite movies?
Have you ever acted in a movie?
Have you ever made a movie or helped make a movie?
If so, what kind of movie was it?
Introducing the vocabulary of the unit Ask students what jobs are involved in making a movie. Teach vocabulary as it arises:
(e.g., actors, screenwriter, cinematographer, costume designer, director, makeup artist)
As each job is described, teach the appropriate vocabulary word.
Write the following words or phrases on the board.
1. film set
2. "learn lines"
3. lighting
4. screenplay
5. "shoot a film"
6. special effects
Divide students into pairs. Have pairs try and figure out what each word or phrase
means. Instruct them to copy them from the board and write an explanation next to
each one.
Read a word or phrase and have pairs read their definitions. Pairs receive one point for

every correct definition. Review correct meanings, and teach definitions of words or
terms they didn't know.
Introducing Past Simple and Past Progressive Write the following sentences on the board. Call on a student to read each one.
1. I studied acting in college.
2. I was studying acting, when I realized I would rather be a director.
Ask students how the sentences are similar. (Both sentences talk about an event that
happened in the past.)
Ask students how the sentences are different. (Elicit: e.g., sentence #1– action was
completed, sentence #2 – continuous action, suffix -ed vs. -ing)
Tell students that sentence #1 is an example of Past Simple. Explain that we use Past
Simple to talk about actions that were completed in the past.
Write the following sentence on the board: The film crew started filming the movie at
midnight. Tell students that this is another example of Past Simple. Point out that the
action was completed; point out the suffix -ed.)
Review sentence #2. Explain that it is an example of Past Progressive. Explain that we
use Past Progressive to talk about actions that have gone on repeatedly or
continuously in the past. (Point out that "was studying" indicates action that went on
continuously in the past. Bring students' attention to -ing suffix)
Write another Past Progressive sentence on the board: We were filming in the park,
when it started to pour. Ask students how we know the sentence is Past Progressive.
(Elicit: "were filming" indicates continuous action in past)
Tell students they will learn more about Past Simple and Past Progressive in the lesson.

Homework tasks Explain/Demonstrate workbook activities – Page 75, 76

a. complete a dialogue using vocabulary words
b. identify sentences describing actions completed in the past, and actions which have
gone on continuously in the past
c. write example sentences using the correct past form
d. complete sentences by circling the correct form of the verb


Post Computer: Introduction: Movie Making
Activity Procedure
Reviewing the vocabulary of the lesson Before the lesson, write the sentences below on separate slips of paper. Place them in
a container, and mix them up. Tell students that they will be playing a mime game.
Workbook Appendix: Pages 124, 125 Explain that in the container are pieces of paper with instructions what the students
need to act out. Inform them that all the actions relate to the movie industry.
You are acting in a movie.

You are directing a movie.
You are putting makeup on an actor.
You are designing a costume.
You are learning your lines.
You are shooting a film.
You are writing a screenplay.
Call up two students. Have one choose a slip of paper. Tell the pair that they will work
together to act out the action written on the paper. Instruct them to briefly and quietly
discuss how they will do this. Next, have them act out the action in front of the class.
The rest of the class will guess what the pair is acting out. Tell students them to start
each guess with, "You are…" For example, "You are on a film set."
After students guess the action, call up another pair of students. Repeat for all the
instructions.

Reviewing the grammar lesson Before the lesson, photocopy Handout 40 (one for each group of students) and cut up
all the sentences. Put the words for each sentence in separate envelopes. Divide
Handout 40: Word Order Game students into small groups of three to four students. Give an envelope to each group
(one for each small group) and explain that the words in the envelope form a sentence – either a Simple Past
sentence, a Past Progressive sentence, or a sentence that contains both. The students
must arrange the words in the correct order and write the sentence on a piece of
paper. Under the sentence, they should write whether it expresses Past Simple, Past
Progressive, or both. As soon as the group completes a sentence, they exchange
envelopes with another group. The first group to finish wins. The winning team should
read each sentence and its corresponding form of past tense.

Workbook: Pages 75, 76 a. 1. film set 2. costume designer 3. documentary 4. makeup artist 5. special effects
b. 1. Completed Action 2. Completed Action 3. Continuous Action 4. Completed
Action 5. Completed Action 6. Continuous Action
c. POSSIBLE ANSWERS:
1. The actor was practicing his lines during the lunch break.
2. The actor forgot his lines in the middle of the scene.
d. 1. was eating, walked 2. were reviewing, spilled 3. Did you see 4. was walking,
started 5. was practicing 6. didn’t study


Pre Computer: Real Motion Film Festival
Activity Procedure
Identifying important details in a text Write the following paragraph on the board:
My older sister Tammy is a movie director. She went to college in Florida, but she
moved to California right after she graduated. Now she lives in Los Angeles, California,
where the movie business is very big. Tammy has been a director for over 10 years. She
directs commercials and motion pictures. She has won several awards. Sometimes I visit
Tammy on the set!
Tell students that in the lesson they will be learning how to identify important details
in a text. Explain that identifying important details is a strategy we use to distinguish
between information that is important for understanding the text and information that
is interesting, but not necessary for understanding the text.
Read the paragraph on the board aloud. Ask students, What are the important details
in the text? (Tammy is a movie director; she lives in Los Angeles; she has been directing
for more than 10 years; Tammy directs commercials and motion pictures; Tammy has
won awards.)
Underline the facts as students identify them. If students mention unimportant details
(e.g. Sometimes I visit Tammy on the set!), explain why it is not considered an
important detail (e.g. not vital in your understanding of who Tammy is and what she
does).
Introducing film festivals Ask students:

What is a film festival? (An event, usually going on for a number of days, in which many
different films are shown.) Film festivals are often an opportunity for unknown
filmmakers to show their films in front of an audience and have them receive

exposure. Film festivals are also often competitions, which award prizes for the best
films.
Have you ever been to a film festival?
If so, what kind of film festival was it?
Tell students that there are many different kinds of film festivals. Some film festivals
feature a range of different films. Other festivals are specialized. They are centered
around a certain theme. (Example: animated films)
Have students brainstorm different kinds of film festivals. (Elicit: films for children, films
from a certain country, films of a certain culture, student films, documentaries, short
films – called "shorts", etc.)
Introducing the personalized speaking activity Remind students that this lesson contains a personalized speaking activity in which
they need to describe the film they would submit to a film festival. Brainstorm with
students the best way to do this:
1. Read the Web page again.
3. Take some notes.

a. read the text about the film festival winners and complete the activities
b. write three important details about each of the winning films
c. write a short speech
d. practice the speech with a partner


Post Computer: Real Motion Film Festival
Activity Procedure
Reviewing the computer lesson Write the article below on the board.
Workbook Appendix: Page 126 Divide students into pairs. Tell students that the article on the board is about making a
successful film festival. Instruct pairs to read the article and write a list of the
important details. When all students have finished, have them compare their lists.
How to organize a successful film festival.

Film festivals bring attention to filmmakers' movies. They also give filmmakers the
opportunity to network with other filmmakers and screenwriters. To make your film
festival successful, make sure it helps accomplish these goals.
For starters, make sure your festival includes more than just movies. Plan discussions,
panels, networking events and parties, to provide filmmakers with networking
opportunities. Secondly, invite important people in the movie industry to attend, so
filmmakers can meet with them. Finally, make sure to invite the press to your event to
give filmmakers exposure and PR.
(e.g., Give filmmakers the opportunity to network; plan discussions, panels, networking
events, and parties; invite important people in the movie industry; invite press)
Identifying elements of a poster Ask students:

What is the purpose of a poster? (to advertise something)
Inform students that in the lesson they will be reading a poster of a film school. Ask
them what kind of information they can expect to find on the poster. (Elicit: name of
school, where located, who it's for, an overview of their programs, registration

deadlines, Web site contact information)
Creating a poster advertising a film festival Divide the class into pairs or small groups and give each one a copy of Handout 41. Tell
students that they will be planning their own film festival. Instruct them to answer the
Handout 41: Plan a Film Festival questions on the handout, which will help them plan their event. Explain that they
(one for every pair of students) should use their plan to make a poster advertising the event. When the groups have
finished, have each group present their poster to the class.
Reviewing the personalized speaking activity Ask volunteers to tell the class about what film they would submit to a film festival.
After reviewing students’ recordings and/or class presentations, point out any
common errors for students to watch out for in the future as well as positive aspects of
their work.

b. POSSIBLE ANSWERS (accept any three of the four answers given):
Workbook: Pages 77, 78
Story of a Boy
1. The filmmaker is Miguel Martin
2. The filmmaker is from Argentina
3. The film is 90 minutes long
4. It's about a day in the life of an eight-year-old boy who lives on a farm.
No Room for Three

1. The filmmaker is Wendy Sela
2. The filmmaker is from Australia.
3. The film is 72 minutes long.
4. It's about three neighbors who don't get along.
The Deep Blue Sea

1. The filmmaker is Dorian Caplin.
2. The filmmaker is from France.
3. The film is 45 minutes long.
4. It's about marine life.


Pre Computer: On the Film Set
Activity Procedure
Introducing the topic of the lesson Ask students:

Have you ever acted in a play or movie?
How did you feel? Were you nervous?
How easy or difficult was it to learn your lines?
Did you ever forget your lines in a performance?
If so, how did you feel?
What did you do?
What is a good strategy to use if you forget your lines?
How is movie acting is different from theater acting? (e.g., theater: live audience, loud
voice, big and bold movements; movie: act and speak more naturally, film one scene
many times)
need to describe their day on the set based on the events in the video of the lesson.
1. Watch the video again
3. Take some notes.

a. identify who said what
b. complete a conversation
c. practice the completed dialogue


Post Computer: On the Film Set
Activity Procedure

Where does the video take place? (on a film set)
Workbook Appendix: Page 127 Who are the man and woman? (actors)
What is the problem? (the woman keeps making a mistake in her lines)
What does the man tell her to do? (relax)
Why is the woman nervous? (this is her first film)
What does the woman find difficult? (remembering not to look at the camera)
Sequence the speaking parts in a movie script Photocopy Handout 42, making one copy for every three students. Divide the class into
groups of three. Tell students that the movie script from the lesson is on the handout,
Handout 42: Mixed Up Script with the sentences jumbled up. Instruct students to cut out the strips of paper along
(one for every three students) the cutting lines and separate the parts of Mel, Ralph, and the director. Instruct
students to work with the members of their group to reconstruct the script by putting
the strips of paper in the correct order.
When students have finished, have volunteers act out the script in front of the class.
Writing the continuation of the video script Tell students to brainstorm what might happen next in the video. Write brief
summaries of students' ideas on the board. Divide the class into pairs. Instruct pairs to
decide what will happen next in the video, and write the next few lines of the script.
When students have finished, ask for pairs to act out their new dialogues in front of
the class.


a. 1. Mel 2. Mel 3. Ralph 4. Mel 5. Ralph 6. The Director
Workbook: Page 79 b. 1. lines 2. take 3. scene 4. comedy 5. produce 6. actors


Pre Computer: Working in the Movie Industry
Activity Procedure
Introducing the topic of the lesson - different jobs in Ask students to brainstorm the various jobs in the movie industry that they've already
the movie industry learned about:
Elicit the following, and write them on the board as students mention them.
actor
director
makeup artist
cinematographer
script writer
camera operator
sound technician
costume designer
costume assistant
Divide students into pairs. Have pairs copy the list of jobs and write 1-3 sentences for
each one, explaining what the job entails. Have them write their sentences in first
person, as if they are explaining their job. Tell students to use such phrases as:
"In my job as a ___, I…"
"I work as a…"
"I'm in charge of…"
"My role includes…"
"I work very closely with…"
"I make sure that…"
"In my job, I need to be very…"
Ask for volunteers to read their sentences to the class. Have the class try and guess
which jobs the sentences are referring to.

Ask students if they have had experience in any of the fields, and if so, what this
experience was.
Ask students:
What does it mean to work "behind the scenes"? (not in front of the camera)
Who does NOT work behind the scenes? (actors)
Leave the list on the board for the next activity.
Taking a poll of students' favorite jobs in the Refer to the list of movie industry jobs written on the board.
movie industry
Take a poll to see which job is most popular: read each job aloud and ask students to
raise their hands if the job sounds interesting to them. (Students can raise their hands
more than once.) Write the number of people who voted for the job next to each job.
See which job receives the most votes. Then, do the poll again, and tell students they
can only choose one job. See which job is most popular among the students.
Ask students what aspect of the winning job is most attractive to them.
Ask for students who didn't vote for the winning job, which job seems most exciting to
them, and why.

a. read the dialogue and complete the activities
b. mark the jobs that apply
c. match the words to complete collocations


Post Computer: Working in the Movie Industry
Activity Procedure

Where does the video take place? (at a party)
Workbook Appendix: Page 128 Who are the man and woman? (people who just met)
What does the man know about the woman? (she works in the movie industry)
What jobs has the woman had? (makeup artist, costume assistant)
If someone is "detail-oriented," what does he or she do? (pays attention to small
details)
Sequencing a dialogue Before the lesson, write the following lines (from a branching dialogue) on poster
board. Then cut out the lines and tape them in the wrong order on the board.
Tell students you have posted a jumbled dialogue on the board. Call on students
to read each line. Then, have students figure out which line goes first, second, etc.
Adjust the order of the lines as they figure out each one. When students have
reordered the dialogue, call on students to read it aloud. Have students decided if
it is correct. (If it isn't, have them correct it.)
So I hear you work in the movie industry. Are you an actor?
No, I work behind the scenes.
Really? What do you do?
I work as a camera operator. I prepare and operate the camera equipment.
That sounds like a very technical job.
You need to be technical, but you also get to be creative.
Really? I'd love a job like that.

Role-playing a conversation about being in the movie Before class, photocopy Handout 43 (one for each pair of students) and cut it into two
industry role cards. Tell students they are going to do a role-play between someone who wants
to study film and someone who works in the movie industry. Divide the class into pairs
Handout 43: Movie Industry Role-Play and give one student in each pair the role card for Student A and the other the role
(one for each pair) card for Student B. Have them do the role play, then instruct them to switch roles.
Give students time to prepare and practice their role-play. When they are ready, ask
for volunteers to perform their role-play in front of the class.

b. Camera operator, Sound mixer, Script writer
Workbook: Page 80 c. 1. c 2. f 3. b 4. e 5. d 6. a


Pre Computer: The International Film School
Activity Procedure
Introducing the topic of the lesson Ask students:

What is a film school? (school where people study subjects in the field of filmmaking)
What can you study at a film school? (e.g., screenwriting, cinematography, directing,
photography, lighting techniques, costume design)
Schools offer "intro" courses. What does "intro" mean and what are" intro courses"?
(stands for "introduction", beginner's course, which introduces a subject giving students
an overall understanding of the subject rather than delving into the details)
What does "enroll" mean? (sign up, register)
What does it mean to "enroll for a course"? (sign up to take a course)
need to write an e-mail to a film school inquiring about studying there.
1. Read the poster and e-mail again.
3. Take some notes.

a. read a text chat
b. answer questions about the people from their text chat


Post Computer: The International Film School
Activity Procedure
Grouping vocabulary words into categories Write the following words or terms on the board:
3-D animation
Workbook Appendix: Pages 128-130 admissions advisor
application form
campus
coursework
credit
digital editing
enroll
exposure
lens
lighting instruments
motion picture films
set lighting
semester
tuition
Point to the words/terms on the board and tell students they were taken from the
computer lesson. Explain to students that some of the words/terms are school-related,
and others are related to filmmaking.
Ask students to make a two-column chart, with the headings: School Words and
Moviemaking Words at the top of each. Instruct them to copy the words/terms from
the board and writing them in the correct column on the chart.
Answers: Moviemaking Words: 3-D animation, digital editing, exposure, lens, lighting
instruments, motion picture films, set lighting; School Words: admissions advisor,
application form, campus, coursework, credit, enroll, semester, tuition

Reviewing the content of the unit so far by playing a Before class, photocopy Handout 44 (one for every three students). Make sure you
board game have one die for each board and three different colored markers for each student.
Divide the class into groups of three. Give out Handout 44. Tell the students that they
Handout 44: Movie Industry Board Game are going to play a board game which reviews the content of the unit so far.
(one for every three students)
To play, students put markers on Start. One at a time, players roll the die and move
their marker the number of spaces indicated. (To make the game more challenging, tell
students that whoever rolls a 6 must go back to the beginning and whoever rolls a 5
must miss a turn.) If they answer a question incorrectly, they must return their marker
to the previous space. The student who lands on "Finish" by rolling the exact number
with the dice is the winner.
Divide students into small groups in order to share their e-mails with their classmates.
one specific student e-mail that can be shared with the class using a projector.

b. 1. Marina 2. Marina 3. Rose 4. Rose 5. Rose
Workbook: Page 81


Pre Computer: Digital Technology and the Movie Industry
Activity Procedure
Introducing the topic of the lesson Ask students what a podcast is. (radio show on the Internet that can be downloaded or
streamed onto a computer or mobile device)
Tell students that in the computer lesson they will listen to a podcast on changes in the
movie industry over the years.
Ask students for examples of changes that have taken place in the movie industry.
Write them on the board. (E.g., from silent movies to talking movies, black and white to
color, continuous improvement in special effects, 3-D and 4-D movies, invention of
video players to watch movies at home, ability to download movies, YouTube and
people making and posting videos, digital movies instead of film reels)
Further activating prior knowledge Divide the class into pairs. Have each pair choose a technology, from the list generated
above, that they think is or has been most important, interesting, or influential. Next,
they should jot down reasons for their choice. Finally, they should prepare and practice
a short presentation (about two minutes) explaining their technology and why they
chose it.
Have the pairs give their presentations in front of the class.
need to write a paragraph summarizing information from the podcast.
1. Listen to the podcast again.
3. Take some notes.


a. match phrases to complete sentences
b. complete a conversation


Post Computer: Digital Technology and the Movie Industry
Activity Procedure

Workbook Appendix: Pages 131, 132 What was the name of the podcast you listened to? (Then and Now)
What do you think the podcast is about each week? (how things have changed over
time)
Who is Jim Herman? (film school professor)
Who is Carlos Dante? (the host)
What was the podcast about this week? (how digital technology is changing the movie
industry)
What does digital technology replace in the movie industry? (film)
What does Jim say is a "game changer"? (the ability for aspiring filmmakers to post
their own videos online)
Doing an information gap activity about digital Before the lesson, make copies of Handout 45. Divide the class into pairs. Explain that
technology in the movie industry pairs will receive an article called Digital Technology and the Movie Industry, which has
been divided into two parts, so that each partner will receive a short article about a
different digital technology that is being used in the movie industry. Give one student
Handout 45: Digital Technology and the Movie the copy labeled Student A and the other student the copy labeled Student B,
Industry mentioning that students should not to show each other their article. Tell students to
(one for each pair) read their article, and ask each other questions about the technology they read about.
Divide students into small groups in order to share their summaries with their
classmates. Encourage students to share the positive aspects of each other's work as

well as constructive criticism.

one specific student's summary that can be shared with the class using a projector.

a. 1. d 2. f. 3. g 4. e 5. b 6. a 7. c
Workbook: Page 82 b. 1. industry 2. film 3. feature 4. software 5. reels 6. moviemakers 7. technology
Reviewing the content of the course Tell students that they are going to design a trivia quiz based on the content of the
course. Explain that the quiz will help them review material for the test. Divide the
class into five groups and ask each group to write four questions based on the content
of the course. Group 1 will concentrate on Units 1-2, Group 2 on Units 3-4, Group 3 on
Units 5-6, Group 4 on Units 7-8, and Group 5 on Units 9-10. Tell students that the
questions should be simple trivia questions or language-based questions. Check the
questions and listen to the answers. Make sure the questions are clear and capable of
being answered quickly and easily. When everyone has their questions, place the
teams around the classroom facing each other and take up your position at the board.
Instruct each group to direct one of their four questions to each of the other groups.
Your role is to play quiz host, keep score, and make sure fair play is observed at all
times. Enjoy!
Reflecting on the learning process End the lesson by giving students the opportunity to reflect on the course and their
overall learning experience. Give each student a copy of Handout 46 and tell them to
Handout 46: Reflection answer the questions on the handout. Then have them compare their answers with a
(one for each student) partner. Encourage students to make suggestions as to how the course could be
improved in the future. Collect the handouts so that you can analyze their answers in
more detail.

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Intermediate 2 - LP - All Units

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Unit 1: Buying A Car 1

Unit 4: Helping Out 56

Unit 5: Dreams and Ambitions 76

Unit 6: Money Matters 94

Unit 7: Politics 113

Unit 8: Instructions 134

Unit 9: Recycling 154

Unit 10: Movie Making 182

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Lesson Plans | Intermediate 2

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Unit 1: Buying A Car

Ad  Learning about members of the class and the teacher by asking

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Conditionals: Real  Practicing expressions of refusing and accepting

Cars  Using context clues to define a word

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Unit 1: Buying A Car

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Homework tasks Explain/Demonstrate workbook activities - Pages 7-9:

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Unit 1: Buying A Car

Checking homework tasks in pairs or small groups Key:

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Unit 1: Buying A Car

How do you know which car dealer to go to?

Homework tasks Explain/Demonstrate workbook activities - Page 10:

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Unit 1: Buying A Car

Checking homework tasks in pairs or small groups Key:

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Unit 1: Buying A Car

Introducing the language of persuasion Write these sentences on the board:

Key: 1-c, 2-b, 3-d, 4-a, 5-e

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Homework tasks Explain/Demonstrate workbook activities - Page 11:

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Unit 1: Buying A Car

Checking homework tasks in pairs or small groups: Key:

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Unit 1: Buying A Car

Presenting real conditionals Write these sentences on the board:

Provide practice using general truths or possible results, e.g.:

ask him to show you a few cars.)

Homework tasks Explain/Demonstrate workbook activities - Page 12:

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Unit 1: Buying A Car

Reviewing and practicing Real Conditionals Review Real Conditionals by asking:

Elicit the following answers:

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Unit 1: Buying A Car

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Unit 1: Buying A Car

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Be Careful!  Learning about a variety of accidents

Cliff Terror (includes writing activity)  Reading warning signs

Look Out!  Discussing danger and taking risks

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Accidents  Using context clues to define a word

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Homework tasks Explain/Demonstrate workbook activities - Pages 13, 14:

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