Lesson Plans World View 3a & 3b
Lesson Plans World View 3a & 3b
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Lesson Plans Levels 3A and 3B
Slide 2: Objectives (3 m)
Write the objectives on the board.
Slide 3: Warm up Activity (15 m)
1. SC Activity: Stimulus-Response-Review Greetings
Introduction: What are different ways we can greet each other?
Procedure:
1. Get into trios and answer the following questions. (Click on the slide.) What are different
ways you can greet someone? For example: What’s up? In your groups write as many
greetings as you can remember. (Give students 3 minutes to complete the task. Walk
around the room helping students if needed. Make sure everyone is speaking English.)
Now, can you give me some examples? (Write some examples on the board.)
2. Let’s read the next question. (Click on the slide.) Of the greetings that you wrote down,
which do you use when you already know the person? For example what’s up is used with
people you already know. Circle the greetings from your list you use with people you
know. (Give students 2 minutes to complete the task. Walk around the room helping
students if needed. Make sure everyone is speaking English.) Now, of the examples on the
board which ones do we use with people we already know? (Circle the correct examples.)
3. Let’s read the last question. (Click on the slide.) Of the greetings that you wrote down,
which do you use with people when you meet them for the first time? For example “Hello,
what’s your name?” is used with people you meet for the first time. Underline the greetings
from your list you use with people when you first meet them. (Give students 2 minutes to
complete the task. Walk around the room helping students if needed. Make sure everyone
is speaking English.) Now, of the examples on the board which ones do we use with
people when we first meet them? (Underline the correct examples.)
4. Stand up and walk around the class greeting as many people as you can in 3 minutes. Make
sure you introduce yourself to people you don’t know.
For example:
T: (To a student you know.) Hi, how’ve you been?
S1: Great!
T: (To a student you don’t know.) Hello. My name is XXX. What’s your name?
S2: My name is XXX.
T: Nice to meet you.
S2: Nice to meet you, too. Etc.
PLEASE NOTE: If you don’t know anyone in the class, ask a student to help you with the
activity before the class starts.
Slide 4: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Explain the word to students with the information in the table; give further
explanation if necessary.
3. Usage: Give an “example,” and elicit a complete answer using the new word, to the question
provided below.
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S3: No, I think people you just meet don’t want to know what is wrong with you. Etc.
2. Oral Activity (10 m)
FP Activity: Role Play – Vocabulary
Introduction: Let’s make some small talk.
Procedure: When I say go, you are going to stand up and find someone you don’t know in the
classroom. You are going to introduce yourself and for the next five minutes make small talk
about any topic you want. The catch is you can’t stop talking; if you do you lose.
For example:
T: Hello, My name is Juan. What’s your name?
S1: My name is Susana. Nice to meet you.
T: Nice to meet you too. It’s a beautiful day, isn’t?
S1: Yes, last week…Etc.
(While students are talking walk around and act as a judge asking students to sit when they stop
talking. Once the five minutes are up, the remaining students are the winners.)
Follow up: Can you tell me what some of the topics are that you talked about?
Slide 6: Vocabulary Practice (20 m)
1. Open your books to page 2, exercise 2. Look at the box. These are the conversation functions
we saw before. Get into pairs. Read each piece of conversation and decide which function goes
with each one. Write the correct letter next to it. (Monitor students and help them if needed.
Once they finish click on the slide to check their answers.)
2. Now, let’s look at exercise 3. Read each of the responses. Any questions? In pairs decide the
best response for each sentence from exercise 2. Go over the example. (Monitor students while
they work. Make sure everyone is speaking English. DO NOT CLICK ON THE SLIDE TO
CHECK ANSWERS UNTIL AFTER EXERCISE 4.)
3. Now, listen to the audio and check your answers. (Play the audio once. Play it again if
necessary. Click on the slide to check their answers.)
4. Now find a new pair and practice the conversation. Once you finish switch roles.
Slides 7-8: Listening (15 m)
1. Open your book to page 3, exercise 5. Look at the picture. Where are they? What are they
doing? Do you think they know each other? (Elicit some answers from students to these
questions.) Get into pairs. Look at the topics in the box and predict which three topics Sue,
Bernardo and Tom will talk about. (Ask some students about their answers. Answers will vary
depending if the pair thinks they know each other or not.)
2. Let’s do exercise 6. You are going to listen to the conversation between Sue, Bernardo and
Tom. Circle the topics they talk about. (Play the audio. If necessary, play it a second time.)
Now, let’s check your answers. (Click on the slide to check the answers.)
3. (Click on the slide.) Let’s look at exercise 7. Please read the sentences. (Give them a minute to
read.) Do you have any questions?
4. Now, you are going to listen to the conversation again. Please decide which sentences are true
and which sentences are false. (Play the audio. If necessary, play it a second time.) Get into
pairs and compare your answers. (Play the audio again so that students can check their answers.
Click on the slide to check the answers again.)
Slide 9: Grammar Focus: Review: Present Continuous (10 m)
1. Look at the slide. What structure is this? (Present continuous.) Look at the sentences. In pairs,
match the sentence to the concept. (Give them a minute to do this. Ask them for the answers
then click on the slide to show the answers.)
2. (Click on the slide once more.) Copy the three sentences in your notebooks and in pairs; label
each part of the sentences. (As they do this, write the three sentences on the board.)
3. Now, who wants to label each sentence? (Get 3 students to go to the board and label the
sentences.)
4. Are these correct? (Ask students if they agree, if there are discrepancies, correct any mistakes.
Finally, click on the slide to show the answers.)
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Slide 24: Oral Activity: (20-30 m) Please note: you need copies for this activity.
1. FP Activity: Role - Play – Present Continuous for the extended present
Introduction: Is it easy to talk to people you don’t know? Why is it sometimes difficult?
Procedure:
1. Work in groups of 3 or 4 and talk about a social event or a situation where they had to talk
to other people. Talk about a situation that you enjoyed or hated. (Give students 3 to 5
minutes to do this.)
For example: T: A situation I hated was when I went to a party for work about three
months ago, but I didn’t really know anyone except the other secretary that
works with me, so it was difficult. Everyone was talking to different people,
but I didn’t know anyone.
Procedure:
2. Now, tell the group about the situations you discussed. (Write the situations on the board.)
3. You are going to work in pairs. You will prepare a dialog for the situation on the card that
I’m going to give you. You have to create a dialog that is appropriate for the situation and
you nave to use the lines under the picture in your dialog. To do this, you first have to
decide where the situation takes place and the relationship of the people to each other so
that you can decide how to use the lines. (Click on the slide to show an example card.)
4. (Pair students up and give each pair two cards or four if you have a very strong class; one if
you have a weak class. Cards can be repeated. Give them 2 or 3 minutes to look at the
cards.)
5. You can make some notes to prepare your conversation, but don’t write out the
conversation.
For example: (Click on the slide to show the example.)
Procedure:
6. Practice your conversations. (Set a time limit of 7 minutes to practice the conversations. If
some pairs finish quickly, give them another card to work on.)
For example: (Click on the slide to show the example.)
Follow up:
7. (Ask each pair to present one or both of their conversations to the rest of the class. If you
have a big class for groups of 4 (two pairs), each with different situations if possible, and
ask each pair to act out one or both of their conversations. If there’s enough time, create
new groups so students can act out their conversations for other pairs.)
Slide 25: Oral Activity: (15 m)
1. SC Activity: Find Someone Who…?–Integration of tenses
Introduction: Do you find it easy to talk to people?
Procedure: Look at the slide. In your notebooks, write numbers 1 to 5. In a minute you are
going to stand up and find people who have these different characteristics. When you have the
name of a person for each characteristic in your notebooks, you can sit down. To do this, you
need to ask questions.
For example:
T: What is the question for the first one?
Ss: Do you always talk to people when standing in line?
T: And if the person answers “yes”, can you put his/her name in your notebook?
Ss: Yes.
T: And the second question?
Ss: Do you have a conversation with strangers on public transportation?
T: And if the person answers “yes”, can you put his/her name in your notebook?
Ss: No! The person has to answer “no” to this question in order to put his/her name
in our notebooks.
Follow up: T: Who always talks to people when standing in line?
S2: Fabiola always talks to people when standing in line. Etc
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competitive A person that has a strong desire to compete or to succeed is XXX is competitive.
competitive. My brother has always been very competitive Because…
and he gets very angry when he loses at a game or competition.
Who do you know that is competitive? Why?
noisy Someone or something that is NOT quiet is noisy. My XXX is a noisy place.
neighbors love to play their music very loud; they are really
noisy. What places do you visit that are noisy?
emotional When someone cries easily that person is emotional My sister Women are emotional
is very emotional; she cries at a sad movie, when she gets in XXX (Ex. weddings,
angry, when she’s frustrated, etc. What events cause women to pregnancy, etc.)
be emotional?
talkative Someone that talks a lot is talkative. : If your girlfriend is XXX is talkative.
talking all the time and doesn’t shut up you say she is Because…
talkative. Who do you know that is talkative? Why?
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3. Do you agree with the authors of the book? (Elicit some answers from students. Have them
explain why.)
4. Look at exercise 6. Read the questions. Any questions? Get into pairs. Read the book review
again and answer the questions. Your answers should be based on the book review and not on
your opinion. (Click on the slide to check their answers.)
Oral Activity: (10 m)
1. FP Activity: Discussion-Adjectives
Introduction: Let’s talk about men and women in the past and now.
Procedure: Get into groups of 3. Pick two activities that either men or women didn’t do in the
past, but are doing now. Describe how and analyze why the roles and attitudes surrounding
these activities have changed. (Give students 5 minutes to complete the task. Walk around and
help them if needed. Make sure everyone is speaking English and engaged in the task. Once
the finish, ask each group to share one of the specific activities and analysis with the class.)
For example:
T: Women in the past didn’t vote. Women now are active voters and politicians.
S1: Women in the past never worked. Women that work are very common now.
Slide 18: Grammar Focus: Comparative adjectives and Equatives (10 m)
1. Teacher says the sentence(s) and has students repeat as s/he writes it/them on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit and point out important patterns to students:
a. What form of the adjectives do we use to compare two things? (Comparative form.)
b. What word do we use with the comparative form? (Than.)
c. What do we use when the two things or people that we are comparing are equal? (as +
adjective + as.)
d. What can we use when the two things or people are NOT equal? (not as + adjective
+ as.)
Slides 19-20: Controlled Practice affirmative and negative: Repeat/Complete (10 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slide 21: Grammar Practice (10 m)
1. Open your books to page 8, exercise 2. Complete the rule box according to what we studied.
(c, a, b)
2. Get into pairs. You will rewrite the sentences so that they have the same meaning. (Go over
the first sentence. Give students time to complete the task. Walk around and help them if
needed. Make sure everyone is speaking English. Click on the slide to check their answers.)
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most of my
brother/sister aunt
friends
partner
most people in my
cousins (husband/wife/
country
girl/boyfriend)
most of my most people my
best friend
relatives age
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tennis A tennis court is the space where people play tennis. There are You can find a tennis
courts tennis courts in every park in the U.S.A. Where can you find a court …
tennis court in this city?
a business A business center is a room with computers, telephones and Yes/No, business
center different things dedicated to doing business. Some hotels have centers are/aren’t useful
business enters for their guests to communicate with their for guests. Because…
offices and do business. The Four Season hotel in Mexico City
has a nice business center. Are business centers useful for
guests? Why? Why not?
a In hotels, there are special spaces for people to give Yes, I went to the
conference conferences. These are called conference rooms. I saw Miguel conference room at the
room Angel Cornejo at the conference room at the Hotel María XXX. I saw XXX.
Isabel. Have you ever been to a conference room? Who did
you see?
a Hotels often have a limousine service for famous people. No, I didn’t hire/ Yes, I
limousine They go to the airport and pick them up in a limousine. I have hired a limousine
service never used a limousine service. Did you hire a limousine service for my quince
service for your quince años? años.
a video Video arcades are places where people play video games like Yes, I go/ No, I don’t go
arcade space invaders or Daytona USA. I don’t like video arcades to video arcades. I
because I get nervous. Do you ever go to video arcades? What usually play XXX.
game do you play?
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For example:
SA: How far is The Delta Hotel from the downtown area?
SB: It’s in the downtown area. How far is the Marina Hotel?
SA: It’s 30 minutes away.
6. Once you have finished asking and answering questions and you have shared all the
information necessary, come to an agreement on which hotel you will be staying at.
7. Now share your information and decision with another pair.
Slides 32-34: Pronunciation (only if time permits)
1. Look at the slide. As you can see we have different numbers. In a moment I will play the
recording. I want you to pay special attention to where the stress (the strong sound) is in each
word. (Play the recording and have students identify the stress.)
2. Where does the stress fall? (Get students input.)
3. Now look at the next slide in a moment you will hear a listening. Tell me where the stress is
now. (Play the listening.)
4. Where does the stress fall now? (Elicit from students that the stress now falls in the first
syllable and on the next word.)
5. I am going to play it once more for you to repeat the statements. (Play the recording and have
students repeat after each set of words.)
6. (Click to next slide.) Now in this last listening, you will hear some information. Please identify
and circle the correct number for each sentence. Before I play the listening take a moment to
read the sentences. (After giving them a minute to read the sentences, play the listening.)
7. Let’s check your answers. (Click on slide and have students check their answers.)
Slide 35: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What did you practice
doing?
2. Do you have any questions about today’s class?
3. For homework, do Unit 3: Exercises 1, 2 and 3.
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surveillance Surveillance cameras are used in banks for security. They There are surveillance
camera are cameras that record the activities done in a certain area. cameras in XXX.
There are surveillance cameras in government buildings.
What other places have surveillance cameras?
housekeeping Housekeeping (point at the picture) refers to the work done Yes, I help with the
in a house. Washing windows, mopping the floors, housekeeping. I …
vacuuming, all of these things are considered part of
housekeeping. I help with the housekeeping every
Saturday. Do you help with the housekeeping? What do you
do?
Slide 48: Grammar Focus: Comparatives and Simple present tense (10 m)
1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit from and point out important patterns to students:
a. Can we use the comparative form of adjectives with other verbs apart from the
verb “be?” (Yes.)
b. When we are talking about singular nouns, what is necessary to use? (The articles
a/an.)
c. What expression do we use for count nouns? (as many as)
d. What expression do we use for count nouns? (as much as)
Slides 49-50: Controlled Practice Affirmative: Repeat/Complete (10 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually
Slide 51: Oral Practice (15-20 m)
1. FP activity: Problem Solving-“The right apartment”-Simple Pres. & comparatives
Introduction: Is it easy to choose an apartment? What do you consider when choosing an
apartment?
Procedure: Imagine that you and another two friends are going to study in London. You need
to choose an apartment to live in. On the slide you have two options.
1. Take one minute to look at the characteristics of each of the apartments.
2. Now, get together with the other two classmates and together choose the best option.
All three of you must agree.
3. Be ready to share your decision and you reasons for selecting this or that apartment.
For example:
T: We should rent A because it has more bathrooms.
S2: Yes. If we rent A, we can each have a bathroom…
S3: Yes, but B has more spacious rooms …
Follow up: Now, as a group, let’s decide on the best apartment. (Ask students which
apartment is best and get them to give you their reasons for choosing one over the other.)
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an earache When your ear hurts, you have an earache. Babies often get I had an earache
earaches when they get a cold. Have you ever had an when…
earache? When?
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satisfied bored
tiring satisfying
relaxed shocked
boring depressing
depressed frightening
annoying confused
surprised embarrassing
shocking entertained
frightened tiring
confusing excited
embarrassed disappointing
exciting frustrated
disappointed interesting
frustrating relaxed
interested annoying
entertaining surprised
tired confusing
relaxing depressed
annoyed boring
surprising shocked
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spend time When you are with someone watching a movie or talking you I spend XXX time
are spending time with them. Every Friday night is family with my parents each
night. We all spend time together watching a movie and week.
talking about our week. How much time do you spend with
your parents each week?
take pictures With your camera you take pictures. We I went on my winter XXX cameras take
vacation I took many pictures of the sights. What brands of great pictures.
cameras do you think take the best pictures? Why? Because…
take out the When you remove the trash from your house, you take out the XXX takes out the
trash trash. When the trash can in the kitchen is full I take out the trash at my house.
trash. Who takes the trash out at your house?
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involved When someone is interested in some cultural, political or social I am involved in XXX.
activity and actively participates, we say that person is involved
in that activity. I am involved in photography workshops. What
are you involved in?
Slide 13: Vocabulary Activity (5 m)
1. Go to exercise 1 on page 26.
2. Match the adjectives from the right column with adjectives from the left column that have
similar meaning.
3. Check your answers; look at the slide. (Click on the slide to show the answers.)
4. As you can see the adjectives on the left are ordinary adjectives and the adjectives on the right
are more extreme, more intense.
Slide 14: Grammar Focus: Adjectives and Intensifiers (10 m)
1. Shows the slide; say the sentence(s) and have students repeat as you write it/them on the
board.
2. Label the sentence(s) with students’ participation.
3. Elicit certain patterns from students by asking:
a. Is interesting an extreme adjective or ordinary? What about fascinating? (Ordinary.)
b. What intensifier do we use with extreme adjectives according to the examples?
(Absolutely.)
c. What intensifier do we use with ordinary adjectives? (Very.)
d. What about really? This intensifier can be used with…? (Both.)
4. Click on the slide to make these concepts more visual.
Slides 15-16: Vocabulary Activity (5 m)
1. Go to exercise two on page 26.
2. Here we have a conversation. Fill in the blanks with the adjective that you feel corresponds.
3. Check your answers; look at the slide. (Click on the slide to show the answers.)
Slide 17: Pronunciation (Only if time permits; the objective is to get to free practice.)
1. Look at the slide. As you can see in the table, we have adjectives with different numbers of
syllables and different places where the stress falls. In a moment I will play the recording. I
want you to pay special attention to where the stress (the strong sound) is in each adjective and
how many syllables each adjective has. (Play the recording and have students identify the stress
and number of syllables.)
2. I am going to play it again. Write the adjective in the corresponding column. (Play the
recording.)
3. Let’s check your answers. (Click on the slide to check answers.)
4. Now I am going to play it again for you to repeat. (Play the recording and have students
repeat.)
Slide 18: Controlled Practice: Repeat (10 m)
1. Repeat: Divide the group into two teams; team one repeats the question and team 2 repeats
the answer. Then have someone from team two repeat the question and someone from team
one repeat the answer. Repeat the procedure switching the roles if you feel the group would
benefit from it.
Slide 19: Some other extreme adjectives (5 m)
1. Look at the slide. What can you see? Are these extreme or ordinary adjectives? Right!
2. Do you think there are extreme adjectives that have similar meanings?
3. So let’s look at the extreme adjectives for “good.” (Click on the slide and have students repeat
the adjectives after you.)
4. Now let’s look at some extreme adjectives for “bad.” (Click on the slide and have students
repeat the adjectives after you.)
5. And finally let’s see some adjectives for “interesting.” (Click on the slide and have students
repeat the adjectives after you.)
6. Are there any questions?
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sour Sour is a flavor that makes you pucker up (mimic). The XXX is sour.
opposite of sweet is sour. Lemons are sour. What is a drink
that is sour?
rude Rude is the opposite of polite. The woman that gives out When I meet a rude
numbers at the government office is very rude; she was person I …
yelling at everyone. What do you do when you meet a rude
person?
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For example:
T: Women are neater than men because men don’t worry about those things.
S2: Men are more organized in money issues because women love to go shopping and
don’t think about how much they are spending.
Slide 7: Oral Activity (15 m)
1. FP Activity: Role Play-simple present in statements and questions
Introduction: Let’s plan our vacation.
Procedure:
1. Open your books to page 19, exercise 7. Listen to the conversation. (Play the audio. Play it
again if necessary. Click on the slide. Play the audio again and have students repeat the
conversation.
2. Get into pairs. One student will be A, and the other will be B. Imagine you are going on
vacation and you need to make a hotel reservation. You are each going to call a hotel.
When student A calls the Super Seven Hotel, student B is an employee of the hotel. When
student B calls the Drake Hotel, student A is an employee there.
3. Student A; go to page 141. Read the features of the Drake Hotel, and student B; go to page
138 to read the features of the Super Seven Hotel.
4. Call and ask questions about each hotel’s facilities and services. (Walk around the room,
helping if need. Make sure everyone is speaking English.)
5. Now that you know what each hotel has as far as services and facilities; discuss which hotel
is better and why. (Once they finish call on a few pairs to tell you which hotel they prefer.
Encourage then to give reasons.)
For example:
T: I think The Drake Hotel is better because it has free transportation to and from the
airport.
S2: The Super Seven Hotel is just minutes from the airport and has free baby-sitting
services.
Oral Activities (20 m)
1. SC Activity: Stimulus-Response-Adjectives ending in ED and ING
Introduction: Let’s talk about things that have happened in your life and how you felt..
Procedure:
1. Open your books to page 19, exercise 10. Look at exercise 5. Read the instructions. Get
into groups of 4.
3. Each group must have a coin and each person a different token as markers.
4. When you land on a space, say a sentence using the word. If the sentence is correct you can
stay on that space. If it isn’t correct, you need to move back one space. The winner is the
first player to reach the end.
For example: (Have a student come up to the front to model the activity with you.)
T: (Toss a coin and move the correct spaces.)
T: I was very frightening when the earthquake started.
S1: That is incorrect you don’t say I was frightening you say I was frightened. Move
back one space.
(Then it is the next person’s turn.)
Follow up:
(Write on the board the following adjectives: bored, excited, interested, exciting, and
boring.) (Divide the class into two) Open your books to page 19 again. Using the
adjectives in the box you are going to create a story. Get into a circle. I will start the
story then the second student must continue the story by saying a sentence using a
different adjective. The next student does the same. Once the story comes to an end
start a new story.
Example on next page.
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For example:
T: We went to the horse races last Saturday and it was very exciting.
S2: I got bored because I didn’t understand how to make bets.
S3. The interesting part was watching the horses run by. Etc.
Slide 8: Oral Activities (15 m)
1. SC Activity: Game – Using subject and object questions
Introduction: Let’s play a game.
Procedure:
1. Open your book to page 38, exercise 1. Look at the pictures of the game board. Listen to
the following conversation. (Play the audio once.) Now, listen again. This time I want you
to listen carefully to the questions in the conversation. You may take notes if you want.
(Play the audio. Play it again is necessary.) What questions did you hear? (Write the
questions students tell you on the board. Once they finish click on the slide and compare
answers.)
2. Get into groups of 4. Read the instructions to exercise 2. Each group must have a coin and
each person a different token as markers. When you land on a space, with a picture, you
have to ask two members of your group two questions about the topic. If the questions are
correct you stay. If the questions aren’t correct, you move back one space. The winner is
the first player to reach the end.
For example:
T: Who cooks the meals in your house?
S4: Correct! Next.
Oral Activity (10 m)
1. FP Activity: Information Gap – using subject and object questions
Introduction: Let’s talk about the different activities you do every day at home.
1. On a piece of paper you are going to write three questions. You want to ask questions to
find out who does different things at home. For example, who washes the dishes in your
house? Or, who gets up first in your house every day? Now, write your three questions.
(Give them a few minutes to write their questions.)
2. Now, stand up and get into a circle. (Have the whole class stand up and get into a circle. If
the class is too large, make two smaller circles.) Now, the first person starts by asking the
person in front of him/her one of the questions on his / her paper. Then the person that
answers the question, ask the next question to the following person in the circle. (They
circle will have to move one person each time. The circle will continue rotating until
students get back to where they started.)
For example:
T: Ana, who washes the dishes in your house?
Ana: My sister and I take turns. Rodrigo, who wakes up first at your house?
Rodrigo: My mother does. Juan, who cooks lunch every day?
Juan: My sister does. María, who washes the clothes at your house?
Etc.
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Slide 2: Objectives (3 m)
1. Write the objectives on the board and have students repeat.
Slide 3: Warm up Activity (10 m)
1. FP Activity: Opinion Gap /Marriage
Introduction: Is marriage difficult? What sort of problems do married couples have?
Procedure: Please get together in teams of three. There are two questions on the slide that you
need to answer and share ideas about.
For example:
T: I think one of the most important things in order to have a successful marriage is to
have common goals in life. Couples argue a lot when they do not share the same
life project.
Follow up: Okay, now let’s share some of the ideas that you came up with.
Slides 4-10: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an “example,” and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
react to What you do when you have a problem; the actions that you Yes, I react/No, I don’t
problems take. This defines how you react to a problem. Some people react to problems
freeze when they have a problem. They do not react to the quickly. I usually …
problem. Do you react to problems quickly? How do you
react to problems?
take care of When you pay your bills on time and you are responsible for Yes, I take care / No, I
financial how much you spend, you take care of your financial don’t take care of my
obligations obligations. I always take care of my financial obligations financial obligations.
because I don’t like to pay interest. Do you always take care of To take care of my
your financial obligations? What do you do to take care of financial obligations I
your financial obligations? …
make When famous people get married they sometimes make Yes, I think / No, I
prenuptial prenuptial agreements to protect their money and belongings don’t think making
agreements in case of divorce. This contract establishes who gets what in prenuptial agreements
case of a divorce. Michael Douglas and Catherine Zeta Jones is a good idea because…
made a prenuptial agreement. Do you think making
prenuptial agreements is a good idea? Why? /why not?
lose your People who get very mad sometimes lose their temper. They When I lose my
temper go crazy and say things or do things they shouldn’t. When I temper, I …
lose my temper, I punch the wall. What do you do when you
lose your temper?
exchange During the wedding ceremony, one of the most important After they exchange
wedding moments is when the bride and groom exchange wedding wedding rings, the
rings rings. Before they exchange wedding rings they make groom gives the bride
promises. What happens after they exchange wedding rings? some wedding coins.
Do the bride and groom always exchange wedding rings? Yes, they always
exchange wedding
rings.
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sign a When people rent an apartment you need a legal paper to make People sign contracts
contract it official; you need to sign a contract. When I bought my when …
house, I signed a contract. On what other occasions do
people sign contracts?
have How do you protect your car? Are there companies that fix Yes it is a good idea to
insurance your car if you have an accident’ Yes, but only if you have have car insurance
insurance. When you have insurance you make a contract because cars are stolen
with a company in case you have an accident? That way you and very often. Having life
your car are protected. Is it a good idea to have car insurance insurance is a good idea
in Mexico? Why? What about having life insurance? Is that a to protect your children
good idea? in case you die.
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reprimand When you do something incorrect at work, your boss They reprimand me
reprimands you. He tells you what you did wrong and the when …
consequences. Sometimes, I have to reprimand my son
when he comes home late. When do your parents reprimand
you?
Slides 36-37: Grammar focus (part 1)/ Modals: should, have to, must and can (10 m)
1. Please look at the next slide. Here are the three sentences that are incorrect.
2. Your job is to write the sentences using the correct expression. The questions in parenthesis
will help you do this. (Give students some time to write the correct sentences.)
3. Shall we check your answers? (Click on the slide for the answers to appear and clear up any
doubts.)
4. Let’s look at this last sentence. (Click on slide for last sentence to appear.)
5. What concept are we expressing here? Is this recommendation? Prohibition? (Hopefully
students will answer “Not obligatory “or something similar.)
6. Right. (Click on slide for concept to appear and make sure students understand that “don’t
have to” can only be used for this concept.)
7. So to summarize, take a look at this chart. (Click on next slide for chart to appear.)
8. Study this for a moment. (Students will probably copy it; that’s ok) and tell me if you have any
questions.
Slide 38: Grammar Focus (part 2)/ Modals: should, have to, must and can (8 m)
1. Please look at the slide. There are eleven sentences with different expressions and at the
bottom of the slide, there are 4 different items.
2. Your job is to relate the items at the bottom with the sentences above. Please notice that there
are some sentences that are not correct because of the idea, not the grammar.
For example:
T: Let’s do the first one together. “A good manager should be friendly” Look at the
concepts below, which of those ideas is it expressing? Right, a It’s recommendable.
Now continue with the rest.
3. Let’s check your answers. (Click on slide for answers to appear.)
Slide 39: Controlled Practice Affirmative/Negative and Questions: Change (8 m)
1. Change: Have students change the sentences with the concepts to sentences with modal
auxiliaries; do some chorally and some individually.
Slide 40: Pre reading Activity (15-20 m)
1. In a minute, we will be reading an article. But before we read, look at the slide. Here is the title
and subtitles of the article.
2. In pairs, you are going to answer the questions that are about to appear. Use the information
on the slide to help you. (Give them some time to answer the questions.)
3. Who can share their answers?
Slides 41-42: Reading (10 m)
1. Look at the slide. Here we have the reading.
2. Work in pairs. Student A will read paragraphs 1 and 3, student B will read paragraphs 2 and 4.
(Give them some time to do the reading and when they finish that slide, click to get paragraphs
3 and 4.)
3. Was the article about what you talked about? Did you find the words you were expecting?
Slide 43: Oral Activity (10 m)
1. SC Activity: Chain drill- Modals for recommendation, obligation and prohibition
Introduction: Now that you have read the story, we can give a presentation on the content.
Can we do this? Let’s talk about the recommendations, things that are obligatory and things
that are not permitted for a good manager.
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Procedure: Let me give you 4 minutes to read the article again. Now, we are going to give a
presentation all together about the content of the reading. Let’s use the slide to help us and all
the expressions we have been practicing. I’ll begin.
For example: (Pointing to the title.)
T: This article is about things we should do to be better managers. S1, repeat what I
said and add information. (Point to motivate.)
S1: This article is about things we should do to be better managers. It says that we
have to motivate our employees. (Exploit the information on the slide until most of
the information from the reading has been covered.)
Follow up: Now get into teams of six and try doing this activity on your own. (Once they have
practiced, have one team give the complete presentation.)
Slide 44: Oral Activity (15 m)
1. SC Activity: Stimulus-Response-Modals for recommendation, obligation & prohibition
Introduction: Do you remember what the word reprimand means? Who can tell me what it
means? What things do we need to do to reprimand people effectively? (Get students
opinions.)
Procedure: In a moment you will see some pointers on what specialists say about
reprimanding people effectively. Your task is to take the information, put it into a sentence
using some of the expressions we have been practicing and give further explanation.
For example: (Click on the slide.)
T: The first information that appears is “Reprimand people immediately,” so I say:
You have to reprimand people immediately after they did something incorrect. If you wait until
later, the reprimand looses strength since the facts are not fresh. S2, get ready for the next
piece of information. (Click on slide and have student 2 participate.)
Follow up: Now get into teams of six and try doing this activity on your own. (Once they have
practiced, have one team give the complete presentation.)
Slide 45-49: Oral Activity (20 m)
1. FP Activity: Problem Solving / Role Plays- Modals for recommendation, obligation and
prohibition
Introduction: Do you know what a Human Resources department is? What kind of problems
do they have to take care of? Is it an easy job? Let’s imagine that we are part of the human
resources department at a large company and we have to solve some problems.
Procedure: Look at the slide and read the situation that appears, then get together with 3
classmates and discuss what you have to/ should or can do? Be prepared to share your ideas
with the class.
For example: (Click on the slide for situation to appear and give students 1 minute to read.)
T: Well, we can’t fire him, but we can take money away from his salary. We have to
talk to the owner and tell him about the situation. What do you think? (Get
students’ opinion.)
Follow up: (After each situation has been discussed, choose 2 students. One will be the HR
person and one will be the person on the slide, have them role play the reprimand.)
Slide 50: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What did you practice
doing?
2. Do you have any questions about today’s class?
3. For homework, do Unit 8: Exercises 4, 5 and 6.
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For example:
T: What airlines will I travel on?
S1: You are traveling on Jet Airways.
T: And what time does my flight leave?
S1: It leaves at…
Etc.
Slides 34-35: Speaking: (25 m)
1. FP Activity: Role-Play- Present, Present Continuous & Future
Introduction: If you could go to Washington, D.C., what would you do? What places would
you visit?
Procedure:
1. Look at the brochure in your book on page 43, exercise 7. Work in pairs and use the
information to plan what you want to do on your weekend in Washington, D.C. Include
the places you want to go, where you want to eat and the times for each activity. Take
notes on what you decide, because you will tell the group about your plans later. (Give
them time to plan out their weekend.)
For example: (See slide 34 for the example.)
Procedure:
2. Now, work in groups of 4 and tell each other what you are planning to do on Saturday and
Sunday. Find out if you are doing any of the same things at the same time.
For example: (See slide 35 for the example.)
Slides 36-38: Oral Activity (20-25 m) Please note: you need copies for this activity.
1. FP Activity: Information Gap/Role-Play- Present, Present Continuous & Future
Introduction: What do you know about Scotland? Tell me anything you know about the place.
(Write any words or ideas that they say on the board.)
Procedure:
1. Look at this slide. What place do you see? (The United Kingdom.) What are the different
parts of the UK? (England, Scotland, Ireland, Wales) Look at some of the places in
Scotland. (Click on the slide.)
2. I want to you imagine you are on vacation in Scotland. You are staying at a 5 star hotel
there. It’s Tuesday morning and you meet two other people who are also tourists visiting
Scotland. You are going to tell the other tourists about what you have planned to do
during the week and describe the tour you are going to take, based on the information in
the card that I’m going to give you. Also, you need to arrange to go out together one night.
3. You are going to work in groups of 3. You will each have a card that has two parts; the
part on the left has the arrangements you have made and the part on the right has the
itinerary for the tour that you are going to take. (Hand out cards to students; you will need
one sheet for each 3 students. Give them a few minutes to read over the information.)
4. (Go to slide 37.) Look at the slide. These are some of the places that you will be going.
Work in your groups and discuss what you’ll be doing and what the itinerary is for the tour
you will take. You will have to add information to what you have in your diary and
itinerary. In the itinerary, you can see some places where there are “…” (ellipsis) and you
will have to add a verb in those places to make the idea complete.
For example: (Click on slide 38 for the example.)
Follow up: What arrangements did you make? (Ask each group what they decided to do on
their final night together.)
Slide 39: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 9, exercises 4, 5 and 6 in your workbooks.
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hard Something difficult to do is hard. Trying to learn Chinese is XXX is a hard subject.
hard. What subject in college is hard?
manageable Something you can do with some level of difficulty is Yes/No, it is(n’t)
manageable. I have a lot of work sometimes, but it’s manageable because…
usually manageable. Is the amount of work you have to do
for school manageable or not? Why?
no trouble When you do something and don’t encounter problems, it’s I have no trouble doing
no trouble. When someone asks us a favor and it does not XXX.
cause us trouble we say “no trouble” Tell me something
you have no trouble doing,
straightforward When something is straightforward, it is simple, honest or I’m (not) usually
NOT complicated. When I give people directions to my straightforward
house, I try to be very straightforward. When you have to because…
give someone bad news, are you straightforward or do you
try to avoid the situation? Why?
tough Something difficult to do, accomplish, or deal with is tough. XXX was a tough
For me it’s tough to get up early in the morning. What is a subject because XXX.
tough subject you had in junior high school? Why?
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3. Now, look at the title of the article. What does right mean here? (It means correct.) What do
you think this article is about? (Elicit some answers.) Read the article and answer the questions.
Make sure your answers are complete. (Give students time to complete the task. Walk around
and help them if needed.)
4. Get into pairs and compare your answers. (Click on the slide to re-check their answers. Clarify
any doubts they have.)
Slide 9: Oral activity: (10 m)
1. FP Activity: Discussion-vocabulary
Introduction: What hand do you use to eat? What hand do you use to brush your teeth? Let’s
talk about which hand we use to do different things.
Procedure:
1. Get into groups of 3. Look at the slide and decide which hand you use to do these things.
Think about whether you could do these things with your other hand. You must also think
why you could or couldn’t do them.
2. Now, each member of the team will say which hand they do that activity with. They must
also say if they can do it with the other hand and explain. Other members of the team can
question him on his or her answers.
For example:
T: I use scissors in my right hand. I can’t use them in my left hand because I don’t
have enough strength and I cut crooked.
Slide 10: Listening (10 m)
1. Open your book to page 45, exercise 6. You are going to listen to Mike and Juliana talk about
being left-handed and right-handed. Put a check mark next to the things they talk about. (Play
the audio. If necessary, play it a second time.) Now, let’s check your answers. (Click on the
slide to check the answers.)
2. (Click on the slide.) Let’s look at exercise 7. Look at the pictures of an ability test that Mark and
Juliana took. They both did this test with their right hand. How hard do you think this test was
for Mark and Juliana? Why? (Elicit some answers from students.)
3. Now, you are going to listen to the rest of the conversation to find out how difficult this test
was for them. You must write M for Mike and J for Juliana next to each result. (Play the audio.
If necessary, play it a second time.) Get into pairs and compare your answers. (Play the audio
again so that students can check their answers. Click on the slide to check the answers again.)
Slide 11: Grammar Focus: Modals for ability (10 m)
1. Teacher says the sentence(s) and has students repeat as s/he writes it/them on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit and point out important patterns to students:
a. What do we use to talk about ability in the present? (can / can’t)
b. What do we use to talk about abilities that began at a specific moment or lasted for a
period of time in the past? (could / couldn’t or be able to)
c. What do we use to talk about ability on a specific occasion in the past? (able to or
managed to)
d. What do we use to talk about something that wasn’t possible on a specific occasion in
the past? (not be able to, didn’t manage to or couldn’t)
Slides 12-13: Controlled Practice affirmative and negative: Repeat/Complete (7 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
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information. (Give students time to complete the task. Walk around and encourage students
to ask follow up questions. Help them if needed. Make sure everyone participates and is
speaking English. Once they finish call on a few students to report to the class how their
partner did.)
For example: (Look at the book for the example.)
Slide 25: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Slide 26: Writing Activity: (7 m)
1. Open your books to page 47, exercise 9. Read the instructions. Write a brief report describing
your results on the abilities test. Make sure to use the grammar we have learned. (Give students
7 minutes to complete the task. Walk around and help them if needed.)
2. If you haven’t finished, please do so for homework.
Slide 27: Oral Activity: (20 m)
1. FP Activity: Role-Play- Modals for ability
Introduction: Get the best job.
Procedure:
1. Look at the first want ad on the slide. What specific skills are needed for these jobs? (Elicit
some answers from students.) What questions could be asked in a job interview? (Elicit
some answers from students)
2. Get into pairs. Look at the different want ads on the slide. Brainstorm the specific skills and
abilities needed for each job. Some clues come from the ad, while other ideas will come
from your knowledge of the job or your imaginations. Each pair should develop questions
that might be asked in the interview for that job, using can, be able to, and do you know
how to….
For example: (for the first ad):
(Questions from the ad itself.)
Can you use Word?
Do you know how to use Excel?
Can you file?
Do you know how to speak Spanish?
(Students’ own questions.)
Can you type quickly?
Are you able to use a computerized telephone system?
Can you work late?
Do you know how to drive?
Procedure: Now, you are going to work in pairs and interview each other.
For example:
T: Good (morning/afternoon.) Please take a seat. Now, I’m going to be asking you
some questions.
S1: Okay.
T: Can you use Word?
S1: Yes, I have a lot of experience with Word. It’s the program we used for almost all
our office correspondence in my last job.
T: Excellent. What about Excel?
S1: I can use Excel, but I’m not an advanced user. I can do basic things with Excel.
T: Okay. And can you speak Spanish.
S1: Yes. I can speak Spanish fluently. Etc.
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Slide 28-29: Oral Activity: (30 m) Please note: for this game you need copies.
FP Activity: Role-Play – Modals for ability
Introduction: Let’s talk about the past and present of things you can and can’t do.
Procedure:
1. (Write on the board I can… and I can’t…) What are some social activities you can and
can’t do? For example: Can you speak in front of an audience? Can you talk to strangers at
a party? Why are these things difficult for some of you? (Elicit lack of confidence.)
2. (Click on the slide) Read the following advertisement. (Give students time to complete the
task. Click on the slide again. Ask each question to the class and as they answer click on the
slide to check their answers.)
3. (From the photocopy. Give each student a card that says “role card” and two cards that
say “after”. Make sure that the two “After” information cards each student gets do not
match the “Role card” problems.
4. Students have to find the information that matches their “Role Card” problems. The
“Before (role card)” has information about what the person couldn’t do before he or she
took the course; the “After” card gives information about what the person can confidently
do after the course. Make sure students understand the information on the cards. Please
note: It doesn’t matter how large the group is because roles can be repeated.)
5. (Have students start mingling and find the student who has their “After” information by
asking. “What does your card say?” If they find a match, they should take that card from
the student who has it.)
For example:
T: What does your card say?
S3: I can cook three-course meal for friends and family without worrying.
T: Can I have your card? In the past, I got nervous when I cooked for others.
(Continue till everyone has their matching cards.)
6. (Check that each student found the correct matches. See the complete worksheet for the
answers.)
7. Create groups of 4: One Anna, one Marian, one Paul and one Brad per group. Write these
questions on the board: What couldn’t you do before the course? What can you do now?
In their groups students have to interview each other using the questions on the board.
For example:
T: What couldn’t you do before the course?
Paul: I was afraid to open up to people.
T: What can you do now?
Paul: The day after the course, I was able to have my first real conversation with my
wife.
Slide 30: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 10, exercises 4, 5 and 6 in your workbooks.
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drapes A drape is what you put on the widows for people to not to see We usually close the
inside or to make the room darker. You usually open the drapes drapes at night so …
in the morning to let the sun light come in. Do you open or close
the drapes at night? Why?
armchair An armchair is a special type of chair that has a place for you to Yes, I sometimes fall
put your arms on. I have a very comfortable armchair where I asleep / No, I never fall
watch TV. Do you ever fall asleep in an armchair? Is your asleep in an armchair.
armchair in the kitchen? Where? No, My armchair isn’t
in the kitchen. It is in the
living room.
magazine A magazine rack is a container where you put magazines. A Yes, I have/ No, I don’t
rack doctor’s office usually has a magazine rack in the waiting room. have a magazine rack
Do you have a magazine rack at home? Where? lat home. My magazine
rack is in the …
basket Look at the picture. Here we have four baskets. I like the first We use baskets to …
basket to put sweet bread in it. What do we use baskets for?
stereo The stereo speakers are boxes that emit the sound from a No, you can’t hear the
speakers stereo. You can’t hear the music from a stereo if you don’t have music if you don’t have
stereo speakers. Can you hear the music in your car if the stereo stereo speakers. Yes,
speakers are disconnected? Can stereo speakers be small? stereo speakers can be
very small now.
bookcase A bookcase is the piece of furniture where you place your books. Yes, I have / No, I don’t
In elegant houses they have beautiful wooden bookcases. Do have a bookcase at
you have a bookcase at home? Have you read all the books in home. No, I haven’t /
your bookcase? Yes, I have read all the
books in my bookcase.
fireplace (Pointing to the picture on the slide.) This is a fireplace. Houses Houses in …usually
in Mexico usually don’t have fireplaces, because it is not that have fireplaces.
cold. Where do houses usually have fireplaces?
cabinet The space where you put the cups, glasses and dishes in the My kitchen has many /
kitchen is called a cabinet. My kitchen is very small; it only has doesn’t have many
one cabinet. Does your kitchen have many cabinets? What is in cabinets. There are …
the cabinets? in the cabinets.
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2. Now, open your books to page 53, exercise 7. Work in pairs to fill in the missing information.
(Give them a minute to do this.) What are the correct answers? (Check answers orally: football,
soccer.)
3. Look at exercise 8. Peter is a big fan of Manchester United. Have you ever heard of that team?
Where do they play? Who are some of their players?
4. You are going to read Peter’s web page about his favorite team; Manchester United, and then
answer the questions. Please read the questions first. (Give them a minute to do this.)
5. Do you have to read everything to find the answers to these questions? (No.) Right, you only
need to look through the information, but don’t have to read it completely. This is called
scanning: you are only looking for the specific information that answers the questions. So, look
for the answers to the questions, let’s see who can find the information the fastest. (Give them
a few minutes to do this.
6. So, what are the answers to the questions? What’s the answer to number 1? (Let them answer
orally before clicking on the slide to show the answer.) What’s the answer to number 2? (Let
them answer orally before clicking on the slide to show the answer.) What’s the answer to
number 3? (Let them answer orally before clicking on the slide to show the answer.)
Slide 11: Listening (15 m)
1. Now, would you like to take a trip like the one that Peter is planning? Would you ever consider
traveling to another country to watch your favorite team play? Why or why not? (Try to get
students to discuss this a little bit; 2-3 minutes.)
2. You are going to listen to a phone conversation. Peter is talking to another fan to tell him that
some of the details of the trip might change. Look at the information on the web page and
circle the information that might change. (Play the audio; play it a second time if necessary.)
3. So, what things might change? (Let students tell you and then click on the slide to show the
answers.)
4. You are going to listen again, and then answer the questions. First read the questions on the
slide or on page 53, exercise 10 in your books. (Give them a minute to do this.) Now, listen
again. (Play the audio; play it a second time if necessary.)
5. So, what are the answers to the questions? (Let students tell you and then click on the slide to
show the answers.)
Slides 12-16: Grammar Focus (17-20 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the use of the structure from students:
a. Which modal do we use to say that something is possible? (could +BFV)
b. Which modal do we use to say that something is impossible? (couldn’t + BFV)
c. Which modals do we use to say that something is possible or that it’s not sure ?
(may / might + BFV)
d. Which modals do we use to say that it’s possible that something won’t happen or
to say we aren’t sure? (may not / might not + BFV)
4. Open your books to page 54, exercise 2. Fill in the missing information in the chart. (Give
them a minute to do this. (Click on the slide to check their answers.)
5. Now, work in pairs and complete the conversation in exercise 3. (Give them time to do this.
Then, click on the slide to show the answers.)
Slides 17-18: Controlled Practice: Repeat/Complete (10 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
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4. So, stand up ask your classmates questions to find people who may, might or could do
these things.
For example: (Click on the slide to see the example.)
Follow up: So, what did you find out? Who might not come to class tomorrow? (Go over each
of the questions.)
Slides 27-28: Speaking: (15-20 m)
1. FP Activity: Information Gap-May, might, could
Introduction: What activities do you do every week? Do you have to plan your activities?
Procedure:
1. Open your books to page 55, exercise 4. First, you need to complete the calendar on the
page with your activities. You can use the ideas that you can see there or write your own.
You have to include at least two things that aren’t on the list. Make sure to leave at least 3
hours free during the afternoon or evening. (Give them time to do this.)
For example: (Click on slide 27 to show the example.)
Procedure:
2. Now, work in pairs and find a time to meet on Saturday to go to a movie together. You
need to get to the theater at least a half an hour before the show.
For example: (Click on slide 28 to show the example.)
Slides 29-32: Speaking: (15-20 m)
1. SC Activity: Guessing Game-May, might, could
Introduction: If you see a picture of a place, can you name the place? Do you know of some
famous places in Mexico? What are some places you know of?
Procedure:
1. Let’s divide the group into two teams. There are 6 pictures total; three pictures for each
team to guess. The pictures will be revealed little by little. The team that guesses the correct
place in the fewest guesses wins.
2. Let’s practice with one first. I will show you parts of the picture and you guess what place it
is using may, might or couldn’t. (As you click parts of the picture will be revealed, you will
also reveal an example for student to see.)
For example: (See slide 29 for the example.)
3. Now, let’s play. Group 1 this is your picture. Remember. I will keep track of how many
guesses it takes for you to tell me the correct picture. The team with the fewest guesses
wins.
Answers:
Picture 1: Teotihuacán: Pyramid of the Sun
Picture 2: Palenque
Picture 3: The Cathedral in Mexico City
Picture 4: Xel-ha
Picture 5: The Aztec Stadium
Picture 6: Los Arcos in Cabo San Lucas
Slides 33-36: World of Music (30-50 m)
1. Reading
1. Look at the picture on the slide. Who is this? Do you know who he was? (Frank Sinatra.)
He was very famous in the US in the 60s and 70s, and even through the 80’s. Luis Miguel
even sang a duet with him a few years back.
2. Look at the information in the circle about Frank Sinatra. Please read it. (Give them a
minute.)
3. Have you heard the song “My Way”? Do you know what it’s about?
2. Warm up
4. What does independence mean to you? What makes a person independent? Today we’re
going to be listening to a song about independence.
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3. Vocabulary
5. Open your books to page 58. Work in pairs. Look at the expressions and match them to
their meaning. (Give them time to do this.)
6. Let’s check your answers. (Go over the answers on the slide. Answer any questions they
may have.) 17
4. Listening
7. Now, you are going to listen to the song and you need to decide what kind of person the
song portrays. Look at exercise 2 in your books. Please read the three options. (Give them
a minute.)
8. Now, let’s listen to the song. (Play it once.)
9. What kind of person does the song portray? (Proud an independent.)
10. Now, look at page 59. I’m going to play the song again, and this time complete the lyrics.
(Play the song for them to write the answers. Play it a second time if necessary.)
11. Now, work in pairs and compare your answers. (Give them a few minutes to do this.)
12. Let’s listen again to confirm your answers. (Play it again for them to check.) (After you play
it you can click on the slide to show the answers.)
13. Optional: (You can have them sing along if you think they would like to. Or you could
have a competition with the group in two teams to see who can sing better; have each side
sing every other stanza.)
5. Speaking
14. Now, work in groups of 3 and discuss the questions at the bottom of page 59. (Walk
around and monitor your students.)
Slide 37: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 12, exercises 4, 5 and 6 in your workbooks.
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Slide 2: Homework (5 m)
Slide 3: Objectives (3 m)
1. Write the objectives on the board and have students repeat while doing so.
Warm up Activity (15 m)
1. FP Activity: Discussion – Vocabulary Review
Introduction: Why do you think people in Mexico immigrate to the United States? (Call on a
few students for examples.)
Procedure: Get into groups of 3. Now, in your group discuss and make a list of why people in
Mexico immigrate to the US. (Give students time to complete the task. Walk around and help
students if needed. Make sure everyone is speaking English. Once they finish call on each
group to give you an example and explain why they wrote that on their list.)
For example:
T: Men leave to the US to get better jobs. One reason is the fact they lack job
opportunities here.
Slides 4-10: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an “example,” and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
green card A green card is a kind of identification card for people who The equivalent to the
move to the United states and become permanent residents. green card here in
If I want to leave Mexico and live in Los Angeles, the Mexico is called FM2
American government has to give me a green card to live (forma migratoria.)
there. What is the name of the equivalent to the green card
here in Mexico?
ID An ID card is an identification card; it is a document that The IFE/passport can
(identification) proves you are who you say you are. At the bank, I use my be used as an official ID
card IFE as an ID card. What are some things that can be used card here in Mexico
as an ID card in Mexico?
immigration Immigration is the place where government employees You can find
examine the passports, visas, etc. of foreign nationals immigration offices in
entering the country. When you get off a plane in another XXX. (Ex. El Paso
country, before you actually leave the airport you go through Texas, Aeropuerto
immigration where they check your passport. Where can Internacional de
you find immigration offices in Mexico? México, etc.)
passport A passport is an official document your government gives The Mexican passport
you so you can travel to another country. My passport has is green.
my picture and personal information that helps the
immigration officer identify me. What color is a Mexican
passport?
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5. Look at exercise 2. Complete the rule box according to what we studied. (Click on the slide to
check their answers. Answer any questions they might have.)
6. Get into pairs. Write the expressions in the correct column. (Give students time to complete
the task. Once they finish click on the slide to check their answers.)
7. Let’s look at exercise 4. This is a conversation between Rod and the immigration officer. Write
the correct form of the verb in parentheses or for or since to complete the conversation.
(Give students time to complete the task. Walk around and help them if needed. Once they
finish click on the slide to check their answers.)
8. Get into pairs and practice the conversation once you finish switch roles.
Slide 19: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Oral activity: (15 m)
1. FP Activity: Role Play-present perfect with for and since
Introduction: Imagine you need to find out some information about someone. What are some
questions you can ask?
Procedure:
1. Get into groups of 4. I’m going to assign each of you a role because you are going to
conduct an immigration interview. Students A and B are a couple. Students C and D are
immigration officers. The immigration officers will interview them both, but separately, in
order to decide if they are really married.
2. Student A and B turn to page 138 of your books. Students C and D turn to page 140.
Make sure you don’t see each other’s books.
3. (Give students 5 minutes to prepare. Student A and B work together to decide on the
personal information they will both say. Students C and D prepare a list of questions that
they will ask. Remind students that the interviews will be done separately so they need to
write down the information.
4. Conduct the interviews. Student C interviews Student A. Student D interviews Student B.
(Give students 5 minutes to complete the task. Walk around and help them if needed. Tell
them to conduct their interviews on opposite sides of the room so they don’t hear each
other’s answers.
For example:
T: How long have you lived in Mexico?
S1: I have lived in Mexico for 6 months.
T: How long have you known each other?
S1: We have known each other for 6 months.
5. (Once they finish, students A and B compare your interviews.) Did you get the same
answers? Students C and D compare your notes. Do students A and B have a real
marriage? Tell them your conclusion and your reasons for it.
For example:
T: We think your marriage is a fake because Student A said you met 5 months ago and
student B said you have known each other for a year.
Slide 20: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 13, exercises 2, 3 and 4 in your workbooks.
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whistle (Whistle a tune.) What am I doing? Right, I am whistling. I Yes, I can / No, I can’t
whistle when I am happy. Can you whistle? Show me. When whistle.
do you whistle? I whistle when I…
yawn When you are sleepy, you usually yawn. I yawn when I am I yawn when…
bored. What about you? When do you yawn? Is it disrespectful Yes, it is / No, it isn’t
to yawn when you are with someone? disrespectful to yawn
when you are with
someone.
Slide 14: Vocabulary Activity (5 m)
1. Look at the slide. Match the verbs in the box with the pictures below. (Give them 2 minutes to
do this and then check answers.)
2. Let’s check your answers. (Click on slide for answers to appear.)
Slide 15: Listening Activity (10 m)
1. Let’s look page 64, exercise 2. In a minute you will hear some sounds. Listen to the sounds and
match them to the photos at the bottom of the page. (Play the recording.)
2. Let’s check your answers. (Click on slide for answers to appear.)
Slide 16: Pre listening Activity (7 m)
1. What is a radio phone-in contest? Look at the slide; look at the pictures and tell me.
2. When we use deduction to find an answer, for example in this case, where you are looking at
the pictures to answer the question, we use (click on the slide) the expressions: It must be…
or it’s probably…
3. So, what is a radio phone-in contest? (Have students answer using the expression above.)
4. In a moment you will be listening to a radio contest. The name of the contest is (click on the
slide to show “What’s that job?”). What do you think this contest is about? What do the
contestants have to do? (Get students opinions.)
Slide 17: Listening 1 (5 m)
1. Go to page 65, exercise 4. We are going to do the first listening. Your job is to put a check next
to the winner of the contest. (Play the first listening.)
2. Let’s check your answer. (Click on slide for answer to appear.)
Slides 18-19: Listening 2 (8 m)
1. Go to page 65, exercise 5. Read the questions that are there. You have 1 minute. Are there any
questions?
2. I am going to play the recording and you answer the questions. (Play the recording.)
3. Let’s check your answers. (Click on slide for answer to appear.)
4. Now, get together with a partner and make a list of all the sounds you can remember.
Slide 20: Listening 3 (8 m)
1. Exercise 7 is next. Read the statements that are there and make sure you understand them. You
have 1 minute.
2. I am going to play the recording and you write T for true or F for false. If the answer is false
write the correct information next to it. (Play the recording.)
3. Let’s check your answer. (Click on slide for answer to appear.)
Slide 21: Grammar Focus/Modals for deduction: must be, might be and can’t be (10 m)
1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board.
2. Teacher has students label the different elements. (Click on the slide to show the labels.)
3. Elicit important patterns to students; ask:
a. What do we use might be, must be and can’t be for? (For deductions.)
b. Do we use these expressions when we use deduction based on evidence? (Yes.)
c. Which one do we use when we are almost sure something is true? (must be)
d. Which one do we use when we are almost sure something is not true? (can’t be)
e. Which one do we use when we are not really sure something is true? (might be)
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For example:
T: Look at the first sentence. Tom must be doing dangerous business. He might be in
danger.
Follow up: Now let’s see what really happened to see if your speculations were correct. (Click
on slide 51 and get students comments on if they were right.)
Slide 52: Oral Activity (20 m)
1. FP Activity: Role Play- Logical deduction (might, must and can’t)
Introduction: Have you ever heard of these radio shows where people have problems and
someone gives them advice?
Procedure: Look at the slide. Here we have part of the conversation between Dr. Helpu
(pronounced “help you”) and a caller. Your job is to complete the conversation with
something logical. Please get into pairs and practice the conversation. There are situations at
the bottom to help you.
For example:
T: S1 you begin the conversation.
S1: This KMP Radio. Dr. Helpu on the line. How can I help you?
T: Well Dr., I have a feeling my son might be taking drugs.
S1: Why is this? What has he done lately that makes you think that?
T: He’s irritable; he’s lost interest in his studies and he doesn’t talk to us. So I think he
must be having serious problems and he might be taking drugs.
S1: I really don’t think there is anything to worry about. Your son might be
heartbroken and doesn’t want anyone to know.
Follow up: (Have different pairs perform.)
Slide 53: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What did you practice
doing?
2. Do you have any questions about today’s class?
3. For homework, do Unit 14: Exercises 3, 4 and 5.
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Slides 2: Homework: (5 m)
Slide 3: Objectives: (3 m)
Slide 4: Grammar Practice (10 m)
1. (Click on the slide.) Look at the sentences. Copy them in your notebooks.
2. Now, read each sentence and circle the mistake; it’s one of the underlined words or phrases.
Then, write the correction in your notebooks. (Give students time to complete the task.
Monitor them and help them if needed. Once they finish click on the slide to check their
answers. Go over any questions they might have.)
Slide 5: Oral Practice (15 m)
1. SC Activity: Stimulus-Response: Have to, must, can’t
Introduction: Are there certain activities you have to do in certain jobs? For example, if you
are a doctor, what are some things you have to do? (Let students say a couple of things.)
Procedure:
1. What are some unusual professions? Give me some examples. (Write some of these on the
board; include things like opera singer, belly dancer, animal trainer, street musician, etc.)
Now, on a piece of paper, write down a profession; try to think of an unusual profession.
(Give them a minute to do this; if someone can’t think of anything, help him/her.)
2. Now, you will say things you have to, must or can’t do in your job and your classmates are
going to guess the profession. Let’s do one together.
3. (Do the example on the slide and then do one or two more with the whole group so that
they know what to do. Make sure they practice the structures: have to, must and can’t.
After you do a couple of examples with the group, you can divide the group into 2 or 3
smaller groups to let them practice.)
For example: (See the slide for the example.)
Slides 6-7: Oral Practice (15 m)
1. FP Activity: Debate – Adjectives and as…as.
Introduction: Where is Chicago? What do you know about the place?
Procedure:
1. Open your books to page 56. Exercise 1. Listen to the conversation. (Play the audio. Play it
again if necessary.) What are the speakers doing? (Elicit answers from students. They are
talking the places they’ll visit in Chicago.)
2. Let’s look at exercise 2. Look at the brochure for the Chicago Trolley Tour. Pick three
places you’d like to visit and circle them.
3. Now, work in groups of three and plan your group’s visit to Chicago. Agree on the places
you’d like to visit and how long you’ll stay at each place.
For example: (See slide 8 for the example.)
Follow up: What places did you decide to visit? (Have different groups tell you what they
decided.)
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Slide 2: Objectives (3 m)
1. Write the objectives on the board and have students repeat while doing so.
Warm up Activity (10 m)
1. FP Activity: Discussion – unit preview
Introduction: We are going to talk about soap operas. A soap opera or soaps are dramatic
shows that woman usually watch. In Mexico, most of these shows are in the evening, and they
last for months. For example: XXX is a current soap opera on channel XXX.
Think about what soaps you have seen. Were they good? Were they bad? Why?
Procedure: Think about two soaps you have seen or are currently watching. Think of some
reasons why they are good or bad. Get into trios. Discuss and compare your ideas. Come to an
agreement as to which soap is or was the best and which one is or was the worst. (Give
students time to complete the task. Walk around and help students if needed. Make sure
everyone is speaking English. Once they finish call on a few groups to report their results.)
For example:
T: I think Atrévete a Soñar is the best soap opera because the musical group in it was the
best.
S3: I think that soap was really stupid. A great soap was Hasta Que el Dinero nos Separe.
Pedro Fernandez was great in it.
Slides 3-10: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an “example,” and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
crime Activities that are against the law are crimes. The boy who XXX is a common
stole candy from the store committed a crime. Can you crime.
name some common crimes you hear about on TV?
death When a person’s heart stops beating he dies. Death in XXX is not a natural
humans is normal when it is for natural causes. My death.
grandfather was 92 years old he died. His death was of
natural causes. What human deaths are not natural?
family life Family life is your daily life in a family. My family life is My family life…
simple. I go to work every day, my children go to school. We
eat lunch together then we go to the park. In the evening we
all eat dinner. What is your family life like?
greed Greed is the desire to have more money than you need. My My XXX is greedy
sister is greedy she always wants more money. What she has because…
is never enough. Do you know anyone who is greedy? Give
reasons.
illness When someone is sick they have an illness. When you eat XXX is an illness that
bad fish you get sick. Their illness is food poisoning. What kills you.
are some illnesses that can kill you?
marriage When a man and a woman are married and are happy we say My XXX marriage has
“They have a happy marriage.” My mother’s marriage lasted XXX years.
lasted 42 years. Who in your family has the longest
marriage?
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misfortune Misfortune is to have bad luck. My uncle has had I had misfortune XXX
misfortune first he lost his house, and then his car got I XXX.
stolen. Have you had misfortune? When? Explain.
power Power is to have control over someone or something. I I have power over
have power over my kids. They do what I tell them to do. XXX because XXX.
Do you have power over someone or something? Explain.
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does Nina decide to do? (Go to London.) What information did you use to make your choice?
Her emails tell Sanjay about her life in London.) How many of you had predicted Nina would
go to London? (Have students raise their hands to take the poll.) Get into pairs and make a
short summery of part two in your notebooks. (Give students time to complete the task. Walk
around and help them if needed. Make sure everyone is speaking English while discussing their
answers.) Which topics from exercise 1 are important here? (Romance and marriage.) Now,
look at exercise 8. What do you think will happen next? Choose your answer and make notes
about your reasons. (Give students 3 minutes to complete the task. Make sure they don’t read
part 3. Help students if needed.)
5. Individually, read part three and check your predictions (Give students 3 minutes to complete
the task.) Get into pairs and summarize what happened in part 3. Compare your predictions
and the reasons for your choice. What happened next? (Nina accepts the job and stays in
London.) What information from the reading did you use to make your choice? (“Sanjay turns
on the TV in his Liverpool room hotel.” “He knows Nina is in London.” “He turns in surprise
and sees her on the TV screen.”) How many of you had chosen option C? Well done!
Oral Activity: (15 m)
1. FP Activity: Role – Play -Reading
Introduction: Are you good actors? Could you be on a soap opera? Let’s see. Let’s act out The
Mumbai Soap.
Procedure: Get into groups of four. Assign each other role: narrator, Nina, Sanjay and Ravi.
Read parts 1, 2 and 3 aloud. Make sure you are dramatic about your parts. Once you finish,
switch roles. Repeat this till everyone gets to play every role. (Give students time to complete
the task. Walk around and help them if needed. Make sure everyone is speaking English. Once
they finish, ask each group to come to the front and present the play in front of the class.)
For example: (See the book for the example.)
Slide 12: Grammar Focus: will and won’t for future predictions (10 m)
1. Teacher says the sentence(s) and has students repeat as s/he writes it/them on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit and point out important patterns to students:
a. What auxiliaries do we use for the future? (will / won’t)
b. What form of the verb do we use after will or won’t? (BFV)
c. What’s the order for questions? (Auxiliary + subject + BFV)
d. What expressions do we use to make predictions? (think and don’t/doesn’t think)
e. What do we use after think or don’t /doesn’t think? (A second subject + will
+BFV)
f. What is the order for questions with think / don’t think? (We use the auxiliary
do/does before the first subject, followed by the second subject + will + BFV. We
don’t use question order (subject and auxiliary inverted) for the second subject and
auxiliary. )
Slides 13-14: Controlled Practice affirmative and negative: Repeat/Complete (7 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
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Part 2:
1. Nick’s life is a mess / going great.
2. Nick wants to watch the news on TV / turn the TV off.
3. Nick sees a woman with Dean on the news. Her real name is Jackie Baker / Jackie Bishop.
4. Dean tells the reporter that Nick is guilty / he admires Nick.
5. The woman tricked Dean / helped Dean in his career.
6. The reporter says that Nick is a great soccer player / may never play soccer professionally again.
Part 2:
1. Nick’s life is a mess / going great.
2. Nick wants to watch the news on TV / turn the TV off.
3. Nick sees a woman with Dean on the news. Her real name is Jackie Baker / Jackie Bishop.
4. Dean tells the reporter that Nick is guilty / he admires Nick.
5. The woman tricked Dean / helped Dean in his career.
6. The reporter says that Nick is a great soccer player / may never play soccer professionally again.
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Worksheet A Worksheet A
1. Who will win the next soccer World Cup? 1. Who will win the next soccer World Cup?
2. Will you have children in the next 5 years? 2. Will you have children in the next 5 years?
3. When will people start living on the moon? 3. When will people start living on the moon?
4. Will you marry? If you do, will it be for love or for 4. Will you marry? If you do, will it be for love or for
money? money?
5. Will the US ever have a woman president? 5. Will the US ever have a woman president?
6. What clothes will people wear in the year 2100? 6. What clothes will people wear in the year 2100?
7. _______________________________ 7. _______________________________
8. _______________________________ 8. _______________________________
9. _______________________________ 9. _______________________________
10. _______________________________ 10. _______________________________
Worksheet A Worksheet A
1. Who will win the next soccer World Cup? 1. Who will win the next soccer World Cup?
2. Will you have children in the next 5 years? 2. Will you have children in the next 5 years?
3. When will people start living on the moon? 3. When will people start living on the moon?
4. Will you marry? If you do, will it be for love or for 4. Will you marry? If you do, will it be for love or for
money? money?
5. Will the US ever have a woman president? 5. Will the US ever have a woman president?
6. What clothes will people wear in the year 2100? 6. What clothes will people wear in the year 2100?
7. _______________________________ 7. _______________________________
8. _______________________________ 8. _______________________________
9. _______________________________ 9. _______________________________
10. _______________________________ 10. _______________________________
Worksheet B Worksheet B
1. Will you ever move to another country? 1. Will you ever move to another country?
2. When will it be possible to travel from New York 2. When will it be possible to travel from New York
to Tokyo in less than 8 hours? to Tokyo in less than 8 hours?
3. What will the weather be like this weekend? 3. What will the weather be like this weekend?
4. Will you speak fluent English in 10 years? 4. Will you speak fluent English in 10 years?
5. What will people eat in the year 2500? 5. What will people eat in the year 2500?
6. Will you ever be a movie star? 6. Will you ever be a movie star?
7. _______________________________ 7. _______________________________
8. _______________________________ 8. _______________________________
9. _______________________________ 9. _______________________________
10. _______________________________ 10. _______________________________
Worksheet B Worksheet B
1. Will you ever move to another country? 1. Will you ever move to another country?
2. When will it be possible to travel from New York 2. When will it be possible to travel from New York
to Tokyo in less than 8 hours? to Tokyo in less than 8 hours?
3. What will the weather be like this weekend? 3. What will the weather be like this weekend?
4. Will you speak fluent English in 10 years? 4. Will you speak fluent English in 10 years?
5. What will people eat in the year 2500? 5. What will people eat in the year 2500?
6. Will you ever be a movie star? 6. Will you ever be a movie star?
7. _______________________________ 7. _______________________________
8. _______________________________ 8. _______________________________
9. _______________________________ 9. _______________________________
10. _______________________________ 10. _______________________________
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clean Look at the clothes in the picture. The T-shirts are clean; the I eat in clean
opposite of dirty. Someone washed them. When I eat, my hands restaurants. Yes/No, my
are clean. Do you eat in clean or dirty restaurants? Is your room is/isn’t always
room always clean? clean.
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Okay, so Team number one can you share your commercial or ad? (Have different teams share
their ads and at the end have students vote for the best one.)
Slide 30: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What did you practice
doing?
2. Do you have any questions about today’s class?
3. For homework, do Unit 16: Exercises 1, 2 and 3.
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Slides 2: Homework (5 m)
Slide 3: Objectives (3 m)
1. Write the objectives on the board.
Slide 4: Warm up Activity (10-15 m)
1. FP Activity: Presentation: Tenses, have to, should, etc.
Introduction: Let’s look at the word on the screen. It says “Willpower.” Do you have any idea
what that means? (Let them speculate for a few seconds.)
Procedure:
1. (Click once on the slide to show the man who has lost a lot of weight.) Look at this man.
Do you think it was easy to lose all that weight? (Let students answer.) What did he have to
do to lose weight? (Let them give you ideas.) Do you think it was easy? Why not? (Because
it took a lot of hard work. He had to control the desire to eat junk food and control the
desire to lie at home and watch TV. He had to have a lot of willpower.)
2. Work in groups of 3-4 and tell your classmates about something that you did that took a
lot of willpower to achieve. (Give them time to do this, do correction for free practice
activities.)
For example:
T: When I was younger I wanted to stop smoking, but as you know it’s very difficult to
stop. I tried 4 or 5 times to stop, but I couldn’t. I would go to a party or see
someone smoking after dinner, and I wanted to smoke a cigarette, too. Finally, I
decided that that was it: I wasn’t going to smoke anymore. I really wanted to smoke
sometimes, but then I remembered my goal and would not take a cigarette. It took
a lot of willpower, but I was able to do it. I’ve been a non-smoker now for 4 years.
Slides 5-11: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an “example,” and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
take up When you take up something you begin to do an activity. Yes, I have a hobby. I
When I was in college I took up ballroom dancing. Do you do… I took it up…
have a hobby? When did you take it up?
throw away In the picture, the woman is throwing away the trash. After The last thing I threw
I use a Kleenex, I throw it away. What was the last thing away was…
you threw away?
give up In the picture the woman is pregnant, but she is a smoker. The hardest food for me
She had to stop smoking while she is pregnant or we say she to give up is…
had to give up smoking. When I’m on a diet, I have to give
up candy. What’s the hardest food for you to give up when
you go on a diet?
cut down on / When you reduce the amount or size of something we say It’s easy / difficult for
cut back on you cut down on it or you cut back on it. When I didn’t me to cut down / cut
have a job, I had to cut back or cut down on my spending; back on the amount of
I only bought the most essential things. Is it easy or difficult sodas that I drink.
for you to cut back / cut down on the amount of sodas
that you drink?
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keep on When you keep on doing something, you continue to do it. It’s easy / difficult to
In the picture, if they want to win the race, they have to keep on studying
keep on running. Is it easy or difficult for you to keep on because…
studying at the university? Why?
get out of When you get out of something you avoid it. When he I try to get out of…
broke his arm, he was able to get out of helping clean his
room. I hate to iron clothes, so I always try to get out of
ironing. What’s something you try to get out of doing?
turn down When you don’t accept something you turn it down. The I turned down…
boy is turning down a cigarette. I was offered a job at
another school, but I turned it down because I prefer to
work here. Tell me something that you turned down
recently.
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Reading (15-17 m)
1. So, do you have a lot of willpower? Who do you know that has a lot of willpower? Who is
someone you know that doesn’t have much willpower?
2. Now, open your books to page 79, exercise 4. Take the quiz to find out how much willpower
you have. (Give them time to read and answer the quiz.)
3. Let’s see what your score is. Count the number of a’s b’s and c’s that you have. (Let them do
this.)
4. Now, turn to page 137 to find out how much willpower you have. (Give them a few minutes to
do this.)
5. So, what did the results say? (Have a short group discussion about this.)
Questions:
Do you agree with the results of the quiz? Why or why not?
What can you do to have more willpower?
Do you think it’s important to have a lot of willpower, or is it better to just do what
you want? Why?
How many times in your life have you started something and then not continued
because you didn’t have the willpower?
Would you like to change?
Slides 15-17: Grammar Focus (15-20 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the use of the structure from students:
a. In English, a gerund is a noun.
b. How do we form a gerund? (By adding –ing to a verb.)
c. What do we use after the verb enjoy? (We use a gerund.)
d. What do we use after prepositions or verbs with a preposition? (A gerund.)
e. What do we use after the verb want or learn? (We use an infinitive (“to+verb”).)
(Click on the slide to show the rules.)
4. Open your books to page 80, exercise 2. Work in pairs. Put the verbs into the correct box. You
can refer back to the quiz on page 79 to help you. (Give them time to do this. (Click on the
slide to check their answers.)
5. Now, work in pairs and complete the paragraph in exercise 3. (Give them time to do this.
Then, click on the slide to show the answers.)
Slides 18-19: Controlled Practice: Repeat/Complete: Gerunds (8 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slides 20-21: Controlled Practice: Repeat/Complete: Infinitives (7 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
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1. Listen to the video segment with the picture off or covered and answer the
questions below. You can guess if you’re not sure.
1. Who are the people?
2. Where are they?
3. Why are they there?
4. What do you think is the point of this scene?
2. Watch the video again, but with the picture on or uncovered. Were your answers
correct?
3. Read the statements below. Then watch the video segment again and answer the
questions.
1. What is the man's first resolution?
2. How does his friend feel about making resolutions? Why?
3. What do the men plan to order for dinner?
4. What are the man's other resolutions?
5. Why do the men laugh at the end of the segment?
1. Listen to the video segment with the picture off or covered and answer the
questions below. You can guess if you’re not sure.
1. Who are the people?
2. Where are they?
3. Why are they there?
4. What do you think is the point of this scene?
2. Watch the video again, but with the picture on or uncovered. Were your answers
correct?
3. Read the statements below. Then watch the video segment again and answer the
questions.
1. What is the man's first resolution?
2. How does his friend feel about making resolutions? Why?
3. What do the men plan to order for dinner?
4. What are the man's other resolutions?
5. Why do the men laugh at the end of the segment?
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instant Text communication in real time is called instant Yes, I do/ No, I don’t
messaging messaging. An example of instant messaging is when you do a lot of instant
are on Messenger with your friends. Do you do a lot of messaging. I use
instant messaging? What do you use instant messaging instant messaging to
for? …
hybrid cars Nowadays, some cars can use gas or electricity. They are The XXX is a hybrid
hybrid cars. The Prius 10 from Toyota is a hybrid car. car. No, the Monza is
What other hybrid cars do you know about? Is a Chevy not a hybrid car.
Monza a hybrid car?
vegetarianism People who do not eat meat are into vegetarianism. Some I think vegetarianism
say that vegetarianism is not that good because we need …
proteins. How do you feel about vegetarianism?
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silver Silver is a metal that is very common in Mexico. Taxco is I have a XXX that is
famous for its silver. I have a beautiful silver key ring. What made of sliver.
is something you have that is made of silver?
wood Wood is the material you get from trees. The chairs in my I have a XXX made of
dining room are made of wood. Tell me something you wood.
have that’s made of wood.
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d. (Click on the slide.) We use the passive voice when the action is more important that
the person who did it. Often we don’t know the person who did the action or it’s not
important.
4. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
5. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
6. Elicit the use of the structure from students: (Click on the slide.)
a. Can we use the passive voice in affirmative, negative and interrogative? (Yes.)
b. What goes first in passive voice questions? (The verb be.)
c. What is next in the question? (The subject.)
d. In negative, what is the form of the verb be? (It’s in negative.)
e. What form is the main verb always in? (Verb in past participle=VPP.)
f. (Click on the slide.) What do we add if we want to mention the person? (We use by +
person.)
7. Open your books to page 88, exercise 2. Look at the examples in exercise 1 and answer the
questions. (Give them a minute to do this. Click on the slide to check their answers.)
8. Now, work in pairs and complete the paragraph in exercise 3. (Give them time to do this.
Then, click on the slide to show the answers.)
Slides 22-23: Controlled Practice: Repeat/Complete: Affirmative (8 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slides 24-25: Controlled Practice: Repeat/Complete: Negative (8 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slides 26: Question-Answer (10 m)
1. SC Activity: Question-Answer – Passive voice present
Introduction: Let’s practice asking and answering questions about different products. What
are some products from Mexico? (Let them mention 1-2, then click on the slide.)
Procedure: Look at the slide. You are going to work in pairs and ask your classmate questions
about the products and where they are made, produced, grown etc. (Walk around and correct
the mistakes you hear. Try to get them to self correct.)
For example: (Click on the slide to see the example.)
Slide 27: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Slide 28: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 19, exercises 1, 2 and 3 in your workbooks.
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BEGIN
(-) tequila (+) silver (-) (?) cotton
(?) rice
produce jewelry Spanish grow
grow
make speak
(+) sushi
eat
(?) wine (-) cell (+) (?) (+)
make phones Arabic Ferrari whiskey
produce speak make drink
(+) tacos
eat
(+) BMW (-) (+) mangos
(?) corn (?) coffee
cars sell English grow
grow grow
teach
(?) lottery
tickets
sell
(?) insects (-) (+)
have a
eat Jaguar (+) pasta Dutch
hangover
produce eat speak
FINISH
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science fiction A science fiction movie is a type of film that uses science XXX is my favorite
movie and technology as the basis for the movie; you often see science fiction movie
spaceships, robots, aliens, or other futuristic elements. Star because XXX.
Wars is a very popular science fiction movie. What is your
favorite science fiction movie? Why?
thriller A thriller is a type of movie that uses suspense, tension and XXX is my favorite
excitement as the main elements. It can be fictional or real thriller because XXX.
and it holds your interest from start to end. Panic Room is a
thriller. What is your favorite thriller? Why?
western Western movies are devoted to tell stories primarily in the XXX is a western
latter half of the 19th century in the American Old West. movie.
Dances with Wolves is a western movie. What western movies
do you know?
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Slide 2: Objectives (3 m)
1. Write the objectives on the board.
Slide 3: Warm up Activity (10-15 m)
1. FP Activity: Presentation: Review of tenses
Introduction: What are some crimes that are common in your city or town? Have you ever
been the victim of a crime or do you know of someone who was the victim of a crime?
Procedure: Work in groups of 3-4. Tell your classmates about a crime you or someone you
know was the victim of and what happened. Also, mention if they captured the criminal, and if
so, what happened to him/her. Discuss what kind of punishment you think the criminal
deserved.
For example:
T: About 3 years ago, my son was on a pesero. Two guys got on and took out guns.
They made everyone give them their money, jewelry, cell phones, etc. Then, they got
off and ran away. The passengers on the pesero didn’t report the crime, but I think
they should have. I think that these kinds of criminals should go to prison for at least
3 years! That would be fair punishment.
Slides 4-10: Vocabulary (12 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an “example,” and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
commit a When a person does a crime, we say he commits a crime. (El Chapo Guzmán) has
crime In the picture, that man committed a crime, so the police committed many
arrested him. Tell me the name of a person that you have crimes.
seen in the news who has committed a crime.
steal When you take something that isn’t yours, you steal. We I once stole…
don’t use rob when you take something. When I was a child,
I used to steal candy from my sister. Have you ever stolen
anything? What?
rob When you take something from a person or place you rob One time I was robbed
the person or place. The thief robbed the bank and stole on the subway. They
300,000 dollars. Have you ever been robbed? What did they stole my cell phone.
steal from you?
mug When someone comes up to you and attacks you in order to I have been mugged.
take something from you, we say that they mug you. When When I was…
I was downtown once, a man came up to me and mugged
me. He pushed me to the ground and took my necklace.
Who has been mugged? What happened?
scam When someone tries to take your money by using some kind Yes / No, I have(n’t)
of deception we say that they scam you. One time a man heard of any scams.
tried to sell me a ring; he said it was gold, but I didn’t buy it The scam was…
because I’m sure he was trying to scam me. Have you ever
heard of any kinds scams? What was the scam?
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burglarize When a person enters your house or office to take money or My… house/office was
valuables, he burglarizes you. A friend’s home was burglarized. They took
burglarized when she went to Cuernavaca for the weekend. …
The burglar took her TV, computer and jewelry. Have you
ever been burglarized or do you know of someone who
was burglarized? What did the burglar take?
shoplift When you steal something from a store, you shoplift. When Yes/No, I (never)
I was 10 years old, I shoplifted a piece of candy from the shoplifted…
store. My mother realized and made me pay for the candy
and she also punished me. Have you ever shoplifted
anything? What happened?
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5. For example, if a student picked card showing people camping, he or she would say: I’d
really like to take a few days off and go camping because I like to be in open air and be
close to nature. Some people might not enjoy camping because…
6. A member of each team should act as timekeeper. If you are able to speak for 30 seconds,
then your team keeps the card. If you hesitate for more than 3 seconds, you have to put the
card in a central pile somewhere in the classroom. In addition, if you manage to use an
expression with take correctly during the 30 seconds, you will get a bonus point.
7. Once a member of a team has finished, then a member of the other team picks up a card
from their pile and talks about the activity. The game continues until all the activity cards
have been used up. The winning team is the one that collects the most cards and bonus
points.
8. (While students are doing the activity, you need to walk around and take note of their
mistakes so you can do correction at the end of the activity. Make sure they are speaking
English.)
Slide 22: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Oral Activity: (15 m)
1. FP Activity: Information Gap – Verbs for likes/dislikes + gerunds and/or infinitives
Introduction: What are you willing to do to have a healthy life?
Procedure:
1. Open your books to page 109. Look at the survey chart. Any questions? Individually, I want
you to answer the survey, and add two more ideas of your own that you think can be used
to keep in shape. (Give students time to complete the survey. Walk around and help them if
needed.)
2. Now, get into groups of three. Take turns asking each other the survey questions. Make
sure you take notes on your partners’ answers. (Give students 10 -12 minutes to complete
the task. Make sure everyone is speaking English.)
For example: (Look at the book for the example.)
Follow up: Now, work with two people you didn’t previously work with and and report what
your previous team members said.
For example:
T: Juan said he would eat less junk food.
Slide 23 Writing: (10 m)
1. Imagine you recently decided to change your diet and do exercise to get into shape. It really has
given great results. A friend asked you for advice because he or she wants to do the same thing.
Write a letter to a friend about changes you’ve made to your diet and exercising, what your
exercising schedule is like, what activities you recommend more than others, etc. Make sure
your give a lot of details. Explain what a normal day is like with this new style of life.
Slide 24-25: Video Activity (20 m) Please note: you need copies for this activity.
1. Previewing (picture off): (10 m)
1. (Hand out copies of the video worksheet.)
2. Have you ever had a massage? Why do people get massages for? What do you think a
“massage for relaxation is for”
3. You are going to listen to some people talking. Look at the questions in part 1 of your
worksheet. (Give them a minute to look at the questions.) You are going to listen to the
video, but you won’t be able to see it. When it’s finished, answer the questions. (Play the
video, but cover the lens of the projector so that they can’t see anything; they should only
hear the dialog.)
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Watch the video segment with the sound off and answer the questions below. You can
guess if you’re not sure.
Write W for Western massage techniques, R for reflexology, or A for Asian body work
after each statement.
1. Used for back pain, muscle pain, and joint problems ___
Watch the video segment with the sound off and answer the questions below. You can
guess if you’re not sure.
Write W for Western massage techniques, R for reflexology, or A for Asian body work
after each statement.
1. Used for back pain, muscle pain, and joint problems ___
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remote A remote control is a gadget which lets you change the channel Yes. My brothers always
control and settings on your TV. My wife and I always fight over the fight over the remote
remote control. Do people in your family fight over the control.
remote control?
keyboard The place where you put your fingers to write on the computer Yes, I have/ No, I don’t
is a keyboard. I can write on the computer without looking at have to see the
the keyboard. Is it necessary for you to see the keyboard to keyboard to write on
write? the computer.
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b. If we have only the first part of the sentence “A television studio is a place.” does it
seem like the sentence is complete? (No, it is not complete.)
c. Does the second part of the sentence clarify and give more information? (Yes, it
completes the sentence.) (Click on slide for Relative Clause explanation to appear.)
d. We call these relative clauses. What words do we use when we begin these clauses?
(Where, that, which and who.)
e. Do we use where when we are talking about a place? (Yes)
f. What do we use who for? (People)
g. And which? (For things)
h. What do we use that for? (People and things.)
Slides 26-27: Controlled Practice all forms: Repeat/Complete (10 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually. (The verbs in the box are in case the need help.)
Slide 28: Grammar Practice (10 m)
1. Go to page 112, exercise 3. There are 2 columns. One with the beginning of the sentence and
one with the end of the sentence.
2. Match the two columns and use which who or where to make logical complete sentences.
(Give students 5 minutes to do this.)
3. Let’s check your answers. What are the pronouns that need to be used in each sentence? What
do we have to add before “a”? Right, who. (Have students say the correct pronoun for each
sentence and click on screen for them to appear.) Now give me the complete sentence. (Have
individual students say the logical complete sentence and click on slide to check their answers.
Arrows will appear to match the columns.)
Slide 29: Oral Practice (20 m)
1. FP Activity: Presentations -Relative Clauses
Introduction: Are you good at defining things? How good are you at creating definitions?
Procedure: You will see different terms on the screen. Your job is to create a definition for
each term you see. There will be three teams; two will compete in making definitions and team
3 will decide which definition is better and why. (Divide the group into three teams and decide
who will be the judge. Play the game with the first five concepts and stop to change roles. The
judging team becomes a participant and one of the participant teams becomes a judging team.
Play the game with another five concepts and change roles again.)
For example:
T: What is a greedy person?
T1: A greedy person is a person who …
T2: A greedy person is a person that …
T: Judges, who is the winner and why? Why did you like that definition better?
Judges: we liked …’s definition better because …
Slide 30: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Have them do it again substituting their own information. They can practice this various times
and switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as above.
Slide 31: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What did you practice
doing?
2. Do you have any questions about today’s class?
3. For homework, do Unit 24: Exercises 2, 3 and 4.
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groomsmen The groomsmen are additional men that help the groom. Yes/No, they (don’t)
My brother’s groomsmen planned a bachelor’s party for have groomsmen. The
him. Do grooms in Mexico have groomsmen? What do groomsmen…
they do?
bridesmaids The bridesmaids are additional women that help the bride. The bridesmaid was
These bridesmaids are wearing blue dresses. Have you ever wearing…
seen a bridesmaid at a wedding? What was she wearing?
get engaged When a man asks a woman to marry him, then the couple He usually gives her a
(to someone) gets engaged. I got engaged to my husband / wife a year ring when they get
before I got married. What does the man usually give the engaged.
woman when they get engaged?
get on each When you get on each other’s nerves, you annoy or irritate XXX gets on my
other’s nerves each other. My ex-boy/girlfriend and I used to get on each nerves.
other’s nerves all the time. Tell me about a person that
always gets on your nerves.
get to know When you meet a person and start to be with them, you get I got to know him/her
(someone) to know that person. I got to know my best friend when by…
we worked on a project for school. How did you get to
know your current boy/girlfriend?
get along (with When you get along with someone, you have a good I get along best with…
someone) relationship with that person. I get along really well with
my best friend, Irene. Who do you get along with best in
your family?
get married (to When you make a promise to stay with a person for the rest XXX got married
someone) of your life, you get married to that person. My mother got recently.
married to my father many years ago. Tell me about
someone you know who got married recently.
get over When you end a relationship, at first it’s hard, but after a It took me XXX to get
(someone) while you stop being in love; you get over your ex- over my ex-
boy/girlfriend. When my sister broke up with her boyfriend, boy/girlfriend.
it took her 6 months to get over him. Who has broken up
with someone in the past? How long did it take you to get
over your ex-boy/girlfriend?
get back with When you end a relationship and then later decide to be Yes/No, I have (never)
(someone) with that person again, we say you got back with your gotten back with an ex-
boy/girlfriend. I have never gotten back with an ex- boy/girlfriend. The
boy/girlfriend. Have you ever gotten back with an ex- second time it was….
boy/girlfriend? Did it work out better the second time
around?
get divorced When you end a marriage, you get a divorce. My best friend XXX got a divorce
(from got a divorce because her husband was seeing another because…
someone) woman. Do you know someone who has gotten a divorce?
Why did he/she get a divorce?
get upset When you get angry, we say you get upset. I get upset I get upset when…
when people don’t do what they say they are going to do.
When do you get upset?
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3. When you land on a space, you have to make a complete correct sentence with the
information on the space. If the sentence is correct, you can stay in that space. If the
sentence is incorrect, you have to go back to where you were before.
4. The person who gets to the “Finish” line first, wins.
5. (Demonstrate the game with one group of students. Help them with any new vocabulary.
Monitor students as they play, and make a list of common mistakes. When they finish do
error correction.)
Slide 29: Oral/Written Activity (15-20 m)
1. FP Activity: Storytelling- Introductory “it” for opinions, expressions with “get”
Introduction: Are you good at telling stories? Let’s see.
Procedure: You are going to work in groups of 4 and you are going to write a story about
Daniel and Karla. As you can see, you have the beginning of the story on the slide. You have to
use at least 5 of the expressions in the boxes. When you are ready, you will tell the class the
story. The best story, wins. (Give them a time to write their stories. Walk around and give help
if needed. Take note of student mistakes and do correction at the end of the activity.)
For example: (See the slide for the beginning of the story.)
Slides 30-31: Video Activity: Unusual Weddings (35-40 m) (Please note: you will need copies for
this activity.)
1. Introduction: (10 m)
1. Do you think that weddings in Mexico are the same as they are in other countries? What
things do you think might be different? (Let students give you their opinions.)
2. Let’s look at some vocabulary:
Word Usage (teacher) Usage (student)
veal Veal is the meat of a young cow. Veal parmesan is a Yes/No, I have (never)
delicious Italian dish. Has anyone here ever eaten veal? eaten veal. It was…
What was it like?
stomp When you step down hard on something you stomp on it. Yes/No, some/no one
In the past, they used to stomp on the grapes to get the has stomped on my
juice to make wine. Has anyone ever stomped on your foot? foot. I …
What did you do?
hoist To hoist is to lift into the air. They saved this man by They use a helicopter to
hoisting him from the water. What do they use to hoist hoist people from the
people from the ocean? ocean.
cleanse To cleanse is to clean completely or to make something I cleanse my hands
pure. The doctor cleansed his hands before starting the with…
operation. How do you cleanse your hands to avoid getting
influenza?
smear To smear is to spread a soft substance over a surface in a Yes/No, I have (never)
messy way. This baby has cereal smeared over his face. smeared cake on
Have you ever smeared birthday cake on someone’s face? someone’s face. He/she
What did the person do? …
2. Previewing: (5-7 m)
3. (Hand out copies of the video worksheet.)
4. Look at the questions on the worksheet. Work in groups of 3-4 and discuss the questions.
(Give them time to discuss the questions.)
3. Gist Viewing (10 m)
5. You are going to watch a video. In the video a woman is asking the people if they have
ever been to an unusual wedding. Watch the video and take notes on the wedding customs
that they describe. (Play the video. If necessary, play it a second time.)
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6. Work in groups and discuss whether the wedding customs that they mentioned in the
video are like the customs that you discussed in your groups earlier. (Give them time to do
this. Walk around and help if needed.)
7. What did you discuss? Were any of the customs you discussed before watching the video
mentioned in the video? Which ones? (Get students to describe any unusual weddings they
have attended.)
4. In-Depth Viewing (picture on) (10 m)
8. Look at the questions you have in section 3 of your worksheet. (Give them a minute to
read the questions.)
9. Now, you are going to see the video again and as it’s playing, fill in the missing
information. (Play the video. If necessary, play it a second time.)
10. Go over the answers.
5. Discussion (if time)
Are any of you married? What did you do at your wedding? What customs did you follow?
If no one is married: Who has been to a wedding before? What were some of the customs
at the wedding?
Have you ever been to the wedding where they did things that seemed unusual? What did
they do?
Slide 32: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 25, exercises 4, 5 and 6 in your workbooks.
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BEGIN
wasn’t is
was easy isn’t hard will be
important dangerous
fun
will be
nice
wasn’t
is won’t is a was
hard
crazy be easy good idea horrible
isn’t
easy
will be was is a bad wasn’t isn’t
wonderful hard idea nice fun
won’t be
easy
isn’t
dangerous will be was wasn’t is
wonderful crazy pleasant absurd
FINISH
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Unusual Weddings
4. Before watching the video, discuss these questions in groups of three or four.
What are the customs for weddings in your country? Do you know about any other interesting
wedding customs? What are they? Where are they from?
5. Watch the video and take notes on the different customs that are mentioned. Are
any of them like the customs you discussed with your group?
6. Read the statements below. Then watch the video segment again and fill in the
blanks to complete the sentences.
6. Speaker 1: At an ________________ wedding, there was a lot of _______________.
7. Speaker 2: At a wedding I went to, the ________________ smeared cake on each other’s
faces.
8. Speaker 3: My friends got married in ________________. They were married by someone
who looks like _______________.
9. Speaker 4: At a ________________ wedding, the _______________ was lifted on a chair.
10. Speaker 5: At a Spanish wedding, the groom has to give the bride ___________________.
11. Speaker 6: At an African wedding, the groom may wash the bride’s __________________.
12. Speaker 7: At a _____________ wedding, the bride and groom try to _________________.
13. Speaker 8: At my brother’s wedding in _____________, there was a lot of _____________.
Unusual Weddings
1. Before watching the video, discuss these questions in groups of three or four.
What are the customs for weddings in your country? Do you know about any other interesting
wedding customs? What are they? Where are they from?
2. Watch the video and take notes on the different customs that are mentioned. Are
any of them like the customs you discussed with your group?
3. Read the statements below. Then watch the video segment again and fill in the
blanks to complete the sentences.
1. Speaker 1: At an ________________ wedding, there was a lot of _______________.
2. Speaker 2: At a wedding I went to, the ________________ smeared cake on each other’s
faces.
3. Speaker 3: My friends got married in ________________. They were married by someone
who looks like _______________.
4. Speaker 4: At a ________________ wedding, the _______________ was lifted on a chair.
5. Speaker 5: At a Spanish wedding, the groom has to give the bride ___________________.
6. Speaker 6: At an African wedding, the groom may wash the bride’s __________________.
7. Speaker 7: At a _____________ wedding, the bride and groom try to _________________.
8. Speaker 8: At my brother’s wedding in _____________, there was a lot of _____________.
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savings account When you want to save money for the future you keep it I have a savings
in a savings account at the bank. I always deposit 20% account. I have XXX
of my monthly salary into my savings account. Who money in it.
has a savings account? How much money do you have?
receive interest / When you are saving money in the bank you receive I pay XXX interest on
pay interest interest. When you owe money to the bank you pay my credit card.
interest. In my savings account I receive 4% interest I receive XXX
every month. But I have to pay 45% interest in my credit interest on my savings
card. How much interest do you pay on your credit account.
card? How much interest do you receive in your
savings account?
deposit money / When you go to the ATM machine to get money you say I withdrew XXX
withdraw money “I withdraw money.” When you go to the bank to add pesos yesterday.
money to your bank account you say “I deposit
money.” Every quincena my company deposits the
money I earned. I have to go to the ATM machine to
withdraw money and buy things. Who went to the
ATM machine yesterday? How much money did you
withdraw?
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you prefer that method. (Give students time to complete the task. Walk around and help them
if needed. Make sure everyone is speaking English.)
For example:
T: I prefer doing my banking by Internet. You avoid lines and traffic.
2. Open your books to page 121, exercise 6. Read the information on the website for DirBanking,
and find three advantages of banking with their online service. Take notes since you will need
them later. (Give students time to complete the task. Help them if needed. Once they finish
call on individual students to report to the class. Tell the class to listen as each student speaks
so that they don’t say an advantage that was already mentioned. Continue calling on students
until all advantages are reported. Now, let’s check your answers. (Click on the slide to check
the answers.) Did we miss any?
3. Now, look at exercise 7. Read the web page again now answer the questions. (Give students
time to complete the task. Once they finish, click on the slide to check their answers.)
Oral Activity: (20 m)
1. FP Activity: Presentation-Vocabulary
Introduction: Tell me about your bank.
Procedure: Get into groups of 4. Invent a radio ad about a bank your group creates. Use the
web page information on page 121 for some ideas. Each group will present their radio ad in
front of the class. The whole class will decide which bank is the best. You have 10 min to
prepare your ad and your ad must last at least 30 seconds.
For example:
T: Springfield Bank is the bank for you. We have the best online banking and if you
open a checking account with us today we will give you the best interest rate on
your investment accounts so come today and become one of our customers.
Slide 15: Grammar Focus: verbs with two object (10 m)
1. Teacher says the sentence(s) and has students repeat as s/he writes it/them on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit and point out important patterns to students:
a. Some verbs can have a direct object. A direct object receives the action of the verb. A
direct object answers the question what or who.
b. Some verbs can also have indirect object. An indirect object can come before the
direct object. It answers the question to whom or for whom. The indirect object is
usually a person.
c. Use to or for + the indirect object when it follows the direct object.
Slides 16-17: Grammar Practice (10 m)
1. Open your books to page 122, exercise 1. Look at the example for a minute. Look at exercise 2.
Complete the rule box according to what we studied. (Give students time to complete the task.
Once they finish click on the slide and check their answers.)
2. Get into pairs. You will complete the exercise according to the example. (Go over the first
sentence. Give students time to complete the task. Walk around and help them if needed. Make
sure everyone is speaking English. Click on the slide to check their answers.)
Slide 18-19: Pronunciation (15 m)
1. Open your books to page 122, exercise 4. Remember that in English, words that give new or
important information sound longer and stronger. Listen to the audio and notice the weak
pronunciation of the pronouns. (Play the audio once. Play the audio again if necessary.)
2. Notice how the /h/ sound in him and her is silent, and the how these words are linked to the
words before them.
3. (Play the audio again. This time have students repeat after each word chorally.)
4. Now, look at exercise 6. You are going to listen to the sentences in your book. Complete the
blanks with the words you hear. (Play the audio once. Play it again if necessary. Once they finish
click on the slide and have students check their answers.)
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wedding A wedding is a ceremony where two people get married. No, I don’t/ Yes, I cry at
Women usually cry at weddings. Do you cry at weddings? weddings. The most
What is the most important part of the wedding? important part of the
wedding is when …
Slides 13-14: Vocabulary Activity (5 m)
1. Open your books to page 128, exercise 1.Write the words from the box in the column that they
belong to. (Give them 3 minutes to do this and then check answers.)
2. Let’s check your answers. (Click on slide for answers to appear.)
3. Now go to exercise 2 and complete the sentences with the words from exercise 1. (Give them
some moments to do this.)
4. Let’s check your answers. (Click on slide for answers to appear.)
Slides 15-16: Reading Activity 1 (7 m)
1. Look at the slide, what is this? (Have students speculate.)
2. Now look at the questions in exercise four, page 129. Your job is to read the advertisement and
answer these questions. You have 2 minutes to do this. (Give them some moments to do the
task.)
3. Let’s check your answers. (Go to the next slide for answers.)
Slide 17: Reading Activity 2 (7 m)
1. Look at exercise 5 on this same page. Here you have 6 sentences that talk about parties.
2. Now look at the images at the bottom. What can you see there? (Let students describe the
images.)
3. Your task is to match the 6 sentences with image A or B. Write A or B in the space next to
each sentence.
4. Let’s check your answers. (Click on slide for answers to appear.)
Slide 18: Grammar Focus/Present Unreal Conditional (12 m)
3. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board. (Write only the conditional sentences on the board.)
4. Teacher has students label the different elements. (Click on the slide to show the labels.)
5. Elicit important patterns to students; ask:
a. Are we talking about real situations or unreal situations? (Unreal situations.)
b. How many clauses are there in each statement? (Two.)
c. One clause is the imaginary condition and the other is? (The result.)
d. When we use the If clause first, what do we need between the 2 clauses? (A comma.)
e. Can we switch the order? (Yes.) Do we need a comma? (No.)
f. What elements does the Result clause include? (S + would or could + BFV.)
g. What elements does the If clause include? (S + Past FV.)
h. Look at the first if clause (If I were a millionaire). What is the form of the verb be in
unreal conditionals? (Were.) Is that the common conjugation for to be with I? (No)
What is the conjugation? (Was) Well, we use “were” for all persons when talking about
an unreal conditional. For example: If I were, If you were, If he were, If she were.
Slide 19: Guided Grammar practice (10 m)
1. Please open your books to page 130, exercise 3. Here you have 8 sentences; your job is to
rewrite the sentences using the unreal conditional.
For example: T: You have: “I live in a small apartment, so I don’t have large parties.” You
answer: If I didn’t have a small apartment, I’d have large parties. (Give students 7 minutes to
do this.
2. Let’s check your answers. (Check answers orally and accept anything that is logical and
grammatically correct.)
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For example:
T: I think education is very important. If we had a better education, our people would
be more productive and we would have a better country. If we spent more money
on education we could have better results. That’s why I think that the education
program should get 20 percent of the budget.
Follow up: So let’s see what you came up with? (Have student discuss, now as a whole, what
percentages should be given to each program.
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Group A Group B
Coffee is produced in Brazil.
Tea is grown in India.
My car was stolen.
The dog was left outside all night.
Millions of emails are sent every day.
The flight was delayed.
Hamlet was written by Shakespeare.
The computer was fixed.
My house is cleaned every week.
Kangaroos are found in Australia.
Titanic was directed by James Cameron.
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3. (Give students 10 minutes to complete the task. Ask one student from each group write
down the final agreement. Once they finish, have each representative of the group read
their agreement to the class.)
For example: (See the slide for the example.)
Oral Activity (15 m)
1. SC Activity: Stimulus-Response – Modals should/shouldn’t, could, ought
Introduction: If you have a problem, do you ask people for advice?
1. Open your book to page 133, exercise 6. Look at the list of problems. Get into pairs and
take turns asking for and giving advice. You can choose any problems you wish or you can
invent a problem of your own. (Give students time to complete the task. Encourage them
to ask follow-up questions. Make sure everyone is speaking English.)
For example:
T: I spend too much time working. What should I do?
S2: You could ask your boss to give you fewer hours at work.
S3: You should find another job.
Etc.
Slide 10: Oral Activity: (15 m) Please note: you need cards for this activity.
1. SC Activity: Information Gap – Present unreal conditional
Introduction: Do you know what you would you do in certain circumstances? Let’s see.
Procedure:
1. I’m going to give each of you a card. On the card there is a question that you have to ask at
least 5 classmates. Take note of your classmates’ answers because you will share them with
the group in the end. We will vote for the most interesting response to each question.
(There are two sets of identical cards. Give each student a card and let him/her read it to
make sure they understand the question before they start.) (Walk around and help if
necessary; do correction for semi controlled activities.)
For example: (See the slide for the example.)
Procedure:
1. So, what did your classmates say about the first one? (Get different people to tell you what
their classmates said.)
2. Which response do you think was the most interesting? (Let students give their opinion.)
For example:
T: (Raúl) said that if he had been born a woman, he’d be a very ugly woman.
Slide 11: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, study for the exam.
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What would your life be like if you had What would you do if you won free flights
been born the opposite sex? for a year?
How would life be different if we lived in a If you could invite any four people--living
world where everyone was the same race or dead--to dinner, who would you invite
and religion and spoke the same language? and why?
How would the world be a different place if How would life be different if people didn't
you had never been born? have thumbs?
What would your life be like if you had What would you do if you won free flights
been born the opposite sex? for a year?
How would life be different if we lived in a If you could invite any four people--living
world where everyone was the same race or dead--to dinner, who would you invite
and religion and spoke the same language? and why?
How would the world be a different place if How would life be different if people didn't
you had never been born? have thumbs?
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