TIME ZONES

LEVEL
2 nd EDITION 1
INSTRUCTOR GUIDE
Writers: Travis Murphy and Chris Kahler
Layout and Design: Jacqui Hutchinson
Project Manager: Briant Sarris

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

Copyright© 2016 Berlitz Languages, Inc.

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

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

transmitted in any form or by any means, electronic or mechanical,
including photocopying, recording or by any information storage and
retrieval system without permission in writing from the Publisher.
ISBN 978-1-62284-458-6

First Digital Edition – January 2016

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

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

Goal Vocabulary Grammar Resources

Telling the class about your -- favorite -- TV show -- simple present board, paper,
favorite movie and band -- movie -- actor -- what’s/who’s your favorite…? markers
-- singer -- book
-- band

① OPENING Signpost: Tell students they will now listen to Stig and
Greeting/Warm-up: Greet students naturally. Maya talk about their favorite things. Ask:

Write: name, age, like on the board. ∙∙ I: What is Stig and Maya’s favorite movie?
(X-Men)
-- Introduce yourself and ask students to introduce
themselves. ∙∙ I: Who is Stig and Maya’s favorite actor?
(Chris Hemsworth)
-- Write your name and student names on the board for
yourself and the students to reference in the lesson. Language Focus A. Play CD 1 Track3. Check students’
answers. Repeat as necessary.
Warm-up: (Instructor)
∙∙ I: How are you today? Open books to p.8 – Language Focus.
∙∙ I: How was school today?
-- Real English: Model the language.
Set the goal: Today we will be: Telling the class about
-- Instructor asks a student about his or her favorite
your favorite movie and band. Customize accordingly.
things:
∙∙ I: What’s your favorite (color)?
② PRESENTATION
∙∙ S: My favorite color is (blue).
List: Write favorite things on one side of the board and
favorite people on the other side of the board. ∙∙ I: Really? (Blue)’s my favorite color, too.

-- Hand out markers to each student and ask the -- Ask students to identify and circle ‘Really’ in the
students to come up with some favorite things to comic strip.
write on the board. Assist as necessary by suggesting -- Complete Language Focus B. Assist as necessary.
a movie, band, food, etc. -- Ask students to report their partner’s answers, using
-- Next, ask students to name more favorite people. the third person possessive (His/Her).
-- Assist as required. Suggest a singer, movie star, -- Model for the students using Stig. Students practice
teacher, writer, etc. as necessary. together.
∙∙ I: This is Stig. His favorite movie is X-Men.
Write: Who and What on the board. Ask students -- Praise students and close books.
which is used for people and which is for things?

Game – Memory:
③ PRACTICE
-- Divide the class into two teams. Tell students that
Open books to p.6 – Preview.
they have 10 seconds to remember the answers only.
-- Students read the title aloud. Complete Preview A.
-- Open to p.8. Ask students to look at the grammar box
-- Preview B. Pre-read the questions and answers. at the bottom for 10 seconds and then close books.
Ask if students have heard of any of the answers.
-- Ask the questions and award points. (For weaker
-- Play CD 1 Track 2. Complete Preview B. Students students, have them read the questions for the
share their answers. Correct as necessary. stronger students).
-- Model answering question 1: -- Complete Language Focus C referring to the lists
∙∙ S: What’s your favorite book? made earlier on the white board and on p.9.
∙∙ I: My favorite book is Time Zones! -- Complete Language Focus D. Play CD 1 Track 5.
-- Ask students to work in pairs to complete Preview C. -- Check answers and ask mixed questions to confirm
Assist as necessary. understanding.
-- Praise students. DO NOT turn the page.
--

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UNIT 1
LESSON 1 | PREVIEW/LANGUAGE FOCUS

④ PERFORMANCE
Write: band, singer, movie, actor on the board. EXPANSION – PRESENTATION
Point to the lesson goal and say: We are going to tell Game – Time ball: (Advanced students)
the class about our favorite band, singer, actor, and -- Set a timer or a stopwatch for 1 minute.
movie.
-- Write the word boom on the middle of a sheet of
-- Hand out paper to each student and give them 1 paper. Crumple it into a ball.
minute to prepare. Assist as necessary.
-- Tell students they have to make a question for
-- Students take turns making short presentations favorites as fast as possible, and then pass the time
about their favorite things. ball to the next person.
-- Begin the game. Start the timer and make a question
EXTENSION using the target language.
Interview and Report: Model interviewing a student -- Hand the time ball to the next student who will make
and reporting back the collected information. Have a sentence and pass it on.
student(s) interview each other (or the instructor) and
-- When the timer finishes, the player holding the time
report their findings.
ball opens it. Everyone says Boom!
Possible topics:
∙∙ favorite band EXPANSION – PRACTICE
∙∙ singer Chain: (using really and his/her)
∙∙ movie -- Ask a student what their favorite color is.
∙∙ actor ∙∙I: What’s your favorite color?
Skip Language Focus E. ∙∙S1: My favorite color is red.
∙∙I: Really? My favorite color is blue. His/her
⑤ CLOSING favorite color is red.
Give praise and feedback. ∙∙S2: Really? My favorite color is blue, too. His/Her
favorite color is blue and his/her favorite color is
Confirm lesson goal: Very good work! Now you can
red.
talk about your favorite movie and band.
-- Continue until everyone has had a turn.
Set and demonstrate homework: by briefly going over
the homework point to check understanding. -- Repeat with food, sport, etc.
(WB p.4-6, Vocabulary, Conversation, Language Focus,
not The Real World) EXPANSION – PERFORMANCE
∙∙I: Look at the Vocabulary Focus A word box. What Student Book p.9 – Language Focus E
does number 2 mean?
∙∙S: Writer.
∙∙I: Good. Please write it in and finish the rest for
homework.

-- Complete lesson record: 1-9-LF

-- Thank students and say good-bye.

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

HW: p.6 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Interviewing classmates about -- favorite -- TV show -- simple present board, paper,

their favorite things -- movie -- actor -- what’s/who’s your favorite…? markers
-- singer -- book
-- band

① OPENING Mind map: Draw a stick figure in the center of the

Greeting/Warm-up: Greet students naturally. board. Give it a random regional name (e.g. Japan -
Taro, Sweden - Pippy, etc.). Ask students to suggest
∙∙I: How are you today?
favorite things for them. If students can’t think of any
∙∙I: How was school today? / What did you do last suggest a movie, sport, color, band, food, etc.
lesson?
-- Write students responses on the board around the
Check homework interactively: (WB p.4-6) stick figure.
Students ask each other a few of the questions
from p.6.
Open books to p.11 – Pronunciation.
Set the goal: Today we will be: Interviewing classmates
Write: who and what on the board. Ask students
about their favorite things. Customize accordingly.
which one goes with ‘people’ and which one goes with
‘things’? Stress ‘who’ is for people and ‘what’ is for
② PRESENTATION things.
Open to p.10 – The Real World. -- Tell students they will practice some question
contractions.
-- Look at the picture on p.10 and ask students about
the picture. -- Play CD 1 Tracks 8 and 9. Complete Pronunciation A
and B.
∙∙I: What are the women doing? / What is the
number one sport in the world? /What are some -- Check students’ answers. Repeat as necessary.
other popular sports? -- Praise students and close books
-- Read the dialogue. Close books.
QFT – QFS
Matching: QFT: Refer to the character on the board and ask a
-- Write: Japan, New Zealand, Canada, Spain, mix of questions using Yes, No, Or, and Key (YNOK)
Jamaica, and Brazil on one side of the board and questions.
cricket, tennis, ice hockey, soccer, rugby, and -- Focus is on having students use the third person.
baseball on the other side of the board.
∙∙I: Is Taro’s favorite movie Pokemon: The Movie?
-- Hand out markers to students and have students
∙∙S: Yes, his favorite movie is Pokemon: The Movie.
match the country to its sport.
QFS: Refer to the character on the board and ask
students to ask each other a mix of questions using
③ PRACTICE who’s or what’s.
Open books to p.10 – The Real World.
∙∙S1: What’s his favorite movie?
-- Complete Activity A without the CD audio.
∙∙S2: His favorite movie is Pokemon: The Movie.
-- QFT: about Activity A.
∙∙S2: Who’s his favorite singer?
-- Ask students to complete Do You Know at the top
∙∙S3: His favorite singer is Hikaru Utada.
of p.11.
-- QFT: Ask the questions in Discussion at the bottom Open books to p.11 – Pronunciation. Complete
of p.10. Pronunciation C. Assist as necessary
-- Praise students. Close books. -- Praise students.

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UNIT 1
LESSON 2 | THE REAL WORLD/COMMUNICATION

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
interview one of our classmates. List: Students suggest various interests common to
-- Communication – p.11: Complete the class survey. Ask their region.
students to make 2 more questions for their surveys. -- Compare the two lists. e.g. In Japan, teens like to
-- Have students stand up and interview each other and watch trains but don’t like to bake.
record the information in their books.
-- Students take turns reporting their findings about EXPANSION – PRACTICE
their classmates. Chain: (third person)
-- Start by asking a student what their favorite color is.
⑤ CLOSING ∙∙I: What’s your favorite color?
Give praise and feedback. ∙∙S1: My favorite color is red.
Confirm lesson goal: Very good work! Now you can ∙∙S2: My favorite color is blue. His/her favorite
interview a classmate about their favorite things. color is red.
Set and demonstrate homework: by briefly going over -- Continue until everyone has had a turn then start
the homework point to check understanding. again with food/sport, etc.
(WB p.6, The Real World)
∙∙I: Look at The Real World A. What is the 2nd
EXPANSION – PERFORMANCE
picture?
Interview a personality: Students pretend to be their
∙∙S: A basketball? favorite famous person.
∙∙I: Correct. Please write it in and finish the rest for -- Students take turns interviewing each other about
homework. their favorites then vote for the most interesting
responses.
-- Complete lesson record: 1-11-Comm
-- Thank students and say good-bye.

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UNIT 1 READING SB: p.12-14

HW: p.7
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Comparing interests with -- favorite -- star -- simple present with favorites board, paper,
classmates -- hobbies -- player markers
-- sports -- singer
-- into

① OPENING Open to p.13. Complete Reading A-C.

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

∙∙I: How are you today? -- Activity A helps practice skimming skills.

∙∙I: How was school today? / What did you do last -- Activity B is the reading task.
lesson? -- Activity C is a brainstorming task.
Check homework interactively: (WB p.6)
Ask students to ask each other a few of the questions Turn to p.14 – Comprehension. Students pre-read the
from p.6. questions. DO NOT allow students to turn back to p.13
Set the goal: Today we will be: Comparing interests to check for answers.
with classmates. Customize accordingly.
Tell students they will listen to the story. Have them to
circle the correct response as they listen.
② PRESENTATION
-- Play CD 1 Track 10. Complete Comprehension A and B.
Ask: What do you like to talk about with friends?
Elicit hobbies and interests. -- QFS: about their answers, e.g. What’s your favorite
sport? / Who’s your favorite singer?
∙∙I: So we will talk about hobbies and interests or
the things we are into. -- Write but and on the board.
∙∙I: Wesley’s favorite movie is Avatar but my
Write: What are you into? on the board. Ask students favorite movie is Thor. (SR)
to read the statement aloud. ∙∙I: He’s into soccer and I am too. (SR)
-- Model: I’m into tennis. (SR) -- Critical thinking. Complete Comprehension C as it is
-- Ask students to come up with their own example. in the book.

-- Open to p.12 – Reading. -- Have students compare themselves to Wesley. Offer

an example for students to follow.
-- Look at the picture and ask students about the
picture. -- Praise students.

∙∙I: What are they doing? / What country do you

think it is? / What’s his favorite sport? ④ PERFORMANCE
-- Close books. Point to the lesson goal and say: Now we are
comparing interests with one of our classmates.
③ PRACTICE -- Ask students to write 5 questions based on what they
Scanning: Tell students they will have 10 seconds to are in to. Assist as necessary. Students stand up and
find what Wesley’s hobbies are. interview each other, recording the information in
their books.
-- Open to p.13. Count down from 10 to 1.
-- Note: Encourage students to include topics from the
-- Close books.
previous 2 lessons.
-- Ask students to share what they found.
-- Students take turns comparing their interests with
-- Praise students. their classmates’ interests.

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UNIT 1
LESSON 3 | READING/COMPREHENSION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Very good work! Now you can Game – Hobby tennis:
compare interests with classmates.
-- Write: I’m in to… on the board.
Set and demonstrate homework: by briefly going over
-- Divide the class into two teams Team 1 and Team 2.
the homework point to check understanding.
(WB p. 7, Reading) -- Team 1 starts by saying I’m into tennis.

∙∙I: Look at Reading A. Quickly skim for what the -- Team 2 replies Really, I’m into…
article is about.
∙∙S: B. Favorites EXPANSION – PERFORMANCE
∙∙I: Correct. Circle it and finish the rest for Guess where I’m from:
homework. -- Students explain the favorite things of a country and
the others try to guess the country.
-- Complete lesson record: 1 – 14 – Comp ∙∙S1: Its favorite food is pizza, its favorite sport is
-- Thank students and say good-bye. soccer, and its favorite car is Ferrari.
∙∙S2: It’s Italy.

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UNIT 1 DVD SB: p.12-14

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

Goal Vocabulary Grammar Resources

Talking about your favorite -- extreme sports -- kayaking -- simple present with favorites DVD player,
extreme sport -- team sports -- rock climbing -- simple past board, paper,
markers
-- water sports -- mountain biking

① OPENING -- Point to a marker.

Greeting/Warm-up: Greet students naturally. ∙∙I: What is it?
∙∙I: How are you today? ∙∙S: It’s a marker.
∙∙I: How was school today? / What did you do last ∙∙I: That’s right. Who uses it?
lesson? ∙∙S: A teacher.
Check homework interactively: (WB p.7) ∙∙I: Correct. It’s teaching equipment. Repeat. (SR)
Ask students to ask each other a few of the questions
-- Ask: What equipment do you need for your favorite
from p.7.
extreme sport?
Set the goal: Today we will be: Talking about your Fill in the column with the students responses. e.g.
favorite extreme sport (hobby). Customize accordingly.
∙∙Surfing – Under Equipment write surfboard and
wetsuit.
② PRESENTATION -- Ask: What do you do in your favorite extreme sport?
Write: water sports, extreme sports and team sports Fill in the column with the students responses. e.g.
across the board ∙∙Surfing – Under Do write ride waves, paddle out
-- Name an example of each. Ask students to name -- DO NOT erase as this will be used in the performance.
some other sports and put them in the correct
-- Praise students for their efforts.
columns.
-- Discuss and compare with students the differences.
③ PRACTICE
Signpost: We will now watch a video about 3 people’s
Open to p.15 – Video.
favorite sports. Listen for what their favorite sports are.
-- Point to the picture and ask students about the
-- Play the video: My Favorites. Complete Part A and B.
picture.
Have students give their answers.
∙∙I: What is he doing?
-- Replay the video: My Favorites. Assign one person
∙∙I: Would you like to do it? from the DVD to a pair of students. Ask them to take
∙∙I: What kind of sport is it? notes on what they say.
-- After you watch: Students report their findings.
Before you watch: Complete the activity. Assist as necessary.
-- Write: Sport, Equipment, Do across the top of the -- Praise students. Close books.
board. Make 3 columns.
∙∙I: My favorite extreme sport is surfing! ④ PERFORMANCE
Under Sport write surfing. Point to the lesson goal and say: Now we are going to
∙∙I: What is your favorite extreme sport? talk about our favorite extreme sport.
Fill in the column with the students responses. -- Hand out paper for students to make notes on. Refer
to the information on the board. Give students 1
minute to prepare. Assist as necessary.
-- Students stand up and present their extreme sport.
-- After the presentation, students say what is the most
extreme sport and why.

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UNIT 1
LESSON 4 | DVD

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Very good work! Now you can Guessing Game: What extreme sport is it?
talk about your favorite extreme sport. -- Teacher describes the actions and equipment in an
Set and demonstrate homework: by briefly going over extreme sport and the students try to guess what
the homework point to check understanding. it is.
(WB p. 8, Writing) -- For stronger students, have them describe an
∙∙I: Look at Writing A. What do you need to do? extreme sport while the others try to guess.
∙∙S: Write our favorite things into the chart.
∙∙I: Correct. Please finish it for homework. EXPANSION – PERFORMANCE
Video presentation: Make a mind map of the extreme
-- Complete lesson record: 1 – 15 – DVD sports in the video. Students make a presentation on
one of the sports featured in the video.
-- Thank students and say good-bye.

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UNIT 2 PREVIEW SB: p.16-19

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

Goal Vocabulary Grammar Resources

Telling the class about animals -- animals -- amazing -- simple present board, paper,
you like -- favorite -- shy markers
-- adjectives
-- beautiful -- ugly -- singular/plurals
-- scary -- quiet

① OPENING Signpost: We will now listen to Stig and Nadine talk

Greeting/Warm-up: Greet students naturally. about Stig’s pet.

∙∙I: How are you today? Listening task: Ask students to listen to answer:

∙∙I: How was school today? ∙∙What is Stig’s pet?

Check homework interactively: (WB p.8) ∙∙What is Stig’s pet like?

Ask students to ask each other a few of the questions -- Play CD 1 Track 13. Have students listen for the
from p.8. answers then present their answers to the class.
Set the goal: Today we will be: telling the class about
animals we like. Customize accordingly. Turn to p.18 – Real English. Point out the Real English
box at the top right of the page.
-- Say: This is an expression used to show surprise.
② PRESENTATION
Write: Adjectives on one side of the board. ∙∙I: I have a pet elephant.

-- Ask students to describe an Elephant. ∙∙S: Wow!

(Elicit: big, gray, slow.) -- Ask students to identify and circle ‘Wow’ in the comic
-- List: Write Animals on the other side of the board strip.
and elicit different animals.
-- Students come up with some examples of each. Assist Language Focus A.
as necessary. -- In pairs, have students role play the dialogue aloud.
-- Add (shy, ugly, friendly, scary, dangerous, quiet, -- Switch roles and change the words in blue.
noisy). Leave space at the bottom of the board. -- Ask students to report about Stig’s parrot, using the
third person possessive (His):
③ PRACTICE ∙∙His parrot is very colorful.
Open books to p.17.
-- Students take turns making sentences about the
-- Play CD 1 Track 11. Complete Preview A then present parrot from the text.
their answers to the class. (From left to right: 3; 1; 2)
-- Ask students if they have pets. If yes, ask students to
-- Preview B. Race: Ask student to write the names describe them.
under the animals as fast as they can.
-- Praise students.
(1. frog; 2. snake; 3. snake; 4. parrot; 5. monkey)
-- Preview C. Ask students to work in pairs to complete
Language Focus C. Play CD 1 Track 15. Complete
the activity. Assist as necessary.
Activity C.
-- Point to a student.
Ask students to use one adjective to describe the
parrot. ∙∙I: Is he purple?

∙∙S: It’s cute. ∙∙I: No, he’s not. (SR)

∙∙I: Parrots are cute. (SR) ∙∙I: Are spiders friendly?

-- Write: Parrots are cute on the board. Point out ∙∙S: No, they’re not.
when describing animals, we use ‘parrots’ and ‘are’.
Practice with the other animals in the book.
-- Praise students. DO NOT turn the page.

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UNIT 2
LESSON 1 | PREVIEW/LANGUAGE FOCUS

Language Focus D.
-- Complete Activity D. Have students write the EXPANSION – PRESENTATION
questions in the spaces provided. Guess my favorite animal:
-- Students practice asking and answering the questions -- Using adjectives on the board, describe an animal you
in pairs. like and call on students to guess it. (Remember to
use They’re …)
QFT – QFS: Refer to the lists on the board and students -- Each student should take turns to describe their
create two more questions. Then ask their partner. favorite animal.
-- Erase the board.
-- Praise students and close books. EXPANSION – PRACTICE
Correct my sentence: Start by saying something
④ PERFORMANCE wrong:
Point to the lesson goal and say: Now we are going to ∙∙I: Elephants are red.
tell the class about an animal we like. ∙∙S1: No, they’re not. They’re gray and small.
-- Students take turns making short presentations ∙∙S2: No, they’re not. They’re gray, big, and quiet.
about an animal they like. Other students must ask
-- Continue until everyone has had a turn or you run out
one question each about the animal. Continue until all
students have had a turn. of adjectives then start again with a different animal.

EXPANSION – PERFORMANCE
EXTENSION p.19 – Activity E. Have students choose an animal from
Students ask you about your favorite animal and what the book.
it’s like.
-- Have one student make a statement about it then
have the next students add a statement about their
⑤ CLOSING animal.
Give praise and feedback. -- Continue until all animals have been added to the first
Confirm lesson goal: Great job! Now you can tell the statement. Repeat as time allows.
class about an animal you like.
Set and demonstrate homework: by briefly going over
the homework point to check understanding.
(WB p.9-11, Vocabulary, Conversation, Language Focus,
not The Real World)
∙∙I: Look at the Vocabulary Focus A. What animal
name do the letters in number 2 make?
∙∙S: Jaguar.
∙∙I: Good. Please write it in and finish the rest for
homework.

-- Complete lesson record: 2 – 19 – LF

-- Thank students and say good-bye.

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

HW: p.11 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Making a class presentation on -- animals -- from -- simple present board, paper,

an animal -- type of -- eats markers
-- key questions
-- live up to -- adjectives

① OPENING ③ PRACTICE
Greeting/Warm-up: Greet students naturally. -- The Real World: Ask students to match the animals’
∙∙I: How are you today? pictures to their names. Ask if students know any
facts about the animals.
∙∙I: How was school today?
-- Play CD 1 Track 17 Complete Activity B. Have students
Check homework interactively: (WB p.9-11)
present their answers to the class.
Ask students to ask each other a few of the questions
from Conversation – p.10. -- Praise students.

Set the goal: Today we will be: Telling a classmate

about an animal we like. Customize accordingly. QFT: Refer to the chart on p.21 and ask a mix of
questions using Yes, No, Or, and Key (YNOK) questions.
-- Focus on having students use the third person.
② PRESENTATION
∙∙I: Is a howler monkey a type of monkey?
Write: animal and name on the board and underline
the letter ‘a’ in both words. ∙∙S1: Yes, a howler monkey is a type of monkey.

Ask: What sound does each of the underlined letters ∙∙I: Are they beautiful and colorful?
make? Elicit: short a and long a ∙∙S2: No, they are black, brown or red.
-- Open to p.21 – Pronunciation. Read the words aloud QFS: Refer to the chart in the book and have students
from the box in Activity B and have the students ask each other questions using the information from
complete the empty boxes as they listen. p.20.
-- Have students present their answers to the class.
EXTENSION
Review: what animals look like Ask students to present one of the animals with their
-- Ask students to describe an animal they like again. books closed. Tell them they have 30 seconds to recall
-- Point to the tiger on p.21 the information then present. Assist as required.

∙∙I: It’s a type of cat. (SR).

-- Write: A tiger is a type of cat. on the board. Praise students. Close books.

-- Ask students to name other types of cats.

(lion, cheetah, leopard, jaguar, etc.) ④ PERFORMANCE
Point to the lesson goal and say: We are going to tell a
Matching: classmate about an animal we like.
Write: poodle and tuna in one column, is a kind of in a -- Hand out blank paper.
second column, and fish and dog on the other side of -- Give students 1 minute to prepare. Circulate and
the board as shown below: assist as necessary.
poodle fish -- Remind students to use the information from the box
is a kind of on p.20.
tuna dog
-- Role play: In pairs, students come up to the front and
present the animal that they like to the class.
Ask students to classify the animals on the left by
matching them to their appropriate category.
-- Practice the structure once the matching completed EXTENSION
Students take turns reporting one of their classmate’s
animal.

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UNIT 2
LESSON 2 | THE REAL WORLD/COMMUNICATION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Well done, everyone! Now you Match: Write a list of adjectives on one side of the
can tell a classmate about an animal you like. board and animals on the other side. Students match
Set and demonstrate homework: by briefly going over as many as they can to each animal.
the homework point to check understanding. -- Ask students to make sentences using the words that
(WB p.11, The Real World) they have matched on the board.
∙∙I: Look at The Real World A. What is the correct
word? EXPANSION – PRACTICE
∙∙S: Your? Substitution game: Tell students they have to
∙∙I: Correct. Please finish the rest for homework. substitute the adjective in the sentence. Start by
making a sentence about a common animal.

-- Complete lesson record: 2 – 21 – Comm ∙∙I: Tigers are big and beautiful.
-- Thank students and say good-bye. ∙∙S1: Tigers are dangerous and fast.
-- Continue until all students have had a turn or can’t
think of any more adjectives, then start again with
another animal.

EXPANSION – PERFORMANCE
Communication – p.21
Play a true-false game. Have students choose an
animal then create 5 sentences about it. In pairs,
students ask each other the questions and respond
with true or false. Have students present the answers
to the class.

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UNIT 2 READING SB: p.22-24

HW: p.12
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Making a presentation on -- animals -- Madagascar -- simple present board, paper,

an animal -- adjectives -- strange markers
-- key questions
-- rain forests -- adjectives

① OPENING -- Activity C: Students read the first paragraph to find

Greeting/Warm-up: Greet students naturally. where the aye-aye lives. (It lives in the rain forest.)

∙∙I: How are you today? -- Praise students.

∙∙I: How was school today?

Comprehension: Turn to p.24. Students pre-read the
Check homework interactively: (WB p.11)
questions. DO NOT allow students to turn back to
Ask students to ask each other a few of the questions
p.13 to check for answers.
from p.11.
-- Play track 1-20. Tell students they will listen to the
Set the goal: Today we will be: Making a presentation
story again, as they listen they should circle the
on an animal. Customize accordingly.
correct response. (1. c; 2. a; 3. c; 4. c; 5. a)
-- QFS: about their answers. Students ask and answer
② PRESENTATION the questions on p.24.
-- Ask: What does an elephant look like?
-- QFT: about aye-ayes’ body parts. Use Yes, No, Or, and
-- Elicit some adjectives, big, gray, slow, long trunk Key (YNOK) questions.
-- Say: We can talk about size, color, ability, body. ∙∙I: Do aye-ayes have long fingers?
-- Draw: Put the following chart on the board. ∙∙S: Yes, aye-ayes have long fingers.
∙∙I: Do aye-ayes have short tails?
Animals Size Color Ability Body ∙∙S: No, they have long tails.

tiger big orange and fast, stripes, -- Complete Activity C.

black dangerous long tail -- Using the information from the story the students
should give their opinions about the aye-aye.
rabbits small brown or fast, cute, big ears,
Is it scary? Why?
white friendly small tail

EXTENSION
-- Now ask students to come up with their own
What other animals do you think are scary?
examples to complete the chart.
(cute, friendly, ugly)
-- Write: Put the following sentences under the chart on
-- Ask mixed questions to check comprehension.
the board. Tigers are big. Tigers have long tails.
DO NOT erase. It will be referenced in the
Performance. Group Work: Students compare the jaguar to the
-- Point out that when we use parts of the body we say animals on the board. Assist as necessary.
have. At other times, we use are. ∙∙S1: Jaguars have black spots, but tigers have
-- Ask students to make simple comparisons. black stripes.
(e.g. Tigers are big but rabbits are small.) ∙∙S2: Rabbits are small, but jaguars are big.
-- Praise students.
③ PRACTICE
Reading: Open to p.23 complete Reading
Activities A-C.
-- Activity A: Students determine which they think is
correct. (This animal is sly.)
-- Activity B: Students have 1 minute to underline the
adjective words in the text.

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UNIT 2
LESSON 3 | READING/COMPREHENSION

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
make a presentation on an animal. Game – What am I?
-- Ask students to work as a group. They must choose 2 -- Write: What am I? on the board.
animals to present and decide who will do what part,
-- Describe an animal to the class, they must guess what
then practice as a group.
you are.
-- Refer to the animals on the board and in the book for
-- The winner gets to describe a new animal and the
ideas.
class must guess.
-- Students should present an animal not on the board.
-- Hand out blank paper for the students to prepare.
EXPANSION – PRACTICE
Give students 2 minutes to prepare. Assist as
Opposite challenge:
necessary.
∙∙I: What is the opposite of big?
-- Erase the board and close books.
∙∙S: Small.
-- Students stand up and make a group presentation on
animals. -- Write: Elephants are big. What animals are small?
-- Ask mixed questions about the presentation. ∙∙S1: Rabbits are small.
-- Student uses a new adjective for rabbits and asks
⑤ CLOSING about the opposite. Use the example on the board
to guide students. Continue until everyone has had a
Give praise and feedback.
turn.
Confirm lesson goal: Great job! Now you can make a
presentation on an animal.
EXPANSION – PERFORMANCE
Set and demonstrate homework: by briefly going over
Game – Celebrity head with animals:
the homework point to check understanding.
(WB p.12, Reading) -- Write animal names on strips of paper or bring in
animal flashcards (If available).
∙∙I: Look at Reading A. Quickly skim and choose
another title for the story. -- Model the game by putting a random animal on your
head. Ask ‘yes’ questions until you can guess your
∙∙S: B. Strange friends?
animal. Point out students can only ask ‘yes/no’
∙∙I: Correct. Circle it and finish the rest for questions.
homework.
∙∙I: Do I have a long tail?
∙∙S: Yes, you do.
-- Complete lesson record: 2 – 24 – Comp
∙∙I: Can I fly?
-- Thank students and say good-bye.
∙∙S: No, you can’t.
-- Students choose an animal without looking at it and
place the animal above their head so other students
can see it.
-- Students take turns asking questions until they all
guess the animal they have.
-- Students ask each other the questions and respond
with true or false. Have students present the answers
to the class.

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UNIT 2 DVD SB: p.25

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

Goal Vocabulary Grammar Resources

Describing canopy creatures -- animals -- creatures -- simple present with adjectives DVD player,
-- adjectives -- rain forest board, paper,
markers
-- canopy -- treetops

① OPENING -- Complete the activity. Have students think of other

Greeting/Warm-up: Greet students naturally. animals that might be in the rain forest.
(aye-aye, tiger, etc.)
∙∙I: How are you today?
∙∙I: How was school today?
Check homework interactively: (WB p.12)
③ PRACTICE
Ask students to ask each other a few of the questions While you watch:
from p.12. -- Signpost: We will now watch a video about canopy
Set the goal: Today we will be: Describing canopy creatures. Are the animals on your list in the video? If
creatures (zoo animals). Customize accordingly. you hear one, circle it.

Review: Give each student a marker and ask them to -- Cover the DVD screen.
write as many adjectives about animals on the board. -- Play the video: Canopy Creatures. Complete Activity
Clear the board by calling an adjective and having a A. Have students say the animals that they heard in
student identifying it to erase. the DVD. Uncover the DVD screen.
-- Complete Activity B. Have students read the words
② PRESENTATION in the box then have them complete the sentences.
Draw a tree on the board. Play the DVD again and have the students check their
answers. (1. big; 2. noisy; 3. long; 4. small)
∙∙I: What is this?
∙∙S: It’s a tree.
QFT: to confirm comprehension.
Naming: Draw four more trees in a cluster with rain
∙∙I: Is the howler monkey quiet?
clouds on the board. Point to the forest and say
∙∙I: Does the red-eyed tree frog have a long tail?
∙∙I: This is a forest. It has lots of rain. (SR)
QFS: to boost understanding. Students ask you
∙∙I: It’s called a rain forest.(SR)
questions about the creatures they saw in the DVD.
∙∙I: This is the tree top area. Write the information up on the board as the students
∙∙With a different color circle the top of the forest answer the questions.
and say: This is the canopy. (SR)
Write canopy on the board above the trees. howler capuchin red-eyed
coati
monkey monkey tree frog
∙∙I: Many different types of animals or creatures
live in the canopy. Type of Type of Type of
Type of frog
monkey monkey raccoon
Mind map: Write animals in the middle of the board.
Have students find questions from previous lessons Lives 15-20 Lives 15 – 25 Lives 15
about animals to put on the board. Lives 5 years
years years years
e.g. Where does it live? What color is it?
Zone: canopy Zone: canopy Zone: canopy Zone: canopy
-- Open to p.25 – Before you watch:
-- Pointing to the monkey: Long tails Long tails Long tails Red eyes

∙∙I: What is this creature? Black or Black or

Black and red Green
∙∙S: It’s a monkey. brown brown

∙∙I: Where does he live? Very Great

Noisy Sharp teeth
(Point to the top of the trees on the board) intelligent jumpers

∙∙S: In the canopy. Eats fruit and Eats Eats Eats flies and
nuts anything anything insects

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UNIT 2
LESSON 4 | DVD

After you watch: Students pair up and take turns

asking and answering questions about the animals.
EXPANSION – PRACTICE
Refer to the information on the board. Assist as
Correct my sentence:
necessary.
-- Instructor makes an incorrect sentence and students
-- Praise students.
have to correct the instructor.
-- Award points and declare a winner.
④ PERFORMANCE
Point to the lesson goal and say: Now we are going to
ask describe what canopy creatures are. EXPANSION – PERFORMANCE
Create your own dialogue for the video:
-- Erase the chart from the board. (For weaker students,
leave information on the board) -- Place students in pairs or groups and play the DVD
without sound. Students the create a new dialogue
-- In different pairings, students role-play asking about
for the clip.
and describing canopy creatures. Swap roles and do
again. -- Have students practice without the DVD as needed.
-- Play the video with no sound as they add the
dialogue.
EXTENSION
-- Vote on whose was the best or funniest.
Students ask about and explain a native animal or
a pet.

⑤ CLOSING
Give praise and feedback.
Confirm lesson goal: Great job! Now you can describe
canopy creatures.
Set and demonstrate homework: by briefly going over
the homework point to check understanding.
(WB p.13, Writing)
∙∙I: Look at Writing A. What do you need to do?
∙∙S: Write about our favorite animal.
∙∙I: Correct. Please finish it for homework.

-- Complete lesson record: 2 – 25 – DVD

-- Thank students and say good-bye.

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UNIT 3 PREVIEW SB: p.26-29

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

Goal Vocabulary Grammar Resources

Guessing where things are -- oceans -- how many...? board, paper,

hidden in the classroom -- animals markers
-- there are/there is...
-- prepositions -- wh- questions of location

① OPENING -- Demonstrate prepositions with the students using

Greeting/Warm-up: Greet students naturally. classroom objects. Students put objects in different
places in the room.
∙∙I: How are you today?
∙∙I: Where is the...?
∙∙I: How was school today?
∙∙S: It’s...
Check homework interactively: (WB p.13)
Ask students to ask each other a few of the questions -- Write: On the board write There is/ There are.
from p.13. ∙∙I: How many students are there?
Set the goal: Today we will be: Guessing where things ∙∙S: There are 3 students.
are hidden in the room. Customize accordingly. ∙∙I: How many instructors are there?
Review: Correct the teacher ∙∙S: There is one instructor.
Make a few false statements with adjectives and have -- Praise students. DO NOT turn the page.
students correct you. (Elephants are green. Rabbits
are dangerous.)
Signpost: We will now listen to Ming and Maya talk
about an aquarium.
② PRESENTATION -- Listening task: Ask students to listen to answer:
Open to p.26-27. QFT: about the animals in the picture. ∙∙How many fish are there?
Elicit adjectives about the animals. (colorful, quiet,
∙∙Where is the shark? There are three places, can
beautiful, etc.)
you tell me one?
∙∙I: What is it?
-- Play CD 1 Track 22. Have students present their
∙∙S: It’s the ocean. answers to the class. Repeat as necessary.
∙∙I: Which one is the reef shark?
∙∙S: The one at the top. (To the left of the page Turn to p.18 – Language Focus A
crease.) -- In pairs, have students role play the dialogue aloud.
-- Switch roles and change the words in blue.
③ PRACTICE
-- Praise students.
Preview: Play CD 1 Track 21 Complete Preview A-C.
-- Language Focus: Complete Activity C and D. Assist as
-- Preview A. Play CD 1 Track 21. Complete Preview A necessary.
then present their answers to the class. (Activity C: 1. There’s one dolphin.; 2. There are 7
(1. beautiful; 2.colorful; 3. quiet; 4. scary) colorful fish.; 3. There’s 1 shark.; 4. There’s 1 crab.)
-- Preview B. Ask students to use one or two words from (Activity D: 1. in front of; 2. behind; 3. under; 4. on; 5.
the box to describe the animals. Elicit/present any in; 6. between)
words that may be unfamiliar. -- In pairs, students ask questions and make sentences
(Answers will vary.) about where and how many. Refer to the language
-- Preview C. Have students present their answers to box on p.28.
each other. -- Praise students and close books.

Write: Prepositions of location on the board.

-- in, on, under, behind, in front of, between
-- Point to a fish:
∙∙I: Is it in the water or on the water?
∙∙S: In the water.

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UNIT 3
LESSON 1 | PREVIEW/LANGUAGE FOCUS

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
guess where things are hidden around the room. Draw it: Hand out blank paper to each of the students.
Activity – Treasure Hunt: Students must draw a picture to represent the
-- Ask students to close their eyes and hide a few preposition you say. Have the students describe their
objects around the room. Students take turns asking picture.
where you have hidden the objects.
∙∙I: Is the pen on the table? EXPANSION – PRACTICE
∙∙S: No, it’s not. Correct my sentence: Students correct the instructor
or each other. Make a sentence about an object and
-- Students take turns hiding the objects and answering
its location that is untrue. Students then make the
questions. DO NOT close your eyes.
correction and make the next statement.

⑤ CLOSING EXPANSION – PERFORMANCE

Give praise and feedback. Activity – Blind Man:
Confirm lesson goal: Great job! Now you can say where -- One person comes to the front of the class and turns
things are hidden. away from the class. One student hides an object
Set and demonstrate homework: by briefly going over while they are looking away.
the homework point to check understanding. -- The student has to guess without turning around
(WB p.14-16, Vocabulary, Conversation, Language where the object is.
focus, not The Real World)
Class Excursion:
∙∙I: Look at the Vocabulary Focus A. What is
-- Leave the classroom and walk around the school.
number 6 across?
-- Award points for every object and location they can
∙∙S: Seahorse.
name correctly. The student to name 5 objects with
∙∙I: Good. Please write it in and finish the rest for the correct location is the winner.
homework.

-- Complete lesson record: 3 – 29 – LF

-- Thank students and say good-bye.

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

HW: p.16
LESSON 2
COMMUNICATION RW

Goal Vocabulary Grammar Resources

Describing your part of an -- oceans -- how many...? board, paper,

aquarium to the class -- animals markers
-- they’re vs. there are
-- prepositions -- wh- questions

① OPENING -- Next, Refer to the turtles on p.30 and repeat the QFT.
Greeting/Warm-up: Greet students naturally. ∙∙I: Are they books?
∙∙I: How are you today? ∙∙S: Yes, they’re books.
∙∙I: How was school today? ∙∙I: Are there 2 turtles?
Check homework interactively: (WB p.16) ∙∙S: Yes, there are 2 turtles.
Ask students to ask each other a few of the questions QFS: Students ask questions of each other using
from Conversation – p.15. objects in the room or animals in the book.
Review: Place an object around the room 1 place at a
time. Students state its location.
EXTENSION
Set the goal: Today we will be: Presenting a picture of
Ask students to present one of the animals, books
our aquarium to the class. Customize accordingly.
closed. Tell them they have 30 seconds to remember
the information then present. Assist as required.
② PRESENTATION
Draw: On the board put a table with 2 columns, title -- Praise students. Close books.
one There are and the other They’re. Model the first
2 phrases then have the students add others with
different items from the room. ④ PERFORMANCE
Point to the lesson goal and say: We are going to draw
They're There are and present an aquarium.
-- Assign a part of the board to each student or paper
They're chairs. There are 4 chairs
if the class is too large. Give students 2 minutes to
Answers will vary Answers will vary
draw animals in their part of the aquarium, assist as
necessary.
-- Presentation activity: Students come up to the front
The Real World: Ask students to match the animals and present their part of the aquarium.
to the names. Ask if students know anything about
the animals. If students don’t know about the animals,
have them describe the pictures. EXTENSION
Cover the board or students close their eyes and
③ PRACTICE describe another students section.
Play CD 1 Track 24. Complete Activity A and B. Have
students present their answers to the class.
(Activity A - 1. sea turtles; 2. the Torres straight;
3. on the beach)
(Activity B - 1. T; 2. F; 3. F; 4. T)
-- Praise students.

QFT: Ask a mix of questions using Yes, No, Or, and Key
(YNOK) questions.
-- Use a group of objects from the room
(chairs, books, markers).

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UNIT 3
LESSON 2 | THE REAL WORLD/COMMUNICATION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRACTICE
Confirm lesson goal: Well done, everyone! Now you Guess – What’s in my Fridge?
can describe animals in an aquarium. -- Give students a sheet of paper to write on.
Set and demonstrate homework: by briefly going over -- Write: eggs, tomatoes, apples, potatoes, and onions
the homework point to check understanding. on the board.
(WB p.16 , The Real World)
-- Tell students to pick four and write them down.
∙∙I: Look at The Real World A. What is a Don’t let other students see. Put a number between
leatherback? 1-5 next to it.
∙∙S: A sea turtle? -- Students take turns asking questions.
∙∙I: Correct. Please finish the rest for homework. e.g. Are there 3 potatoes in your fridge? Where are
they?
-- Complete lesson record: 3 – 31 – Comm
-- Thank students and say good-bye. EXPANSION – PERFORMANCE
Communication – p.31
-- Set a 1-minute time limit.
-- Students cover their books and try to guess the
location of their counterparts.
∙∙ S1: Is your crab on the island?
∙∙ S2: No.
∙∙ S1: Is it under the water?
∙∙ S2: Yes.
-- The last person with animals undiscovered wins.

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UNIT 3 READING SB: p.32-35

HW: p.17
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Describing where an animal -- prepositions -- hide in -- simple present board, paper,

lives and what it looks like -- animals -- looks like markers
-- camoflague

① OPENING Comprehension: Turn to p.34. Students pre-read the

Greeting/Warm-up: Greet students naturally. questions. DO NOT allow students to turn back to
p.33 to check for answers. Tell students they will listen
∙∙I: How are you today?
to the story again, as they listen they should circle the
∙∙I: How was school today? correct response.
Check homework interactively: (WB p.16) -- Play CD 1 Track 27 Complete Activity A.
Ask students to ask each other a few of the questions (1. b; 2. b; 3. c; 4. a; 5. b)
from p.16.
-- Activity B and C. As a class fill in the chart, encourage
Set the goal: Today we will be: Describing where students to help each other. Add 2 more animals to
an animal lives and what it looks like. Customize the chart. Assist as necessary.
accordingly. (Activity B: stonefish - a rock - on the sand; leafy
seadragon - seaweed - in the seaweed)
② PRESENTATION
Show students a picture of a tiger (SB p.21). Imagination: Point to an object in the classroom.
-- Ask: Why do tigers have stripes? Answers will vary ∙∙This is a snake, but its camouflaged to look like a
cord.
-- Write: To hide in the long grass.
-- Write: This is a… but its camouflaged to look like a…
-- Ask: How do animals hide in the wild?
on the board.
-- Write: camouflage on the board.
-- Students take turns imagining what things in the
classroom are and describing them.
Picture speculation: Open to p.33, point to the
-- Praise students.
stonefish.
-- Ask: What does the fish look like?
-- Elicit: It looks like a stone. ④ PERFORMANCE
Point to the lesson goal and say: Now we are going to
-- Write: It’s camouflaged to look like a… on the board.
describe an animal and where it lives.
Refer to the book for support. Ask student if they
know of any other animals that look like objects. -- Ask students to work in pairs. They must choose 2
Discuss. animals to present and decide who will do what part,
then practice.
-- Make sentences using the structure.
-- Refer to the animals in the book for ideas.
-- Allow students to copy the animals from the book but
③ PRACTICE encourage them to think of others they may know.
Reading: Complete Reading Activities A-C. Hand out blank paper and give students 2 minutes to
Answers will vary. prepare. Assist as necessary.
-- Praise students.
-- Tell students they must each ask a question at the
end of the presentation.
Read: Assign sections of the text to each student and -- Close books.
read. Assist with vocabulary as needed.
-- Students stand up and make a group presentation on
QFT: ask questions about the reading. animals.
∙∙I: What does the leafy seadragon look like? -- Ask a question about the presentation.
∙∙S: It looks like seaweed.
QFS: students ask each other questions about the
reading.

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UNIT 3
LESSON 3 | READING/COMPREHENSION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Great job! Now you can describe Activity – What is it?
an animal and where it lives. -- Write: on the board It looks like…
Set and demonstrate homework: by briefly going over -- Start to draw a picture of an animal but don’t finish it.
the homework point to check understanding. Students try to guess what it is using the structure on
(WB p.17, Reading) the board.
∙∙I: Look at the photos in Reading A. What are they? -- Winner draws the next animal.
∙∙S: B. Sea animals?
∙∙I: Correct. Circle it and finish the rest for EXPANSION – PERFORMANCE
homework. Invent an animal:
-- Students make a new animal.
-- Complete lesson record: 3 – 34 – Comp
Students say It looks like a … but it has …
-- Thank students and say good-bye.
-- Teacher or student has to draw it as other suggestions
are added. Last to speak describes it.

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UNIT 3 DVD SB: p.35

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

Goal Vocabulary Grammar Resources

Playing a quiz game about -- animals -- simple present DVD player,

ocean oddities -- prepositions board, paper,
-- they’re vs. there are
markers
-- adjectives -- wh- questions

① OPENING ③ PRACTICE
Greeting/Warm-up: Greet students naturally. Replay the video: Ocean Oddities
∙∙I: How are you today? -- Complete Activity B. Have students select between
∙∙I: How was school today? the two options and circle.
(1. seaweed; 2. colorful; 3. noisy; 4. foot)
Check homework interactively: (WB p.17)
Ask students to ask each other a few of the questions
from p.17. QFT: to confirm comprehension. Ask similar questions
for each of the questions in Activity B.
Set the goal: Today we will be: Playing a quiz game
about ocean oddities. Customize accordingly. ∙∙I: Where does the Sargassum fish hide?

Review: adjectives and prepositions. Using a timer or ∙∙S: It hides in the seaweed.
a stopwatch, have students see who can name 5 items QFS: to boost understanding. Have students use the
with their location around the room. questions asked during QFT to ask each other.
-- Refer to the board: students practice asking and
② PRESENTATION answering questions about kangaroos and add
Open to p.33. Have students look at the picture of the another well known animal (panda, dolphin, elephant)
stonefish. -- After you watch: Students pair up and take turns
∙∙I: Does the stonefish look normal or strange? asking and answering questions about the animals.
(Point to the stonefish.) Refer to the information on the board. Assist as
necessary.
∙∙S: It looks strange.
-- Praise students.
∙∙I: That’s right. It’s an oddity.
-- Mind map: Write kangaroo in the middle of the
board. Have students race to find questions from ④ PERFORMANCE
previous lessons in the unit about animals to put on Point to the lesson goal and say: Now we are going to
the board. Keep for Performance. Questions may vary have a quiz about ocean oddities.
but should include the following: -- Divide the class into 2 teams.
∙∙Where does it live? -- Replay the video: Ocean Oddities: Pause after each
∙∙Where is it from? creature. Teams must ask and answer questions.
∙∙What does it look like? -- 2 points for a question/1 point for an answer.
∙∙What’s it like? -- Award points and declare a winner.

Open to p.35. Complete Before you watch. Answers

EXTENSION
will vary.
Students ask about a native animal in the teacher’s
country or about other animals in the student book.
③ PRACTICE After asking about the animal, the student summarizes
While you watch. Signpost: We will now watch a video the information that they received.
about ocean oddities. Listen and watch for any on your
animals list.
-- Play the video: Ocean Oddities
-- Complete Activity A. Answers will vary.
-- Praise students for their efforts.

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 TZ 1 • 2nd ed. • IG

UNIT 3
LESSON 4 | DVD

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Great job! Now you can ask and Unit review:
answer questions on ocean oddities. Mind map everything students remember from
Set and demonstrate homework: by briefly going over this unit.
the homework point to check understanding.
(WB p.18, Writing) EXPANSION – PRACTICE
∙∙I: Look at Writing A. What do you need to do? Chain: Teacher makes a sentence and students keep
∙∙S: Write a sentence about the picture. adding to it.

∙∙I: Correct. Please finish it for homework. ∙∙I: The Sargassum fish looks like seaweed.
∙∙S1: The Sargassum fish looks like seaweed, and
-- Complete lesson record: 3 – 35 – DVD the stonefish looks like a stone.

-- Thank students and say good-bye. ∙∙S2: The Sargassum fish looks like seaweed, and
the stonefish looks like a stone, and the catfish
looks like a cat.

EXPANSION – PERFORMANCE
-- Describe some of the native animals in your country.
-- Students should use the questions previously
introduced to support.
-- If you have access you can use the Internet to help
get information.

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UNIT 3 BERLITZ CULTURAL EXPLORER 1 SB: p.20-21

HW: preview
BCE 1
SOUTH AFRICA FOCUS ON COUNTRY BCE 1

Goal Vocabulary Grammar (as applicable) Resources

Introducing your country to -- cradle of civilization -- what and who questions board, paper,
a visitor -- precious -- adjectives markers
-- official language -- countable nouns
-- population -- prepositions of location

① OPENING
③ PRACTICE
Greeting/Warm-up: Greet students naturally.
Ask students to make 4 columns on the board
∙∙ I: How are you today? assigning headings:
∙∙ I: What did you do last lesson? ∙∙famous things, languages, people/population,
Set the goal: Today we will be: Introducing your names
country to a visitor. Customize accordingly. -- Have students discuss how to populate the columns
using their own country information.
② PRESENTATION -- Tell students they will use the information on the
Mind Map: Write on the board: South Africa board to organize and present a short talk on their
Ask: What do you know about South Africa? country.

-- Keep books closed. Collect whatever information

comes to students’ minds. There may be nothing. ④ PERFORMANCE
Offer the following: Point to the lesson goal and say: Now we are going to
∙∙I: South Africa has many precious things. Precious introduce your country to a visitor.
things are things that are very expensive like gold. Have students read the Your Turn section aloud.
Can you give me more examples?
-- Then see what students know. -- Depending on the students’ country of origin, it may
∙∙S1: Diamonds are precious. be more productive to track the historical names of
their country through the years.
-- Once they understand the term precious, write on the
board: -- Divide the report out tasks to ensure each student
has an opportunity to speak.
∙∙gold platinum diamonds palladium
-- Direct students to present their findings.
-- Ask: Which one of these is NOT a precious metal?
(diamonds because they are a crystal substance) -- Call on the first student to present. Set a timer of up
to 5 minutes (depending on student content).

Open books to p.2 – South Africa: Focus on Country. -- After the student(s) finish, provide 1 or 2 improvement
points.
-- Have students read the introduction. Check
comprehension around Cradle of Humankind. -- Give students up to a minute to correct language if
necessary.
-- Read the quiz. Check the answer aloud.
-- Help students practice incorporating delivery
feedback. Do a second performance if time allows.
Part A. Have students go through the list of official
languages.
-- Ask: How many names do you think South African ⑤ CLOSING
people have for South Africa? Give praise and feedback.
-- Direct students to look at the population pie chart. Confirm lesson goal: Very good work! Now you can
Ask them what they think Mixed Background means present your country to a visitor.
(At its simplest, each parent is a member of one of -- Inform students that there is no homework today.
the other groups in the list). However, they may review at home on their own.
-- Note: It is unnecessary to get into apartheid and -- Complete lesson record: 3 – 2 – BCE1
South Africa’s other historical challenges.
-- Thank students and say good-bye.
-- Part B. Have students read the fact. Note: Msanzi is a
colloquial word for South Africa and, thus, not official.

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UNIT 4 PREVIEW SB: p.36-39

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

Goal Vocabulary Grammar Resources

Asking a classmate about -- family -- older/ -- how many board, paper,

his/her family members younger -- have + family member markers
-- countries sister/
-- do/does reduction
brother

① OPENING -- Students report their partner’s answers to the class.

Greeting/Warm-up: Greet students naturally. ∙∙Point to yourself
∙∙I: How are you today? I: I have a marker.

∙∙I: How was school today? ∙∙Point to a student

I: He/She has a book.
Review: Have students tell you 3 things that they
remember about South Africa. If students need a ∙∙Point to one of the stick brothers
prompt have them look at the BCE page in their book. I: He has a brother. (SR)

Set the goal: Today we will be: Asking classmates -- Praise students. Do not turn the page.
about their family. Customize accordingly.
③ PRACTICE
Signpost: Tell students they will now listen to Maya
② PRESENTATION
and Nadine talk about Maya’s family.
Mind map: Write family members in the center of the
board. Students then come to the board and put the Listening Task: Ask students to listen to answer:
members they know around the board. ∙∙Where is Maya’s family? (in Brazil)
-- Pointing to the map on p.2 of the Illustration Book (IB) ∙∙How many brothers and sisters does she have?
introduce where you and your family is from. (1 brother, 2 sisters)
∙∙I: I’m from (country), my family is from (country). Write the questions on the board.
-- Write: My family is from… on the top of the board. Play CD 1 Track 29. Check answers. Repeat audio if
-- Draw: On the board draw two stick figures, one tall necessary.
one short, and circle them. Point to the third question. Note that ‘does have’
∙∙I: They are brothers. (SR) changes to ‘has’ in the answer.

∙∙Point to the small one. Turn to p.38 – Language Focus A.

I: He is the younger brother. (SR) -- Real English: Point out the Real English box, top right
∙∙Point to the tall one. of the page. Yeah! is another way to say Yes!
I: He is the older brother. (SR) ∙∙I: Do you like holidays?
-- Write: Older and younger next to the figures ∙∙S: Yeah!
∙∙I: Can you come to my party?
③ PRACTICE ∙∙S: Yeah!
Preview A and B. Open books to p.36-37, ask students -- Ask students to identify and circle ‘Yeah!’ in the comic
to point out older and younger brothers or sisters in the strip.
Cason family. Without listening to the CD, complete
-- In pairs, have students role play the dialogue aloud.
Preview A and B.
-- Switch roles and change the words in blue.
-- Play CD 1 Track 28
-- Praise students.
-- Have students present their answers to the class.

Language Focus: Play CD 1 Track 31. Complete Activity

Post-listening activity:
C and D. Refer to language box on p.38.
∙∙I: How many brothers/sisters are there? (9/7)
-- Erase the board.
-- Preview C. Ask students to work in pairs. Complete
-- Praise students and close books.
Preview C, assist as necessary.

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UNIT 4
LESSON 1 | PREVIEW/LANGUAGE FOCUS

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
ask a classmate about their family. -- Draw a family tree
-- Ask a few questions to confirm understanding. -- Give each student a pen and ask them to draw a
∙∙What are you going to ask first? family tree. (Do NOT say how to draw it.)
∙∙How are you going to finish? -- A family of seven, has a father, mother, 2 brothers
∙∙What information do we need to find out? and 3 sisters.

-- In pairs, students interview each other about their -- Choose the best one. Erase the rest.
families.
EXPANSION – PRACTICE
Language Focus: QFT – QFS
EXTENSION
-- QFT: Refer to the comic strip on p.38 and ask a mix
Students ask the teacher about their family. of questions using Yes, No, Or, and Key (YNOK)
questions.

⑤ CLOSING -- Focus is on having students use the third person.

Give praise and feedback. ∙∙I: Does Maya have 2 sisters?
Confirm lesson goal: Great job! Now you can ask ∙∙S: Yes, she has 2 sisters.
classmates about their families. ∙∙I: Does she have 3 sisters?
Set and demonstrate homework: by briefly going over ∙∙S: No, she has 2 sisters.
the homework point to check understanding. ∙∙I: How many sisters does she have?
(WB p.19-21, Vocabulary, Conversation, Language
∙∙S: She has 2 sisters.
focus, not The Real World)
∙∙I: Look at the Vocabulary Focus A. What is -- QFS: Students pair up and repeat the process.
number 1?
∙∙S: Dad. EXPANSION – PERFORMANCE
p.39 – Activity E
∙∙I: Good. Please write it in and finish the rest for
homework.

-- Complete lesson record: 4 – 39 – LF

-- Thank students and say good-bye.

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

HW: p.21 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Introducing our extended -- extended -- small/big -- possessives w/ family board, paper,

family to the class family family markers
-- have + (family member, pet,
-- pets family size)

① OPENING ③ PRACTICE
Greeting/Warm-up: Greet students naturally. Open to p.40 – The Real World: Look at the picture and
∙∙I: How are you today? ask students to guess which members are immediate
or extended family members. (Don’t be too strict with
∙∙I: How was school today?
this)
∙∙I: What did you do last lesson?
-- The Real World: Read the text. QFT: to confirm
Check homework interactively: (WB p.19-21) understanding.
Go through each point and read the passages/
-- Complete Activity A. Have students present their
sentences aloud. Elicit corrections where necessary.
answers to the class. Assist as necessary.
Focus on Conversation and Language Focus – p.20-21.
-- Praise students.
Set the goal: Today we will be: Introducing our
extended family to the class. Customize accordingly.
The Real World: Play CD 1 Track 32.
-- Complete Activity B. Check student answers.
② PRESENTATION
Review: Family members (List on the board) -- Go over any missing from the board. Using examples
from Activity B or making new ones using the same
Write: Immediate Family above the list.
pattern as Activity B.
∙∙I: This is your immediate family.
-- Pronunciation: Activity A. Read the sentences aloud,
-- Ask students to name other family members. List on students repeat.
the board. Elicit grandmother, grandfather, uncle,
-- Play CD 1 Track 34 Complete Activity B and C. Assist
aunt, etc. (Do NOT add any) Point to the list.
as necessary.
∙∙I: This is your extended family.
-- Close books.
(Students repeat (SR))
-- Erase the board.
QFT – QFS: Refer to the stick figure on the board.
-- QFT: Ask a mix of questions using Yes, No, Or, and
Draw: A stick figure on the board.
Key (YNOK) questions.
∙∙How many brothers, sisters, cousins, uncles,
∙∙Does he have … cousins?
aunts, and grandparents does he have?
∙∙Are they beautiful and colorful?
∙∙Does he have pets?
∙∙Does he have … cousins or … cousins?
∙∙Does he have a big family or a small family?
∙∙How many cousins does he have?
-- Map out his family tree on the board.
-- QFS: Refer to the board and students ask each other
-- Write: He has … brother and … sisters. On the board.
the same questions. Assist as necessary.
(SR)
-- Pairwork: Students ask each other about their
-- Elicit if cousins are boys or girls.
families. Circulate and assist as necessary.
-- Write: His mother has … nephews and nieces.
-- Praise students. Erase the board. (Leave up for
-- Point out that your cousin is your father’s and weaker students to reference)
mother’s nephew or niece.
-- Do NOT erase. It will be used in practice.

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UNIT 4
LESSON 2 | THE REAL WORLD/COMMUNICATION

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
present our extended family to the class. Match:
-- Hand out blank paper. Write a list of male family members on one side of the
-- Give students 1 minute to prepare. Circulate and board, and female members on the other side.
assist as necessary. Students come up and match the family pairs one by
-- Remind students to use the vocabulary in the circles one.
on p.40.
-- Also if students have pets they can include them in EXPANSION – PRACTICE
their extended family. Chaining:
Presentation: Students come up to the front and Tell students they have to substitute the adjective in
present their extended family. the sentence.

EXTENSION EXPANSION – PERFORMANCE

Students ask the teacher about his extended family p.41 – Communication

⑤ CLOSING
Give praise and feedback.
Confirm lesson goal: Well done, everyone! Now you
can present your extended family.
Set and demonstrate homework: by briefly going over
the homework point to check understanding.
(WB p.21, The Real World)
∙∙I: Look at The Real World A. Who is your aunt?
∙∙S: Beth?
∙∙I: Correct. Please finish the rest for homework.

-- Complete lesson record: 4 – 41 – Comm

-- Thank students and say good-bye.

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UNIT 4 READING SB: p.42-44

HW: p.22
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Talking about your school -- twins -- wh- questions board, paper,

festival with a classmate -- festival markers
-- go (somewhere) to (action)
-- identical -- takes place in

① OPENING -- QFS: about their answers. Students ask and answer

Greeting/Warm-up: Greet students naturally. the questions on p.44.

∙∙I: How are you today? -- Pairwork: In pairs, students complete Activity B.

∙∙I: How was school today?

QFT – QFS: about Twins Days Festival. Use Yes, No, Or,
∙∙I: What did you do last lesson?
and Key (YNOK) questions.
Check homework interactively: (WB p.21)
∙∙(I/S) Does it take place in Ohio?
Go through each point and read the passages/
sentences aloud. Elicit corrections where necessary. ∙∙(I/S) Do people go there to make money?

Set the goal: Today we will be: talking about our school ∙∙(I/S) What do twins often look like?
festival with a classmate. Customize accordingly. ∙∙(I/S) Why do people go there?

② PRESENTATION EXTENSION
Ask students about a school festival or local festivals. Add a few of the activities and locations from the mind
(Japan-Gion Matsuri; America- 4th of July; map and list.
Brazil-Carnival; Germany-May Day)
Mind Map: Activities for a festival. Above the mind -- Complete Activity C.
map write People go there to …
-- (ex. see the parade, eat local food, watch a Writing: Read the text. (DO NOT do the writing activity
performance, see fireworks, buy things, support the suggested in the book.)
school, meet friends, have fun). -- Ask questions to check comprehension.
-- Ask students to make a few sentences using the -- Praise students. Close textbooks.
phrase people go there to ….

Pair work: Students in pairs make a mind map of a

List: In a separate area on the board write It takes place school festival. Assist as necessary.
in … under it list possible place for festivals (ex. parks,
schools, city).
④ PERFORMANCE
-- Ask students to make one sentence each using the
Point to the lesson goal and say: Now we are going to
phrase It takes place in…
talk about our school festival with a classmate.
-- Do NOT erase the board, used for practice.
-- Hand out blank paper. Ask students to make notes
about their school festival. Allow 1 minute for
③ PRACTICE preparation.
Reading: Open to p.23. Complete Activities A-C. -- Erase the board.
-- Read p.43. -- Write: I’m having my school festival next week and
-- Praise students. Would you like to come? under it on the board.
-- Ask students:
Comprehension: Turn to p.44. Students pre-read the ∙∙I: What will you say first?
questions. DO NOT allow students to turn back to page Point to the top sentence. (SR)
43 to check for answers. ∙∙I: What will you say last?
-- Tell students they will listen to the story again. As Point to the bottom sentence. (SR)
they listen, they should circle the correct response. -- In pairs, students role play talking about their school
-- Play CD 1 Track 35 Complete Activity A. festival.

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UNIT 4
LESSON 3 | READING/COMPREHENSION

EXTENSION EXPANSION – PRESENTATION

Students ask the teacher about a local festival in their Charades:
country. -- After mind mapping activities for a festival.
-- Students mime activities for a festival and other
⑤ CLOSING students must guess it.
Give praise and feedback. -- The student who guesses correctly takes the next
Confirm lesson goal: Great job! Now you can tell a turn.
friend about your school festival in English.
Set and demonstrate homework: by briefly going over EXPANSION – PRACTICE
the homework point to check understanding. What’s the question:
(WB p.22, Reading) ∙∙I: People go there to have fun.
∙∙I: Look at Reading A. Quickly skim for what the (Why do people go there?)
article is about. ∙∙I: You can buy food and toys.
∙∙S: B. Family (What can you do there?)
∙∙I: Correct. Circle it and finish the rest for ∙∙I: It’s on Saturday. (When is it?)
homework.
EXPANSION – PERFORMANCE
-- Complete lesson record: 4 – 44 – Comp Group work:
-- Thank students and say good-bye. -- As a class plan the ultimate festival.
-- Assign roles for students in the festival.
-- Ask students to think of things they would have to
say to festival goers.

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UNIT 4 DVD SB: p.45

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

Goal Vocabulary Grammar Resources

Talking about your family and -- mega + noun -- activities -- simple present DVD player,
what they do -- family -- adjectives board, paper,
-- have + object
members markers

① OPENING -- Refer to the Berlitz Illustration Book (IB) p.1, 19, 46,
Greeting/Warm-up: Greet students naturally. 60 if students have trouble.

∙∙I: How are you today?

Open to p.45 – Before you watch: Point to the family:
∙∙I: How was school today?
∙∙I: Is this a big family or a small family?
Check homework interactively: (WB p.22)
Go through each point and read the passages/ ∙∙S: It’s a big family.
sentences aloud. Elicit corrections where necessary. ∙∙I: (Point to the title) It’s a mega family. (SR)
Set the goal: Today we will be: Talking about our family -- Complete the activity.
and what they do. Customize accordingly.
Review: Students list as many family members as they
③ PRACTICE
can remember on the board.
While you watch. Signpost: We will now watch a video
about a mega family. Listen and put a check beside
② PRESENTATION any words you circled. Cover the DVD screen.
Draw: 5 cups on the board, each bigger than the last. -- Play the video: Megafamily Complete Activity A.
Point to the cups in order. -- Uncover the DVD screen.
∙∙I: This is small, this is big, this is large, this is very -- Replay the video: Megafamily Pre-read all the
large, this is a mega cup.(SR) statements. Complete Activity B.
∙∙I: Very, very large things are called mega things.
-- Complete my sentence: QFT – QFS: about the DVD. Use Yes, No, Or, and Key
∙∙I: Tokyo is a… (YNOK) questions.

∙∙S: mega city. ∙∙(I/S): Is it a big family?

∙∙I: Toyota is a… ∙∙S: Yes, it’s a big family.

∙∙S: mega company. ∙∙(I/S): Do they have a small car?

∙∙I: The Cason family is a… ∙∙S: No, they have a big car.

∙∙S: mega family. ∙∙(I/S): How many brothers/sisters do they have?

∙∙S: They have 9 brothers/7 sisters.
Mind map: write families in a circle on the board. ∙∙(I/S): What do the brothers do?

members things ∙∙S: They fight and play a lot.

families After you watch: Students pair up and take turns

asking and answering questions. Assist as necessary.

activities
-- Praise students. Close books.

-- Elicit members’ names (brothers, sisters, twins,

parents, pets) ④ PERFORMANCE
-- Elicit things (bedrooms, toys, desk, TV, big/small Point to the lesson goal and say: Now we are going to
house/apartment, two cars, pets) talk about our family and what they do.

-- Elicit activities families do (watch TV, fight, play Hand out blank paper,
games, go on holidays) ∙∙I: You have 1 minute to make a mind map of your
family.
-- Assist as necessary.

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UNIT 4
LESSON 4 | DVD

-- Erase the board. (For weaker students leave

information on the board)
EXPANSION – PRESENTATION
-- Students take turns presenting their families. Invent an Alien family:
All students must ask one question after the
-- Students call out ideas for an alien family
presentation.
-- Award points for the wildest ideas.

EXTENSION
EXPANSION – PRACTICE
Students ask about family activities in your home
Richest family in town: (Fluency activity)
country.
Tell students that they must repeat the last sentence
and add a new one.
⑤ CLOSING -- Start by saying
Give praise and feedback.
∙∙I: I know a rich family. They have 17 bedrooms.
Confirm lesson goal: Great job! Now you can talk
∙∙S1: They have 17 bedrooms and they have 6 cars.
about your family and what they do in English.
∙∙S2: They have 6 cars and they have a mega TV.
Set and demonstrate homework: by briefly going over
the homework point to check understanding. -- Repeat until everyone has had at least 2 turns.
(WB p.23, Writing) -- Change the structure to express activities. Repeat.
∙∙I: Look at the chart in Writing A. How many
children do they have? EXPANSION – PERFORMANCE
∙∙S: Two. True or False:
∙∙I: Correct. Please finish the rest for homework. Students tell the class three new facts about their
family. 2 true and 1 false. Students guess which is false.
-- Complete lesson record: 4 – 45 – DVD
-- Thank students and say good-bye.

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UNIT 5 PREVIEW SB: p.46-49

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

Goal Vocabulary Grammar Resources

Talking about food you like or -- food -- meals -- countable and uncountable nouns board, paper,
don’t like -- drinks -- traditional -- like/don’t like + food markers
-- conjunctions

① OPENING -- Students make a few sentences each. (Refer to the

Greeting/Warm-up: Greet students naturally. picture on p.46 and the list on the board to help.)

∙∙I: How are you today? -- Praise students. Close books.

∙∙I: How was school today?

Write: Pizza on the board.
Check homework interactively: (WB p.23)
Go through each point and read the passages/ ∙∙I: What country does this food come from?
sentences aloud. Elicit corrections where necessary. ∙∙S: It comes from Italy.
Set the goal: Today we will be: Talking about food we ∙∙I: That’s right. Pizza is a traditional food of Italy.
like or don’t like. Customize accordingly. -- Ask students to name some other traditional foods.
(America-apple pie/hot dogs, Japan-sushi, Germany-
sausage/sauerkraut, England-fish and chips,
② PRESENTATION
Korea-kimchi)
Open to p.46-47. Look at the picture.
-- Ask students to identify some of the food.
Signpost: Tell students they will now listen to Stig,
Do not identify all the food. (Be sure to cover apples,
Maya, and Ming talk about traditional Swedish food.
mangoes, grapes, strawberries, and oranges)
-- Listening Task: Ask students to listen to answer:
-- Draw: a stick person, a check mark, and a strawberry
in a line. Point to it and say: I like strawberries. ∙∙I: What’s the traditional Swedish food? (Fish)

-- Draw: a stick person, an X, and a mango in a line. ∙∙I: Do Maya and Ming like the food?
Point to it and say: I don’t like mangoes. (No they don’t)

-- Ask and List. Say: What food do you like? What food -- Play CD Track 38. Check answers. Repeat audio if
don’t you like? necessary.
(Create two separate lists on the board).
Do not erase. Open to p.48 – Language Focus A.
Real English: Point out the Real English box at the top
③ PRACTICE right of the page.
-- Signpost: Now let’s listen to some students talking ∙∙I: This is how we agree with someone in the
about food they like and don’t like. As you listen fill in positive and the negative.
the chart.
∙∙I: Do you like pizza?
-- Preview A and B: Play CD 1 Track 36 and 37. Students
∙∙S: Yeah!
fill in the chart to complete Preview A and B.
∙∙I: Me too. (Students repeat (SR))
-- Have students present their answers to the class.
∙∙I: Do you like ice cream, potatoes, and curry
together?
Dino apple mangoes ∙∙S: No!

Sophie grapes apples ∙∙I: Me neither. (SR)

-- Ask students to identify and circle ‘Me too’, and
Teresa strawberries grapes
‘Me neither’ in the comic strip.
Peter strawberries oranges
-- In pairs, have students role play the dialogue aloud.
-- Switch roles and change the words in blue.
-- Preview C: Ask students to make statements using 2 -- Praise students.
foods, using a conjunction. Model it for the students.
Write: One column of countable foods and another
∙∙I: I like apples and I like bananas. column of uncountable food items. Do not label them.

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UNIT 5
LESSON 1 | PREVIEW/LANGUAGE FOCUS

-- Students report what there partner likes to eat and

apples rice
doesn’t like to eat.
chips milk -- Challenge: For strong students, have them say why
vegetables ice cream they like or dislike food.

-- Ask students which food we can count/can’t count. ⑤ CLOSING

(Can count: apples, chips, strawberries. Give praise and feedback.
Can’t count: rice, milk, ice cream) Confirm lesson goal: Great job! Now you can talk
-- Point out most countable food ends with an ‘s’. about food you like or dislike.
-- Confirm: That’s right. These we can count, (point to Set and demonstrate homework: by briefly going over
the countable list) and These we can’t count. (Point the homework point to check understanding.
to the uncountable list) (WB p.24-26, Vocabulary, Conversation, Language
-- Label the lists Countable and Uncountable. focus, not The Real World)

-- Students complete Language Focus C, individually, ∙∙I: Look at the Vocabulary Focus A. What is the
by placing U or C in the space provided. Assist as first fruit? (strawberry, bottom line backwards)
necessary. Who can find it? Go!
(Countable: burger, chips, vegetables, sandwich, ∙∙S: I found it.
pizza. Uncountable: milk, soda, bread, popcorn, rice, ∙∙I: Good. Please circle it and finish the rest for
soup, chocolate) homework.
-- Erase the board. -- Complete lesson record: 5 – 49 – LF

Write: + and + or – + but – but + -- Thank students and say good-bye.

Review: conjunctions using the vocabulary from
Language Focus C. EXPANSION – PRESENTATION
Game: Stand up, sit down, hands on head
Write: I like, I don’t like, He likes, He doesn’t like on
Start by explaining the rules:
the board. Point to the underlined parts and say: For he
and she, it changes like this. Let’s practice. -- The game is started by the ‘caller’. (Someone who states a
food they like or dislike.)
-- Substitution: Please change my sentence using He
-- If you like the same thing as the caller you have to stand up
likes or He doesn’t like. and say ‘me too’. If you don’t like the same thing as the caller
∙∙I: I like apples. you have to put your hands on your head and say ‘Me neither’.

∙∙S: He likes apples. -- Opposites to the caller sit down (or stay seated) and say
either ‘I do’ or ‘I don’t’.
∙∙I: I don’t like mangoes.
-- If students mix it up (highly likely) they become the caller.
∙∙S: He doesn’t like mangoes.
-- Students complete Language Focus D by writing in EXPANSION – PRACTICE
like or likes. Do NOT play the CD. Chain with conjunctions:
-- Refer students to language box on p.48 for help. Teacher starts by saying: I like milk.
-- Students read the dialogue to each other in pairs to Students give an honest response, e.g.
check their answers. Assist as necessary. ∙∙S1: I like milk and he likes milk.
-- Praise students and close books. ∙∙S2: I don’t like milk but he likes milk and he likes milk.
Once everyone has had a turn the last student gets to choose
④ PERFORMANCE the next item by saying one thing he likes or dislikes.

Point to the lesson goal and say: Now we are going to

talk about foods we like or don’t like in English. EXPANSION – PERFORMANCE
-- Ask a few questions to confirm understanding. Talking to an exchange student about food they like/dislike.
Have students choose a country for a foreign exchange student.
∙∙What are you going to ask first?
Make role cards for the ‘exchange’ students, with 4 foods they
∙∙How do you agree with something someone says? like and dislike. Give the cards to the ‘exchange students’
∙∙What are some questions we can ask? Confirm the language they will use. (What food do you like?
-- Hand out blank paper. Say: Record your partner’s What food don’t you like? Do you like pizza?)
answers on the takeaway. Set the scene: You are at school talking with an exchange
student, about food.
-- Pair work: students pair up and ask each other about
foods they like and dislike. Ask students to role play the situation. Change roles and redo.

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

HW: p.26 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Finding out what your -- food -- a bar/slice/ -- simple present with like/ Berlitz Illustration
classmates like and don’t like -- drinks can/glass of... don’t like Book (IB), board,
to eat for a meal paper, markers
-- meals -- human footprint -- -s endings
-- consume

① OPENING ∙∙I: Now think of two more examples of each and

Greeting/Warm-up: Greet students naturally. write them in the columns. Assist as necessary.

∙∙I: How are you today? ∙∙glass of water, juice

∙∙I: How was school today? ∙∙slice of cake, toast

Check homework interactively: (WB p.24-26) ∙∙bar of muesli, chocolate

Go through each point and read the passages/ ∙∙can of cola, coffee
sentences aloud. Elicit corrections where necessary. -- Write: a cup of coffee and coffee on the board.
Do the In Class Conversation and Language Focus
-- Point out that when we use partitives we use ‘a’ and
– p.25-26.
when we don’t, we use nothing.
Review: Likes/dislikes by asking a few questions about
food, add some odd choices for fun.
Signpost: Let’s find out how much the average
∙∙I: Do you like ice cream? American eats in a lifetime.
∙∙I: Do you like ice cream and carrots? -- Play CD 1 Track 41. Students listen and complete The
Set the goal: Today we will be: Finding out what Real World B by circling the correct response. Assist
our classmates like and don’t like to eat for a meal. as necessary.
Customize accordingly. -- Have students present their answers to the class.
-- Praise students. Close books.
② PRESENTATION
List: common meal items on the board. QFT – QFS: open the Illustration book to p.33.
Write: breakfast, lunch, and dinner on the board. Ask QFT: Ask a mix of questions using Yes, No, Or, and Key
students to name common food items we eat for each. (YNOK) questions.
List under each heading. Do not erase.
∙∙I: Does she like a sandwich for lunch?
(Point to Mrs. Bennett eating lunch.)
Breakfast Lunch Dinner
∙∙S: Yes, she likes a sandwich for lunch.
cereal sandwiches steak
∙∙I: Does he like a steak for breakfast?
soup juice pasta
(Shake your head to indicate no, point to Mr.
bread burger curry
Bennett drinking coffee)
rice fruit soup
milk salad vegetables ∙∙S: No, he likes a cup of coffee for breakfast.
∙∙I: Does he like a sandwich or a steak for dinner?
(Point to Mr. Simpson eating steak.)
-- Draw a footprint on the board under the columns,
∙∙S: He likes a steak for dinner.
write eat and drink inside it.
∙∙I: What does she like for lunch?
∙∙I: This is everything we eat and drink in our life.
(Point to Mrs. Bennett)
This is called our human footprint.
∙∙S: She likes a sandwich for lunch.
Pair work. QFS: Students ask each other YNOK
③ PRACTICE
questions using the IB p.33 and the food items on the
Open to p.50 – The Real World: Students read the text. board. Assist as necessary.
QFT to confirm understanding.
-- Students ask the teacher about their eating habits.
-- As a class complete The Real World A. Students
match the food to the partitives (a glass of, a bar of, -- Praise students. Erase the board. (Leave up for
etc.) weaker students to reference.)

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UNIT 5
LESSON 2 | THE REAL WORLD/COMMUNICATION

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
find out what our classmates like and don’t like to eat Pronunciation:
for a meal.
Write: s-endings on the board.
-- Tell students they will have 3 minutes to collect the
∙∙I: How many sounds do s-endings have? (Three:
information they need.
s as in likes, z as in friends, and es as in houses)
-- Use the Communication chart on p.51.
-- Open to p.51 – Pronunciation.
-- Students stand up. Ask students to circulate and ask
-- Pronunciation A. Read the examples aloud, students
their classmates about what they like and don’t like
repeat (SR).
to eat.
-- Play CD 1 Track 43. Students complete Pronunciation
-- Remind students to use the vocabulary they practiced
B independently. Check answers and ask students to
when asking questions and to record the names as
practice by saying a few of the words out loud.
well as the food and drinks.
-- Ask students to try to think of a few examples of
-- After three minutes ask if they need more time. Allow
up to 2 more minutes. s-endings. Add them to the lists in the book.

-- Students sit down and take turns reporting their

findings to the teacher. EXPANSION – PRACTICE
Reverse engineering averages
-- Vote on who has the healthiest, strangest, most
delicious meal. Tell students the average lifespan of an American is 79
years.
∙∙I: How many candy bars do they eat a year on
⑤ CLOSING average? (divide 14,500 by 79 = 183.5)
Give praise and feedback.
∙∙I: How many candy bars do they eat a month on
Confirm lesson goal: Well done, everyone! Now you average? (divide 183.5 by 12 = 15)
can talk about what you like and don’t like to eat for a
-- Continue with (week (3.75), day (0.5), hour (0.02),
meal.
minute (0.0004))
Set and demonstrate homework: by briefly going over
-- Make sure students use a full sentence in their
the homework point to check understanding.
response.
(WB p.26, The Real World)
∙∙S: Americans eat 183.5 candy bars a year on
∙∙I: Look at The Real World A. What is the correct
word? average.

∙∙S: Bag?
EXPANSION – PERFORMANCE
∙∙I: Correct. Please finish the rest for homework.
Design a class menu:
-- Tell the class they need to make a breakfast, lunch,
-- Complete lesson record: 5 – 51 – Comm
and dinner that everyone can eat.
-- Thank students and say good-bye.
-- Hand out blank paper.
-- Students must ask each other about the foods they
like and don’t like, using the language from the
practice.
-- Students discuss foods they like and don’t like and
make the menu.

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UNIT 5 READING SB: p.52-54

HW: p.27
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Presenting your favorite food -- fruits -- wh- questions board, paper,

from your country -- vegetables -- made from markers
-- landscape -- has … in it
-- tastes

① OPENING ③ PRACTICE
Greeting/Warm-up: Greet students naturally. Reading: Open to p.53. Complete Reading A and B.
∙∙I: How are you today? Students read p.53.

∙∙I: How’s the weather today? -- Ask students to find and underline the phrase
made from. (4)
Check homework interactively: (WB p.26)
Have the students make sentences using the -- QFT: Ask about the Foodscapes reading:
vocabulary. (It’s a bag of onions.) ∙∙I: What are the trees made from?
Review: Ask students to remember 1 food item their ∙∙I: What are the fish made from?
classmates like or dislike. -- Praise students.
Set the goal: Today we will be: Presenting your favorite
food from your country. Customize accordingly. Comprehension: Turn to p.54. Students pre-read the
questions. DO NOT allow students to turn back to p.53
to check for answers.
② PRESENTATION
Ask: How does ice cream taste? (sweet, delicious). -- Tell students they will listen to the story again. As
they listen they should circle the correct response.
Elicit: sour, salty, bitter, savory, strong, light.
(How does lemon/potato chips/coffee/ spaghetti -- Play CD 1 Track 44 Complete Comprehension A.
taste?) -- QFS about their answers. Students ask and answer
∙∙I: Where does spaghetti come from? (Italy) the questions on p.54.

∙∙I: Who likes spaghetti? What’s in it? (Pasta, -- Pair work: In pairs, students complete
tomato sauce, meat, carrot, garlic, onion, etc.) Comprehension B.

-- List: spaghetti ingredients on the board.

QFT – QFS: about Foodscapes using Comprehension
-- Write: Spaghetti has … in it. Have students practice
B and the list on the board. Use Yes, No, Or, and Key
the sentence using some of the ingredients.
(YNOK) questions.
-- Ask students about local food in their country; list
∙∙I/S: Are the fish made from fruit?
some on the side of the board.
S1: Does spaghetti have tomatoes in it?
∙∙Japan – okinomiyaki (flour, eggs, cabbage,
∙∙I/S: Are the fish made from potatoes?
bacon), sushi - (rice, raw fish)
S1: Does spaghetti have apples in it?
∙∙America – meatloaf (ground beef, eggs, corn
∙∙I/S: Are the fish made from potatoes or fruit?
meal), apple pie - (apples)
S1: Does spaghetti have tomatoes or apples in it?
∙∙Germany – sauerkraut (cabbage, salt)
∙∙I/S: What are fish made from?
∙∙Mexico – chimichanga (chicken, cheese, rice) S1: What does spaghetti have in it?

Draw: A picture of wheat, next to it draw pasta. Writing: Read the text. (DO NOT do the writing activity
∙∙I: Pasta is made from wheat. What is tomato suggested in the book.)
sauce made from? (Tomatoes) -- QFT – QFS: to check comprehension.
-- Write: Pasta is made from wheat. Tomato sauce is -- Praise students. Close textbooks.
made from tomatoes. on the board
-- Do NOT erase the board, used for practice.

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UNIT 5
LESSON 3 | READING/COMPREHENSION

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
talk about our favorite food from our country. Charades:
-- Hand out blank paper. Ask students to make notes -- After listing local foods
about a local dish.
-- Students mime the ingredients and other students
-- Allow 1 minute for preparation. Remind them to think must guess the dish.
about ingredients and tastes.
-- The student who guesses correctly takes the next
-- Assist as necessary. turn.
-- Erase the board.
EXPANSION – PERFORMANCE
Write: My favorite dish is … and under it It tastes … on Critical Thinking: Activity C on p.54
the board.
∙∙I: What will you say first?
Point to the top sentence. (SR)
∙∙I: What will you say last?
Point to the bottom sentence. (SR)
-- Pair work: Students in pairs practice telling each
other about their favorite dish.
-- Students come up and talk about their favorite local
dish. QFS
-- Vote on the best/most popular/most delicious.

EXTENSION
Students ask the teacher about their favorite local dish.

⑤ CLOSING
Give praise and feedback.
Confirm lesson goal: Great job! Now you can tell
someone about your favorite local food in English.
Set and demonstrate homework: by briefly going over
the homework point to check understanding.
(WB p.27, Reading)
∙∙I: Look at Reading A. Quickly skim for what the
article is about.
∙∙S: B. A food market.
∙∙I: Correct. Circle it and finish the rest for
homework.

-- Complete lesson record: 5 – 54 – Comp

-- Thank students and say good-bye.

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UNIT 5 DVD SB: p.55

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

Goal Vocabulary Grammar Resources

Talking about food you want to -- strange food -- worms -- simple present DVD player,
try or don’t want to try -- exotic food -- scorpions board, paper,
-- have + object
markers
-- insects -- spiders
-- cockroaches

① OPENING ③ PRACTICE
Greeting/Warm-up: Greet students naturally. Ask students why they would or wouldn’t like to try the
∙∙I: How are you today? food.
-- Award Most Adventurous Student to the student who
∙∙I: What did you do last lesson?
wants to try the most.
Check homework interactively: (WB p.27)
-- Do NOT erase.
Go through each point and read the passages/
sentences aloud. Elicit corrections where necessary. -- Open to p.55 – Before you watch:

Set the goal: Today we will be: Talking about food ∙∙Point to the spiders: I: Is this food?
that we want to try or don’t want to try. Customize ∙∙Point to the title: A strange meal. I: Why do you
accordingly. think the meal is strange?
-- Complete the activity.
② PRESENTATION
Write: Spider, cockroach, beetle on the board. While you watch. Signpost: We will now watch a video
Naming: These are insects. (Students Repeat (SR)) about a strange meal.

∙∙Who likes insects? Why? Why not? Discuss. -- Play the video: A Strange Meal: Complete Activity A.

∙∙Do you like ice cream? Do you like fried chicken? -- Listening task:
What about fried chicken with ice cream? Is it ∙∙What insects are mentioned in the video?
normal? -- Pre-read all the statements.
∙∙No it’s a strange meal. (SR) -- Replay the video: A Strange Meal: Complete Activity B.

Draw: on the board or show the students images of the QFT – QFS about the DVD. Use Yes, No, Or, and Key
food if available (YNOK) questions. Examples:
∙∙(I/S)Would … like to try haggis?
Food Want to try Don’t want to try
∙∙(I/S) Would … like to try escargots?
-- haggis ∙∙(I/S) Would … like to try haggis or escargots?
-- escargots
∙∙(I/S) Why would … like to try haggis?
-- raw sea
cucumber
After you watch: Students pair up and take turns
-- turtle soup
asking and answering questions. Assist as necessary.
-- Praise students. Close books.
-- Ask the students to name some other strange food.
Students say if they want to try them or not. ④ PERFORMANCE
-- Write: students names under want to try or don’t Point to the lesson goal and say: Now we are going to
want to try. talk about strange foods we want to try or don’t want
-- Draw: a stick person on the board, call it Carl. to try.

-- Write: Carl is adventurous. He’d like to try haggis, Refer to the food on the board. Students take turns
because it looks delicious. on the board. and come up to the board and answer questions about
foods they would like to try or not try and say why.
-- List: reasons to try or not try strange food. (Looks
Assist as necessary.
interesting, sounds good, looks gross, … makes me sick)
∙∙Would you like to try haggis?

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UNIT 5
LESSON 4 | DVD

EXTENSION EXPANSION – PRESENTATION

Students ask the teacher about foods they would like Invent crazy food:
to try. -- Students call out ideas for crazy food.
-- Other students have to say why they would or
⑤ CLOSING wouldn’t like to try it.
Give praise and feedback. -- Vote for who suggested the craziest food.
Confirm lesson goal: Great job! Now you can talk
about strange food you want to try in English. EXPANSION – PRACTICE
Set and demonstrate homework: by briefly going over Try vs Don’t Try: (Conjunction practice)
the homework point to check understanding. -- Review conjunctions and, or, but.
(WB p.28, Writing)
-- Choose 2 food items from the list. (e.g. haggis and
∙∙I: Look at Writing A. What is it? turtle soup)
∙∙S: A web chat forum? ∙∙I: I’d like to try haggis, but I wouldn’t like to try
∙∙I: Correct. Please circle A and finish the rest for turtle soup, because it looks gross.
homework. ∙∙S1: I wouldn’t like to try haggis or turtle soup
because they look bad.
-- Complete lesson record: 5 – 55 – DVD
-- Thank students and say good-bye. EXPANSION – PERFORMANCE
Make a strange food menu:
-- Students work together to make a new menu for the
Explorers Dinner.
-- Students must say why they think people would like
to try it.
-- Assist as necessary.

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UNIT 6 PREVIEW SB: p.56-59

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

Goal Vocabulary Grammar Resources

Describing your daily routine -- verbs -- time -- adverbs of frequency Berlitz Illustration
associated expressions -- simple present Book (IB), board,
with daily paper, markers
-- When/What time do you…?
routine
-- rejoinders

① OPENING List: adverbs of frequency on the board.

Greeting/Warm-up: Greet students naturally. (Always, usually, sometimes, rarely, never)

∙∙I: How are you today? -- QFT: about daily routine using the list on the board to
check comprehension.
∙∙I: How was school today?
∙∙I: Do you always sleep at school?
Check homework interactively: (WB p.28)
Go through each point and read the passages/ ∙∙S: I never sleep at school.
sentences aloud. Elicit corrections where necessary.
Review: What’s your favorite food? ③ PRACTICE
Set the goal: Today we will be: Describing your daily Open to p.56-57 – Preview.
routine. Customize accordingly. -- Ask: What do you see? Where are they?
-- Preview A: Complete Preview A. Ask students to
② PRESENTATION match the phrases to the diagrams.
Brainstorming daily activities: See how many students -- Preview B: Tell the class they will listen to 3 students
can list on the board. (List any from p.56 that students talk about their school day. Ask them to fill in the
forget.) chart. Play CD 1 Track 45. Students fill in the chart
Review: conjunctions, and, or briefly by asking a few then add their own details.
questions using the daily activities listed on the board. -- Post-listening activity: Students make sentences
using the answers in the chart with but or and.
Open IB to p.52. Point to Oscar. ∙∙S: Paulo gets up at 6:30 but I get up at 6 o’clock.
∙∙I: He wakes up at 7:30, then he gets up. ∙∙S: Paulo goes to bed at 9 o’clock and so do I.
-- Point out that wake up is when you open your eyes,
and get up is when you leave your bed.
EXTENSION
∙∙I: What time do you wake up/get up? (For stronger students)
-- Find out who gets up the earliest. Students swap books and report their partner’s
-- Write and say: He wakes up at 7:30, but I wake up at answers to the class.
7 o’clock. (Point out that for hours we say o’clock but
for minutes we don’t say anything.)
-- Praise students. Do not turn the page.
-- Turn IB to p.21. Practice saying a few times with the
students. Next call on individuals to demonstrate
Signpost: Tell students they will now listen to Stig and
understanding.
Ming talk about their daily routine.
-- Turn IB to p.51. Point to Mr. Bennett.
-- Listening Task: Ask students to listen to answer:
∙∙I: Does he wake up at 7:00 o’clock?
∙∙What time does Ming get up?
∙∙S: Yes. (at 5:30 every morning)
∙∙I: So do I. ∙∙What time does Stig go to school? (at 8:00)
-- Write: So do I. on the board. Under the list of daily ∙∙Why is Stig upset? (He’s late)
activities.
-- Play CD Track 46. Check answers. Repeat audio if
∙∙I: Now ask each other questions about your daily necessary.
routine. Try to find someone who does things at
-- Signpost: Turn to p.58 – Language Focus A.
the same time, then use the expression So do I.
-- In pairs, have students role play the dialogue aloud.
∙∙I: Do you always wake up at 6:00 o’clock? What
about on Sundays? -- Switch roles and change the words in blue.

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UNIT 6
LESSON 1 | PREVIEW/LANGUAGE FOCUS

-- Complete Language Focus C. Do NOT play the

CD. Students think of the questions to match the
EXPANSION – PRESENTATION
statements. (Skip the 2 questions)
Game – Crazy routines:
-- Language Focus: Complete Language Focus D.
-- Make a crazy class routine by listing the latest or
Tell students they may use the same word from the
worst times people do things.
box more than once. Refer students to language box
on p.58 for help. -- Students ask each other about their daily routines
until you find the craziest example for each. (Ensure
every student has at least one routine on the board)
After students finish, say: Let’s practice. Ask a partner
about their daily routine. Use the statements as a -- List on the board. Tell students this is your schedule.
model. Read it out one by one.
∙∙I: Do you always get up at 6 o’clock? -- Students take turns saying: So do I. When you say the
routine that matches their schedule.
∙∙S1: No, I never get up at 6 o’clock.
∙∙I: What time do you get up?
EXPANSION – PRACTICE
∙∙S1: I usually get up at 5:30.
Language Focus E
-- Praise students and close books.
-- Write: Do you ever and at time on the board.
-- Ask students to combine one item from the first and
④ PERFORMANCE last columns to make a question, by adding Do you
Point to the lesson goal and say: Now we are going to ever to the front of it and adding at to time.
talk about our daily routine.
-- Remind students for hours we say o’clock but for
-- Ask a few questions to confirm understanding. minutes we should say nothing.
∙∙I: What are some questions we can ask? -- Answering students must use an adverb in the
∙∙I: What are you going to say first? answer, like so.
∙∙I: When we talk about routines don’t forget to use ∙∙S: Do you ever get up at 1:30?
adverbs. ∙∙S: I never get up at 1:30.
-- Students pair up and ask each other about their daily -- Students pair up and practice. Circulate and assist as
routines. Students then report back to the class about necessary.
their partner’s routine

EXPANSION – PERFORMANCE
⑤ CLOSING Guessing Game:
Give praise and feedback.
Say: Now we are going to play a guessing game.
Confirm lesson goal: Great job! Now you can talk Can you guess the time I do something?
about your daily routine.
-- Remind students for hours we say o’clock but for
Set and demonstrate homework: by briefly going over minutes we should say nothing.
the homework point to check understanding.
∙∙I: I always wake up.
(WB p.29-31, Vocabulary, Conversation, Language
focus, not The Real World) ∙∙S1: Do you always wake up at 6 o’clock?
∙∙I: Look at the Vocabulary Focus A. What is ∙∙I: No, but close.
number 1 doing? ∙∙S2: Do you always wake up at 6:30?
∙∙S: Do homework ∙∙I: Yes, that’s right. Your turn, make a statement.
∙∙I: Good. Please match it and finish the rest for ∙∙S2: I sometimes do my homework after school.
homework.
-- Once everyone has had a few turns find out who
sleeps/wakes up the earliest and how often.
-- Complete lesson record: 6 – 59 – LF
-- Thank students and say good-bye.

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

HW: p.31 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Asking an exchange student -- daily activities -- time zones -- simple present board, paper,
about their daily routine markers
-- When/What time do you…?

① OPENING -- Write: 17:00 = 5pm Point out we don’t say 17 hours,

Greeting/Warm-up: Greet students naturally. this is only written.

∙∙I: How are you today? -- Complete Activity A. Have students present their
answers to the class.
∙∙I: How was school today?
-- Complete Activity B. (1. F; 2. F; 3. T; 4. T)
Check homework interactively: (WB p.29-31)
Go through each point and read the passages/
sentences aloud. Elicit corrections where necessary. ③ PRACTICE
Review: Ask a few questions using Language Focus E. Play CD 1 Track 49. Assist as necessary.
(refer to p.59.) -- Have students present their answers to the class.
∙∙I: Do you always get up at 6 o’clock? Students correct the incorrect statements in
The Real World B.
∙∙I: Do you usually do homework at 9 o’clock?
-- Praise students. Close books.
Set the goal: Today we will be: Asking an exchange
student about their daily routine. Customize
accordingly. QFT – QFS: Refer to the information on p.60.
QFT: Ask a mix of questions using Yes, No, Or, and Key
(YNOK) questions. Examples:
② PRESENTATION
Draw: a stick figure on the board, give it name. (Susan) ∙∙I: Does Susan wake up at 7:30am in America?

∙∙I: Susan is from America. What time does she ∙∙I: Does Susan wake up at 5:30am in America?
wake up? (7:30) ∙∙I: Does she wake up at 7:30am or 5:30am in
∙∙Eat breakfast, go to school, do homework…etc. America?
(Make sure the times are different from students’ ∙∙I: When does Susan wake up in America?
responses.) -- Pair work: Students ask each other about Susan’s
List: on the board. Do NOT erase. It will be used in daily activities using the information on the board.
practice. Circulate and assist as necessary.
-- Praise students. Erase the board. (Leave up for
Write: U and Uh on the board. weaker students to reference.)
∙∙How many sounds does U have?
(Two, uh as in ‘up’, and u as in ‘usually’)
④ PERFORMANCE
-- Ask students to list examples of u words on the board.
Point to the lesson goal and say: Now we are going to
(up, under, uncle, us, use, usually, university, U-turn)
ask an ‘exchange student’ about their daily routine.
-- Open to p.61 – Pronunciation: Complete
-- Ask a few questions to confirm understanding.
Pronunciation B. Assist as necessary.
(U sounds - computer, music, student, ∙∙What are some questions we can ask?
Uh sounds - up, subject, understand, hungry) (When do you get up? What time do you eat
breakfast? When do go to bed?)

Signposting: Is the time the same all over the world? ∙∙What are you going to say first?
No. The world is divided into time zones. (Write: Hi, where are you from? on the board)

-- Turn to p.60 – The Real World: Students read -- Assign foreign student roles, encourage students to
invent times they do activities.
∙∙I: It is 12:00 in England. What is the time in Japan?
(Point to the picture on p.60) It’s 9 pm. -- p.61 – Communication: give ‘exchange students’ and
‘local students’ a minute to think of some replies, and
∙∙I: What time is it in New York? (7 am)
to make some questions. Refer students to p.58 for
∙∙S: It’s 7 am. help.

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UNIT 6
LESSON 2 | THE REAL WORLD/COMMUNICATION

-- Ask exchange students to select their country.

(Australia, America, England, Canada, New Zealand)
EXPANSION – PRESENTATION
-- Students fill out the you column on p.61. Assist as Discussion:
necessary.
-- After completing The Real World B.
-- Students pair up one local and one foreign student.
Change partners once they have finished. -- Do the discussion questions at the bottom of p.60.

-- Follow-up: Students report their findings to the class.

EXPANSION – PRACTICE
Conjunction fun: (speed drill)
EXTENSION -- Review and, but briefly.
Students ask the teacher about the teacher’s daily
-- Students make a list of times they do daily activities.
routine.
-- Students take turns comparing their times to Susan
using conjunctions.
⑤ CLOSING ∙∙S1: I wake up at 6 am but she wakes up at 7:30.
Give praise and feedback.
∙∙S2: I wake up at 7:30 and Susan wakes up at 7:30.
Confirm lesson goal: Well done, everyone! Now you
can ask a foreign exchange student about his routine
in his country in English. EXPANSION – PERFORMANCE
Interview: a famous sports person/movie star/singer
Set and demonstrate homework: by briefly going over
the homework point to check understanding. -- Students name some famous people.
(WB p.31, The Real World) -- Help students map out a time line for a few activities
∙∙I: It’s 6pm in London and Oslo is +1 time zone so for them.
what time is it in Oslo? -- Assign roles, Interviewer and Famous person.
∙∙S: 7pm. -- Give them a minute to think of some replies, and to
∙∙I: Correct. Draw a line to match. make some questions.
-- In pairs, students take turns performing in front of
-- Complete lesson record: 6 – 61 – Comm the class.
-- Thank students and say good-bye. -- If time permits switch roles.

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UNIT 6 READING SB: p.62-64

HW: p.32
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Talking about our school and -- subjects -- days -- wh- questions board, paper,
its schedule -- facilities -- months markers
-- simple present
-- school events -- seasons -- have + on (day)/ + at (time)/ + in
-- schedules (season)

① OPENING Comprehension: Turn to p.64. Call on students one

Greeting/Warm-up: Greet students naturally. at a time to read one of the questions. DO NOT allow
students to turn back to p.62 to check for answers.
∙∙I: How are you today?
-- Tell students they will listen to the story, as they listen
∙∙I: How was school today?
they should circle the correct answer in Activity A.
Check homework interactively: (WB p.31) Play CD 1 Track 52.
Ask students what the time is in each of the cities.
-- QFS: about their answers. Students ask and answer
Review: Ask students what time they get up/go to the questions on p.64.
school/go to bed.
-- Pair work: In pairs, students complete Activity B and
Set the goal: Today we will be: Talking about our school C.
and its schedule. Customize accordingly.
-- QFT – QFS about schools using the vocabulary on the
board. Use Yes, No, Or, and Key (YNOK) questions.
② PRESENTATION ∙∙(I/S) Do they study English in Kenya?
Divide the board into three sections, leave space at the ∙∙(I/S) Do they study video games in Kenya?
bottom for structures. Write: Facilities, subjects and
∙∙(I/S) Do they study English or video games in
events at the top of each.
Kenya?
∙∙I: What does a school have?
∙∙(I/S) What do they study in Kenya?
(pool, gym, library, sports ground, cafeteria,
classrooms, etc.)
Writing: Read the text. (DO NOT do the writing activity
∙∙I: We call these things facilities.
suggested in the book.)
∙∙I: What subjects does a school have?
-- QFT – QFS: to check comprehension.
(science, history, English, math, PE, art, music,
geography, etc.) -- Praise students. Close textbooks.

∙∙I: What kind of events does your school have?

(sports day, school festival/fete, school dance, ④ PERFORMANCE
camping trips, etc.) Point to the lesson goal and say: Now we are going to
-- Write: Under the lists; At my school we have…, At my talk about our school and its schedule.
school I study…, At my school we have… -- Hand out blank paper. Split the class into 2 groups
-- Do NOT erase the board. It will be used for practice. and ask them to talk about designing a school. Assign
a note taker for each group.
③ PRACTICE -- Set parameters. Schools must have:
Open to p.62 – Reading: Complete Reading A-C. -- a name, 8 classes, 3 events, and 4 facilities.
Students read p.62. -- Assist with design where necessary.
-- QFT to confirm comprehension: -- You have 2 minutes to design your school, then you
∙∙I: How many students go to her school? will present it.
-- Praise students. -- After 2 minutes students take turns presenting their
school.
-- Erase the board.

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UNIT 6
LESSON 3 | READING/COMPREHENSION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Great job! Now you can describe Adjective expansion:
a school and talk about the schedule. Use the first facility and ask:
Set and demonstrate homework: by briefly going over ∙∙I: What kind of facility?
the homework point to check understanding.
-- Elicit adjectives from the students, but be sure to add
(WB p.32, Reading)
at least 4 fun new ones (massive, fantastic, spooky,
∙∙I: Look at Reading A. Quickly skim for what the tiny, ugly, stunning, upside-down, etc.).
article is.
-- Remind students to try and use them when describing
∙∙S: B. A letter their new school.
∙∙I: Correct. Circle it and finish the rest for
homework.
EXPANSION – PERFORMANCE
True or False:
-- Complete lesson record: 6 – 64 – Comp
-- Students take turns making three statements about
-- Thank students and say good-bye. their school: 2 true and 1 false. Others have to guess
which is false.
-- The student who guesses right goes next (or take
turns).

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UNIT 6 DVD SB: p.65

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

Goal Vocabulary Grammar Resources

Comparing your school to -- daily routines -- school subjects -- simple present DVD player,
Kakenya’s board, paper,
-- conjunctions used to compare
markers
-- expressions of time

① OPENING ③ PRACTICE
Greeting/Warm-up: Greet students naturally. While you watch. Say: We will now watch a video
∙∙I: How are you today? about Kakenya’s school.

∙∙I: How was school today? / What did you do last -- Listening task:
lesson? ∙∙When do they get up?
Check homework interactively: (WB p.32) ∙∙When do they start school?
Go through each point and read the passages/ ∙∙What sports do they play?
sentences aloud. Elicit corrections where necessary.
-- Play the video: Kakenya’s School: Complete Activity
Set the goal: Today we will be: Comparing your school A. Have students present their answers to the class.
to Kakenya’s. Customize accordingly.
-- Pre-read all the statements.
-- Replay the video: Kakenya’s School: Complete
② PRESENTATION Activity B. Students correct the false statements.
Review: school subjects, daily routines, facilities,
-- Let’s practice some of the vocabulary we’ll use in the
briefly.
performance.
-- Game: Play charades. Students act out a daily routine
-- QFT – QFS: about the DVD. Use Yes, No, Or, and Key
and the others have to guess what it is.
(YNOK) questions.
-- Hand out paper and ask students to write when they
∙∙(I/S) Do students in Kakenya’s school get up at
get up, go to school, and go home.
4:30?
∙∙S: Yes, in Kakenya’s school students get up at
Review: conjunctions (and, but) briefly. Point out
4:30.
when things are the same we say and. When they are
different we say but. ∙∙(I/S) Do the students in Kakenya’s school get up
at 6:30?
-- Chaining: Ask one student to state when they get up.
Students repeat and add their own information until ∙∙(I/S) Do the students get up at 4:30 or 6:30?
the instructor is the only one left. The instructor has ∙∙(I/S) When do the students in Kakenya’s school
to say everyone’s at the end. (Pay attention!) get up?
∙∙S1: I get up at 6:30.
∙∙S2: He gets up at 6:30 but I get up at 6:45. After you watch: Students pair up and take turns
asking and answering questions. Assist as necessary.
∙∙S3: He gets up at 6:30 but she gets up at 6:45 and
I get up at 6:45.
-- Repeat with go to school and go home. EXTENSION
Would you like to go to Kakenya’s school? Why (not)?
Open to p.65 – Before you watch: Point to the title:
Kakenya’s School.
-- Praise students. Close books.
∙∙What do you remember about Kakenya’s school?
-- Complete the activity.
-- Mind map: details of Kakenya’s school.

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UNIT 6
LESSON 4 | DVD

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
compare Kakenya’s school to your school. Activity/location matching:
∙∙Tell me what is different and what is the same -- Students name school activities.
∙∙Which school do you think is better? Why? -- List activities on one side of the board and their
(A simple reason is fine here.) locations out of order on the other side.
-- Ask a few questions to confirm understanding. -- Students have to match them by selecting the right
∙∙How can we compare schools? preposition and making the complete sentence.
(Point to the conjunctions) ∙∙ S: I study in the library.
∙∙What are you going to say first?
-- Students take turns and come up to the board and EXPANSION – PRACTICE
answer questions about foods they would like to try Finish my sentence:
or not try and say why. Assist as necessary.
-- Ask students to finish your sentence by adding their
school’s details:
⑤ CLOSING ∙∙I: In Kakenya’s school the students start at 6am
Give praise and feedback. but…
Confirm lesson goal: Great job! Now you can compare
∙∙S: in my school students start at 8:30.
your school to another school in English.
Set and demonstrate homework: by briefly going over
EXPANSION – PERFORMANCE
the homework point to check understanding.
Discussion:
(WB p.33, Writing)
-- Students work together to think of ways to help
∙∙I: Look at Writing A. What do you need to do?
improve Kakenya’s school.
∙∙S: Write a reply to Petra.
-- Select the top three ideas that they come up with.
∙∙I: Correct. Please finish it for homework.

-- Complete lesson record: 6 – 65 – DVD

-- Thank students and say good-bye.

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UNIT 6 BERLITZ CULTURAL EXPLORER 2 SB: p.3

HW: None
BCE 2
SOUTH AFRICA FOCUS ON FOOD

Goal Vocabulary Grammar (as applicable) Resources

Describing popular dishes in -- dish -- mashonzha -- family members and board, paper,
your country -- bobotie -- boerewors relationships markers
-- bunny chow -- rooibos tea -- expressing likes/dislikes
-- simple present
-- asking about/telling time

① OPENING Do the Your Turn activity at the bottom of the page as a

Greeting/Warm-up: Greet students naturally. class activity.
-- Ask: What are some popular traditional dishes in
∙∙ I: How are you today?
your country? (Answers will vary.)
∙∙ I: What did you do last lesson?
-- Make a list in the book. (e.g. America – apple pie/
Review. Ask: What do you remember about South Africa? hot dogs, Japan – sushi/okonomiyaki, Germany –
Set the goal: Today we will be: Describing popular sausage/sauerkraut, England – fish and chips/curry,
dishes in your country. Customize accordingly. Korea – kimchi/bibimbap)
-- Assist students as they complete the chart. This is
a speaking activity. Encourage students to use the
② PRESENTATION
questions and structures on the board.
Say: In (England) a popular dish is (vindaloo).
-- Check student answers and correct as required.
-- Write on the board: What’s in it? (SR)
∙∙Tell students the main ingredients. (chicken/ ④ PERFORMANCE
lamb/beef/pork, curry spices, vinegar, sugar,
Point to the lesson goal and say: Now we are going to
ginger, chili peppers, and potatoes.)
describe popular dishes in your country.
-- Write: Where is it from? (SR) -- Say: Today we will describe some popular dishes
-- Write: It’s a/an (Indian) dish. (SR) in (students’ country) to a visitor. What are some
-- Write and say: It’s a/an (Indian) dish made of ... questions your guest might ask?

∙∙I: It’s an Indian dish made of meat, curry spices, -- Divide the class into South Africans and locals.
vinegar, sugar, ginger, chili peppers, and potatoes. -- Ask students to choose a popular local dish they
(SR) know. Students pair up and role play asking each
-- Ask: How does it taste? (SR) other about a popular dish.

-- Elicit: flavors and list on the board. -- Give feedback and ask students to switch partners
(Note this was covered in unit 5) and/or roles.

-- sweet, bitter, spicy, salty, sour, delicious

-- Add mild, strong, like +, EXTENSION
Have students guess the dish their partner describes.
③ PRACTICE Alternatively, stronger students can describe dishes
not covered previously.
Open to p.3 – South Africa: Focus on Food
-- Ask one student to read the first dish.
-- QFT: Using the language on the board, ask students
⑤ CLOSING
questions about the dish. Give praise and feedback.

∙∙What is it called? Confirm lesson goal: Well done, everyone! Now you
can ask and answer questions about a popular dish in
∙∙What’s in it? English.
∙∙How’s it made? -- Inform students that there is no homework today.
∙∙Where’s it from? However, they may review at home on their own.

-- QFS: Students repeat the exercise in pairs using the

-- Complete lesson record 6 – 3 – BCE2
next dish. (Bunny chow)
-- Thank students and say good-bye.
-- Repeat the process for each dish.
-- Praise students. Erase the board.

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UNIT 6 REVIEW 1 HW: Review

for test
REV 1

Goal Vocabulary Grammar Resources

Reviewing for -- favorites -- ocean animals -- verbs -- wh- questions -- expressing likes and board, paper,
the mid-level test -- people -- prepositions -- times -- adjectives dislikes markers
-- animals -- family -- school -- quantity and -- simple present
-- adjectives -- food and drinks subjects location questions -- questions about
-- have/has time

① OPENING ④ POST-TASK: YOUR TURN

Greeting/Warm-up: Greet students naturally. Use the questions below to lead a short discussion
∙∙I: How was your weekend? with the students on each function from units 1-6.
Encourage them to use A++ to interact with each other
∙∙I: Do you have any plans today?
and expand on their ideas.
Set the goal: Today we will be: Using language from
(The Instructor may wish to check the Scope and
units 1-6 to play a game.
Sequence on p.4 of the Students Book. This can be
used to ensure the students are using the Functions
② PRE-TASK: REVIEW and Grammar as taught during the lesson.)
Read the title of Unit 1.
UNIT 1: Favorites
-- Ask students to brainstorm anything they can
remember: topics, people, phrases, grammar, etc. ∙∙What is your favorite movie?
Who is your favorite actor?
-- Allow up to 15 seconds of skimming to aid student
recall. ∙∙Who is your favorite actor/comedian/singer/
band?
-- Repeat the process for Units 2-6.
∙∙What’s your favorite sport?
Who is your favorite athlete?
③ TASK
Point to the lesson goal and say: Now we are going to UNIT 2: Interesting animals
show the class what we have learned.
∙∙Do you have any pets?
Open to p.66. Review Game 1: Students use erasers as What kind of pet do you have?
game pieces. Complete the game.
∙∙What (other) animal might be a good pet? Why?
-- If you don’t have a coin, make a spin dial:
-- Draw a circle on a piece of paper. UNIT 3: Locations
-- Divide it into quarters. ∙∙Describe your room.
-- Write 1,2,1,2 in each quarter (1 = 1 move, 2 = 2 moves) Where do you keep your things?
-- Use your pen or a student’s pencil as a spinner. ∙∙Where is your desk/computer/notebook/
-- For weaker students you may want to create teams, dictionary, etc?
pairing stronger students with weaker students.
-- Alternatively you could allow students to ask for a set UNIT 4: Family
number of hints, give each student 5 hint chances. ∙∙Describe your family.
Note them on the board. How many members are there in your family?
-- Make sure the previous student reads out the ∙∙What about your parents’ families?
question for the student taking a turn. How big are they?
-- Note: 1, 3, 4, 5, 7, 8, 11, 12, 13, 14 refer directly to
information found in Units 1-6.

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UNIT 6
REV 1 | REVIEW 1

UNIT 5: Food
∙∙What’s your favorite food?
What kind of fruits/vegetables/snacks do you
like?
∙∙What is the strangest food you have tried?
Do you want to eat it again?

UNIT 6: School and Routines

∙∙Describe a regular school day.
What classes do you take?
What time do you take them?
What’s your favorite class or subject?
When do you do your homework?
∙∙What about weekends?
Do you have a regular schedule?

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

-- Complete lesson record: 6 – 67 – Rev1

-- Thank students and say good-bye.

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UNIT 6 MID LEVEL TEST HW: none

MID LEVEL TEST

Goal Vocabulary Grammar Resources

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

Tests are administered after Units 6 and 12.

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

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

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

Review and practice where needed.

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UNIT 7 PREVIEW SB: p.68-71

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

Goal Vocabulary Grammar Resources

Guessing what your classmates -- abilities -- sports -- simple present expressing ability board, paper,
can and can’ t do. -- animals -- hobbies (can/can’ t) markers
-- conjunctions and/but

① OPENING Post-listening activity: Students make sentences

Greeting/Warm-up: Greet students naturally. using the answers in the chart with but or and.

∙∙I: How are you today? ∙∙S: Squirrels can water ski, but I can’t.

∙∙I: How was school today? ∙∙S: Elephants can paint and so can I.

-- Encourage students to ask each other a question -- Ask students to work in pairs (or the instructor as
about their week. Assist as necessary. necessary). Complete Preview C. Assist as necessary.

Review: ask a few questions from the Review Game to

review. Ask students to ask each other one question EXTENSION
from the each unit. Students report their partner’s answers to the class.
Set the goal: Today we will be: going to guess
what your classmates can or can’t do. Customize
Pair work. Say: Find something you and your partner
accordingly.
can do. Then find something only one of you can do.
You have 1 minute.
② PRESENTATION -- Have students report their findings to the class.
Brainstorm: things people can do. -- Assist as necessary and give feedback.
∙∙I: People can do ballet, or play tennis. What are -- Praise students. Do not turn the page.
some other things?
-- Brainstorm: things animals can do. Compare the lists.
Signpost: Tell students they will now listen to Maya
-- Draw: a picture of a bird. and Ming talk about things they can do. Ask:
∙∙I: Birds can fly. ∙∙I: What can Maya do? (singing)
-- Ask: Can we fly? ∙∙I: Is she good at it? (She says so.)
∙∙S: No, we can’t. ∙∙I: What can Ming do? (Play golf )
-- Write and Say: Birds can fly but I can’t. Birds can -- Play CD 2 Track 2. Check answers. Repeat audio if
stand and so can I. Students repeat (SR) necessary.
-- Point out that when it is the same we use so can I.
-- Open to p.68-69 – Preview. Signpost: Look at the Signpost: Ask students to turn to p.58 – Language
pictures. Focus A.
-- Ask: Can squirrels water ski? Can elephants paint? -- In pairs, have students role play the dialogue aloud.
(Yes, they can) Can all elephants paint/Can all -- Switch roles and change the words in blue.
squirrels water ski? (No, they can’t but some can.)
-- Praise students.

③ PRACTICE
Complete Language Focus C. Do NOT play the CD.
Complete Preview A and B. Play CD 2 Track 1. (Skip 15 (Answers: 1-5 can, 6-7 can’t)
seconds into the CD track to avoid the introduction)
-- Students present their answers to the class, then
-- Have students present their answers to the class. practice the dialogue together in pairs.
(Answers A: squirrels/water-ski; parrots-sing;
-- QFT – QFS: Refer to the information on p.68 and 70.
elephants-paint; monkeys-play the piano; jaguars-
swim)
(Answers B: Sports: swim, water-ski. Arts: paint, sing,
play the piano)

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UNIT 7
LESSON 1 | PREVIEW/LANGUAGE FOCUS

-- QFT: Ask questions using Yes, No, Or, and Key (YNOK)
questions. Examples:
EXPANSION – PRESENTATION
∙∙I: Can Ming play golf? Real English/Rotating Questions
∙∙I: Can Ming fly? -- Have students find and circle Sure in the dialogue.
∙∙I: Can Ming play golf or fly? -- Point out that Sure is how we can strongly agree and
∙∙I: What can Ming do? No way is how we can strongly disagree.
-- Write: Do you want to …? Sure/No way. on the
Language Focus: Complete Language Focus D. Have board.
students interview each other. Encourage back-and- -- Ask students to name some activities they like.
forth exchanges rather than each student reading off a
-- Get students to stand and form a line. Ask the first
list. The instructor may need to partner with students.
student I: Do you want to play soccer?
-- Refer students to language box on p.70 for help.
-- Elicit the response Sure or No way.
-- Praise students.
-- The first student faces the next student and uses the
structure on the board plus a different activity.
④ PERFORMANCE -- After the response the first student walks around the
Point to the lesson goal and say: Now we are going to table, the next student faces the student behind them
guess what your classmates can or can’t do. and the process is repeated.
-- Complete Language Focus E on p.71.
-- When students finish, swap partners or change the EXPANSION – PRACTICE
information. Chant:
-- Alternatively play One True and Two False. Encourage -- Tap the table three times and then say: I can watch TV.
students to think of something unusual they can do
-- Tap the table three times and gesture to a student,
for the true one.
they say something they can do.
-- Continue until everyone has had a few turns.
⑤ CLOSING -- As a challenge you can make it rhyme.
Give praise and feedback. (Very hard to do, but funny)
Confirm lesson goal: Great job! Now you can say what
you and your classmates can or can’t do in English.
Set and demonstrate homework: by briefly going over EXPANSION – PERFORMANCE
each homework point to check understanding. Guessing Game:
(WB p.34-36, Vocabulary, Conversation, Language Ask a few questions to confirm understanding.
Focus, not The Real World) ∙∙I: What are some things we can say?
∙∙I: Look at the Vocabulary Focus A. What is one ∙∙I: Don’t forget to use negative statements.
across? (You can’t play the guitar.)
∙∙S: Skateboarding. -- Write each student’s name on the board.
∙∙I: Good. Please write it in and finish the rest for ∙∙I: You will get one point for each correct answer.
homework.
-- Students must answer 5 questions.
(10 for better ability students)
-- Complete lesson record: 7 - 71 - LF
-- Students take turns coming to the front of the class,
-- Thank students and say good-bye. while the others guess their abilities.
Extension: Students take turns comparing themselves
to each other.
∙∙S: Peter can play the piano and so can I. Kathy
can do ballet but I can’t.

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

HW: p.36 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Describing what your favorite -- abilities/ -- sports stars -- simple present board, paper,
athlete/character can do special powers markers
-- expressing abilities can/can’t
-- heroes

① OPENING Give students 30 seconds to underline as many action

Greeting/Warm-up: Greet students naturally. words as they can on p.72.

∙∙I: How are you today? -- In pairs, have them ask each other if their partner can
do any of the actions found using “Can you…?”
∙∙I: How was school today?
∙∙S1: Can you ride a bicycle (without seeing)?
-- Encourage students to ask each other a question
about their week. Assist as necessary. ∙∙S2: Can you do magic tricks?

Check homework interactively: (WB p.34-36) -- Praise students.

Go through each point and read the stories/sentences
aloud. Elicit corrections where necessary. Turn to p.73 – Communication.
Review: Have students ask one or two questions about -- Go over the list of actions. Check comprehension.
the chart on p.36. -- Model the example at the bottom of the page.
Set the goal: Today we will be: Describing what ∙∙I: Can you roll your tongue?
your favorite athlete/character can do. Customize
∙∙S: Yes, I can.
accordingly.
-- Tell the students to add two more items to the list.
-- Tell them to choose 4 items to ask about. (They don’t
② PRESENTATION
have to be the same ones.)
Write: superhero in a circle on the board
-- Tell them to write their partner’s answers down and
Elicit and Write: Start the list by offering one report results to the class.
superhero (and/or an athlete). Ask students to write 3
-- Praise students.
more characters on the board. Do NOT erase. They will
be used in Practice.
④ PERFORMANCE
Go to p.72 – The Real World: Students read the text. Point to the lesson goal and say: Now we are going to
QFT: to confirm understanding. Describing what your favorite character (or athlete)
∙∙I: What special things do you think they can do? can do.

-- Complete The Real World A. Check student answers. -- Refer to the character or athlete’s names written on
(1. without seeing; 2. cut fruit with his sword; 3. live the board at the start of the lesson.
with dangerous animals) ∙∙I: We will guess which character (or athlete) our
classmate is talking about.
③ PRACTICE -- Students describe up to three abilities. The other
Play CD 2 Track 5. Complete The Real World B. students must guess which character is being
Assist as necessary. described.

-- Have students present their answers to the class. ∙∙S1: He can fly. He can punch hard. He can’t die.
(1. T; 2. T; 3. T; 4.F) ∙∙S2: Is it Superman?
-- As a class briefly discuss the question at the bottom ∙∙S1: No. It’s Anpan-man.
of the page: Which superhuman power do you want -- Praise students.
to have? Why?
-- Praise students. Close books.

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UNIT 7
LESSON 2 | THE REAL WORLD/COMMUNICATION

EXTENSION EXPANSION – PRESENTATION

Use the negative form for the above activity. Correct the statements
∙∙S1: He can’t fly. He can’t go to space. Students correct the incorrect statements about
He can’t run fast. superheroes. The teacher makes an incorrect
∙∙S2: Is it Spider-Man? statement like.
∙∙S1: Yes! ∙∙I: Superman can’t fly.
∙∙S: He can fly!

⑤ CLOSING -- The teacher can make another incorrect statement or

a student can, depending on group/student ability.
Give praise and feedback.
Confirm lesson goal: Well done, everyone! Now you
can describe what your favorite character (or athlete) EXPANSION – PRACTICE
can do. Finish the sentence
Set and demonstrate homework: by briefly going over Teacher starts a sentence and the students finish it.
the homework point to check understanding. (Students must use the full sentence.)
(WB p.36, The Real World) ∙∙I: Superman can fly and …
∙∙I: Look at The Real World A. Quickly find where ∙∙S: Superman can fly and run really fast.
Bryan lives.
∙∙I: Spider-Man can climb up walls and …
∙∙S: Canada?
∙∙S: Spider-Man can climb walls and shoot webs.
∙∙I: Correct. Please finish the rest for homework.

EXPANSION – PERFORMANCE
-- Complete lesson record: 7 - 73 – Comm
Interview your Classmate
-- Thank students and say good-bye.
For stronger students/groups, have them challenge
each other.
∙∙S1: I can move my ears. Can you move your ears?
∙∙S2: No, I can’t. I can say the alphabet backward
in12 seconds. Can you do that?
∙∙S1: I don’t know. Let me try… No, I can’t.

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UNIT 7 READING SB: p.74-76

HW: p.37
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Interviewing and reporting -- special -- super -- wh- questions board, paper,

what a superhero/animation/ abilities powers -- simple present expressing ability markers
cartoon can/can’t do. (select -- communicate -- can/can’t
one)
-- conjunctions

① OPENING ③ PRACTICE
Greeting/Warm-up: Greet students naturally. Open to p.75 – Reading: Complete Reading A-C. Assist
∙∙I: How are you today? as necessary.
(Reading A: C, He can communicate with us.)
∙∙I: How was school today?
(Reading B: communicate with humans, understand
-- Encourage students to ask each other a question 3000 words, use a computer to say 500 words, make
about their week. Assist as necessary. fire, cook marshmallows, play the piano)
Check homework interactively: (WB p.36) (Reading C: In a zoo in the United States)
Go through each point and read the stories/sentences
aloud. Elicit corrections where necessary. QFT: to confirm comprehension:
Review: ask students to list what Super teacher can/ ∙∙What can Kanzi do?
can’t do. (wake up sleepy students, fly, always teach
∙∙What can’t Kanzi do? (He can’t speak or sing)
fun lessons, speak all languages)
-- Praise students.
Set the goal: Today we will be: Interviewing and
reporting what a well-known superhero/animation/
cartoon character can or can’t do. Customize EXTENSION
accordingly. Student to student QFS, then a summary of the
reading.
② PRESENTATION
Elicit (and Add): things superheroes can or can’t do, Turn to p.76 – Comprehension: Students pre-read the
fly, climb walls, be invisible, etc. (Be creative! This will questions. DO NOT allow students to turn back to p.75
make the Performance more fun.) to check for answers.
-- Use the board to illustrate any they are unsure of. If
possible, act it out. Signpost: Tell students they will listen to the story, as
-- Game: Play charades. Act out one of the superpowers they listen they should circle the correct response.
and have students guess it. The student who guesses -- Play CD 2 Track 8. Complete Comprehension A.
right is next. (Students must raise their hands and be (1. a; 2. a; 3. c; 4. a; 5. b)
called on to answer. No shouting out.) -- QFS: about their answers. Students ask and answer
∙∙I: What can I do? (pantomime flying) the questions on p.76.
∙∙S: You can fly. -- Pairwork: In pairs, students complete Comprehension
-- Praise students. B and C. (Answers: See Reading B)

-- Do NOT erase the board, used for practice.

Signpost: Let’s practice some of the vocabulary we’ll
use in the performance.
∙∙I: Can animals talk? No. But how do we know
when a pet is hungry? (They make noise/beg) -- QFT – QFS: about superheroes using the vocabulary
on the board. Use Yes, No, Or, and Key (YNOK)
∙∙I: So animals can communicate with us. Let’s look
questions.
at an animal with special abilities.
-- Praise students. Close textbooks.

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UNIT 7
LESSON 3 | READING/COMPREHENSION

④ PERFORMANCE
Point to the lesson goal and say: Now we are going EXPANSION – PRESENTATION
to interview and report on a superhero/animation/ Make a class superhero:
cartoon.
∙∙I: What super power would you like to have?
-- Hand out paper. Ask students to make a superhero,
-- List the powers on the board.
must have at least 4 abilities.
-- Draw a superhero on the board
-- Ask a few questions to confirm understanding:
(stick man is fine, add a cape)
∙∙I: How are you going to start? What questions
∙∙I: He has all these powers.
can you ask? Be sure to write down the superhero
answers for your report. -- Students choose a name for him.
∙∙I: You have 1 minute to design your superhero.
(Refer students to the board for ideas) EXPANSION – PRACTICE
-- Pair work: After 1 minute, have students take turns Jeopardy:
interviewing each other as superheroes. Circulate and Instructor makes a statement and students make the
assist as necessary. question.
-- Students report on the hero they interviewed ∙∙I: I can fly.
describing what he can and can’t do.
∙∙S: Can you fly?
-- Erase the board.
∙∙I: He can lift a truck.
-- Vote on the best/coolest/most interesting superhero.
∙∙S: What can he lift?

⑤ CLOSING
EXPANSION – PERFORMANCE
Give praise and feedback.
Guessing Game:
Confirm lesson goal: Excellent job! Now you can
-- Hand out strips of paper.
interview and report on a superhero/animation/
cartoon in English. -- Students write abilities on the paper from those listed
on the board.
Set and demonstrate homework: by briefly going over
the homework point to check understanding. -- Turn the strips over, students select one and hold it on
(WB p.37, Reading) their head, without seeing what it is, and so the other
students can see it.
∙∙I: Look at Reading A. Look at the photo, what are
the animals?. -- Students take turns trying to guess their secret
power.
∙∙S: A tiger and an orangutan?
∙∙S1: Can I turn invisible? (Student has ‘can fly’ on a
∙∙I: Correct. Circle A and finish the rest for
piece of paper on his forehead)
homework.
∙∙Students: No, you can’t.

-- Complete lesson record: 7 - 76 – Comp ∙∙S2: Can I fly?

-- Thank students and say good-bye. -- Winner is the first student to correctly guess their
secret power.

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UNIT 7 DVD SB: p.77

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

Goal Vocabulary Grammar Resources

Talking about what you can/can’t -- sports -- rules -- simple present DVD player,
do in a sport -- games board, paper,
-- can/can’t used with rules
markers

① OPENING Review: conjunctions (and, or, but) briefly. Point out

Greeting/Warm-up: Greet students naturally. when things are the same, we say and. When they are
different, we say but.
∙∙I: How are you today?
∙∙I: You can kick a soccer ball and shoot for goal.
∙∙I: How was school today? / What did you do last
(Students Repeat (SR))
lesson?
∙∙I: You can kick a soccer ball but you can’t pick up
-- Encourage students to ask each other a question
the ball. (SR)
about their week. Assist as necessary.
∙∙I: You can’t pick up a soccer ball or wear a helmet.
Check homework interactively: (WB p.37)
(SR)
Go through each point and read the stories/sentences
aloud. Elicit corrections where necessary. -- Ask students to make sentences using the language
from the board.
Review: What was your favorite super power and why?
Set the goal: Today we will be: talking about what you
can/can’t do in a sport. Customize accordingly. ③ PRACTICE
Open to p.77 – Before you watch: Point to the title:
∙∙I: Contact Juggling. What do you think they can
② PRESENTATION
do?
Write on the white board: Rules
-- Complete Before you watch.
Ask: Can you pick up the ball in soccer? Why not?
It’s against the rules.
While you watch. Signpost: We will now watch a video
Signpost: Draw 4 columns on the board. Label them
about contact juggling.
soccer (can), soccer (can’t), basketball (can), and
basketball (can’t). Play the video: Contact Juggling: Complete Part A.
Have students present their answers to the class.
-- Offer an example of each as you write them on the
(Answer is (a)
board.
Pre-read all the statements.
∙∙I: You can kick the ball, you can’t pick up the ball,
you can shoot the ball, you can’t kick the ball. Replay the video: Contact Juggling: Complete Part B.
Students correct the false statements.
-- Elicit other examples from the students.
(1. F, Works in Japan.; 2. F, Uses balls made of hard
(Answers will vary.)
plastic.; 3. T; 4. F, It looks easy, but it’s not.; 5. T; 6. T)

Soccer Soccer Basketball Basketball Signpost: Let’s practice some of the vocabulary we’ll
(can) (can’t) (can) (can’t) use in the performance.
-- Kick the -- Pick up the -- Shoot the -- Kick the -- QFT – QFS about the DVD. Use Yes, No, Or, and Key
ball ball ball ball (YNOK) questions.
-- Shoot for -- Wear a -- Catch the -- Tackle ∙∙I/S: In contact juggling, can you do magic tricks
goal helmet ball someone
and dance?
-- Tackle -- Catch the -- Pass the -- Walk with
∙∙S: Yes, you can do magic tricks and dance.
someone ball ball the ball
∙∙I/S: In contact juggling, can you throw the balls?
∙∙S: No, you can do magic tricks and dance.
-- Do not erase the chart it will be used again soon.
-- Students pair up and take turns asking and answering
questions, using the information on the board. Assist
as necessary.

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UNIT 7
LESSON 4 | DVD

-- Ask: Would you like to try contact juggling. Why?

Why not?
EXPANSION – PRESENTATION
-- Praise students. Close books Correct my English:
-- Teacher makes incorrect statements about a sport
④ PERFORMANCE using the examples from the board.
Point to the lesson goal and say: Now we are going to -- Ask students to correct the teacher using but.
talk about what you can/can’t do in a sport. ∙∙I: Please help me. I’m no good with sports. In
Guessing game: soccer can you pick the ball up?
-- Write the names of the sports the students have ∙∙S: You can’t pick the ball up but you can kick it.
talked about in the lesson, on strips of paper. (Answers will vary.)
-- Say: We are now going to play a guessing game. You
have to guess my sport. Before you guess I have to EXPANSION – PRACTICE
answer three questions about the sport. What’s the question?
-- Select one strip. Invite the students to ask you -- Make a statement and have the students transform it
questions about it. into a question.
-- The winner gets to select a strip with a different sport ∙∙I: I can play the piano.
on it. The other students must try and guess.
∙∙S1: Can you play the piano?
-- Have students make statements for each other to
⑤ CLOSING transform.
Give praise and feedback.
Confirm lesson goal: Nice work! Now you can talk
EXPANSION – PERFORMANCE
about what you can/can’t do a sport in English.
Pair Work:
Set and demonstrate homework: by briefly going over
-- Hand out paper.
the homework point to check understanding.
(WB p.38, Writing) -- Ask each pair to choose a sport. Give students 1-2
minutes to prepare. Assist as necessary.
∙∙I: Look at Writing A. What do you need to do?
-- In pairs, students come up and present their sport.
∙∙S: Write an action in Your Idea and add 5 friends’
names to the diagram. -- Watching students ask 1 question each.
∙∙I: Correct. Please finish it for homework.

-- Complete lesson record: 7 - 77 - DVD

-- Thank students and say good-bye.

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UNIT 8 PREVIEW SB: p.78-81

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

Goal Vocabulary Grammar Resources

Shopping on holidays -- shopping -- colors and -- simple present Berlitz Illustration

overseas. -- personal prices Book (IB), board,
-- I’d like …
items -- stores paper, markers
-- how much + this/that & these/those
-- too + adjective

① OPENING Open Berlitz Illustration Book (IB) to p.14. Point to Mrs.

Bennett.
Greeting/Warm-up: Greet students naturally.
∙∙I: How are you today? -- Ask: What questions does she ask the sales clerk?

∙∙I: How was school today? -- Elicit and Write: Can I see the gold one? How much is it?
(SR)
-- Encourage students to ask each other a question about
their week. Assist as necessary. -- Ask: What does she want to buy?

Review: Ask students to name things that they can or ∙∙S: The gold one.
can’t do. -- Write and Say: She’d like to buy the gold one. (SR)
∙∙I: What is one thing that you can do and one thing -- Point to the black watch then the gold watch. At the
you can’t do? same time ask: Would she like this one or that one?
(Check responses and correct where necessary.) ∙∙S: She’d like to buy that one
∙∙I: Can you go shopping? (pointing to the gold one).
Set the goal: Today we will go shopping on holidays -- Point to the boy (Steve) I: Would he like to buy these
overseas. Customize accordingly. maps or those sunglasses?
∙∙S: He’d like to buy these maps.
② PRESENTATION -- Write and Say: Would you like to buy this one or that
Write: Excuse me in the middle of the board and one? (Point to two items in the picture)
deliberately turn away from the students. ∙∙S: I’d like to buy this one.
-- Without looking at the students gesture to the phrase on -- Continue until students can use the structure well.
the board. (If necessary turn and whisper Excuse me. to
the students as a prompt.)
-- ③ PRACTICE
∙∙S: Excuse me.
Turn to IB p.43. Rotating questions: Tell students to stand
-- Turn and reply as if they were in a store. in a line. Point to 2 items in the IB.
∙∙I: How can I help you? ∙∙I: Would you like this one or that one?
-- Point out that Excuse me can be used to get someone’s (Instructor walks around the table to the back of the
attention. Divide the class into two groups. Point to and line)
reiterate the goal. Hand out paper to each group. ∙∙S1: I’d like that one (the red one).
-- Brainstorm: assign one group things people can buy and (S1 turns and faces S2)
the other group types of stores. ∙∙S1: Would you like these or those?
-- Ask: What things do people buy? What kind of stores are (S1 walks around the table to the back of the line)
there? In your groups please list as many things as you ∙∙S2: I’d like these.
can. (S2 turns and faces S3)
-- In their groups they brainstorm things people buy/store -- Point to the white shirt. Ask a few price questions:
types for 1 minute. Circulate and provide suggestions
∙∙I: How much is this white shirt? How much is that
as needed. (Items: bags, caps, clothes, t-shirts, shoes,
purple jacket?
games, food, books, etc.) (Store types: clothing, food,
electronics, book, shoe, etc.) -- Turn to IB p.44. Point to the man in the brown jacket.
Ask:
-- Hand out 2 pieces of paper to each student. Assign each
student 2 different items from their lists, allow 1 minute ∙∙I: What is the problem?
to draw. (Used in the performance as props) ∙∙S: It’s too big.
-- Ask students to suggest other problems when shopping
using too + (adjective). List them on the board.
∙∙too long, too small, too old, too short, too big
(gesture to prompt students)
-- Close and put away IB.

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UNIT 8
LESSON 1 | PREVIEW/LANGUAGE FOCUS

Open Student Book to p.78-79 – Preview: Looking at the shoppers.

picture ask students to read the title aloud. Ask: -- Give the drawings of the items to the shop assistant. Assign
∙∙I: What kind of shop is this? (Clothing store) a corner of the room as their shop. Give them one minute to
prepare their display.
∙∙I: Is it for men or women? (Women)
-- Complete Preview C, assist as necessary. -- All other students are customers and must buy one item each.

-- Praise students. -- Students take turns being the shop assistant.

Complete Preview A and B. Play CD 2 - Track 9. (CD starts ⑤ CLOSING

with; Unit 8 How much is that T-shirt? Warn students Give praise and feedback.
the first part of the recording is the introduction do NOT
Confirm lesson goal: Great job! Now you can go shopping
select T-shirt as number 1.)
overseas in English.
-- Have students present their answers to the class.
Set and demonstrate homework: by briefly going over the
(Preview A: 1. Headphones; 2. Shoes; 3. Backpack;
homework point to check understanding.
4. Hat; 5. T-shirt)
(WB p.39-41, Vocabulary, Conversation, Language Focus,
(Preview B: 1. Backpack/large; 2. T-shirt/white; not The Real World)
3. Shoes/brown; 4. Hat/small; 5. Headphones/red and
∙∙I: Look at the Vocabulary Focus A. What letters can you
black)
find?
∙∙S: s - i r t.
Post-listening activity: Students state which one they
would like using the answers in the matching activity.
∙∙I: Good. Can you guess the missing letter? (It’s h) Please
finish the rest for homework.
∙∙S1: I’d like the brown shoes
-- Complete lesson record: 8 - 81 – LF
∙∙S2: I’d like the red and black headphones.
-- Thank students and say good-bye.
-- Praise students. Do not turn the page.

EXPANSION – PRESENTATION
Signpost: Tell students they will now listen to Maya and
Nadine shopping for clothes. Ask: Matching stores and items

∙∙I: What does Maya want to look at? (A T-shirt) Write: clothing, electronic, book, souvenir, and food on one
side of the board. Write: key chain, t-shirt, chocolates, video
∙∙I: How much is it? ($10) game, and calendar on the other side of the board.
∙∙I: What’s wrong with it? (It’s too big) -- Hand out markers to students.
-- Play CD 2 Track 10. Check answers. Repeat audio if -- Students match the store type to the items it sells. Have
necessary. students take turns to say the matched items, e.g. t-shirt is
at the clothing store.
Signpost: Ask students to turn to p.80 – Language Focus
A.
EXPANSION – PRACTICE
-- In pairs, have students role play the dialogue aloud.
Drill. QFT – QFS: Refer to the information on page 80.
-- Switch roles and change the words in blue.
QFT: Ask a mix of questions using Yes, No, Or, and Key (YNOK)
-- Students complete Language Focus C individually. questions.
(1. How much is/It’s; 2. How much is/It’s;
∙∙I: Can Maya see the white t-shirt?
3. How much is/It’s/It’s; 4. How much are/They’re)
∙∙S: Yes, she can see the white t-shirt.
-- Students complete Language Focus D in pairs, students
∙∙I: Would Maya like the purple t-shirt?
practice the dialogue.
(1. Would; 2. like; 3. d; 4. like; 5. How much; 6. d; 7. like) ∙∙I: Would Maya like the purple t-shirt or the white t-shirt?

-- Circulate and assist as necessary.

-- Praise students and close books. Erase the board. EXPANSION – PERFORMANCE
Class store role play: Language Focus E – p.81.
④ PERFORMANCE
Students use the model conversation to get started.
Point to the lesson goal and say: Now we are going to go
shopping overseas.
-- Ask a few questions to confirm understanding and set the
scene.
∙∙I: What country are we in? What are some things we can
say/ask? How can you get the staff’s attention? How will
you ask about the price?
-- Select one student as a shop assistant. The others are

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

HW: p.41 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Asking for a cheaper price -- abilities/ -- sports stars -- simple present board, paper,
at a festival special powers markers
-- too + adjective
-- heroes -- how much/about
-- interjection (no way, sure)

① OPENING -- Complete The Real World B. Play CD 2 Track 15. Assist

Greeting/Warm-up: Greet students naturally. as necessary.
(Answers in order of appearance: 1 - buyer, 3 - buyer,
∙∙I: How are you today?
2 - seller, 6 - seller, 5 - buyer, 4 - seller)
∙∙I: How was school today?
-- Have students present their answers to the class.
-- Encourage students to ask each other a question
about their week. Assist as necessary.
As a class discuss the question at the bottom of p.82.
Check homework interactively: (WB p.39-41) Remind students to use the rules for haggling on p.82.
Go through each point and read the stories/sentences
-- Pair work: Students make their own dialogue using
aloud. Elicit corrections where necessary.
classroom objects and the conversation tree in The
Review: Open to SB p.81. Do Language Focus E. Praise Real World B with another student. Circulate and
students and give feedback. assist as necessary.
Set the goal: Today we will be: Asking for a cheaper -- Praise students. Close books.
price at a festival. Customize accordingly.
QFT: Ask a mix of questions using Yes, No, Or, and Key
② PRESENTATION (YNOK) questions. Use the dialogue on p.82.
Ask: Where do you go shopping? (In a store/shop) ∙∙I: Can he have it for $35?
∙∙I: We can also go shopping at markets or festival ∙∙I: Can he have it for $30
stalls. Do you sometimes try to get a cheaper
∙∙I: Would he like to buy the box?
price? This is called haggling.
-- QFS: Students repeat the exercise with each other.
Write on the board: Haggling
-- Praise students. Erase the board. (Leave up for
Ask: How can we haggle? Offer an example and elicit
weaker students to reference.)
more from the students.
∙∙I: Say it is cheaper in another store.
∙∙S1: Say it’s expensive. EXTENSION
Ask: Do the shop staff and the customer always agree In case students struggle with reading prices, practice
on a good price? (No) What happens sometimes? reading and writing prices.
∙∙I: The buyer or seller walks away. (SR) Instructor Write: $12.50 on the board. Instructor reads the
pantomimes walking away. example aloud
∙∙I: For prices we can say 12 dollars 50 or 12 50.
Students repeat (SR). (only the prices)
③ PRACTICE Erase the board.
Pair work: Using the language from the review (Refer
to p.81.) and the board, students haggle over each ∙∙I: Let’s look at some more examples.
other’s items. Point out that students need to replace
the last line from p.81. Turn to p.83 – Pronunciation: Instructor reads the
examples aloud in Pronunciation A students repeat.
Turn to p.82 – The Real World: Students read the text Play CD 2 Track 17 Complete Pronunciation B and C.
aloud. QFT to confirm understanding. Tell students you can say prices both ways when there
∙∙I: What can you do in a market? (Haggle) is a cents value. Assist as necessary.
-- Complete The Real World A. Play CD 2 Track 14. (1. $200; 2. $29.95; 3. $10.25; 4. $27.90; 5. $56.50;
Check student answers. 6. $6.10)
(1. T; 2. T; 3. F; 4. F; 5. T; 6. T)
Correct the false statements.

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UNIT 8
LESSON 2 | THE REAL WORLD/COMMUNICATION

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
haggle for a cheaper price at a festival. Currencies from around the world
Set scene: We are going to have a class festival. Each Say: Each country has its own money we call this a
student will have their own stall. The goal is to get a currency. What’s your country’s currency?
cheaper price. Remember you don’t have to sell and (Students respond with their country’s currency)
you don’t have to buy.
∙∙Complete the activity: Do You Know?
-- Open to p.83 – Communication. Ask students to write
∙∙Write America, England, Europe, Japan, China,
3 items in the items column. Assist as necessary.
Brazil, Russia on one side of the board and Real,
-- Ask a few questions to confirm understanding. Yen, Ruble, Pound, Dollar, Yuan, Euro on the
∙∙I: How are you going to start? other side. Hand out markers to students and ask
(Excuse me, can I see that … please?) them to match the currencies.
∙∙I: What can you say if you want it? Don’t want it?
(I’ll take it. No thanks. No way!) EXPANSION – PRACTICE
-- Students take turns tying to sell their items. Memory/Sentence tennis
-- Ask: Whose items were the most expensive? Open to p.82 – The Real World Activity B.
Cheapest? Who is the best haggler? -- Divide the class into pairs, one to ask the questions
and the other to answer them.

⑤ CLOSING -- Give the students answering 30 seconds to look at

The Real World B then close books.
Give praise and feedback.
-- Those asking the questions read any sentence from
Confirm lesson goal: Well done! Now you can haggle
the dialogue; the partner guesses the next line.
for a cheaper price at a festival in English.
-- Change roles when they get to OK, you can have
Set and demonstrate homework: by briefly going over
it for $35.
the homework point to check understanding.
(WB p.41, The Real World)
∙∙I: Look at The Real World. What price is the most EXPANSION – PERFORMANCE
expensive? Set up a class market.
∙∙S: $20? -- Students try to sell their books and bags for a
good price.
∙∙I: Correct. Please finish the rest for homework.
-- Use pencils and erasers as currency.
-- Complete lesson record: 8 - 83 – Comm -- A pencil = $2, An eraser = $5
-- Thank students and say good-bye. -- Preview the language they will need to use.
∙∙I: How are you going to start?
(Excuse me, can I see that … please?)
∙∙I: What questions can you ask?
(How much is it? Would you like to buy it?)
∙∙I: What can you say?
(No, that’s too expensive. How about $...?)
∙∙I: What can you say if you want it? Don’t want it?
(I’ll take it. No thanks.)
-- Students take turns being the seller.

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UNIT 8 READING SB: p.84-86

HW: p.42
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Talking about your favorite -- Dubai -- stores -- simple present, board, paper,
shopping mall. -- activities in a -- describing -- there are/is … , it has … markers
mall -- you can …

① OPENING Turn to p.86 – Comprehension: Comprehension A

Greeting/Warm-up: Greet students naturally. Signpost: Students should circle the correct response
individually.
∙∙I: How are you today?
(1. a; 2. c; 3. a; 4. c; 5. c)
∙∙I: How was school today?
-- QFS: about their answers. Students ask and answer
∙∙I: How’s the weather today? the questions on p.86.
-- Encourage students to ask each other a question
about their week. Assist as necessary. Pair work: In pairs, students complete Comprehension
Check homework interactively: (WB p.41) B and C.
Go through each point and read the stories/sentences (1. 2 hotels; 2. 14 movie screens; 3. 25 awards; 4. 85
aloud. Elicit corrections where necessary. restaurants and cafes; 5. 500 stores)
Review: ask students to sell one of their items to the -- QFT: to confirm comprehension
class. Refer to the information on p.82. ∙∙I: Where is The Mall of the Emirates? How many
Set the goal: Today we will be: Talking about our people visit it a year? How many stores are there?
favorite shopping mall. Customize accordingly. -- QFS: student to student

② PRESENTATION Signpost: Let’s practice some of the vocabulary we’ll

use later.
Ask: What kind of stores are there at a mall?
-- QFT – QFS: about the article on p.85. Use Yes, No, Or,
-- Elicit and List on the board: music, clothing, food,
and Key (YNOK) questions.
electronic, toy, book, shoe, bank, café, movie
theater, sports, etc. ∙∙I/S: Can you spend a whole day there?
Ask: What’s your favorite kind of store? Why? Briefly ∙∙I/S: What can you do there?
discuss. -- Praise students. Close textbooks.

③ PRACTICE
④ PERFORMANCE
Activity: Make a class mall. Hand out markers to the
students and ask them to draw a mall on the board. Point to the lesson goal and say: Now we are going to
Allow 2 minutes for this. Assist as necessary. talk about our favorite shopping mall.
-- Ask: How many stores are there? What kind? -- Hand out paper.
-- QFS: Students practice asking about the mall. -- Write: Mall name, number of stores, can do, it has,
my favorite store, why?
Open to p.85 – Reading: Have students skim the text -- Say: You will now give a short presentation on your
to find the places they have listed on the board. Add favorite shopping center or mall. When you finish
any they have missed. Students complete Reading B. your classmates will ask you a few questions about it.
(Reading B: Stores, restaurants, cafes, hotels, movie -- Give students 1 minute to note down the details of
theater, theater, ski slope) their favorite mall.
-- Ask a few questions to confirm understanding.
Reading: Complete Reading A and C. Assist as Write on the board: My favorite mall is ...
necessary.
-- Tell students this is how they will start. Students talk
(Reading A: You can ski there.)
about their favorite mall.
(Reading C: The United Arab Emirates)
-- Select students to ask questions about the mall.
-- Call on students to tell you something they remember
from the reading. -- Vote on the most interesting mall.

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UNIT 8
LESSON 3 | READING/COMPREHENSION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Excellent job! Now you can talk Adjective fun
about your favorite shopping mall in English. Write the students names on the board.
Set and demonstrate homework: by briefly going over ∙∙I: What are some words to describe a store?
the homework point to check understanding.
-- Elicit: big, beautiful, expensive, fun, new, cheap,
(WB p.43, Reading)
small, boring, cool, friendly, interesting, etc.
∙∙I: Look at Reading A. Quickly skim the passage
-- Using the stores listed on the board earlier ask
and find what it’s about.
students to make store descriptions by adding
∙∙S: Shopping? adjectives and stores.
∙∙I: Correct. Circle B and finish the rest for -- Point out that negative adjectives and positive
homework. adjectives don’t go together usually.
-- Tell students 1 adjective equals 1 point.
-- Complete lesson record: 8 - 86 – Comp
∙∙I: There is a big supermarket equals 1 point. (Give
-- Thank students and say good-bye. yourself 1 point)
∙∙I: There is a beautiful big new supermarket equals
3 points. (Give yourself 3 points)
∙∙I: If you can think of a sentence raise your hand.
-- As students answer award points for the number of
adjectives they use.

EXPANSION – PRACTICE
What’s the question?
-- Students take turns reading statements from the
story on p.85.
-- The other students try to guess the question as fast
as possible.
-- Winner is the one who makes the most.

EXPANSION – PERFORMANCE
Design the greatest mall in the world
-- Hand out paper.
-- As a class discuss and decide on the kind of stores and
facilities you want at the mall. List them on the board.
Tell students they can only have half of the items
listed on the board. Each student chooses and draws
their idea for the mall. Students present their mall to
the class.

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UNIT 8 DVD SB: p.87

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

Goal Vocabulary Grammar Resources

Describing a local market to an -- stalls -- market -- wh- questions DVD player,

exchange student -- haggle goods board, paper,
-- have a local market
-- market food markers
-- there are/is …, it has …
-- you can …, you need to…

① OPENING You can It has There is There are

Greeting/Warm-up: Greet students naturally.
-- haggle -- a jumping -- a petting -- lots of
∙∙I: How are you today? castle zoo stalls
∙∙I: How was school today? / What did you do last
lesson?
-- Encourage students to ask each other a question ③ PRACTICE
about their week. Assist as necessary. Activity. Tear some paper in to strips. Students write
the information from the board onto separate strips
Check homework interactively: (WB p.42)
then collect them.
Go through each point and read the stories/sentences
-- Point out to make questions you reverse the first two
aloud. Elicit corrections where necessary.
words, except for It has... . In that case, we say Does
Review: What stores does your favorite shopping it have... ? Give an example of each.
center have? What can you buy there?
-- Say: Does it have a jumping castle? Can you haggle?
Set the goal: Today we will be: describing a local Is there a petting zoo? Are there many stalls? (SR)
market to an exchange student. Customize accordingly.
-- Students take one strip of paper and keep it
concealed from the others.
② PRESENTATION -- Students take turns making questions to guess each
Draw a small circle in the middle of the board and write other’s strip of paper.
local market in the center.
-- Mind map: kinds of stores at a market. Students Open to p. 87 – Before you watch:
write what they think is associated with markets on Point to the title: A Moroccan Market. What do you
the board. think you can buy?
-- Offer to write the first example on the board to start -- Complete Before You Watch.
it off. (Food stalls, rides, book stalls, game stalls, toy
stalls, concerts, dancers, jumping castle, etc.)
While you watch: Signpost: We will now watch a video
-- Ask: What can you do at a market to get a lower about a Moroccan market.
price? (Haggle) (Note: Haggle was covered in the Unit
-- Play the video: A Moroccan Market: Pre-read and
8 Lesson 2.)
complete Part A. Have students present their answers
to the class. (Answers will vary.)
Open to p.86. Complete Idiom. (Answer: a. Price)
-- Replay the video: A Moroccan Market:
Write and Say: You can get great deals at markets. Complete Part B. Tell students to circle the correct
(SR) response. (1. b; 2. a; 3. a; 4. b; 5. a)
-- Close books and erase the board.
-- Draw 4 columns on the board. Label them You can, It Signpost: Let’s practice some of the vocabulary we’ll
has, There is, and There are. use in the performance.
-- Offer an example of each as you write them on the -- QFT – QFS: about the DVD. Use Yes, No, Or, and Key
board. (YNOK) questions.
∙∙I: You can haggle. It has a jumping castle. There is ∙∙I/S: Can you get some great deals?
a petting zoo. There are lots of stalls. ∙∙S: Yes, you can get some great deals.
-- Elicit other examples from the students. ∙∙I/S: What can you do in a souk?
(Answers will vary.)
∙∙S: You can haggle over prices.

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UNIT 8
LESSON 4 | DVD

-- Students pair up and take turns asking and answering

questions using the information on the board and in
EXPANSION – PRESENTATION
the DVD. Assist and correct as necessary.
Bingo:
-- Wrap up: Would you like to visit a souk? Why (not)?
-- Hand out paper and have students make a simple 9
Discuss briefly.
box grid for Bingo:
-- Close books.

④ PERFORMANCE
Point to the lesson goal and say: Now you will describe
a local market to an exchange student.
Group work: Hand out paper. Tell students they have 1 -- Students use the information on the board to fill in
minute to decide what their local market has. Circulate the boxes at random.
and assist as necessary. Refer the students to the -- Students cross off as you read.
information on the board.
-- If a student gets three in a line, they shout Bingo!
-- Write on the board: Are you coming to the local
market this weekend?
EXPANSION – PRACTICE
-- Select your strongest student as the exchange
student. Assign them a country that they are visiting Answer-Question:
from. Pair work: Student 1 makes a statement using the
-- Tell the other students they will be describing the language from the chart. Student 2 must reply with the
local market to the exchange student. question.

-- Ask a few questions to confirm understanding. ∙∙S1: There is a petting zoo.

∙∙I: How are you going to start? (Are you coming to ∙∙S2: Is there a petting zoo?
the local market this weekend?) -- Assist and correct as necessary.
∙∙I: How will you finish? (Sounds like fun.)
-- Students describe their local market to the exchange EXPANSION – PERFORMANCE
student. After you watch – p.87
-- Offer feedback and correction -- Give students a minute to note down things their
-- Swap roles and do again until everyone has had a turn local market has.
at being the exchange student. -- Review conjunctions. Ask: Is there a jumping castle
in a souk?
∙∙S: No.
⑤ CLOSING
Give praise and feedback. ∙∙I: There is a jumping castle in my local market but
there isn’t a jumping castle at the souk. (SR)
Confirm lesson goal: Nice work! Now you can describe
a local market to an exchange student in English. ∙∙I: Can you haggle in a local market?

Set and demonstrate homework: by briefly going over ∙∙S: Yes.

the homework point to check understanding. ∙∙I: You can haggle at a local market and a souk.
(WB p. 43, Writing) (SR)
∙∙I: Look at Writing A. What do you need to do? -- As a class discuss the differences between a souk and
∙∙S: Write an informal postcard to a friend? a local market.

∙∙I: Correct. Please finish it for homework.

-- Complete lesson record: 8 - 87 – DVD

-- Thank students and say good-bye.

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UNIT 9 PREVIEW SB: p.88-91

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

Goal Vocabulary Grammar Resources

Guessing what someone is -- charades -- chatting -- present progressive (continuous) Berlitz Illustration
doing -- techie -- email Book (IB), board,
(writing, paper, markers
-- texting
sending,
-- laptop
checking)

① OPENING Signpost: We will now listen to Nadine and Maya talk

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

∙∙I: How are you today? -- Listening task: Ask students to listen to answer:

∙∙I: How was school today? ∙∙What is Maya doing?

(Talking on the phone, sitting in a café)
-- Encourage students to ask each other a question
about their week. Assist as necessary. ∙∙What is Nadine doing?
(Talking on the phone, standing behind Maya)
Check homework interactively: (WB p. 43) Students
read their postcards aloud. -- Play CD 2 - Track 20. Have students present their
answers to the class. Repeat as necessary.
Review: Ask students to write as many actions as they
can think of on the side of the board. Set a 1-minute -- Turn to p.90.
time limit. -- Language Focus: Ask students to complete Language
Set the goal: Today we will be: guessing what someone Focus A. Have students read the story aloud. Switch
is doing. Customize accordingly. roles and change the words in blue..
-- QFT: to check comprehension.
② PRESENTATION
Draw a smart phone on the board. Grammar: In pairs, students practice the vocabulary in
(Draw a rectangle and put a small circle at the bottom) the Grammar box.

Say: This is a smart phone. What can we do with it? -- Complete Language Focus C. Students use the
(Send texts, take photos, call someone, chat, play prompts to fill in the blanks then match it to the
games, check email, search the Internet) correct response. (If students struggle point out the
pronouns in the question need to match the answer.)
-- List student responses on the board around the
phone, add any they forget. -- Students present their answers to the class.
1. Are you using this computer? Yes, I am.
I’m checking email.
③ PRACTICE
Preview: Preview B. Ask: How techie are you? 2. Who’s Kelly chatting with?
(Rhetorical) She’s chatting with a friend.

-- Tell students to open to p.132 and in pairs complete 3. Is she texting Anna? No, she isn’t.
the survey. 4. Are they watching a movie? Yes, they are.
-- Students present their partners answers to the class. 5. What is Tom doing? He’s playing a video game.
-- Open to p. 88-89 – Preview A. Students listen and
number the actions as they hear them. Students complete Language Focus D in pairs.
-- Play CD 2 - Track 19. Complete Preview A Refer students to the language box on p. 90.
(Answers: 4, 3, 2, 5, 6, 1) -- Students present their answers to the class.
-- Have students present their answers to the class 1. are/doing
using the present progressive form. 2. are/studying
∙∙ S1: Number 1 is texting his brother. 3. ‘m/playing
∙∙ S2: Number 2 is calling her friend. 4. ‘m/chatting
-- Praise students. Do not turn the page. 5. are listening.
-- Students practice the dialogue in pairs.
-- Praise students and close books.

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UNIT 9
LESSON 1 | PREVIEW/LANGUAGE FOCUS

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
guess what someone is doing. Pictionary!
Game – Charades: -- One student draws and the others must guess
∙∙I: What am I doing? what it is.
-- Instructor pantomimes calling someone on the -- Students must use the present progressive form in
phone. their answers.
∙∙S: You are calling someone on the phone. -- The first correct guess comes up to the board and
∙∙I: Good. Now you try. (A student comes to the repeats the process.
front of the class and pantomimes something.)
-- Others try to guess what it is. Correct guess goes EXPANSION – PRACTICE
next. (For weaker students, go in a set order.) Sentence building:
-- After everyone has had a few turns expand the game. -- Tell the students we will now practice making long
∙∙I: What am I doing? sentences.

-- Instructor pantomimes talking to a friend on the -- The instructor makes a sentence and a student has to
phone and playing a game at the same time. repeat the sentence and add one more.

∙∙S: You are talking to someone/a friend on the -- The next student must repeat the first 2 sentences
phone and playing a game. and add one more and so on.

∙∙I: Good. Now you try. The student comes to the -- Finally everyone tries to say all the sentences in turn.
front of the class and pantomimes a few things.
-- Once everyone has had a few turns, thank the EXPANSION – PERFORMANCE
students and finish the game. Describing a picture
-- Using 1 picture from the IB
⑤ CLOSING (1a, 27, 29, 33, 40, 46, 50, 56)
Give praise and feedback. -- Students make sentences about what the people are
Confirm lesson goal: Great job! Now you can say what doing.
someone is doing. -- Award one point for each sentence, 2 for creative
Set and demonstrate homework: by briefly going over sentences.
each homework point to check understanding. -- Declare a winner.
(WB p. 14-16, Vocabulary, Conversation, Language
focus, not The Real World)
∙∙I: Look at the Vocabulary Focus A. What does
number 1 connect to?
∙∙S: Email.
∙∙I: Good. Please match it and finish the rest for
homework.

-- Complete lesson record: 9 – 91 – LF

-- Thank students and say good-bye.

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

HW: p.46 RW
LESSON 2
COMMUNICATION

Goal Vocabulary Grammar Resources

Asking about and saying -- robots -- electrical -- present progressive Berlitz Illustration
what people are doing -- microbots engineer (continuous) Book (IB), board,
-- actions paper, markers
-- professor

① OPENING Open the IB to p.1a. QFT – QFS

Greeting/Warm-up: Greet students naturally. QFT: Ask a mix of questions using Yes, No, Or, and Key
∙∙I: How are you today? (YNOK) questions.

∙∙I: How was school today? -- Use what people are doing in the picture. (sitting,
watching TV, talking on the phone, reading a
-- Encourage students to ask each other a question
newspaper)
about their week. Assist as necessary.
∙∙I: Is he watching TV?
Check homework interactively: (WB p. 44-46)
Ask students to ask each other a few questions from ∙∙S: Yes, he’s watching TV.
Language Focus A – p.45. ∙∙I: Is she reading a book?
Review: Ask students to say one thing they are doing ∙∙S: No, she’s reading a newspaper.
now. (i.e. I’m sitting on a chair.) -- Expanding student answers. (wearing, patting,
Set the goal: Today we will be: Asking about and drinking)
saying what people are doing. Customize accordingly. ∙∙I: Tell me three things that Michael is doing.
∙∙I: He is drinking a cup of coffee, patting the dog,
② PRESENTATION and watching TV. (SR)
Mind map: Activities you can do in your free time. ∙∙I: Tell me three things Ann is doing.
-- Ask: Where do you do these things? Add a location to ∙∙I: She is sitting on the sofa, wearing a red dress
each activity. and reading a newspaper. (SR)
-- Charades: Students pantomime one of the actions -- Students make similar sentences in turn.
and the others try to guess what they are doing.
-- Students present their findings to the class. QFS: Students ask questions of each other using p.56
in the IB.

③ PRACTICE
Open to p.92 – The Real World: Students read the title Tennis: What are you doing?
and the text. -- Write on the board: What are you doing?
QFT: to check comprehension. -- The game is started by someone serving by asking:
∙∙What does Robert Wood make? What are you doing?
(He makes many different types of robots.) -- The opponent must answer with what they are doing
∙∙What is he doing now at Harvard University? and ask the question back.
(He is working on making new robots) -- The game continues until someone can’t answer or
-- Ask students to complete The Real World A they make a mistake.
Individually. (Answer is (a)) ∙∙S1: What are you doing?
-- Students pre-read the statements in The Real ∙∙S2: I’m sitting. What are you doing?
World B. ∙∙S1: I’m speaking. What are you doing?
-- Play CD 2 - Track 23. Students complete The Real ∙∙S2: I’m …
World B individually. Have students present their
-- Praise students.
answers to the class.
(1. professor; 2. fly; 3. go into dangerous places; 4. -- Close books and erase the board.
fastest)
-- Praise students.

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UNIT 9
LESSON 2 | THE REAL WORLD/COMMUNICATION

④ PERFORMANCE
Point to the lesson goal and say: We are going to ask EXPANSION – PRESENTATION
and answer questions about what people are doing. Do You Know – p.93
Communication: -- Students guess the answer to the question.
-- Put the students into pairs. (Video games)
-- Students A looks at p.93 and student B turns to p.132. -- Discuss why video games make more money.
(Do not let students see each others pages) -- Ask which students do more: play video games or
-- Students ask each other about what the people in the watch movies.
picture are doing to find the differences. -- Ask: How does each make money?
-- Students report their findings to the class like so: (Movies - through ticket sales; Games - through in-
game purchases and game sales)
∙∙S1: In my picture Anna is using a computer. In his
picture Anna is talking to Maria. -- Ask: Do you think games are good or bad? Why?
∙∙S2: In my picture Jake is reading a book. In her
picture Jake is reading a book. EXPANSION – PRACTICE
Pronunciation:

⑤ CLOSING -- Instructor models the questions rising and falling

intonation aloud in Pronunciation A, students repeat.
Give praise and feedback.
-- Play CD 2 - Track 25. Students complete
Confirm lesson goal: Well done, everyone! Now you
Pronunciation B individually.
can ask and answer questions about what people are
doing. -- Students present their answers to the class.
(1. b; 2. b; 3. a; 4. b; 5. b; 6. a)
Set and demonstrate homework: by briefly going over
the homework point to check understanding. -- Point out that for wh- questions intonation falls and
(WB p.46 , The Real World) for yes/no questions the intonation rises.
∙∙I: Look at The Real World A. What is her job? -- Students complete Pronunciation C in pairs by asking
and answering the questions.
∙∙S: An engineer?
∙∙I: Correct. Please finish the rest for homework.
EXPANSION – PERFORMANCE
Spy Games
-- Complete lesson record: 9 – 93 – Comm
-- Open IB to p.45.
-- Thank students and say good-bye.
-- Review the verbs in the picture sequence. (go into,
look at, check price, try on, buy, leave)
Write on the board: What is she doing now?
-- Tell students that they are going to be spies and
report on what the woman does.
-- Assign one student as the spy boss. They will use the
phrase on the board.
-- The other students are spies and will report what the
woman is doing.
∙∙Spy Master (SM): What is she doing now?
∙∙S1: She is going into a store.
∙∙SM: What is she doing now?
∙∙S2: She is looking at some clothes.

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UNIT 9 READING SB: p.94-96

HW: p.47
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Talking to a classmate/ -- apps (Kakao. -- Messenger, -- present progressive Berlitz Illustration

instructor about what apps Wechat, Kik, Line, -- using + technology Book (IB), board,
you use Snapchat, Whatsapp) paper, markers
Facebook, -- 3D printing

① OPENING ③ PRACTICE
Greeting/Warm-up: Greet students naturally. Reading: Students complete Reading A. Students scan
∙∙I: How are you today? for who made Leon’s hand.

∙∙I: How was school today? -- Tell students they have 30 seconds, go! (Leon’s dad)

-- Encourage students to ask each other a question -- Reading B, students predict the meaning of the title.
about their week. Assist as necessary. -- Reading C, individually students find and underline
Check homework interactively: (WB p.46) what 3D printers can do.
Ask students to ask each other a few of the questions (Answers: make hands, feet, finger, jewelry, toys,
from p.46. sunglasses, food, houses)

Set the goal: Today we will be: Talking to a classmate -- Students present their answers to the class.
about what apps you use. Customize accordingly. -- Have students read the text aloud in turn.
-- Praise students.
② PRESENTATION
Ask: Who has a smart phone? A computer? QFT: ask questions about the reading.
-- Ask students if they know of any apps or use any (Questions should be goal related)
apps. QFS: students ask each other questions about
-- Write on one side of the board: Social Media Apps the reading.
-- List apps the students suggest underneath. Some
popular apps are; (Kakao, WeChat, Kik, Snapchat, Comprehension: Turn to p.96. Students complete
Twitter, Facebook, Messenger, Line, WhatsApp, Comprehension A individually.
Skype, Pinterest, YouTube) (1. a; 2. c; 3. a; 4.b; 5.c)
Note: Avoid talking about dating apps or apps Comprehension B and C: As a class, fill in the steps and
intended for mature audiences. discuss ways 3D printers will change lives.
∙∙I: What do we use social media apps for? (1. design an object; 2. shape and size; 3. print the
-- List student’s answers on the other side of the board. object)
(Chat with friends, send photos, send music, and talk
to people/friends overseas) QFT. Say: Let’s practice. Use the information on the
-- What are some other things we can do with a smart board to make yes, no, or, key questions.
phone? (Surf the Internet, download music/movies, ∙∙I: Is Karen using Twitter to follow (Taylor Swift)?
play games, check the news/weather, make a movie, ∙∙S: Yes, she’s using Twitter to follow (Taylor Swift).
make a phone call).
∙∙I: Is Karen using Wechat to send pictures?
∙∙S: No, she is using Pinterest to send pictures.
Open the IB to p.1a. Point to Karen, say: She likes to
use social media she uses a lot of apps.
Rejoinders: Remind students when replying to
-- Mind Map. Say: Let’s imagine. What apps does Karen
someone we can use rejoinders.
use? Why?
-- Say: Let’s practice agreeing and disagreeing using So
-- In the center of the board write: She’s using Twitter
am I and I’m not.
to follow (Taylor Swift).
∙∙S1: Karen’s using Twitter to follow (Taylor Swift).
-- Ask students to make a few more sentences with the
→ Really, so am I.
structure using the information on the board.
∙∙S2: Karen’s using Pinterest to send pictures.
→ Oh I’m not, I’m using Flickr.
-- Praise students.

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UNIT 9
LESSON 3 | READING/COMPREHENSION

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
talk to a classmate about what apps you use. What would you use a 3D printer for?
-- Ask students to work in pairs. Students discuss ways they would use a 3D printer.
-- Students ask each other about what apps they are -- If students struggle suggest making sports
using and why. equipment or jewelry.
-- Give feedback and correction where necessary.
-- Students swap partners and repeat the performance. EXPANSION – PRACTICE
-- Have students report what they found out about their Correct my sentence:
classmates. Instructor makes an incorrect sentence and the
students correct it.
⑤ CLOSING ∙∙I: I’m using Line to watch videos.
Give praise and feedback. ∙∙S1: You’re using YouTube to watch videos.
Confirm lesson goal: Excellent job! Now you can talk to
a classmate about what apps you use. EXPANSION – PERFORMANCE
Set and demonstrate homework: by briefly going over Miming:
the homework point to check understanding. -- Students take turns acting out using modern media.
(WB p. 47, Reading)
-- The other students guess what they are doing.
∙∙I: Look at Reading A. Quickly skim for what the
-- Once someone has guessed correctly they ask the
article is.
student miming what they are using it for.
∙∙S: B. A blog post
-- The student who guessed correctly goes next.
∙∙I: Correct. Circle it and finish the rest for
-- Play the game until everyone has had 2 turns.
homework.

-- Complete lesson record: 9 – 96 – Comp

-- Thank students and say good-bye.

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UNIT 9 DVD SB: p.97

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

Goal Vocabulary Grammar Resources

Talking about how you are using -- remote- -- smartphone -- present progressive DVD player,
modern technology controlled -- smartwatch board, paper,
-- can to express ability
car markers
-- computers
-- buggy

① OPENING Under the chart write:

Greeting/Warm-up: Greet students naturally. ∙∙How are you using modern technology?
∙∙I: How are you today? ∙∙I’m using my smart phone to send text messages.
∙∙I: How was school today? -- Ask students to make one true sentence about how
-- Encourage students to ask each other a question they use their devices.
about their week. Assist as necessary.
Check homework interactively: (WB p.47) ③ PRACTICE
Ask students to ask each other a few questions Open to p.97. Complete Before you watch.
from p.47. -- While you watch: Signpost. We will now watch a
Set the goal: Today we will be: going to talk about video about A New Photographer. Listen and watch
how you are using modern technology. Customize for who it is.
accordingly. -- Play the video: A New Photographer:
Review: Ask students to describe their favorite app Complete Part A.
and say what they use it to do. -- Praise students for their efforts.

② PRESENTATION Replay the video: A New Photographer:

Write this on the board: (Leave some space at the Complete Part B.
bottom for writing) (Answers: camera, buggy, remote control)
-- QFT: to confirm comprehension.
Smart
Smart watch Computers
phone ∙∙I: How does he drive the car?
Main
(He uses a remote control)
Function ∙∙I: How does he take close photos of lions?
Other (He puts cameras on remote controlled cars)
Functions -- QFS: to boost understanding.
-- Refer to the board: students practice asking and
answering questions about the devices and their
-- Ask students to state the main purpose of each uses. Assist as necessary.
device. (Call people, tell the time, store and use data)
-- Erase the board.
-- Ask students what other functions these devices have
-- Praise students.
and add them to the chart like so:

Smart
④ PERFORMANCE
Smart watch Computers
phone Point to the lesson goal and say: Now we are going to
talk about how you are using modern technology.
Main Call people Tell the time Store and
Function use data -- In pairs, students ask each other about how they use
modern technology.
Other Take Send text Call
Functions pictures messages someone -- Give feedback and correction as necessary.
Send Search the Search the
messages Internet Internet
-- Students switch partners and repeat the performance.
Make videos Call Play games
Play games, someone Send emails,
etc. Play games, etc.
etc

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UNIT 9
LESSON 4 | DVD

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Nice work! Now you can talk Unit review:
about how you are using modern technology. Mind map everything students remember from this
Set and demonstrate homework: by briefly going over unit.
the homework point to check understanding.
(WB p.48, Writing)
EXPANSION – PRACTICE
∙∙I: Look at Writing A. What do you need to do? Chaining:
∙∙S: Write a reply to Kristen. Teacher makes a sentence. Students keep adding to it.
∙∙I: Correct. Please finish it for homework. ∙∙I: I’m using my smart phone to send text
messages.
-- Complete lesson record: 9 – 97 – DVD ∙∙S1: I’m using my smart phone to send text
-- Thank students and say good-bye. messages and to play games.
∙∙S2: I’m using my smart phone to send text
messages, to play games, and to make videos.

EXPANSION – PERFORMANCE
Describe the functions on your favorite device and say
how you use them.

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UNIT 9 BERLITZ CULTURAL EXPLORER 3 SB: p.4

HW: None
BCE 3
SOUTH AFRICA FOCUS ON TEEN LIFE

Goal Vocabulary Grammar (as applicable) Resources

Discussing different ways -- commuting -- careless drivers -- expressing ability using can/ board, paper,
you can get to and from -- road conditions -- walking school can’t, how much is ... markers
school bus -- would you like ...
-- conductor
-- present progressive

① OPENING QFT – QFS: using the language on the board and in the
Greeting/Warm-up: Greet students naturally. book ask yes, no, or, key questions.

∙∙I: How was your weekend? ∙∙I: In South Africa can you take a walking bus to
school?
∙∙I: Do you have any plans today?
∙∙S: Yes, you can take a walking bus to school.
-- Encourage students to ask each other a question
about their week. Assist as necessary. ∙∙I: Can you commute to school by plane?

Set the goal: Today we will be: Discussing different ∙∙S: No, you can’t commute to school by plane.
ways you can get to and from school. Customize -- In pairs, students make questions from the book to
accordingly. each other.
-- Circulate and assist as necessary.
② PRESENTATION
Mind Map. Write on the board: South Africa Correct my statement: Make incorrect statements and
-- Students tell you what they recall about South Africa. ask students to correct it.

-- Erase the board. ∙∙I: Children in South Africa don’t learn about road
safety from walking buses.
-- Write on the board: Commuting
∙∙S: Children in South Africa learn about road safety
-- Say: This is when we travel between 2 points
from walking buses.
regularly. For example going to a job or school.
-- Ask: Can you commute to school by plane? (No) ④ PERFORMANCE
Point to the lesson goal and say: Now we’re going to
③ PRACTICE discuss different ways you can get to and from school.
Open to p.4 – South Africa: Focus on Teen Life -- Review BOOST. (Answer the question, add details,
-- Do Part A as a class. Ask the questions in the box. and expand)

-- Remind students to use BOOST in their answers. -- Have students read the Your Turn questions aloud.

-- Students read the description of a walking bus. -- Start by asking the first question in the Your Turn
section to the class.
-- Ask: Do you have walking buses in your town?
-- Note: Instructor will need to facilitate the discussion
-- Vocabulary Note: A conductor is the person on a bus
to ensure equal participation.
or train who checks tickets.
-- Give feedback and correction after the discussion.
-- QFT: to confirm understanding.
∙∙Who is the driver? (An adult) ⑤ CLOSING
∙∙Who is the conductor? (An adult) Give praise and feedback.
∙∙Where are the children? What do they do as they Confirm lesson goal: Great job. Now you can discuss
walk? (In the middle, they hold hands) different ways you can get to and from school.
-- Ask: Would you like to take a walking bus? Inform students that there is no homework today.
What are some good points? However, they may review at home on their own.
-- Students read Part B and restate the advantages.
-- Ask: Why is walking alone to school sometimes -- Complete lesson record: 9 – 4 – BCE3.
dangerous in South Africa? -- Thank students and say good-bye.
(Bad road conditions and careless drivers)
-- Ask: Are there are any other good points?
(Chatting, it’s free, you can ask about homework)

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UNIT 10 PREVIEW SB: p.98-101

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

Goal Vocabulary Grammar Resources

Asking about the weather -- weather -- temperature -- simple present board, paper,
in your country -- seasons -- degrees markers
-- weather-related questions

① OPENING Signpost: Tell students they will now listen to Stig and
Greeting/Warm-up: Greet students naturally. Nadine talking about the weather in Sweden.

∙∙I: How are you today? -- Listening Task: Ask students to listen to answer:

∙∙I: How was school today? ∙∙What’s the weather like in Sweden? (It’s snowy.)

∙∙I: How was the homework? ∙∙What is Stig doing? (He’s snowboarding.)

-- Encourage students to ask each other a question -- Play CD 2 Track 29. Check students’ answers. Repeat
about their week. Assist as necessary. as necessary.

Review: months and seasons: Ask students to name

the months of the year and seasons. Language Focus: Students complete Language
Focus A in pairs. Assist as necessary.
-- Write them on the board if students have trouble
remembering them. -- Grammar Box: Students change partners and practice
asking and answering the questions in pairs.
Set the goal: Today we will be: going to ask about the
weather in your country. Customize accordingly. -- Students change partners and complete Language
Focus C in new pairs.
(1. hot; 2. summer; 3. June to September; 4.
② PRESENTATION November to March; 5. cold; 6. warm and sunny)
Ask students to tell you any weather that they know.
-- Refer to the language box on p.100.
List weather on the board.
(rainy, sunny, snowy, windy, cloudy, stormy, foggy) -- Have the students practice asking about and reading
the temperatures on the graph aloud.
∙∙S1: How hot is it in February?
③ PRACTICE
Open books to p.98 – Preview. ∙∙S2: It’s -10 degrees.

-- Point to the picture. Ask: How’s the weather? Language Focus E. Divide the class in 2.
(It’s rainy.) One half open to p. 133, the other opens to p.101.

-- Preview A: Students listen and number the weather -- Pair students together. Tell them not to show each
in the order they hear them. Play CD 2 Track 27 other their books.

-- Have students present their answers to the class. -- Write on the board:
(rainy-4, sunny-2, windy-1, stormy-3) ∙∙What’s the temperature in …?
-- Preview B Have the student listen and complete the ∙∙How’s the weather in …?
chart by checking the correct boxes. -- In pairs, students practice the asking and answering
questions about the weather. Erase the board once
Play CD 2 Track 28. While the CD plays, write on the they are comfortable with the structure.
board: What’s the weather like in ...? -- Praise students.
-- In pairs, students practice asking about the weather
in the cities.
④ PERFORMANCE
∙∙Shanghai: rainy, windy, warm Point to the lesson goal and say: Now we are going to
∙∙Cape Town: sunny, hot ask about the weather in your country.
∙∙Rio de Janeiro: rainy, stormy, cool -- Ask students to name 8 large cities in their country.
∙∙Stockholm: sunny, cold -- Divide the class into local students and South African
-- Students complete Preview C, assist as necessary. students.

-- Students report their partner’s answers to the class.

-- Praise students. Do not turn the page.

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UNIT 10
LESSON 1 | PREVIEW/LANGUAGE FOCUS

-- Ask the students playing South Africans to use the

information on p.101.
EXPANSION – PRESENTATION
(For weaker students refer to Language Focus D)
Pictionary
-- Pair students together and have them ask each other
-- Draw a picture of one type of weather.
about the weather in their countries.
-- The first student to guess correctly comes up to the
-- After the performance, give feedback and correction
board and draws a new weather type.
where necessary.
-- Students guess the answer.
-- Switch partners and roles. Repeat the activity.
-- Repeat until all the weather has been done a few
times.
⑤ CLOSING
Give praise and feedback.
EXPANSION – PRACTICE
Confirm lesson goal: Great job! Now you can ask about
YNOK Language Focus: QFT – QFS
the weather in your country.
QFT: Refer to the comic strip on p.100 and ask a mix of
Set and demonstrate homework: by briefly going over
questions using Yes, No, Or, and Key (YNOK) questions.
each homework point to check understanding.
(WB p. 49-51, Vocabulary, Conversation, Language ∙∙I: Is it cold and snowy in Sweden today?
focus, not The Real World) ∙∙S: Yes, it’s cold and snowy in Sweden today.
∙∙I: Look at the Vocabulary Focus A. What words ∙∙I: Does it rarely snow in Sweden in winter?
can you find?
∙∙S: No, it’s always cold and snowy in Sweden in
∙∙S: Sunny, storm. winter.
∙∙I: Good. Please find the rest and finish for ∙∙I: What is the season in Sweden?
homework.
∙∙S: It’s winter.
QFS: Students pair up and repeat the process.
-- Complete lesson record: 10 – 101 – LF
-- Thank students and say good-bye.
EXPANSION – PERFORMANCE
Weather report: Strange weather for July.
-- Assign one student as the news anchor. The rest of
the students are traveling reporters.
-- Students each get a city from their country to report
on.
-- Tell students to give a strange weather report.
(It’s cold and snowy in Tokyo today.)
Write on the board: Strange weather for July, isn’t it?
-- Tell the anchor that this is the response he uses after
the weather report.
-- Students answer the anchors questions about the
weather and add a comment on the season’s typical
weather. (i.e. Yes, it’s usually hot and sunny in July in
Tokyo.)
-- Switch roles and repeat.

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

HW: p.51 RW
LESSON46
COMMUNICATION

Goal Vocabulary Grammar Resources

Reporting wild weather -- wild -- blizzard -- foggy -- simple present to talk board, paper,
weather -- flooding -- lightning about the weather markers
-- hail -- gale force storm
-- tornado winds

① OPENING List wild weather types onto paper. Tear it into strips.
Greeting/Warm-up: Greet students naturally. -- Students take one strip. Ask them to come up and
∙∙I: How are you today? explain the weather to the class using the information
on the board.
∙∙I: How was school today?
-- Support as necessary and praise the student’s efforts.
-- Encourage students to ask each other a question
about their week. Assist as necessary.
Check homework interactively: (WB p.49-51) ③ PRACTICE
Go through each point and read the stories/sentences Open to p.102 – The Real World: Look at the picture
aloud. Elicit corrections where necessary. Focus on and ask students to guess What wild weather is this? (A
Conversation and Language Focus p.50. tornado)
Review: Ask students to answer using degrees. Say a -- Complete The Real World A as a class. Have students
number and the students reply with the temperature. read their answers aloud.
(I: 15 → S: 15 degrees. (Tornado - storm, hailstones - ice like tennis balls,
I: Minus 25 → S: Minus 25 degrees.) Tornadoes can pick up...)

Set the goal: Today we will be: Reporting wild weather. -- Read the text. QFT: using goal-related questions.
Customize accordingly. -- Praise students.

② PRESENTATION The Real World B: Students pre-read the statements.

Write in the center of the board: Wild weather Play CD 2 Track 32.
(Leave the top of the board clear) (1. F, 2. T, 3. F, 4. T)

-- Mind map wild weather with the students. -- Students present their answers to the class and
correct any false statements.
-- Elicit or introduce as necessary: tornado, hail,
(1. A tornado’s color matches the color of the ground.
blizzard, flooding, gale-force wind, foggy, icy, and
3. Twisters)
lightning storm
-- Students make questions to match the statements.
-- Go over any vocabulary they are unfamiliar with.
-- Ask: What do you call the wind spinning around in a
Grammar: Adverbs of frequency
circle? (Point to tornado on the board.)
List adverbs of frequency on the board:
-- Ask: What do we call it when ice falls from the sky?
(Point to hail on the board.) ∙∙Always

-- Write on top of the board: there are/is …, it causes …, ∙∙Usually

you see … ∙∙Sometimes
-- Ask students to make questions to match the ∙∙Rarely
statements. Write on the board. (Keep for practice) ∙∙Never
∙∙What is there? What are there? -- QFT: Ask a mix of questions using Yes, No, Or, and
∙∙What does it cause? Key (YNOK) questions.
∙∙What can you see? ∙∙I: Does it always rain in spring? (Nod your head
-- Discuss what you can see, what it causes, and what and point to always)
there is or are for the wild weather. Note it on the ∙∙S: Yes, it always rains in spring.
board. ∙∙I: Does it usually snow in summer? (Shake your
-- (I.e. Hail: You see large balls of ice. It causes damage head and point to never)
to cars and houses. There is ice all over the ground.) ∙∙S: No, it never snows in summer.

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UNIT 10
LESSON 2 | THE REAL WORLD/COMMUNICATION

-- QFS: Refer to the board. Students ask each other

about wild weather. Assist as necessary.
EXPANSION – PRESENTATION
∙∙S1: What does hail cause? Discussion:
∙∙S2: It causes damage to cars. -- As a class: discuss which weather fact on p.102 is the
-- Using the information on the board, continue most interesting.
practicing. -- Ask student if they know of any other strange
-- Praise students. Erase the board. (Leave up for weather phenomena.
weaker students to reference)
EXPANSION – PRACTICE
④ PERFORMANCE Pronunciation:
Point to the lesson goal and say: Now we are going to -- Read the words from Pronunciation A. Students
report on wild weather. repeat.
Communication: Open to p.103 -- Ask students to circle the word they hear.
-- Assign each student a continent. (Asia, Australia, (1. icy; 2. snow; 3. storm; 4. cloudy; 5. rainy; 6. wind)
Africa, Europe, North America, and South America) -- Read one of the words for each pair aloud. Students
-- Students fill in the information with famous cities circle the word they hear.
they know. (Name some if the students can’t think -- Have students read the words aloud. Focus on
of any) pronunciation accuracy.
-- Tell students that 2 cities must have wild weather.
-- While students are filling in the information write on EXPANSION – PERFORMANCE
the board: Class discussion on weather:
∙∙Now let’s cross to (Tom) in Asia. How’s the -- Ask students if they think the weather is getting
weather (Tom)? worse or better recently.
-- Nominate one student as the news anchor. -- Ask them why? Or why not?
(Remind them that they should ask 1 or 2 questions
-- Ask students to tell you about wild weather they have
about wild weather)
experienced.
-- Tell the other students they will be reporters for their
continent.
-- Students report the weather.
-- Give feedback and correction as necessary.
Assign another anchor and repeat.

⑤ CLOSING
Give praise and feedback.
Confirm lesson goal: Well done, everyone! Now you
can report wild weather.
Set and demonstrate homework: by briefly going over
the homework point to check understanding.
(WB p.51, The Real World)
∙∙I: Look at The Real World A. Quickly find are
tornadoes dangerous rains?
∙∙S: No.
∙∙I: Correct. Please finish the rest for homework.

-- Complete lesson record: 10 – 103 – Comm

-- Thank students and say good-bye.

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UNIT 10 READING SB: p.104-106

HW: p.52
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Presenting your favorite season -- storm chaser -- seasons -- simple present Berlitz Illustration
and its weather -- weather -- seasonal -- talking about weather and Book (IB), board,
activities activities paper, markers
-- degrees

① OPENING Ask: What season don’t they like, why?

Greeting/Warm-up: Greet students naturally. ∙∙S: They don’t like fall because it’s rainy and windy.
∙∙I: How are you today? -- Have students ask each other about their favorite
∙∙I: How was school today? seasons and what they like to do.

-- Encourage students to ask each other a question -- Do NOT erase the board, used for practice.
about their week. Assist as necessary. -- Praise students.
Check homework interactively: (WB p.51)
Go through each point and read the stories/sentences Reading: Open to p.105. Ask: What kind of wild
aloud. Elicit corrections where necessary. weather is in the photo? (A tornado)
Review: Ask students to name all the seasons and -- Reading A and B: As a class speculate on who Roger
weather they can. Hill is and discuss what they think storm chasers do.
Set the goal: Today we will be: Presenting your favorite (A photographer, Answers will vary.)
season and its weather. Customize accordingly. -- Have the students read the text aloud in turn.

② PRESENTATION Comprehension: Turn to p.106. Students complete

Draw 4 circles on the board. (Leave space at the Comprehension A individually.
bottom for writing.) Write a season in each. (1. a; 2. b; 3. b; 4. c; 5. a)

-- Mind Map: A few activities for different seasons. -- QFS: Ask and answer the questions on p.106 in pairs.
(winter- skiing, summer-swimming, etc.) -- Pair work: In pairs, students complete
Comprehension B and C.
-- Students present their answers to the class.
③ PRACTICE
(1. a; 2. d; 3. c; 4. b)
Open the IB to p.46. Point to Karen in spring.
-- Say: Her favorite season is spring. She likes to go -- QFT: ask questions about the Simpsons. Use Yes, No,
jogging with her friend. Or, and Key (YNOK) questions. (Questions should be
goal-related)
-- Write on the board: Her favorite season is spring.
She likes to go jogging with her friend. (SR) -- Praise students.

-- Point to Steve in summer. -- Erase the board and close books.

Ask: What’s his favorite season?
∙∙S: His favorite season is summer. ④ PERFORMANCE
∙∙I: What does he like to do? Point to the lesson goal and say: Now we are going to
∙∙S: He likes to go to the beach/go swimming. present your favorite season and its weather.

-- Point to Mr. and Mrs. Simpson in winter. -- Hand out paper. Ask the students to note down their
Ask: What’s their favorite season? favorite season and its usual weather.

∙∙S: Their favorite season is winter. -- Tell student they must present these four topics.

∙∙I: What do they like to do? -- On the board write: season, weather, temperature,
activities
∙∙S: They like to go skiing/play in the snow.
-- Give students 1 minute to prepare.
-- Point to Autumn/Fall.
-- Students present their favorite season and its
weather.
-- Give feedback and correction as needed.
-- Repeat the performance.

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UNIT 10
LESSON 3 | READING/COMPREHENSION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Excellent job! Now you can Discussion. Ask:
present your favorite season and its weather in English. ∙∙Do you think being a storm chaser is a safe job?
Set and demonstrate homework: by briefly going over ∙∙Would you like to do it?
the homework point to check understanding.
∙∙Why do you think some people like to do these
(WB p.52, Reading)
kinds of work?
∙∙I: Look at Reading A. Quickly skim the passage
∙∙Would you like to go on a storm chasing tour?
and find what it’s about.
∙∙S: Wind.
EXPANSION – PRACTICE
∙∙I: Correct. Circle B and finish the rest for
Correct my sentence:
homework.
Using the information on the board make incorrect
statements about the Simpsons from IB p. 46 and have
-- Complete lesson record: 10 – 106 – Comp
the students correct you.
-- Thank students and say good-bye.
∙∙I: Karen’s favorite season is winter.
∙∙S: Her favorite season is spring.
∙∙I: Steve likes going to the movies in summer.
∙∙S: He likes going to the beach in summer.

EXPANSION – PERFORMANCE
Memory:
-- Students present one of their classmate’s favorite
seasons and its weather from memory.
-- Give feedback and correction as needed.
-- Winner is the most accurate.

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UNIT 10 DVD SB: p.107

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

Goal Vocabulary Grammar Resources

Advising an exchange student on -- wild weather -- lightning -- simple present DVD player,
storm safety. -- tornados storms board, paper,
-- should to give advice
-- basement markers
-- typhoons
-- hurricanes

① OPENING -- Students make sentences with the other safety tips

Greeting/Warm-up: Greet students naturally. using the structure on the board.

∙∙I: How are you today? -- Ask students why it’s a good idea to stay indoors.
(So you don’t get injured or hurt.)
∙∙I: How was school today?
-- Ask students to think of what can happen if you don’t
-- Encourage students to ask each other a question
follow the safety tips. (stay away from windows – you
about their week. Assist as necessary.
can be cut by broken glass; keep a flashlight – you
Check homework interactively: (WB p.52) won’t be able to see...)
Go through each point and read the stories/sentences
aloud. Elicit corrections where necessary.
③ PRACTICE
Set the goal: Today we will be: Advising an exchange
While you watch: Part A.
student on storm safety. Customize accordingly.
-- Signpost. Say: We will now watch a video about
Review: Types of wild weather, students name wild
tornado chasers. Listen and check your answers to
weather they can recall. Remind them of any they
Before You Watch. Cover the DVD screen.
forget. (hail, tornado, blizzard, flooding, typhoon/
hurricane/cyclone, lightning storm) -- Play the video: Tornado Chasers: Students check
their responses.
(a. good, b. good, c. bad)
② PRESENTATION -- Students pre-read all the statements for Part B.
Open to p. 107 – Before you watch. Point to man: Uncover the DVD screen.
What is he taking a picture of?
-- Replay the video: Tornado Chasers: Students
∙∙S: Wild weather. complete Part B individually.
Students individually complete the activity. -- Students present their answers to the class.
(Answers in While you Watch Part A) (1. F, 800; 2. F, The tornado alley; 3. T; 4. T)
Mind map: safety tips for other wild weather. -- QFT – QFS: about the DVD. Use Yes, No, Or, and Key
(Leave space at the bottom for writing) (YNOK) questions.
-- Typhoon: don’t go outside, stay away from windows, ∙∙I: Should I hide in the basement during a tornado?
have an emergency kit, keep a flashlight with
∙∙S: Yes, you should hide in the basement in a
batteries, etc.
tornado.
-- Blizzard: don’t go outside, wear warm clothing, close
On the board write: It’s a good idea to stay indoors
doors to conserve heat, fill bottles with water, etc.
so you don’t get injured. You shouldn’t go outdoors
-- Hail: don’t go outside, stay away from windows, take because you can get injured.
cover if outside, etc.
-- Lightning storms: don’t go outside, stay away from Sentence completion: Ask students to complete your
windows, unplug electrical devices, keep a flashlight sentences.
with batteries, etc. ∙∙I: In a lightning storm it’s a good idea to stay
indoors so…
Ask: Is it a good idea to go outside in wild weather? ∙∙S1: In a lightning storm it’s a good idea to stay
(Shake your head) indoors so you don’t get injured.
-- Write on the board. It’s a bad idea to go outside in ∙∙I: In a hail storm you shouldn’t stay near windows
wild weather. (SR) because …
Ask: Is it a good idea to stay indoors? (Nod your head) ∙∙S2: In a hail storm you shouldn’t stay near
-- Write on the board. It’s a good idea to stay indoors. windows because they can break.
(SR)

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LESSON 4 | DVD

-- Praise students.
-- Erase the board and close books EXPANSION – PRESENTATION
Make a mind map of the unit
④ PERFORMANCE -- Students come up to the board and help each other
Point to the lesson goal and say: Now we are going to map the unit.
advise an exchange student on storm safety. -- Give hints to help students complete the mind map.
-- Divide the class into exchange students and local
students. EXPANSION – PRACTICE
-- Tell them bad weather is coming. (Choose whatever is Speed drills:
locally common) Tell students they must respond as fast as possible
-- Tell the exchange students that these storms don’t with advice.
happen in their country and they need to get safety ∙∙I: It’s hailing!
tips from the local students.
∙∙S: You should stay away from windows.
∙∙I: There is a typhoon!
Write on the board: In my country we don’t have
(typhoons). What should I do? ∙∙S: It’s a good idea to keep a flashlight.
-- Tell the exchange students this is their opening line.
-- In pairs, students give and receive storm safety tips. EXPANSION – PERFORMANCE
After you watch:
-- Give feedback and correction if needed.
-- As a class discuss the questions on p.107.
-- Students switch roles and partners and repeat.
-- Ask students how prepared they are for wild weather
in their home.
⑤ CLOSING -- Discuss how to improve their level of safety.
Give praise and feedback.
Confirm lesson goal: Nice work! Now you can advise
an exchange student on storm safety in English.
Set and demonstrate homework: by briefly going over
the homework point to check understanding.
(WB p.53, Writing)
∙∙I: Look at Writing A. What do you need to do?
∙∙S: Complete the conversation using C on p.52?
∙∙I: Correct. Please finish it for homework.

-- Complete lesson record: 10 – 107 – DVD

-- Thank students and say good-bye.

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UNIT 11 PREVIEW SB: p.108-111

HW: p.54-56
LESSON 1
LANGUAGE FOCUS VF, Conv, LF

Goal Vocabulary Grammar Resources

Talking about what you did -- weekend -- weekend -- simple past Berlitz Illustration
on the weekend activities destinations Book (IB), board,
-- last: week, (beach, mall, paper, markers
month, year cafes, etc.)

① OPENING Signpost: Now let’s listen to Rena talking about her

Greeting/Warm-up: Greet students naturally. vacation. As you listen, circle true or false.

∙∙I: How are you today? Students pre-read the statements.

∙∙I: How was school today? -- Preview A: Play CD 2 - Track 36. Students complete
Preview A individually.
-- Encourage students to ask each other a question
(1. T; 2. F, Warm and sunny; 3. F, With her parents;
about their week. Assist as necessary.
4. T)
Check homework interactively: (WB p.53)
-- Have students present their answers to the class and
Students practice the conversation with each other.
correct the false statements.
Review: Write a list of present tense verbs (is, go,
-- Preview B: Listen to the rest of the story and circle
have, play, see, meet, do, eat, stay, are) on the board
the correct word choice. Play CD 2 - Track 37
hand out markers and have the students write up the
past tense for each. -- Students present their answers to the class.
(1. trekked; 2. swimming; 3. restaurants; 4. museums)
Set the goal: Today we will be: Talking about what you
did on the weekend. Customize accordingly. -- Preview C: Students ask each other about places they
like to visit in their country and add why.
-- Focus on using BOOST.
② PRESENTATION
Open the IB to p.56. Point to the girl in the orange -- Praise students. Close books.
dress. Ask:
∙∙Where did she go? (She went shopping downtown) ③ PRACTICE
∙∙What shop did she go to? (The bakery) Signpost: Tell students they will now listen to Nadine
and Ming talking about his vacation.
∙∙What did she buy? (She bought bread sticks)
-- Listening Task: Ask students to listen to answer:
∙∙I: Now let’s put it together in a long answer.
∙∙Where did he go? (London)
Write on the board: She went shopping downtown.
She went to the bakery and she bought bread. (SR) ∙∙What was the problem? (It was London in Canada
not in England)

Preview: Open to p.108-109. Look at the picture. Ask: -- Play CD Track 38. Repeat as necessary.

∙∙What did he do last weekend? (He went surfing) -- Have students present their answers to the class.

∙∙Where did he go? (Remarkable Caves in Tasmania)

Language Focus: Open to p.110.
∙∙How big were the waves? (Not very big)
-- Complete Language Focus A. Ask students to practice
-- Ask students to put it together in one sentence.
the conversation then replace the words in blue.
∙∙S: He went surfing at Remarkable Caves in Refer to the language box on p.110 for help.
Tasmania. The waves were not very big.
-- Students practice reading the Grammar Box in pairs.
-- Erase the board.
-- Students complete Language Focus C individually.
Divide the board into three columns: (1. was; 2. was; 3. do; 4. went; 5. did; 6. do; 7. went; 8.
was; 9. Did; 10. went)
Places to go Activities to do How was it?
-- Students read the dialogue to each other in pairs to
The mall Go shopping Not very good check their answers. Assist as necessary.
The beach Visit a friend Awesome -- Students complete Language Focus D by writing the
A park Go to the movies Fun correct form of the verb in the space.
(1. went; 2. was; 3. did; 4. went; 5. stayed)
Ask students to suggest a few things for each column

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UNIT 11
LESSON 1 | PREVIEW/LANGUAGE FOCUS

QFS: students ask each other questions about the

story.
EXPANSION – PRESENTATION
∙∙S1: Where did she go? Idiom:
∙∙S2: She went to France? -- Students guess the correct response (a. travel bug)
∙∙S2: When did she go? -- Ask students if they like to travel? Why/why not?
∙∙S1: She went last year. -- What kind of places do they like/don’t like? Why?
-- Praise students, erase the board, and close books. -- Where is somewhere they would like to visit and why?
-- Focus on using BOOST in answers.
④ PERFORMANCE
Point to the lesson goal and say: Now we are going to
EXPANSION – PRACTICE
talk about what you did on the weekend.
Language Focus B
-- Write on the board: How was your weekend?
-- In pairs, students retell the story and add their own
-- Ask a few questions to confirm understanding. information.
∙∙I: What are you going to ask first? (Point to the -- Have the students present their story to the class.
board) Remember to use BOOST in your answer.
-- Vote for the most interesting story.
Remember to ask follow-up questions.
On a piece of paper write: Ask a question!
EXPANSION – PERFORMANCE
-- As a class the students talk about what they did on
Language Focus E
the weekend.
-- Draw a stick figure on the board. Give it a name
-- After a student answers a question hold up the sign.
(Kate).
Ask a question!
-- Tell the students that we are going to invent a
weekend adventure for (Kate).
⑤ CLOSING -- Tell students they all must add one detail of her day.
Give praise and feedback. Remember to use BOOST in your answer.
Confirm lesson goal: Great job! Now you can talk -- Instructor starts by saying: (Kate) went to the park
about what you did on the weekend in English. on Saturday to meet her friend.
Set and demonstrate homework: by briefly going over -- Students add their own ideas.
each homework point to check understanding.
(WB p.54-56, Vocabulary, Conversation, Language
focus, not The Real World)
∙∙I: Look at the Vocabulary Focus A. What is 1
down?
∙∙S: Tickets.
∙∙I: Good. Please write it in and finish the rest for
homework.

-- Complete lesson record: 11 – 111 – LF

-- Thank students and say good-bye.

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

HW: p.56 RW
LESSON 50
COMMUNICATION

Goal Vocabulary Grammar Resources

Telling the class about your -- the Great -- the Sydney -- simple past Berlitz Illustration
last vacation. Barrier Reef Opera House Book (IB), board,
-- making questions about holidays
-- Ayers rock -- holiday paper, markers
vocabulary

① OPENING Open student books to p.112 – The Real World:

Greeting/Warm-up: Greet students naturally. Students read the text aloud. QFT: to confirm
understanding.
∙∙I: How are you today?
∙∙What can you see in the picture?
∙∙I: How was school today?
(A man on holiday)
-- Encourage students to ask each other a question
∙∙Where did he go? (Australia)
about their week. Assist as necessary.
-- As a class complete The Real World A. Students listen
Check homework interactively: (WB p. 54-56)
and match the answers to the questions.
Go through each point and read the stories/sentences
aloud. Elicit corrections where necessary. Do the -- Play CD 2 - Track 41. (1. Perth; 2. Cairns; 3. Sydney; 4.
In Class Conversation on p.55. Melbourne)

Review. Ask: How was your weekend? Students tell -- Students present their answers in pairs. One student
you about their weekend. asks the question and the other responds.

Set the goal: Today we will be: Telling the class about -- Students listen and complete The Real World B by
our last vacation. Customize accordingly. circling the correct response. Assist as necessary.
-- Play CD 2 - Track 42. (1. Australia; 2. state; 3. people;
4. go there again)
② PRESENTATION
Mind map: Write Popular vacation places on the -- Have students present their answers to the class.
board, give an example (Hawaii) -- Praise students. Close books.
-- Students come up with 5 more.
-- Ask what questions can we ask about vacations? QFT – QFS:

-- Prompt by writing on the board: -- QFT: Ask a mix of questions using Yes, No, Or, and
Key (YNOK) questions.
Where-go? What-see? ∙∙I: Did Evan stay in Australia for 2 months?
What-eat? Who-go with? ∙∙S: Yes, he stayed in Australia for two months.
What-buy? Where-stay? ∙∙I: Did he visit almost every museum?
When-go? What-do? ∙∙S: No, he visited almost every state.
How- weather? How was it? ∙∙I: Did he travel 3,000km or 30,000km?
∙∙S: He traveled 30,000km.
③ PRACTICE
-- Pair work: QFS: Students ask each other wh-
Open IB to p.46. Point to the beach scene. Say: The
questions using the prompts on the board about
Simpsons went to Hawaii. Ask me about their holiday.
Evan’s travels. Assist as necessary.
-- Students make questions using the prompts on the
-- Praise students.
board.
-- Erase the board. Close books. (Leave wh- prompts for
∙∙S1: Where did they stay?
weaker students to reference)
∙∙S2: What did they see?
-- Close the IB and put it away.

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UNIT 11
LESSON 50 | THE REAL WORLD/COMMUNICATION

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
tell the class about our last vacation. Do You Know:
-- Hand out paper for students to make notes. -- Ask students to guess the answer to the question on
Write on the board: On my last vacation I went to … p.113. (France)
-- Ask a few questions to ensure students understand -- Ask students why they think that is.
what is expected. -- Ask students to name some famous places in both
-- What do we need to mention? countries.
(The language from the presentation) -- Have students say which ones they would like to visit.
-- Say: Remember to listen carefully after each
performance. Please ask 1 question each. EXPANSION – PRACTICE
-- Students come up and present their last vacation in Pronunciation:
turn.
Write: -ed endings on the board.
-- Audience asks one question each after the
∙∙I: How many sounds do –ed endings have?
presentation.
(Three, t as in liked, d as in stayed, and id as in
-- Give feedback and correction as necessary. wanted)
∙∙Open to p.113 – Pronunciation.
⑤ CLOSING ∙∙Pronunciation A. Read the examples aloud,
Give praise and feedback. students repeat (SR).
Confirm lesson goal: Well done, everyone! Now you ∙∙Play CD 2 - Track 44. Students complete
can tell the class about your last vacation. Pronunciation B independently. Check answers
and ask students to practice by saying a few of the
Set and demonstrate homework: by briefly going over
words out loud.
the homework point to check understanding.
(1. t; 2. id; 3. d; 4. t; 5. id; 6. t)
(WB p.56, The Real World)
∙∙Ask students to try to think of a few examples of
∙∙I: Look at the first picture. It’s a plane. Spell out
ed endings.
the word plane in the spaces.

-- Complete lesson record: 11 – 113 – Comm EXPANSION – PERFORMANCE

Communication – p.113
-- Thank students and say good-bye.
-- Hand out paper to the students.
-- Ask students to write 3 true statements and 2 false
statements about their last vacation.
-- Students take turns reading them out.
-- After one is read students decide if it is true or false.
Award points for correct guesses.
-- Declare a winner at the end.

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UNIT 11 READING SB: p.114-116

HW: p.57-58
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Planning and describing an -- countries -- travel -- simple past board, paper,

around-the-world trip -- famous sites activities -- sequencing (first, next, then, markers
after that, and, finally)

① OPENING Comprehension: Turn to p.116. Students complete

Greeting/Warm-up: Greet students naturally. Comprehension A individually.
(1. c; 2. a; 3. c; 4. b; 5. c)
∙∙I: How are you today?
-- QFS: about their answers. Students ask and answer
∙∙I: How was school today?
the questions on p.116.
-- Encourage students to ask each other a question
about their week. Assist as necessary.
Pair work: In pairs, students complete
Check homework interactively: (WB p.56) Comprehension B.
Have the students ask each other the questions from
∙∙Galapagos Islands – see amazing birds
the homework.
∙∙Cambodia – go to beautiful temples
Review: What did you do on your last holiday?
∙∙Thailand – travel into rainforests and see Asian
Set the goal: Today we will be: Planning and describing
elephants
an around-the-world trip. Customize accordingly.
∙∙Students country – answers will vary.

② PRESENTATION
QFT – QFS about (Bob’s) vacation and the Davis family.
Draw a stick figure on the board. Give it a name (Bob).
Use Yes, No, Or, and Key (YNOK) questions.
-- Say: He traveled around the world.
∙∙I: Did Bob go to Australia and see the Great
-- Ask: Let’s imagine his trip. What countries did he Barrier Reef first or second?
visit?
∙∙S: First Bob went to Australia and saw the Great
-- List 6 countries the students name on one side of the Barrier Reef.
board.
∙∙I: Did the Davis family see amazing birds in the
-- Ask: What is one thing he did at each of these places. Galapagos Islands?
-- List an activity next to each country. (You may need ∙∙S: Yes, they saw amazing birds in the Galapagos
to add suggestions here) Islands.
-- List sequencing words on the other side of the board: -- Praise students.
first, next, then, after that, and, finally
-- Erase the board and close books.
-- Ask: Where did he go first?
-- Write on the board: First he went to Australia and ④ PERFORMANCE
he saw the Great Barrier Reef.
Point to the lesson goal and say: Now we are going to
∙∙I: Where did he go next? plan and describe an around-the-world trip.
∙∙S: Next he went to … and he … -- Put the students into pairs. Say: Let’s imagine we
Repeat the process until all the words are introduced. have just finished a world tour.
-- Hand out paper. Give students a few minutes to
③ PRACTICE prepare their world tour.
Open to p.114 – Reading: Ask students to skim and
Write on the board: First we went to …
find how many countries they visited. They have 30
seconds. Go! (29) -- Tell students this will be how they start. Tell them
-- Call on students to read the text in turn. each country must have at least one activity.

-- QFT: to boost understanding. -- Remind students to use sequencing.

∙∙I: What countries are mentioned? (Galapagos -- Students present their world tour in pairs. (Speaking
Islands, China, Canada, Cambodia, Thailand) needs to be equally shared)

∙∙I: Where are the Davis family from? (Canada) -- Give feedback and correction as required. Repeat if
necessary.

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UNIT 11
LESSON 3 | READING/COMPREHENSION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Excellent job! Now you can plan List hot spots:
and describe an around-the-world trip in English. -- Ask student to list the top ten tourist spots in their
Set and demonstrate homework: by briefly going over country.
the homework point to check understanding. -- Now rank them from 1 to 10. Ask for reasons.
(WB p.57-58, Reading)
∙∙I: Look at Reading A. What is this a picture of?
EXPANSION – PRACTICE
∙∙S: A letter? Finish my sentence:
∙∙I: Correct. Circle A and finish the rest for Tell students you will begin a sentence and they have
homework. to think of the ending.
∙∙I: First we went to France and …
-- Complete lesson record: 11 – 116 – Comp
∙∙S1: and we ate snails.
-- Thank students and say good-bye.
∙∙I: Second we visited Egypt and …
∙∙S2: and we saw the pyramids.
-- Continue until everyone has had a turn.
-- Next have the students begin and finish each other’s
sentences.

EXPANSION – PERFORMANCE
Make a (Japanese) Hotspots tour:
-- As a class students plan and discuss a tour of their
country’s hot spots.
-- Have them map it out on the board.
-- Call on students to explain why certain places are
included or excluded.
-- Ask students in what order they would visit the hot
spots. Elicit reasons.

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UNIT 11 DVD SB: p.117

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

Goal Vocabulary Grammar Resources

Interviewing a classmate and -- countries -- famous -- simple present DVD player,

reporting about a country they -- journey sights/ board, paper,
-- would like to/want to (verb)
visited. locations markers
-- travel
activities

① OPENING ③ PRACTICE
Greeting/Warm-up: Greet students naturally. While you watch. Signpost: We will now watch a video
∙∙I: How are you today? about an amazing journey. Watch, listen, and check
your choices.
∙∙I: How was school today?
-- Play the video: An Amazing Journey: Students
-- Encourage students to ask each other a question
complete Part A individually.
about their week. Assist as necessary.
-- Students present their answers to the class.
Check homework interactively: (WB p.57-58)
(i.e. He saw lions in Botswana.)
Go through each point and read the stories/sentences
aloud. Elicit corrections where necessary.
Listening task: As you listen, draw lines on the map to
Review: What do you remember about Andrew Evans’
follow his journey.
journey to Australia? Students try to recall one thing
each. -- Replay the video: An Amazing Journey: In pairs,
students complete Part B.
Set the goal: Today we will be: Interviewing a
(Answer: Oman-Nepal-Bhutan-Palau-Laos-
classmate and reporting about a country they visited.
Maldives-Botswana-Rwanda)
Customize accordingly. (For students who have not
traveled abroad, choose a country they want to visit -- QFT – QFS about the DVD. Use Yes, No, Or, and Key
and imagine they have been there.) (YNOK) questions.
∙∙I: Did he start his journey in London?
② PRESENTATION ∙∙S: Yes, he started his journey in London.
Write on the board: Australia ∙∙I: How long did he travel for?
-- Mind map: places, food, and things to do in Australia. ∙∙S: He traveled for 24 days.
(Suggest one of each: visit the Gold Coast, eat a meat
pie, and hold a koala) After you watch: Students pair up and take turns
Other ideas: visit Ayers Rock, Sydney, Melbourne, asking and answering the questions. Assist as
Cairns, the Opera House, the Great Barrier Reef, necessary.
Perth
-- Praise students. Close books.
Eat Tim Tams, eat aboriginal food, have a barbecue,
try Vegemite™
Go to the zoo, pet a kangaroo, go surfing, go diving, ④ PERFORMANCE
hike in a rain forest Point to the lesson goal and say: Now we are going to
-- Have students state what they want to do from the interview a classmate and report about a country they
items on the board. visited.
-- Say: Let’s imagine we went on a class trip to -- Hand out paper.
Australia. Everyone stand up and tell me one place -- Ask students to note down information from a
and one thing you did on your trip to Australia. country they visited. (If they haven’t visited another
∙∙S1: I visited the Great Barrier Reef and went country, tell the students to imagine they have or use
diving. their own country.)
-- In pairs, students interview each other about the trip
Open to p. 117 – Video. and what they did.
-- Before you watch: Students individually complete the -- Students interview each other and report on their
activity by matching the countries to the action. classmates answers.
-- Give feedback and correction as necessary.

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UNIT 11
LESSON 4 | DVD

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Nice work! Now you can interview Mind map of the unit
a classmate and report about a country they visited in -- Students write as many things as they can on the
English. board from the chapter.
Set and demonstrate homework: by briefly going over -- Talk about which points from the chapter were the
the homework point to check understanding. most interesting/least interesting.
(WB p.58, Writing)
-- Talk about which points from the chapter were the
∙∙I: Look at Writing A. What do you need to do? most difficult/easiest.
∙∙S: Write two paragraphs about my last vacation?
∙∙I: Correct. Please finish it for homework. EXPANSION – PRACTICE
Correct my Statements:
-- Complete lesson record: 11 – 117 – DVD -- Tell students you are going to retell the video story.
-- Thank students and say good-bye. -- Use the map as a reference to help make incorrect
sentences.
∙∙Say: Please correct any mistakes I make.
∙∙I: Bob Evans went on an amazing Journey.
∙∙S1: No, Andrew Evans went on an amazing
journey.
∙∙I: He started in Oman.
∙∙S2: No he started in London, England.

EXPANSION – PERFORMANCE
Discussion:
-- Students discuss whose holiday sounded the best.
-- Talk about what things they would like to do and
where they would like to visit.
-- Have students say why.
-- the countries to find out other things to do.

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UNIT 12 PREVIEW SB: p.118-121

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

Goal Vocabulary Grammar Resources

Talking about holidays and -- celebrations -- festivals (Khumb -- simple past vs. simple present Berlitz Illustration
celebrations (birthdays) Mela, Chinese Book (IB), board,
-- expressing time (during, in, on)
New Year, Diwali) paper, markers

① OPENING Write at the bottom: during the winter holidays, in

Greeting/Warm-up: Greet students naturally. December, on December 31st

∙∙I: How are you today? -- Point out that we use during and in for periods of
time and on for days.
∙∙I: How was school today?
Ask: When is New Year’s Eve? Point to each in turn
-- Encourage students to ask each other a question
about their week. Assist as necessary. ∙∙S: New Year’s Eve is during the winter (summer)
holidays.
Check homework interactively: (WB p.58)
Students read their paragraphs out loud. ∙∙S: New Year’s Eve is in December.

Review: What did we do last lesson? (We interviewed a ∙∙S: New Year’s Eve is on December 31st.
classmate and reported about a country they visited.) -- Ask about the other festivals and holidays.
Set the goal: Today we will be: Talking about holidays
and celebrations. Customize accordingly. ③ PRACTICE
Preview A and B. Ask students to match the names to
② PRESENTATION the occasions and write in what they do.
Open to p. 118-119 – Preview: Have students read the Play CD 2 Track 46. Students complete Preview A and
title and picture caption aloud. B individually.
Ask: What do you see? Where are they? ∙∙Maria – c – party
(People celebrating the Yee Peng festival in Chiang ∙∙Yang – b – fireworks
Mai Thailand)
∙∙Philippe – a – parade
Write on the board: (Leave space at the top and
∙∙Chrystie – d – decorations
bottom for writing)
∙∙Aditi – e – special food
Post-listening activity: Ask: Which festivals do you
Eat a parade know? Do you have a favorite festival? What is it? How
Watch a party do you celebrate it?
Take part presents -- Praise students. Do not turn the page.
in
Go fireworks
to
Give/receive a cake Signpost: Tell students they will now listen to Nadine
up
Wear decorations and Maya talk about Nadine’s weekend.
Put special food -- Listening Task: Ask students to listen to answer:
Have a costume/mask ∙∙What did Nadine do? (Visited her aunt and uncle,
went to a night market)

-- Students match the verbs and nouns that go ∙∙What is she doing now? (Taking a nap)
together. (i.e. go to a parade/a party) -- Play CD 2 Track 47. Have students present their
-- Students name a few celebrations or festivals. answers to the class. Repeat as necessary.

-- Write them at the top of the board. (birthdays, New -- Language Focus: Turn to p.120. Ask students to
Year’s Eve, Halloween, any local festivals) complete Language Focus A. Have students read the
dialogue in the cartoon in pairs.
-- Ask students to match activities to the celebrations.
∙∙birthdays – have a cake, receive presents, put up
decorations
∙∙local festivals – watch parades, wear special
costumes, watch fireworks

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UNIT 12
LESSON 1 | PREVIEW/LANGUAGE FOCUS

Grammar practice: Students read the questions and ⑤ CLOSING

answers to each other in pairs. Give praise and feedback.
-- Ask Yes, No, Or, and Key (YNOK) questions using the Confirm lesson goal: Great job! Now you can talk
language on the board and in the preview. about holidays and celebrations.
∙∙I: Is New Year’s Eve celebrated in December? Set and demonstrate homework: by briefly going over
∙∙S: Yes, it’s celebrated in December. each homework point to check understanding.
∙∙I: What did Maria do for her birthday last year? (WB p.59-61, Vocabulary, Conversation, Language
focus, not The Real World)
∙∙S: She had a party.
∙∙I: Look at the Vocabulary Focus A. The second
-- Students complete Language Focus C by themselves.
diagram is?
Students fill in the blanks with the vocabulary in the
box on p.121. ∙∙S: A family?

-- Refer to the Grammar box on p.120 for help. ∙∙I: Good. Please write it in and finish the rest for
(1. on; 2. during; 3. in; 4. during; 5. on) homework.

-- In pairs, students practice the dialogue. -- Complete lesson record: 12 – 121 – LF

-- Students complete Language Focus D individually. -- Thank students and say good-bye.
(1. have; 2. eat; 3. visit; 4. put; 5. watched;
6. opened; 7. was; 8. do)

EXPANSION – PRESENTATION
Point out that when we use usually, always, or often
Festivals from overseas
do we use the present tense. When we talk about past
actions we use the past tense. -- Research famous festivals around the world.
QFS: After students finish, say: Let’s practice. -- Discuss which one looks the most interesting with the
students.
∙∙S1: Does she usually have a party at home on her
birthday?
∙∙S2: Yes, she usually has a party at home on her EXPANSION – PRACTICE
birthday. Language Focus D
∙∙S1: What did they do last year? -- After completing Language Focus D ask the students
to do it again.
∙∙S2: Last year they had a barbecue and watched
fireworks. -- This time change it to their story.
-- Praise students. -- (I.e. S1: For my birthday I usually go to a restaurant
with my family …)
-- Erase the board and close books.

EXPANSION – PERFORMANCE
④ PERFORMANCE Guessing Game (10 questions)
Point to the lesson goal and say: Now we are going to
Write on the board: I went to a celebration.
talk about holidays and celebrations.
-- Start by stating: I went to a celebration.
-- Ask students to write a few notes about a holiday or
(birthday party)
celebration they like.
-- Tell student they must ask questions and try to guess
-- On the board write: When is it? What happens? Why
what kind of party it was.
do you like it?
-- Students can only ask yes/no questions.
-- Circulate and assist students with their preparations.
-- If they know your celebration they should say it. (It
counts as one question.)
Discussion: Tell students that this will be an open
discussion. Start by asking one student what their -- Once they have guessed, ask another student to
favorite holiday or celebration is. come up and have a turn.
-- Encourage students to use yes, no, or, key questions -- Now tell students to think of a party or festival they
to expand the discussion. attended. Don’t tell anyone.
-- The instructor will need to facilitate to ensure equal
participation.
-- After the discussion is finished give feedback and
correction as required.

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

HW: p.61 RW
LESSON 54
COMMUNICATION

Goal Vocabulary Grammar Resources

Telling a classmate about -- famous festivals around -- simple past board, paper,
our birthday last year. the world markers
-- asking follow-up questions
-- birthday party activities

① OPENING ③ PRACTICE
Greeting/Warm-up: Greet students naturally. Signposting: Birthdays are celebrated all over the
∙∙I: How are you today? world but so are festivals. Let’s look at some famous
festivals. Can you name some? (Don’t list answers on
∙∙I: How was school today?
the board)
-- Encourage students to ask each other a question
-- Open to p.122 – The Real World: Students read the
about their week. Assist as necessary.
title and text aloud.
Check homework interactively: (WB p.59-61)
-- Ask: What festivals do you think these are? Let’s
Have the students perform the In-Class activities.
listen and find out.
Review: What is a popular local festival? What did you
-- Play CD 2 Track 50. Repeat as necessary.
do there?
-- Students complete The Real World A individually.
Set the goal: Today we will be: Telling a classmate
(Answers: Top – 2, Bottom Left – 3, Bottom Right – 1)
about our birthday last year. Customize accordingly.

Signpost: Now listen for more details. Please read the

② PRESENTATION statements.
Draw: a stick figure on the board, give it name. (Susan) -- Play CD 2 Track 51. Repeat as necessary.
-- Say: Yesterday was Susan’s birthday. How did she -- Students complete The Real World B in pairs.
celebrate her birthday? (1. F, December; 2. F, people wear wooden masks; 3. F,
-- Write on the board: poetry; 4. T; 5. T)
-- Have students present their answers to the class.
Students correct the incorrect statements in The Real
Had a party Went to a Ate at a fancy Hung out
World B.
concert restaurant with friends
-- Praise students. Close books.
Who was at
the party?
QFT – QFS: Refer to the information on the board.
What time
-- QFT: Ask a mix of questions using Yes, No, Or, and
was it?
Key (YNOK) questions.
Where was
∙∙I: Did Susan have a party?
the party?
∙∙I: Was it at midnight?
What did you
get? ∙∙I: Did she go to a concert with her friends or her
mother?
Now help students come up with 4 questions for the ∙∙I: Where was the party?
other boxes. -- Pair work: Students ask each other about Susan’s
-- Say: These are called follow-up questions they help birthday activities using the information on the board.
us get more information about something. Circulate and assist as necessary.
-- Say: I went to a party yesterday. -- Focus is on asking follow-up questions. Ask students
(Point to the questions in Had a Party) to think of more questions.
-- Once the students have asked all the questions in the -- Praise students. Erase the board. (Leave up for
first box, repeat the process with the other boxes. weaker students to reference.)
-- Do NOT erase. It will be used in practice.

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UNIT 12
LESSON 54 | THE REAL WORLD/COMMUNICATION

④ PERFORMANCE
Point to the lesson goal and say: Now we are going to EXPANSION – PRESENTATION
tell a classmate about our birthday last year. Discussion:
-- Remind students to ask 2 or 3 more follow-up -- After completing The Real World B.
questions to get more details.
-- Do the discussion questions at the bottom of p.122.
-- Communication – p.61 students interview each other
-- Remind students to ask 2 or 3 more follow-up
using the survey.
questions to get more details.
-- Once the students have finished have them come
together and share what they learned about each
other.
EXPANSION – PRACTICE
Pronunciation:
-- Give feedback and correction as required.
-- Tell the students they are going to practice stress in
words.
⑤ CLOSING -- Open to p.123 – Pronunciation.
Give praise and feedback.
-- Pronunciation A. Read the examples aloud, students
Confirm lesson goal: Well done, everyone! Now you repeat (SR).
can tell a classmate about your birthday last year in
-- Play CD 2 Track 53. Students complete
English.
Pronunciation B independently. Check answers
Set and demonstrate homework: by briefly going over and ask students to practice by saying a few of the
the homework point to check understanding. words out loud. (1. festival; 2. vacation; 3. party;
(WB p.61, The Real World) 4. celebrate; 5. around; 6. summer; 7. amazing; 8.
∙∙I: Look at The Real World A. Quickly find where winter)
the carnival is held.
∙∙S: In the UK? EXPANSION – PERFORMANCE
∙∙I: Correct. Please circle T for number 1, the rest for Make a Berlitz Festival:
homework. -- What activities should it have? Who is it for?
-- When should they hold it? Where should they hold it?
-- Complete lesson record: 12 – 123 – Comm
-- Help students plan the festival, decide on roles.
-- Thank students and say good-bye.

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UNIT 12 READING SB: p.124-126

HW: p.62
LESSON 3
COMPREHENSION Reading

Goal Vocabulary Grammar Resources

Telling a classmate about a -- displays -- Rio Carnival -- Simple present (there is/are, you board, paper,
festival -- ice sculptures -- Harbin Snow can, it has) markers
-- carve Festival -- follow-up questions
-- festival activities

① OPENING QFT to confirm comprehension.

Greeting/Warm-up: Greet students naturally. ∙∙When does the festival take place?
∙∙I: How are you today? (On January 5th)

∙∙I: How was school today? ∙∙When did it begin? (In 1963)

-- Encourage students to ask each other a question ∙∙Who goes there? (People from all over the world)
about their week. Assist as necessary. ∙∙What can you do there? (Look at the sculptures,
Check homework interactively: (WB p.61) ski, sled, swim (in an icy river))
Ask students to summarize Notting Hill Carnival.
Review: When is your birthday and what did you get Comprehension: Turn to p.126. Call on students one
for a present last time? at a time to read one of the questions. DO NOT allow
students to turn back to p.125 to check for answers.
Set the goal: Today we will be: Telling a classmate
about a festival. Customize accordingly. -- Students complete Comprehension A.
(1. a; 2. b; 3. c; 4. b; 5. a)
-- QFS: about their answers. Students ask and answer
② PRESENTATION the questions on p.126.
Ask students to name a few festivals from the unit.
-- Pair work: In pairs, students complete
(e.g. Diwali, Notting Hill Carnival, Lazarim Carnival,
Comprehension B and C.
Chinese New Year, etc.)
(1. winter; 2. people/animals; 3. buildings; 4. skiing;
-- Ask: What activities do people do at these festivals? 5. ice sliding; 6. swimming)
-- Write on one side of the board: Can do -- Have students present their answers to the class.
-- List activities for festivals under Can do. -- QFT – QFS: about festivals using the vocabulary
∙∙Watch a parade on the board. Use Yes, No, Or, and Key (YNOK)
questions.
∙∙Wear a costume
-- Questions should be goal-related.
∙∙See fireworks
-- Praise students. Close textbooks.
-- Ask: What things are there at festivals?
-- Write on the other side of the board: There is/are
-- List things for festivals under There is/are. ④ PERFORMANCE
Point to the lesson goal and say: Now we are going to
∙∙Parades
tell a classmate about a festival.
∙∙Singing competitions
-- Hand out paper. Ask students to think of a festival
∙∙Special food they like or remember.
-- Do NOT erase the board. It will be used for practice. -- Ask them to make notes on it.
-- Pair students together to ask each other about the
③ PRACTICE festivals.
Open to p.125 – Reading: Students complete Reading -- Have students present their classmates festival to the
A-C as a class. class.
(Reading A: Answers will vary.)
-- Give feedback and correction where required.
(Reading B: snow, cold, dry, cold, -17 ° C, icy)
(Reading C: Northeast China) -- If necessary, do a second enactment.
-- Next call on students to read the text in turn.
Assist students with any vocabulary issues they have.
-- Praise students.

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UNIT 12
LESSON 3 | READING/COMPREHENSION

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Excellent job! Now you can tell a Discussion. Ask:
classmate about a festival. -- Would you like to go to the Harbin Snow Festival?
Set and demonstrate homework: by briefly going over Why (not)?
the homework point to check understanding. -- If not, what festival would you like to go to? Why?
(WB p.62, Reading)
-- What would you like to do there? Why?
∙∙I: Look at Reading A. Quickly skim the passage
-- Why do you think some people like to swim in icy
and find another name for Diwali.
water? Would you?
∙∙S: The Festival of Lights?
∙∙I: Correct. Circle C and finish the rest for
EXPANSION – PRACTICE
homework.
Correct my sentence:
Using the information on the board make incorrect
-- Complete lesson record: 12 – 126 – Comp
statements about the festivals and have the students
-- Thank students and say good-bye. correct you.
∙∙I: Diwali is in Italy.
∙∙S: Diwali is in India.
∙∙I: There are 1 million people at Khumb Mela.
∙∙S: There are 100 million people at Khumb Mela.

EXPANSION – PERFORMANCE
Memory: Close books.
-- Ask: Who can remember the most about Harbin
Snow Festival?
-- Award points for every correct piece of information.
-- Declare a winner.

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UNIT 12 DVD SB: p.127

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

Goal Vocabulary Grammar Resources

Presenting a festival you want to -- temple -- naughty -- simple present DVD player,
visit to the class -- world -- festival board, paper,
-- I’d like to … because I want to …
festivals activities markers
-- At … there is/are, they have …

① OPENING While you watch. Signpost: We will now watch a video

Greeting/Warm-up: Greet students naturally. about a monkey festival.

∙∙I: How are you today? -- Listening task: When is the festival held?

∙∙I: How was school today? -- Play the video: Monkey Festival: Students complete
Part A. Have students present their answers to the
-- Encourage students to ask each other a question
class.
about their week. Assist as necessary.
-- Pre-read all the statements.
Check homework interactively: (WB p.62)
Go through each point and read the stories/sentences -- Replay the video: Monkey Festival: Students
aloud. Elicit corrections where necessary. complete Part B. Students correct the false
statements.
Review: Do the In Class discussion questions from the
(1. T; 2. F, The name of the monkey god; 3. T; 4. F,
homework. (WB p.62)
funny; 5. F, wasn’t angry)
Set the goal: Today we will be: Presenting a festival
you want to visit to the class. Customize accordingly.
Signpost: Let’s practice some of the vocabulary we’ll
use in the performance.
② PRESENTATION -- QFT – QFS: about the DVD. Use Yes, No, Or, and Key
Ask students to name festivals from around the world (YNOK) questions.
they know and have learned in the unit.
∙∙I/S: Is the Monkey Festival held in Thailand?
-- List them on the board and the things you can do
∙∙S: Yes, it is held in Thailand.
there.
∙∙I/S: Is it on the first Sunday in November?
-- Ask: What kind of things do they have at these
festivals? ∙∙I/S: Do they give the monkeys food or presents?

∙∙S1: They have fireworks and food stalls. ∙∙I/S: What would you like to do at the monkey
festival and why?
∙∙S2: They have parades and music.
-- Praise students.
-- On the board write:
-- Erase the board and close books.
∙∙I’d like to go to … because I want to …
∙∙I’d like to go to … because they have …
④ PERFORMANCE
-- Ask students to make a few sample sentences using
each structure. Point to the lesson goal and say: Now we are going to
present a festival you want to visit to the class.
Remember to say when the festival is, what they have,
③ PRACTICE what you can do, and why you want to go there.
Signpost: Now we are going to look at a video about
-- Hand out paper. Give students a minute to jot down
an animal festival.
any notes.
-- Open to p.127 – Before you watch: Point to the title:
-- Circulate and assist with ideas for their presentations.
Monkey Festival.
-- Students take turns and come up to the board to
∙∙Where do you think this takes place? (Thailand)
present the festival they would like to visit.
∙∙What animal is the festival for? (Monkeys)
-- Give feedback and correction after performances.
-- Point to the words in the box. Ask: Which 2 of these
-- If time permits allow a short Q&A session for each
words do you think will be used in the video?
student.
-- Students complete Before You Watch individually.
(Answers will vary.)

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UNIT 12
LESSON 4 | DVD

⑤ CLOSING
Give praise and feedback. EXPANSION – PRESENTATION
Confirm lesson goal: Nice work! Now you can present Make a mind map of the unit
a festival you want to visit to the class in English. Students come up to the board and help each other
Set and demonstrate homework: by briefly going over map the unit.
the homework point to check understanding. -- Give hints to help students complete the mind map.
(WB p.63, Writing)
∙∙I: Look at Writing A. What do you need to do?
EXPANSION – PRACTICE
∙∙S: Write a blog post using my answers from C. Finish my sentence:
∙∙I: Correct. Please finish it for homework. Ask students to finish your sentence by adding their
ideas.
-- Complete lesson record: 12 – 127 – DVD ∙∙ I: A festival I’d like to visit is Carnival because…
-- Thank students and say good-bye. ∙∙S1: A festival I’d like to visit is Carnival because
they have parades and dancing.

EXPANSION – PERFORMANCE
Discussion:
Ask students if they think festivals are a good or bad?
-- Mind map pros and cons:
∙∙Pros: Good for community, fun, attracts visitors,
lots of unusual food, etc.
∙∙Cons: Makes a mess, costs money, too many
people, etc.
-- Write on the board:
∙∙Opinions: I think …, In my opinion they are good/
bad because …
∙∙Agreeing: I agree with …, I think so too.
∙∙Disagreeing: I don’t think so. I disagree
because …
-- Start by asking one student what his opinion is, other
students respond.
-- Note: Instructor will need to facilitate the discussion
to ensure equal participation.
-- Give feedback and correction where required after
the discussion.

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UNIT 12 BERLITZ CULTURAL EXPLORER 4 SB: p.5

HW: None
BCE 4
SOUTH AFRICA FOCUS ON FUN

Goal Vocabulary Grammar Resources

Talking about fun activities -- weather -- high-tech -- simple present talking about board, paper,
in your home town -- sports solution the weather markers
-- dangerous -- surfing -- simple past (past activities)
sports -- talking about what you do and
did during the holidays

① OPENING ④ PERFORMANCE
Greeting/Warm-up: Greet students naturally. Point to the lesson goal and say: Now we are going to
talk about fun activities in your home town.
∙∙I: How was school today?
-- Review BOOST. (Answer the question, add details and
∙∙I: What are you doing after class?
expand)
-- Encourage students to ask each other a question
-- Have students read the Your Turn questions aloud.
about their week. Assist as necessary.
-- In pairs, students ask the Your Turn questions and
Review. Ask: What do you remember about
answer them.
South Africa?
-- Give feedback and ask students to switch partners.
Set the goal: Today we will be: Talking about fun
activities in your hometown. Customize accordingly.
Write on the board: What fun activities did you do
recently?
② PRESENTATION -- In pairs, students answer using BOOST.
Mind Map. Write on the board: South Africa
-- Students tell you what they recall from South Africa. ⑤ CLOSING
-- Ask: What sports are popular in South Africa? Give praise and feedback.
(soccer, surfing, rugby, cricket) Confirm lesson goal: Well done, everyone! Now you can
-- Add them to the mind map. talk about fun activities in your home town in English.

③ PRACTICE -- Remind students there is no homework today. But

Signpost: Let’s look at surfing in South Africa. they may review at home by themselves.

-- Open to p.5 – South Africa: Focus on Fun. -- Complete lesson record: 12 – 5 – BCE4

-- Skim: Find what dangers are mentioned for surfers. -- Thank students and say good-bye.
You have 30 seconds. Go!
(Sharks)
-- Find the solution to the problem in the text. Go!
(A machine that creates an electrical signal that
sharks don’t like.)
-- Have students read the information in turn.

QFT: using the language on the board and in the book

ask students questions about South Africa and surfing.
∙∙I: Is surfing popular in South Africa?
∙∙I: Why is South Africa a good place for surfing?
QFS: Students repeat the exercise in pairs using Yes,
No, Or, and Key (YNOK) questions.
-- Praise students. Erase the board. (Leave up for
weaker students to reference.)

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UNIT 12 REVIEW 2 HW: Review

for test
REV2

Goal Vocabulary Grammar Resources

Using language -- Any and all terms covered to this point -- All grammar covered to this point coin, dice, board,
from units 7-12 to paper, markers
play a game

① OPENING ③ YOUR TURN

Greeting/Warm-up: Greet students naturally. Use the questions below to lead a short discussion
∙∙I: How are you today? with the students on each function from units 7-12.
Encourage them to use A++ to interact with each other
∙∙ I: How was school today?
and expand on their ideas.
-- Encourage students to ask each other a question
(The Instructor may wish to check the Scope and
about their week. Assist as necessary.
Sequence on p.4 of the Students Book. This can be
Check homework interactively: (WB p.33) used to ensure the students are using the Functions
Go through each point and read the stories/sentences and Grammar as taught during the lesson.)
aloud. Elicit corrections where necessary.
Set the goal: Today we will be: going to show the class UNIT 7: Abilities
what we have learned from the text book. Customize
∙∙What can you do?
accordingly.
∙∙Can you play a musical instrument?
∙∙Can you say red light yellow light three times
② GAME
really fast?
Point to the lesson goal and say: Now we are going to
show the class what we have learned. ∙∙What can’t you do?

-- Open to p.128 – Review Game 2: Students use erasers ∙∙Who can ask the most questions in 1 minute?
as game pieces. Complete the game.
-- If you don’t have a coin, make a spin dial: UNIT 8: Shopping
(Draw a circle on a piece of paper (Takeaway). Divide ∙∙Where do go shopping? What do you buy?
it into quarters. Write 1,2,1,2 in each quarter (1 = 1 Who do you go with?
move, 2 = 2 moves). Use your pen or a student’s ∙∙What are some questions you can ask in a store?
pencil as a spinner.) Role play buying an item.
-- For weaker students you may want to create teams,
pairing stronger students with weaker students. UNIT 9: Technology
-- Alternatively you could allow students to ask for a set ∙∙What device are you using most? What are you
number of hints, give each student 5 hint chances. using it for?
Note them on the board.
∙∙Say 3 things you are doing now. Play Charades.
-- Make sure the previous student reads out the
question for the student taking a turn.
UNIT 10: Weather
-- Note: Questions 3, 5, 7, 11, 12, 16, 19, 22 refer directly
∙∙What’s your favorite weather/season? Why?
to information found in Units 7-12.
Name other types of weather.
∙∙What wild weather do you remember?
∙∙How’s the weather today? What can you do in this
weather?

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UNIT 12
REV2 | REVIEW 2

UNIT 11: Travel

∙∙What country/place did you visit? What did you EXPANSION – PRESENTATION
see? Did you like it? Why/why not? What’s your favorite Unit?
∙∙Where did you go? How was the weather? What Students say what unit they liked the most and say
can you do there? why.

UNIT 12: Festivals and Celebrations

EXPANSION – PRACTICE
∙∙Describe a local festival. What can you do there? Drilling
Do you like it? Why or why not? When is it?
If there is a section students struggled with use this
∙∙When is your birthday? Do you have a party? time to do a YNOK drill or Language Focus section.
What do you usually do for your birthday? What
did you do last year?
EXPANSION – PERFORMANCE
Class Quiz
④ CLOSING
-- Make it into a class quiz.
Give praise and feedback.
-- Students sit with books closed and have to answer
Confirm lesson goal: Very good work! Now you have
the questions as fast as possible.
shown what you have learned in this book.
-- Award 2 points for a right answer and 1 point for a
Set homework by distributing the written section of
good attempt. (If you have a strong student make
the final level test.
them the quiz host)
∙∙I: Please complete sections C to G at home. Can
you do sections A and B?
∙∙S: No.
∙∙I: Correct. That is the listening part. We will do it
in class.
-- Complete lesson record: 12 – 129 - Rev2
-- Thank students and say good-bye.

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UNIT 12 FINAL TEST HW: none

FINAL TEST

Goal Vocabulary Grammar Resources

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

Tests are administered after Units 6 and 12.

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

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

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

Review and practice where needed.

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