Basic 1 LP - All Units

Basic 1
English
Discoveries
LESSON PLANS
Basic 1
Lesson Plans
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Table of Contents
Unit 1: Meet A Rock Star 1
Unit 2: Against The Law 18
Unit 3: At The Restaurant 34
Unit 4: On A Business Trip 50
Unit 5: Going Out 66
Unit 6: About People 82
Unit 7: For Sale 100
Unit 8: On The Move 118
Unit 9: Health And Fitness 135
Unit 10: Occupations 162
Copyright © 1990-2018 Edusoft Ltd. All rights reserved.

English Discoveries
English Learning Program
Lesson Plans | Basic 1
Copyright © 1990-2018 Edusoft Ltd. All rights reserved.

Basic 1 Lesson Plans Unit 1
Unit 1: Meet A Rock Star

Workbook
Computer Activities Pre & Post Classroom Activities
Pages
Art  Learning about members of the class and the teacher by asking personal
A radio program about the opening of Rock and questions
7, 8
Roll Night at the Apollo Theater.  Voting on your favorite rock star
 Discussing attitudes to rock music
Meet Me! (includes writing activity)  Planning a radio station

A personals ad written by a rock singer looking  Talking about your brother or sister 9, 10
for a girlfriend.  Discussing personals ads
Maxi's Room  Reviewing Be to ask personal questions

A man at the entrance to a hotel is asking  Using Be to talk about yourself
questions and another man is answering him.  Using Be to talk about a rock star you like
11
Be: Affirmative
Presentation and practice of the affirmative form
of the verb Be.
Copyright © 1990-2018 Edusoft Ltd. All rights reserved. 1

Be: Yes/No Questions  Discussing what you would do if a famous rock star visited your town
Presentation and practice of Yes/No questions  Using Be: yes/no questions to find out more about your classmates
using the verb Be.  Writing sentences using Be: contractions
 Finding out more about your classmates with Be: yes/no questions 12
Be: Contractions
Presentation and practice of contracted forms of
the verb Be.
Entertainment  Using context clues to define a word

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


Pre Computer: Art
Activity Procedure
General Introductory Activities Give each student a copy of Handout 1 and say:
Here are some questions to help us get to know each other.
Getting to know the teacher: Explain that half the questions are about themselves and half are about music, which
is the topic of the unit. Check to make sure students understand the questions listed
Handout 1: Ask a Classmate on the handout. Have different students ask you the questions on the handout so that
(one for each student) they can get to know you. Keep the atmosphere light and friendly.
Introducing the topic of the Unit Tell students that the title of Unit 1 is Meet a Rock Star. Ask them to name some rock
stars (Jimmy Hendrix, Freddy Mercury, Eric Clapton, Janis Joplin, Rod Stewart, etc.).
Write their suggestions on the board and then take a class vote on who they would
most like to meet.
Drawing on background knowledge Ask students questions such as:

Do you like rock music?
Why? Why not?
Who is your favorite rock star?
Do you ever listen to rock music on the radio?
What is your favorite radio station?
Homework tasks Explain/Demonstrate workbook activities: Pages 7, 8


Post Computer: Art
Activity Procedure
Reviewing the computer lesson: Review the computer lesson by asking:

Where is the concert? (at the Apollo Theater)
Workbook Appendix: Page 70 Who does the reporter talk to at the concert? (the rock star, Maxi)
Does the person answer the reporter’s questions? (No, she doesn’t.)
Planning a music station: Brainstorm with the class what other kinds of music they know and write their
suggestions on the board:
Handout 2: Plan a Music Station Jazz, classical, pop, world music, country and western, heavy metal, etc.
(one for each student) Divide the class into groups of four and ask them to imagine they are planning a music
station for the radio. Give each student a copy of Handout 2 and tell them to discuss
the questions on the handout. When they have finished, encourage them to share
their ideas with the class.
Checking homework tasks in pairs or small groups Key:

a. and b. Encourage students to share their answers with the class.
Workbook: Pages 7, 8 c. 3, 7
d. Have students practice the dialogue they have written in pairs. Ask for volunteers or
choose two or three pairs to act out their dialogue in front of the class. Students may
be rather shy, as this is the first time you have asked them to do this. Try to be very
encouraging and praise those who do volunteer very highly. Only correct mistakes if
they are severe or impede comprehension.


Pre Computer: Meet Me!
Activity Procedure
Introducing the idea of meeting people Ask students if they remember the title of the unit. Elicit that it is called Meet a Rock
Star. Ask students:
Handout 3: Meet my Sister/Brother! What questions can you ask when you meet someone for the first time?
(one copy for Student A and one for Student B) What is your name?
What do you do?
Where do you live?
What do you like to do?
Do you speak English?
Divide the class into pairs and give one student the copy labeled Student A and the
other student the copy labeled Student B. Tell students that Student A should imagine
he/she has a sister and is going to tell Student B about her. Student B should imagine
he/she has a brother and is going to tell Student A about him. Give students time to
prepare their information and then tell them to discuss their imaginary brothers and
sisters. When they have finished ask a few students to tell the class about their brother
or sister.
Drawing on background knowledge Ask students:

How can you meet people?
List their ideas on the board:
parties, the Internet, studies, at work, personals ads, through friends, etc.
Ask students:
Do you read the personals page in the newspaper? Why? Why not?
Do you think it’s a good idea to put a personals ad in the newspaper? Why? Why not?
Divide the class into pairs. Tell students to make a list of the things that a person
normally includes in a personals ad:
Name, age, contact details, likes and dislikes.

Write students’ suggestions on the board.
Pre-writing classroom activity As a class, go over the writing prompt and determine the purpose of the writing task.
Here are some of the possible purposes there may be for a writing task:
 to explain
 to inform/instruct
 to describe
 to narrate
 to persuade
After determining the purpose of the writing, brainstorm ideas for the writing task.
Students can record their ideas or they can be written on the board. Challenge
students to be creative and come up with as many examples as they can for the topic.
You may need to provide some guidance by asking questions to elicit vocabulary and
structures associated with the selected topic. Together, as a class, generate a
vocabulary bank which will assist students in their writing or direct them to the
vocabulary lesson at the end of the unit.
Depending on the language level of your students, you may decide to provide
sentence starters to support their completion of the writing task.
Before beginning their first draft, have students organize their ideas and notes into an
outline.
If there is time, encourage student to handwrite a first draft and share it with a
partner.
Have each student read their partner's first draft. Students should work together to:
 ensure they answered the prompt correctly.
 correct each other's work for grammar, spelling, and punctuation errors.
 check that vocabulary from the lesson/unit was used correctly.
After students have updated their drafts according to the peer review, have them type

and submit their writing on the computer.

Explain to students that after submitting their first draft on the computer, they will
receive automated feedback on their writing provided by English Discoveries E-rater
software. Tell students that this feedback will enable them to reflect on and improve
their work. Encourage students to update their writing according to the E-rater
feedback they were given. Tell students that when they are happy with their second
draft, they should send it to the teacher (via the English Discoveries platform) for a
final review.


Post Computer: Meet Me!
Activity Procedure
Reviewing the computer lesson Ask students if they remember who wrote the personals ads in the Computer lesson.
Elicit that it was from a rock and roll singer. Ask students if they think there was
Workbook Appendix: Page 70 anything unusual about the ad. Elicit that it is surprising that a rock star would need to
use a personals ad to meet people.
Post-writing classroom activity When you’ve completed your review of the students’ writing submissions in the
teacher management system, you may want to print the students' final copies of their
work for display and discussion.
Divide students into small groups in order to share their work with their classmates.
Encourage students to share the positive aspects of each other's work as well as
constructive criticism.
You can also print out a few sample student submissions (with the students' names
removed) and have students review the samples in small groups, or discuss in detail
one specific student submission that can be shared with the class using a projector.
After meeting in groups, ask for student volunteers to share their work with the class.
Student submissions can be displayed on a board in the classroom designated just for
student writing or within a class journal. Students can also add images, photographs,
or drawings to their printed submissions before they are displayed.

Checking homework tasks Key:

a. 1. B (Elena) 2. A (Maria)
Workbook: Pages 9, 10 b. Maria: 2, 3, 5 Elena: 1, 4, 5
c. Josh should meet Maria because she likes classical music and travel.
d. True: 1, 4 False 2, 3, 5
e. Have several students read their ads to the class. Then take in all students’ work
for assessment. Once students have had the opportunity to correct their work,
have them copy their ads on to pieces of paper and either pin them up around the
class or create a personals page as if from a newspaper.


Pre Computer: Maxi's Room, Be: Affirmative
Activity Procedure
Introducing the topic and vocabulary of the computer Ask:

lesson Who has met a rock star?
Who has met a famous person?
Encourage students to talk about their experiences (some students may need to use L1
to answer you).
Presenting Be Show students a picture of a rock star they will recognize and say:
This is… He’s a rock star, he’s twenty years old, he’s American.
Picture of a rock star
Elicit from students the affirmative form of the verb Be and write it on the board:
I am we are
you are you are
he/she/it is they are
Remind students that we use the verb Be to answer the following questions:
What’s your name? How old are you?
What’s your occupation? What’s your nationality?
Ask students to work in pairs and ask each other these questions. Then have them
report back to the class what they have found out about their partners.

Practicing Be Tell students that you want them to prepare an ID card for a rock star of their choice.
Bring in, or have students bring in, photos of different rock stars who you think they
Handout 4: Meet a Rock Star would be interested in and attach them to the board. Have students come up to the
(one for each student) board and choose a picture of a star they like. Give each student a copy of Handout 4
and tell them to attach their photo and complete the identity card. Once students
Photos from magazines or the Internet of different rock have completed their task, divide them into pairs and encourage them to tell each
stars other about their rock star, using Be.


Post Computer: Maxi's Room, Be: Affirmative
Activity Procedure
Reviewing the computer lessons Check students’ answers to the questions you asked in the previous lesson.
Who is the rock star? (Maxi)
Workbook Appendix: Page 71 Where are the men? (in a hotel)
How do they know where the rock star is staying? (It was in the newspaper.)
Where are the people in the Grammar dialogue? (They are in a restaurant.)
Discussing what you would do if a famous rock star Divide the class into pairs and give each student a copy of Handout 5. Tell students
visited your town they are going to discuss what they would do if a famous rock star visited their town.
Review the statements on the handout with the class and explain any words or
Handout 5: Is it a Good Idea To…? phrases students are unfamiliar with. Tell them they should circle what they would do
(one for each student) in the “You” column and then mark what their partner would do in the “Your Partner”
column.

a. 1-d, 2-a, 3-b, 4-c, 5-e
Workbook: Page 11 b. 1-b, 2-c, 3-a
c. Have students practice their dialogues in pairs and then ask for volunteers to
perform their role-play in front of the class. Point out to students that the voice
goes up at the end of yes/no questions.


Pre Computer: Be: Yes/No Questions, Be: Contractions
Activity Procedure
Presenting yes/no questions with Be Elicit from students the question form of the verb Be and write it on the board:
Am I…? Are we…?
Are you…? Are you…?
Is he/she/it…? Are they…?
Tell students they have five minutes to complete each of the questions on the board.
When they have finished encourage them to share their answers with the class.
Practicing yes/no questions in pairs Divide the class into pairs and tell them to think of five yes/no questions to ask their
partner. Write some suggestions on the board to help them:
Are you an actor?
Are you happy?
Are you French? etc.
Once students have finished, have them report back to the class what they have found
out about their partner:
Juan is a student, he is Argentinean, he is tired.
(Note there is no need at this point for students to use the negative.)
Presenting contractions Elicit from students the contracted forms of the verb Be and write them on the board:
I’m, You’re, He’s, We’re, They’re
Ask students if they know when we use the contracted form. Elicit that the contracted
forms are very common in spoken and informal English.
Write the following sentences on the board:
I am a rock star.
You are French.
He is an actor.

We are students.
They are smart.
Ask for volunteers to come up to the board and rewrite the sentences using
contractions.
Homework tasks Explain/Demonstrate workbook activities: Page 12


Post Computer: Be: Yes/No Questions, Be: Contractions
Activity Procedure
Reviewing the computer lessons Ask students if they remember the answers to the questions you asked in the
previous lesson. Refer them to the computer lesson. Ask them some more questions
Workbook Appendix: Page 71 about each dialogue to elicit the target language:
Who is talking in the first dialogue? (a boy to his mother)
Is the boy’s mother angry? (Yes, she is.)
Where are the people in the second dialogue? (They are in front of a cinema.)
Are they friends? (No, they’re not.)

a. 1-d, 2-e, 3-f, 4-c, 5-a, 6-b
Workbook: Page 12 c. Have students tell their partners about their ideal boyfriend/girlfriend. Then ask
some students to report back to the class about their partner’s ideal
boyfriend/girlfriend.


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


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

Unit 2: Against The Law

Workbook
Pages
The Diamond Necklace  Brainstorming what to say when you introduce someone
A video clip with two men and a woman in a  Practicing formal introductions 13, 14
restaurant. The men exchange money and a  Matching sentences about the listening video to pictures
diamond necklace.
Follow That Man!  Further practice making formal introductions

A story in which a tourist in New York City has her  Learning words to describe jobs
wallet stolen. She sees the thief eating at a 15, 16
 Matching sentences to the people who say them
restaurant and calls the police to arrest him.
 Predicting the events of a reading text
No Parking  Identifying the characters from a story and writing sentences about
them
A driver is objecting to a policeman giving him a 17
parking ticket.  Discussing wrong and right behavior
 Giving excuses to a police officer
Be: Short Answers  Discussing excuses you can give to police officers
Presentation and practice of short answers using  Answering personal questions with Be: short answers
the verb Be.  Using this/that/these/those to refer to persona possessions
 Using this/that/these/those to identify articles of clothing 18
Nouns: This/That/These/Those
Presentation and practice of the demonstratives,
this, that, these, those.

Crime  Using context clues to define a word

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


Pre Computer: The Diamond Necklace
Activity Procedure
Introducing the topic and language of the computer Explain to students that they are going to practice what to say when they first meet a
lesson person. Brainstorm with students what they can say when they meet someone for the
first time. Write their suggestions on the board:
Hello, Hi, How are you? How do you do? Nice to meet you.
Underline the phrase How do you do? Tell students that we use this phrase in formal
situations. Point out that How do you do? is not really a question, and that we answer
with the same expression. Explain the difference between How do you do? and How
are you? which requires a real answer, such as Fine, thanks.
Ask students to work in pairs, preferably with classmates that they don’t usually sit
next to.
Demonstrate the dialogue with one student.
Teacher: Hi, I’m…
Student: I’m…
Teacher: How do you do?
Student: How do you do?
Presenting the language of introductions Divide the class into groups of three and tell students they should practice introducing
each other using the phrase This is… Demonstrate by introducing two students to each
other:
Teacher: Tom, this is Mary.
Teacher: Mary, this is Tom.
Tom: How do you do?
Mary: How do you do?
Matching words to pictures Tell the class that they are going to practice important words and phrases from the

computer lesson. Divide the class into pairs and give each pair a copy of Handout 6.
Handout 6: Tell a Story Tell students to match the sentences to the pictures on the handout. When they finish
(one for each pair of students) they should call you to check their answers. If they have made a mistake, tell them,
but do not give them the correct answer. The first pair to finish correctly is the winner.
Review the answers to the handout with the whole class.
Key:
a-2, b-3, c-5, d-6, e-1, f-4
Predicting the events of the computer lesson Divide the class into small groups and tell them to predict what they think the story
might be about, based on the words and pictures from Handout 6. Write the following
questions on the board to help them:
Where are the characters?
What is in Mr. Petrov’s suitcase?
What is in Mike’s suitcase? In what country does the dialogue take place?


Post Computer: The Diamond Necklace
Activity Procedure
Reviewing the computer lesson Ask students if they guessed the events of the computer lesson correctly. Refer them
to the computer lesson and check their answers to the questions from the previous
Workbook Appendix: Page 74 lesson.
Where are the characters? (in a restaurant)
What is in Mr. Petrov’s suitcase? (a necklace)
What is in Mike’s suitcase? (money)
In what country does the dialogue take place? (United States)
Ask students: What do you think happens in the end? What will the next scene show?
Practicing introductions Tell students that they are now going to find out more about their classmates. Tell
students to find a partner who they haven’t worked with before. Give each student a
Handout 7: Nice to Meet You! copy of Handout 7 and tell them to ask each other the questions on their handout in
(one for each student) order to complete their partner’s ID card. When they have finished, they should take
turns introducing each other to other pairs of students.
(As an alternative or additional activity, students can pretend to be famous people.)

a. Formal: 1, 2, 6, 7 Informal: 3, 4, 5
Workbook: Pages 13, 14 b. 1, 3, 4, 7, 8
c. 1. How are you? 2. This is my friend from New York. 3. Nice to meet you. 4. How do
you do? 5. Please call me Victor!
d. Divide the class into groups of three and have them role-play the conversation
between Susan, Mike and Mr. Petrov.


Pre Computer: Follow that Man!
Activity Procedure
Introducing the language of the computer lesson Divide students into pairs and give each pair a copy of Handout 8. Tell students they
have two minutes to match the person on the handout to his or her picture OR Match
Handout 8: Who are They? the description on the handout to the picture. Then give them Handout 9 and tell
(one for each student) them to match the phrases each person from Handout 8 might say. They should then
try to add another sentence that the person might say. When they have finished,
Handout 9: Who Says What? review their answers in class. Then ask pairs of students to mime one of the
(one for each student) occupations from the handout and have students try to guess who they are.
Key:
1. photographer 5. racing driver
2. radio announcer 6. student
3. police officers 7. tourists
4. thief 8. rock star
Introducing the topic of the computer lesson Write the following words from the Computer lesson on the board:
wallet, police officer, thief, rob, follow, tourist, steal
Check that students understand the meaning of these words and then ask them what
they think the Computer lesson will be about. Elicit that it will probably be about a
thief who robs a tourist. Ask students:
Have you ever had your wallet stolen on holiday?
What happened?
What did the thief take?
Did you call the police?
What did the police do?
(Students can share their experiences in L1 if this is too difficult for them to discuss in

English.)


Post Computer: Follow that Man!
Reviewing the computer lesson Check which students guessed the events of the story in the computer lesson
correctly.
Workbook Appendix: Pages 74, 75
Expanding on the vocabulary of the computer lesson Write the following words on the board:
sees, wears, tours, likes, recognizes
Handout 10: How Many Sentences? Check that students understand their meanings. Divide the class into pairs and give
(one for each pair of students) each student a copy of Handout 10. Ask students:
Who can you see in the picture?
Elicit that they can see:
a tourist, a police officer and a thief
Tell students that they have five minutes to make at least seven logical sentences
about the people in the pictures, using the words and phrases from the handout:
The thief steals wallets. The police officer wears a blue suit. The tourist sees New York
City.
Have students come up to the board and write their sentences. Encourage the class
to check them for mistakes.
Checking homework tasks Key:

a. 1. police officer, 2. Sam and Becky, 3. Nate the Napkin
Workbook: Pages 15, 16 b. 1. Sam and Becky, 2. Nate, 3. Nate, 4. Becky, 5. Becky, 6. Sam, 7. police officer,
8. Nate
c. Read the second part of the story out loud to the class.
d. 1. False, 2. False, 3. True, 4. False, 5. False, 6. True
Discussing right and wrong behavior Write on the board:

It’s wrong to steal money.
Handout 11: Right or Wrong? Ask students:

(one for each student) Do you agree?

Divide the class into groups of four and give each student in the group a copy of
Handout 11. Read through the sentences on the handout and check that students
understand them. Tell students to discuss the sentences and decide as a group if they
agree or disagree with the statements. Once students have finished, go round the
class and find out what each group thinks. Encourage students to justify their
answers.


Pre Computer: No Parking
Activity Procedure
Introducing the topic and language of the computer Tell students they are going to listen to a man making excuses to a police officer who
lesson wants to give him a parking ticket. Brainstorm with students possible excuses:
But I don’t have any money!
But I’m a student!
But I’m a tourist!
But it’s not my car! etc.


Post Computer: No Parking
Activity Procedure
Reviewing the computer lesson Ask students if they remember the excuse given in the dialogue (No parking!).
Workbook Appendix: Page 75 Ask students:

Do you think this is a good excuse?
Do you think the police officer should still give the man a ticket?
Ask them if they can think of a better excuse to give in such a situation.

a. 1. ticket 2. Why 3. driving 4. How much 5. money
Workbook: Page 17 b. 1, 2, 4, 5
c. Students practice the dialogue in pairs, then ask for volunteers to perform their
role-play in front of the class.


Pre Computer: Be: Short Answers, Nouns: This/That/These/Those
Activity Procedure
Presenting and practicing Be: short answers Write on the board:

Are you a student?
Handout 12: What Do You Think?
(one for each pair of students) Ask one of the students this question and elicit the answer (Yes, I am.). Explain that we
can use the verb Be to give short positive or negative answers to questions. Write on
the board:
Yes, I am. No, I’m not.
Yes, you are. No, you’re not.
Yes, he is. No, he’s not.
Yes, it is. No it’s not.
Yes, we are. No, we’re not.
Yes, they are. No, they’re not.
Divide the class into pairs and give one student the copy labeled Student A and the
other student the one labeled Student B. Tell students that should ask each other the
questions on their handout. Explain that they should answer each other using the short
answer forms of Be on the board.
They should also think of three more Yes/No questions to ask their partner. When
students have finished asking each other questions, encourage them to report back to
the class about their partners.

Presenting this, that, these, those Write on the board: this, that, these, those
Elicit from students that this is used to refer to singular nouns that are near to the
speaker, these is used to refer to plural nouns that are near to the speaker, that is
used to refer to singular nouns that are further away from the speaker, those is used
to refer to plural nouns that are further away from the speaker. Demonstrate by
pointing to different objects in the room and asking questions such as:
Is this a pencil?
Is that a picture of the Queen?
Are these your pens?
Are those students?
Encourage students to contribute their own examples.
Practicing this, that, these, those Tell students they are going to play a game. Ask for a volunteer to leave the room for a
few minutes. Go round the class collecting personal possessions from the students.
Put the objects on a desk in front of the class (e.g., keys, a book, a pen, a bag).
Try to choose objects that are distinctive so that their owner can be easily identified.
Invite the volunteer back into the room and ask him/her to try to identify the owners
of the objects on the desk using this/that/these/those:
Juan, is this your book?
Tom, are these your keys?
Encourage students to answer him/her with the target language:
No, those aren’t my keys.
Yes, that’s my book.
Repeat the game a couple of times with different volunteers.


Post Computer: Be: Short Answers, Nouns: This/That/These/Those
Activity Procedure
Reviewing the computer lesson Ask students what the two boys in the computer lesson were talking about (a dog).
Ask students which clothes the people in the computer lesson were talking about (hat
and gloves). Review with students other clothing words such as: scarf, socks, jacket,
Workbook Appendix: Page 75 coat, tie, etc. Bring in or have students bring in different items of outer clothing. Divide
the class into two groups. One group represents cloakroom attendants at a concert. The
Articles of clothing - for half the class other group represents people attending a show/concert. Provide each member of the
group who are role-playing the audience an article of clothing. They then give their
clothing to the attendants. The attendants sort out the clothing into categories. The
audience then comes back and asks for their clothing. Encourage students to use
phrases such as: That’s my …, Is this your…? Yes, it is. No, it isn’t.

a. Nate the Napkin: Oh dear! Those men are police officers. / This is a great restaurant!
Workbook: Page 18 Becky: That man’s a thief! / Stop! That’s my wallet.
The police officer: Is this the thief? / Is this your wallet?
b. 1. it is 2. we are 3. it is 4. it isn’t 5. it isn’t
c. Ask for volunteers to act out the dialogue in front of the class.


Pre Computer: Crime
Activity Procedure
or in pairs.
lists. Ask students to share their words with their partner and determine the connection
between the words on the two different lists.


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

Unit 3: At The Restaurant

Workbook
Pages
Food  Discussing attitudes to food

 Taking a class survey on your favorite food 19, 20
An advertisement for The International Café.
New Mexican Restaurant (includes writing  Using food and drink words to play a matching game
activity)  Finding out the price of food on a menu
21, 22
An article about a low-priced Mexican restaurant  Learning about Mexican food
that has opened in New York City.
Delicious Salads  Reading restaurant ads and deciding what restaurant to eat at
Two women are looking at restaurant menus and  Identifying singular and plural food words in an ad/menu wrong and
deciding what to eat. right behavior
 Using adjectives to describe food 23
Nouns: Singular/Plural
Presentation and practice of singular and plural
nouns: focus on spelling changes.
Nouns: There Is/There Are  Identifying nouns which can and can’t be counted
Presentation and practice of there is and there are.  Using there is/there are to talk about kitchens
 Role-playing a dialogue between a customer and waiter 24-26
Nouns: Articles  Using there is/there are to find the differences between two pictures
Presentation and practice of articles: a, an, the.

Restaurants  Using context clues to define a word

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


Pre Computer: Food
Activity Procedure
Introducing the topic of restaurants Tell students that the topic of the unit is restaurants. Ask them:
Do you like eating in restaurants? Why? Why not?
Activating vocabulary associated with the topic Ask students:

Do you like foreign food?
What kind of foreign food do you know?
Elicit:
American, Mexican, French, Chinese, etc.
Write students’ suggestions on the board. Take a class survey of students’ favorite food.
Ask students what kind of food they associate with American food.
Elicit: hamburgers, French fries, hot dogs.
Discussing attitudes to the topic Tell students that they are going to answer a questionnaire about food and eating out.
Explain that the expression to eat out means not to eat at home, but at a restaurant.
Handout 13: What do you Think About Food? Divide the class into pairs and give each student a copy of Handout 13. Go over the
(one for each student) statements on the handout to make sure students understand the vocabulary. Tell
students to first complete the column about themselves. Then demonstrate how to find
out their partner’s answers by saying:
I like to eat out in restaurants. What about you?
When students have finished, have them report back to the class about their partner’s
attitudes toward food.


Post Computer: Food
Activity Procedure
Reviewing the computer lesson Ask students:

What kind of food was mentioned in the ad? (Mexican, American, Italian, Chinese).
Workbook Appendix: Page 78 Would you like to eat at the International Café?

a. Chinese Food, American Food, Mexican Food, Italian Food
Workbook: Pages 19, 20 b. 1. restaurant, 2. delicious, 3. pizza, 4. different, 5. Sunday, 6. dinner, 7. address
c. Have some students read out their ads to the class. Then tell them to check their
work, paying special attention to spelling and punctuation. Ask them to copy out
their ad on to a separate piece of paper and hand it in to you for assessment.
Practicing vocabulary associated with the computer Write the words Food and Drink on the board and divide the class into pairs. Tell
lesson students they have five minutes to list as many different kinds of food and drink as
they can. The pair with the longest list is the winner. Review students’ answers and
Handout 14: Food and Drink a/b write them on the board. Ask students if any of the words are similar in their own
(a copy for each group of 4) language.
Before class, photocopy and cut up Handouts 14a and 14b into sets of picture cards
and word cards. Divide the class into groups of four. Give each group a set of picture
and word cards. Students should place the word cards in one pile and the picture
cards in another. They take turns turning over a card from each pile. If they turn over a
pair, they keep the cards and have another turn. The winner is the student with the
most cards.


Pre Computer: New Mexican Restaurant
Activity Procedure
Practicing asking the price of food in a restaurant Before class, photocopy and cut up Handout 15. Ask students if it is expensive to eat
(information gap) out in their country. Ask them what they consider to be the price of an expensive
meal. Divide the class into pairs and give one student the half of Handout 15 labeled
Handout 15: Let’s Order! Student A and the other student the half labeled Student B. Tell students that they
(one for each pair of students) each have copies of a restaurant menu with different prices missing and they have to
find out from each other how much different items cost. Encourage them to use
phrases such as How much is the…?
Once students have completed their menus, tell them they have $10 each to spend on
a meal out and to choose from their menus. Once students have chosen their order,
encourage them to share their choices with the class.
Drawing on prior knowledge of the computer lesson Ask students if they have ever eaten in a Mexican restaurant. Elicit the kind of food
they would expect to eat in a Mexican restaurant, e.g. tacos, chili, beans, beer, salsa,
etc. (You may need to explain to students that Mexico is in Central America and that
Mexican restaurants are very popular in the United States, which has a lot of Mexican
immigrants.)
 to explain
 to describe
 to narrate
 to persuade

Students can record their ideas or they can be written on the board. Challenge students
to be creative and come up with as many examples as they can for the topic.
Depending on the language level of your students, you may decide to provide sentence
starters to support their completion of the writing task.
outline.
If there is time, encourage student to handwrite a first draft and share it with a partner.
draft, they should send it to the teacher (via the English Discoveries platform) for a final
review.


Post Computer: Food New Mexican Restaurant
Activity Procedure

Is Taco City an expensive restaurant? (No, it has low prices.)
Workbook Appendix: Page 78 Discuss with the class if Taco City would be considered expensive in their own country.


b. 1. Hamburger City makes seven kinds of hamburgers.
Workbook: Pages 21, 22 2. The Rendezvous Restaurant is open for lunch.
3. Hamburger City is on 479 High Street.
4. The Rendezvous Restaurant serves French food.
5. The meals at Hamburger City cost $8.95.
c. Students discuss in pairs which restaurant they would like to eat at. Have them
report back to the class with their decisions.
Expanding on the computer lesson Divide the class into small groups and give each student in the group a copy of Handout
16. Tell students that they have to decide as a group where they are going to eat out
Handout 16: Where Do You Want to Eat? this evening and that they can choose from the restaurants on their handout. Each
(one for each student) student should first decide on one restaurant he/she would like to go to and one that
he/she would not like to go to. Students should then discuss the restaurants and try to
come to a decision. Once the groups have come to a decision, encourage them to
share their ideas with the class.


Pre Computer: Delicious Salads
Activity Procedure
Brainstorming singular and plural nouns Tell students to look again at the restaurant ads on page 21 of their workbooks. Divide
the class into pairs and tell them they have two minutes to list all the plural nouns they
can see (hamburgers, fries, salads, meals).
Ask students how they know if a noun is in the plural. Elicit that plural nouns usually
end in s, -ies if the word ends in -y, or -es if the word ends in a vowel. Ask students for
examples of spellings of plural nouns such as potatoes, candies, tomatoes.
Brainstorming words to describe food Brainstorm for positive and negative words used to describe food. Write the students’
suggestions on the board:
Positive - good, delicious, excellent, tasty, yummy
Negative - awful, disgusting, bad, terrible, revolting
Have them write sentences about food using the adjectives on the board:
My grandmother makes excellent bread.
I think broccoli is horrible.


Post Computer: Delicious Salads
Activity Procedure

Is the restaurant in the computer lesson supposed to be good? (Yes, the food is
Workbook Appendix: Page 79 excellent.)
Do you remember what food the women discussed? (hamburgers, chicken and tuna
salads)

a. 1-c, 2-a, 3-d, 4-b
b. Students review each other’s dialogues in pairs. Give them time to practice their
Workbook: Page 23 dialogues and then ask for volunteers to perform their dialogues in front of the class.


Pre Computer: Nouns: Singular/Plural, There Is/There Are, Articles
Activity Procedure
Introducing the article Write a, an and the on the board and ask students when we use these words. Elicit
that a and an are articles that we use before singular nouns that we can count. An is
used before nouns which begin with a vowel e.g., an egg, an onion, etc. The is used
before specific nouns, e.g., Please put the milk on the table.
Write the following words on the board and ask students to divide them into nouns
that can be counted and nouns that cannot be counted:
milk, tomatoes, water, tea, salad, hamburgers, fries, hot dogs
Draw students’ attention to the fact that drink words are all uncountable. Have
students work in pairs and add at least three words to each list of food and drinks.
Introducing there is/there are Write on the board: There is/There are and explain to students that we use these
expressions to state that something exists or is present.
Ask students to talk about what there is in their kitchen at home:
There is a table. There are four chairs, etc.
Practicing the grammar points and the language of the Divide the class into pairs and give one student the copy labeled Student A and the
computer lesson other student the copy labeled Student B. Tell students to imagine that Student A is
the waiter and that Student B is the customer in a restaurant. Student A’s job is to
Handout 17: Restaurant Role-Play explain the menu to Student B. Give students time to prepare and practice their role-
(one for each pair of students) plays and then ask for volunteers to perform in front of the class.
Homework tasks Explain/Demonstrate workbook activities: Pages 24-26


Post Computer: Nouns: Singular/Plural, There Is/There Are, Articles
Activity Procedure

Do you remember who was talking in the Grammar dialogues?
Practicing there is and there are Before class, photocopy and cut up copies of Handout 18. Divide the class into pairs,
give one student the half of the Handout 18 labeled Student A and the other student
Handout 18: Find the Differences the half of the copy labeled Student B. Tell students that they each have a different
(one copy for each pair of students) picture of a restaurant. They should first write down what they can see in the
restaurant using there is and there are. When they have finished, tell them that each
pair must try to find out the differences between their pictures without showing their
pictures to each other. To make it more exciting, give them a time limit of five minutes.

a. Possible positive sentences:
There is a woman drinking tea. There are some children listening to music. There is
a man reading a menu. There are some waiters talking to customers. There are a lot
of people talking.
Possible negative sentences:
There aren’t any waiters listening to music. There isn’t a man eating dessert. There
aren’t any waiters eating dessert. There aren’t any children drinking tea. There
aren’t any children reading a menu.
b. Have students close their books and try to remember what they saw in the picture.
c. Encourage students to share their answers with the class. Accept all logical
answers.
d. 1. the, the 2. the, the, the 3. The, an 4. The, the, a 5. the, the, the 6. the, a, The,
the
e. Students check their ads in pairs. Ask them to help each other improve their work.

Students should write out their ad again on a separate piece of paper,

incorporating their partners’ comments. Ask for one or two volunteers to read their
work to the class. They should then hand in their work to you for assessment.


Pre Computer: Restaurants
Activity Procedure
each. You can choose to have students share their sentences to the class, in groups, or
in pairs.
a partner from the other half the class. Student pairs should now have two different 5-
word lists. Ask students to share their words with their partner and determine the



Post Computer: Restaurants
Activity Procedure
context.

Unit 4: On A Business Trip

Workbook
Pages
Business  Talking about personal experiences of business trips

A voice mail message in which Mr. Black informs  Discussing your opinion of business trips
27, 28
Betty about a business lunch to take place at a  Analyzing the elements of a business phone message
Chinese restaurant.  Writing a business phone message
More Women Traveling (includes writing  Role-playing a phone call between two businessmen
activity)  Listening hotel facilities for business people
 Discussing the needs of women travelers 29, 30
An article about hotels offering more services for
women traveling on business.
Coffee Please!  Reading Role-playing booking a business trip

A waitress in a restaurant is taking an order from  Using I’d like and Would you like? for polite requests and enquiries
a male customer.  Miming verbs in the Present Progressive
31, 32
Present Progressive: Affirmative
Presentation and practice of the affirmative form
of the Present Progressive.

Present Progressive: Yes/No Questions  Using the Present Progressive to describe pictures
Presentation and practice Yes/No questions using  Using Present Progressive write questions about business trips
the Present Progressive.  Using Present Progressive questions and short answers to find out
about your partner 32
Present Progressive: Short Answers
Presentation and practice of short answers to
questions in the Present Progressive.
Hotels  Using context clues to define a word

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


Pre Computer: Business
Activity Procedure
Introducing the topic of the unit Tell students that the title of the unit is On a Business Trip. Ask:
Do you go on business trips?
Do you go on long trips?
Are your trips at home or abroad?
Do you think business trips are fun or hard work?
Encourage students to talk about their experiences. If none of them travels for
business, ask them if they know someone who does.
Asking and answering questions about opinions about Divide the class into pairs and give each student a copy of Handout 19. Read through
business trips the statements on the handout with the class and check that students understand
them. Tell students to first fill in the “Me” column and then ask their partner for their
Handout 19: What We Think About Business Trips rating and fill in the “My Partner” column. Have students report on similarities and
(one for each student) differences in ratings.
Leading into the computer lesson Discuss the use of the telephone at the workplace. Ask:
Do you get a lot of phone messages?
Discussing the content of voice messages Do you make a lot of phone calls?
Brainstorm for information that is important to leave in a business phone message,
e.g.:
your name, phone number, time of calling, what you are calling about
Elicit that they probably give much less information in personal voice messages.

Practicing the language of voice messages Divide the class into pairs and tell them to write a short voice message to arrange a
business meeting. Remind them to include the information discussed in the previous
activity. Tell students to compare their messages with the one they are going to hear in
the computer lesson.


Post Computer: Business
Activity Procedure
Reviewing the computer lesson Review the computer lesson by asking students if the phone messages they wrote in
the previous lesson were similar to the one they listened to on the computer.
Workbook Appendix: Page 82 Discuss the brevity of the message and have students read the computer lesson to find
the language that indicates that the speaker is trying to be brief, formal and to the
point. Elicit that the message has no softeners, e.g. How are you today? Is everything
all right?

a. Possible sentences: Betty is meeting with Mr. Stone for lunch. Betty is having coffee
Workbook: Pages 27, 28
with Mr. Montgomery. Betty is shopping for a new dress. Betty is seeing a movie
with Claire.
b. 1. She works for Electro Tec.
2. She is interested in Betty’s electronics products.
3. She wants to meet her at 12:15.
4. She wants to meet her at the French Restaurant.
5. Betty can’t meet Ms. Fenhill because she is having lunch with Mr. Stone.
c. Ask for volunteers to read their answers to the class. Then have students exchange
work with a partner and help each other look for grammar mistakes. Once they
have had the chance to correct their work, have them copy their answers on to a
separate piece of paper and hand it in to you for assessment.

Arranging a meeting role-play Before class, photocopy and cut up Handout 20. Divide the class into pairs and give
one student the half labeled Student A and the other student the half labeled Student
Handout 20: Telephone conversation
(one for each pair of students) B. Explain to students that they are going to role-play a telephone conversation
between two business people who are trying to arrange a lunchtime meeting. Have
students read their role cards and make sure that they understand what they have to
do. Give them time to prepare and practice their role-play. When they have finished,
check when they arranged their meeting. (The only possible times are 2:00 p.m. on
Thursday or after 1 p.m. on Tuesday.) Even if students don’t manage to arrange a time
according to the information given on their role cards, emphasize that this doesn’t
really matter since the point of the activity is for them to practice their telephone
skills in English. Have one or two pairs volunteer to perform their phone conversation
in front of the class.


Pre Computer: More Women Traveling
Activity Procedure
Introducing the topic of the computer lesson Ask students which hotels in their city or town are popular with business people. Ask:
Why are these hotels popular? (Because of the meeting rooms, good service, reasonable
price, good food, etc.)
List students’ suggestions on the board and then have them rate which three facilities
are the most important to business travelers.
Discussing women travelers and their needs Write the title of the computer lesson, More Women Traveling, on the board. Elicit that
the text is about women travelers. Ask:
Do you think that women travelers want different things from a hotel?
Do you think that security is important to women travelers?
Do you think that women travelers like different food?
Do you think they want different things in their hotel rooms such as hairdryers, etc.?
Write the following on the board:
More businesswomen are staying at our hotel. So we are offering them more…
Tell students this is a sentence from the reading text and ask them to complete it. Go
round the class asking for students’ suggestions.
 to explain
 to describe
 to narrate
 to persuade

outline.
review.


Post Computer: More Women Traveling
Activity Procedure

Which facilities for women travelers are mentioned in the computer lesson? (24 hour
Workbook Appendix: Page 82 security guard, more fruit and vegetables)
Do you think women travelers will like these features?


a. Accept any logical answers that students can justify.
Workbook: Pages 29, 30 b. Internet access, computers in rooms, business centers, meeting rooms, conference
halls, fast laundry service, 24-hour room service
d. The Plaza Hotel is more suitable.
e. The Plaza Hotel (1, 3) The Sea View Inn (2, 4, 5)
f. Students discuss in pairs which hotel they would like to stay at.
Booking a hotel Role-play Before class, photocopy and cut up Handout 21. Divide the class into pairs and give
Handout 21: Booking a Business Trip B. Explain to students that they are going to role-play a conversation between a
(one for each pair of students) businessperson and a travel agent. Go over the icons and make sure the students
understand them. Have students read their role cards and make sure that they
understand what they have to do. Give them time to prepare and practice their role-
play. Have one or two pairs volunteer to perform their phone conversation in front of
the class.


Pre Computer: Coffee Please, Present Progressive: Affirmative
Activity Procedure
Presenting the language of the computer lesson Write on the board:

I’d like to meet you for lunch today and I want to meet you for lunch today.
Ask students which of the sentences is the more polite (the first). Ask students to give
you examples of sentences using I’d like… Write their suggestions on the board.
Ask students how they would form a question using I’d like. Elicit: Would you like to…
Write the following sentences on the board:
Would you like something to drink?
Would you like to see the menu?
Would you like some dessert?
Ask students where they would expect to hear these phrases (in a restaurant). Ask
them if they can think of any other phrases a waiter might say in a restaurant e.g.:
Would you like the bill?
Would you like some more wine?
Reviewing the computer lesson Write on the board:

The waiter is taking the order.
Workbook: Page 31 Ask students what tense the sentence is in. Elicit that that it is in the Present
Progressive because the sentence describes what is happening now. Ask them to write
at least 5 sentences using the Present Progressive. Then have them compare sentences
with a partner.


Post Computer: Coffee Please, Present Progressive: Affirmative
Activity Procedure
Reviewing the computer lessons Review the computer lesson by asking:

What did the man want to drink? (coffee)
Workbook Appendix: Page 83 Do you think the waiter was polite to the man?
Review the second computer lesson by asking:
What are the two men in the dialogue doing? (One man is studying, one man is listening
to music.)
Is the man who is studying happy? (He isn’t happy because the music is making it hard
for him to study.)

a. 1. Fine, thanks.
Workbook: Page 31 2. Thank you.
3. No, thanks. I don’t like salad.
4. Yes, a hamburger and French fries, please.
5. Yes, a cup of coffee, please.
b. Students role-play a dialogue between a customer and a waiter. Once students have
had time to prepare and practice, ask for volunteers to perform in front of the class.
Matching pictures to descriptions Divide the class into groups of four and give each student a copy of Handout 22. Tell
them to read the descriptions and match them to the pictures. They should then write
Handout 22: Which Picture? one more sentence about the picture. Once they have finished, review their answers.
(one for each student) Then tell each group to act out one of the scenes on the handout. Give them time to
prepare and practice their scene and then have them perform in front of the class.


Pre Computer: Present Progressive: Yes/No Questions, Short Answers
Activity Procedure
Introducing Present Progressive questions and short Write the following sentences on the board:
answers Is the businesswoman staying in a nice hotel?
Are the business people using the meeting room?
Am I booking a hotel room?
Ask students:
How do you form a question with the Present Progressive?
Elicit that the verb Be comes before the noun.
Explain that we can answer these questions using short answers, as with the verb Be.
Ask students what short answers are possible for the questions on the board.
Practicing the Present Progressive Ask students to think of five questions to ask their partner using the Present
Progressive e.g.:
Are you studying computers?
Are you wearing a red undershirt?
Divide students into pairs and give them time to ask and answer each other’s
questions. Tell students to answer these questions using short answers: No, I’m not,
Yes, I am.
Go round the class and ask each student to report on their partner’s answers; e.g.:
Sergio is studying computers.
He isn’t wearing a red undershirt.


Post Computer: Present Progressive: Yes/No Questions, Short Answers
Activity Procedure
Reviewing the computer lessons Ask students:

Who are the people in the Grammar Explore dialogues?
Workbook Appendix: Page 83 What are they doing? (A boy is listening to music; a man and a woman are talking at a
party.)

a. 1. Are you working hard? 2. Is your boss swimming, too? 3. Are you having fun?
Workbook: Page 32 4. Are you watching the news? 5. Are you coming home tomorrow?
b. 1. Yes, he is. 2. Yes, they are. 3. Yes, he is. 4. Yes, they are. 5. No, she isn’t. 6. Yes, he
is.
Forming sentences Before the lesson, photocopy Handout 23 and cut up all the sentences. Put the words
for each sentence in separate envelopes. Divide students into groups of four. Give an
Handout 23: Present Progressive Word Order Game envelope to each group and explain that the words in the envelope form a sentence.
(one copy per 4 students) The students must try to arrange the words in the correct order. Ask them to call you
when they think they have formed a sentence. Check that the sentence is correct and
ask the group secretary to write the sentence down on a piece of paper. As soon as the
group completes a sentence, they exchange envelopes with another group. The first
group to complete all the sentences wins. You can ask groups that finish early to write
their own Present Progressive sentences. They receive a bonus point for each correct
sentence.
At the end of the activity, ask the group secretaries to come up to the board and write
their bonus sentences on the board. The class checks whether they have written them
correctly.
Finally, ask students to identify which of the sentences were statements, which were
questions and which used future meaning.


Pre Computer: Hotels
Activity Procedure
or in pairs.


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

Unit 5: Going Out

Workbook
Pages
In the Library  Guessing the topic of the unit

A video clip of two young women in a library talking  Discussing attitudes to dating in your country 33, 34
about a young man standing in another row of the
library.
Richard's Romance (includes writing  Describing what people in an apartment block are doing
activity)  Predicting a story
35, 36
A story about a young man writing a note to a
young woman to make a date with her.
Let's Go  Checking predictions of a story

Two friends deciding whether to walk or take a taxi.  Completing a comic strip 37
 Making suggestions with Let’s go
Present Progressive: Negative  Role-playing two people deciding on a date

Presentation and practice of the negative form of  Using Present Progressive negative statements to correct statements
the Present Progressive.  Answer Present Progressive Wh questions about the computer lesson
38
Present Progressive: Wh Questions
Presentation and practice of Wh questions using
the Present Progressive.

Verbs  Using context clues to define a word

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

Unit 5: Going Out

Pre Computer: In the Library
Activity Procedure
Introducing the language of the computer lesson Present the Present Progressive to students by writing: Be + verb + ing. Elicit some
examples such as:
I am teaching English.
You are studying.
He is writing. She is listening.
Practicing the Language of the computer lesson Before class, photocopy and cut up Handout 24. Divide the class into pairs and give
each pair a strip of paper with one of the sentences from the handout. Tell students
Handout 24: What Are They Doing? that they have to mime their sentence to the class and the other students must try to
(one copy per 20 students) guess it.
Introducing the topic of the unit Tell students to turn to the picture on page 33 of their workbooks. Ask students to look
at the picture and the title of the unit, Going Out, and think about what the topic of the
unit might be. Elicit: dating, romance, boy meets girl, etc.

Unit 5: Going Out

Post Computer: In the Library
Activity Procedure
Reviewing the computer lesson Ask students why the girls in the video were talking about the boy. Elicit that it is
because one of the girls would like to go out with the boy.
Workbook Appendix: Page 86
Activating background knowledge of the topic Ask students what the attitudes to dating are in their country. Ask:
Is dating a good thing or a bad thing?
Handout 25: Dating in Your Country Divide the class into small groups and give each student in the group a copy of
(one for each student) Handout 25. Tell them to discuss the questions in the handout. They should elect one
student to be the group secretary to write down the answers and a spokesperson to
report back to the class. Read through the questions in the handout with the class and
then give them time to write their answers. Then have each group take turns reporting
back to the class with the answers to different questions.

a. 1. sitting, 2. talking, 3. looking, 4. drinking, 5. listening
Workbook: Pages 33, 34 b. true: 1, 4, 5, 6 False 2, 3
c. Encourage students to share their picture sentences with the class. Accept all
sentences that fit the picture and context.
d. Students prepare their dialogue in pairs. Ask for volunteers to act out their
dialogues in front of the class.

Unit 5: Going Out

Pre Computer: Richard's Romance
Activity Procedure
Introducing the language of the computer lesson Ask students if they remember what the boy in the video is doing and not doing. Elicit
and write on the board:
Handout 26: What’s Happening? studying, listening to music, not looking at the girls, not eating
(one for each pair of students) Divide the class into pairs and give one student the copy labeled Student A and the
other student the copy labeled Student B. Tell students that they each have a picture of
an apartment block and they must describe what the people in each apartment are
doing. When students have finished, review their answers in class.
Introducing the content of the computer lesson Tell students that they are going to read a story called “Richard’s Romance”. Write the
following phrases on the board:
Studying Spanish
Sitting next to him
Writing a note
Eating salads
Looking at each other
Explain to the class that these are phrases from the computer lesson. Make sure
students understand the phrases, then tell them to try to predict the story they are
going to read. Tell them to work in pairs and try to write a story using the phrases on
the board. Once students have finished writing, ask for volunteers to read their story
out to the class.

 to explain
 to describe
 to narrate
 to persuade
outline.
partner.


final review.

Unit 5: Going Out

Post Computer: Richard's Romance
Activity Procedure
Reviewing the computer lesson Ask students if the story they read resembled the one they wrote. Ask them if they
liked the continuation of the story in the workbook. Why?/Why not?


a. 1. Penny, 2. Richard, 3. Richard, 4. Penny
Workbook: Pages 35, 36 b. 1. Richard is a student.
2. Richard and Penny are studying Spanish.
3. Penny is sitting next to Richard.
4. Richard isn’t listening to the teacher.
5. Richard is writing a note to Penny.
6. Richard and Penny go to a restaurant after class.
7. Richard and Penny are eating salad.
8. Penny is thinking about her salad.
c. Read the text out loud to the class to refresh their memory.
d. 1- c, 2-c, 3-b, 4-a
e. Ask for volunteers to read their notes out to the class. Have students exchange
notes with a partner and check each other’s work for punctuation and spelling
mistakes. Then have students copy out a revised version to hand in to you for
assessment.

Unit 5: Going Out

Pre Computer: Let's Go
Activity Procedure
Introducing the language of the computer lesson Tell students that they are going to read a dialogue between two people preparing to
go out. Divide the class into pairs and give each pair a copy of Handout 27. Tell them to
Handout 27: Let's Go Out! read the dialogue and try to complete it with the phrases from the word bank. Then
(one for each pair of students) ask for a pair of volunteers to act out the dialogue in front of the class.
Practicing Let’s go! Tell students to think of somewhere they would like to go and then get up and walk
around the class, suggesting different students come with them. Encourage them to
use the expression Let’s go.

Unit 5: Going Out

Post Computer: Let's Go
Activity Procedure
Reviewing the computer lesson Ask students if the couple in the computer lesson decided to walk or go by taxi in the
end. Elicit that they decided to walk because the weather was nice.
Practicing the language of the computer lesson Divide the class into pairs and give each student in the pair a copy of Handout 28. Tell
students that they are going to practice suggesting different outings to each other.
Handout 28: Let’s Go Role-Play Give them time to prepare and practice their dialogue and then ask for volunteers to
(one for each student) perform it in front of the class.

a. Dialogue A: c, e, a, b, d
Workbook: Page 37 Dialogue B: e, c, b, d, a, f
b. 1. Let’s meet at the coffee shop,
2. Let’s walk to the park,
3. Let’s take a taxi,
4. Let’s go to the university.
c. Students practice suggesting what to do at the weekend. Have them share their
suggestions with the class.

Unit 5: Going Out

Pre Computer: Present Progressive: Negative, Wh Questions
Activity Procedure
Introducing the grammar points Write the following phrase from the computer lesson on the board:
Richard isn’t listening to the teacher.
Explain to students that we form the negative in the Present Progressive by adding not
before the main verb. Brainstorm with students how many Wh questions words they
know and write their answers on the board:
Who, What, Where, When, Why, How
Make sure students know the meaning of each of these words. On the board, write the
question:
Why isn’t Richard listening to the teacher?
Ask students what has changed about the word order in this sentence, elicit that the
verb to be now comes before the subject.
Practicing Present Progressive negative statements and Tell students to look at the workbook exercise on page 34 again. Have them correct
Wh questions the false sentences using the negative form of the Present Progressive:
Katie and Mark aren’t sitting together.
Workbook: Page 34 Ask students Wh questions about the computer lesson:
Where are Mark and Amy?
Why is Mark asking Amy so many questions?
Who is Katie?
What is Mark doing?

Unit 5: Going Out

Post Computer: Present Progressive: Negative, Wh Questions
Activity Procedure
Reviewing the computer lesson Have students report on who is speaking in the computer lesson dialogues. Elicit that
in both dialogues, a mother is speaking to her children.

a. 1. Penny is sitting next to Richard.
Workbook: Page 38 2. The students are sitting in the classroom.
3. The teacher is writing on the board.
4. The girl is eating a sandwich.
5. The boys are reading a newspaper.
6. Richard is smiling at Penny because he likes her.

Unit 5: Going Out

Pre Computer: Verbs
Activity Procedure
dictionary definition – tap into prior knowledge students might have of the
word/topic. Then for each discussed word have students write and then orally share a
sentence for each. You can choose to have students share their sentences to the class,
in groups, or in pairs.
their list and compose a sentence for each. When students are finished, pair them
with a partner from the other half the class. Student pairs should now have two
different 5-word lists. Ask students to share their words with their partner and

determine the connection between the words on the two different lists.

Unit 5: Going Out

Post Computer: Verbs
Activity Procedure
context.

Unit 6: About People

Workbook
Pages
Outgoing Message (includes writing activity)  Predicting the contents of the unit
The outgoing voice mail message of the Dixon  Discussing outgoing voice mail messages 39, 40
family.  Matching voice mail messages
Monaco (includes writing activity)  Imagining you are on holiday

 Analyzing the format of postcards 41, 42
An e-mail from a family on vacation in Monaco.
Studies  Using Present Progressive to discuss future plans

Two students discuss their studies.  Role-playing a long-distance phone call between two friends
 Using Be to tell true and untrue facts about yourself
43, 44
Be: Negative
Presentation and Practice of the negative form of
the verb Be.
Present Progressive: Spelling Changes  Asking and answering questions about yourself at a party
Presentation and practice of spelling changes  Working out rules for spelling change in the Present Progressive
involving the Present Progressive.  Playing a game to practice spelling changes in Present Progressive
 Using Be to describe a famous person

Adjectives  Using context clues to define a word

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


Pre Computer: Outgoing Message
Activity Procedure
Introducing the unit topic Tell students that the topic of this unit is About People and they will be learning about
different aspects of people’s lives. Ask students what aspects of people’s lives they
expect to learn about. Elicit a list of topics and write them on the board, e.g.:
travel, work, families, study, leisure, etc.
Discussing outgoing voice mail messages Tell students that they are first going to listen to an outgoing message on a voice mail.
Ask the class:
Do you like a voice mail? Why? Why not?
Ask them to list the kind of information people usually put in an outgoing message,
e.g.: name, number, where and when you can be reached.
Go round the class asking students what they say in their outgoing message at home
or on their cell phones. Ask them if it is different from their message at work. Elicit
that they would probably be more friendly and informal in a personal message and
would include less information. Discuss with students whether it is better for security
reasons not to give away too much information in an outgoing message.
 to explain
 to describe
 to narrate
 to persuade

outline.
partner.
final review.


Post Computer: Outgoing Message
Activity Procedure
Reviewing the computer lesson Ask students if the message they listened to in the computer lesson was similar to
their message at home or on their cell phones. Ask the class if they think the Dixon
Workbook Appendix: Page 90 family’s message was appropriate and if it gave enough information.

a. your first name, your family name, your telephone number, your reason for calling
Workbook: Pages 39, 40 b. 1-b, 2-c, 3-a
c. 1. Sally lives alone. 2. The Chan family is on vacation. 3. Antonio Martinez doesn’t
work on the weekend. 4. Sally has a mobile phone. 5. No, his office closes at 5:00
p.m.

d. Ask for one or two students to read their messages aloud to the class. Then have
students work in pairs and check each other’s messages to make sure that they
contain the correct information. Once students have had time to give each other
feedback and correct their work, ask them to copy the corrected version on to a
Matching voice mail messages Before class, photocopy and cut up Handout 29. Divide the class into groups of eight
and give each student in the group a different voice mail message. Explain to the
students that four of them have outgoing messages and four of them have incoming
Handout 29: Match the Messages! messages. Tell them to read their messages carefully and make sure they understand
(one for every 8 students) them. The students with outgoing messages should take turns reading their messages
aloud and the students with incoming messages should listen and see which message
they are answering. If they think their message answers the one being read out, they
should read it to the group and see if everyone agrees. Students continue reading each
other their messages until they have managed to match all the incoming and outgoing
messages.


Pre Computer: Monaco
Activity Procedure
Introducing the language of the computer lesson Ask students to name their favorite vacation destinations and write their suggestions
on the board.
Ask students to imagine that they are on holiday. Tell them to close their eyes and
answer the following:
Where are you?
What are you doing?
Who is with you?
How is the weather?
How do you feel?
Tell them to open their eyes and write what they imagined on a piece of paper. Ask for
volunteers to read their sentences aloud.
Analyzing the format of an e-mail Tell students that they are going to read an e-mail. Ask:
Who do you usually write an e-mail to? (friends, family, co-workers) What do you write
about in an e-mail to friends and family? (a funny story you heard, asking how
someone is doing, making plans, etc.)
Draw an outline of an e-mail on the board. Include the general information that is
automatically included when composing an e-mail through an e-mail system.
From: e-mail address of sender

To: e-mail address of recipient
Subject: A few words that summarize the main topic of the e-mail (How are you?
Meeting, Funny story, I miss you, etc.)

 to explain
 to describe
 to narrate
 to persuade
outline.
partner.


final review.


Post Computer: Monaco
Activity Procedure

Who wrote the e-mail? (Jenny)
Workbook Appendix: Page 90 Where is Jenny now? (Monaco)
Where is she going tomorrow? (Barcelona)
Remind students the Present Progressive can also be used to express future plans. Go
round the class asking students
What are you doing this weekend?
student writing or within a class journal. Students can also add images, photographs, or
drawings to their printed submissions before they are displayed.


a. 1. The sun is shining.
Workbook: Pages 41, 42 2. John and Jenny are relaxing by the pool and reading.
3. The food is great.
4. They are going to Malaga tomorrow.
5. Shirley is going to see them in two weeks.
b. 1, 2, 5
c. Students exchange postcards with a partner and check each other’s work for
spelling and punctuation. When they have finished, ask for some volunteers to read
their postcards to the class. Then have them copy their corrected work on to a
Role-playing Divide the class into pairs and give one student the copy of the handout labeled
Student A and the other student the copy labeled Student B. Tell students that they
Handout 30: Long-Distance Phone Calls are going to take turns role-playing conversations between two friends, where one of
(one copy for each pair of students) the friends is on vacation. Read the role cards with the students and make sure they
understand their parts. Give students time to prepare and practice their dialogues and
then ask for volunteers to perform both role-plays.


Pre Computer: Studies, Be: Negative
Activity Procedure
Introducing Be: Negative Write on the board:

This is not a long distance call. This is a local call.
Ask students how we form the negative with the verb Be. Elicit that we add the word
not. Ask students for examples of sentences about themselves, using the negative form of Be,
e.g.:
I am not a teacher,
I’m a student.
I’m not tall,
I’m short.
I’m not Spanish,
I’m Mexican, etc.
Go round the class and ask each student to say three negative sentences about
themselves, one of which is not true. The other students must try to guess which
sentence is false.


Post Computer: Studies, Be: Negative
Activity Procedure
Reviewing the computer lessons Check students’ answers to the questions you asked at the end of the previous lesson.
What is the name of the student? (Jeff)
Workbook Appendix: Pages 91 When does he go to school? (at night)
What is he studying? (business)
Is he enjoying his studies (Yes, very much.)
Do you remember why the girl in the computer lesson is unhappy? (She is unhappy
because her dress is not the right size.)
Checking homework tasks in pairs or small groups Key: Studies

a. 1. Kumiko 2. Columbia University 3. English 4. Yes, she is. 5. Yes, I do.
Workbook: Pages 43, 44 b. Have some students report back to their class about their partner.
Key: Be: Negative

a. 2. Mark and Ana aren’t Shirley and Mario’s children. They’re Jenny and John’s
children.
3. Shirley and Mario aren’t Lucy’s grandparents. They’re her parents.
4. John isn’t Martha’s husband. He’s Jenny’s husband. / He’s her son.
5. Jenny isn’t Lucy’s sister. She’s her aunt.

Practicing small talk Before class, photocopy and cut up Handout 31 into strips. Give out the strips to
students and tell them to imagine they are the people on the strip. Have them read
Handout 31: Cocktail Party Small Talk the sentences on their strip and make sure they understand them. Tell students to
(one for every 10 students) pretend that they are all at a cocktail party. They will walk around the room and try to
talk to at least three people about what they do and what they are planning to do.
Remind them of the language of introductions:
Hi, how are you? I’m….
What do you do?
Encourage them to use the language from the computer lesson:
What are you doing/studying?
Are you enjoying your classes/holiday? etc.


Pre Computer: Present Progressive: Spelling Changes
Activity Procedure
Introducing Present Progressive spelling changes Remind students that the spelling of some verbs changes when -ing is added in the
Present Progressive. Write the following verbs on the board:
having, shopping, stopping, giving, running, closing.
Ask students if they can work out two spelling rules from these examples. Elicit that
most verbs that end in consonant-vowel-consonant double the final letter and verbs
that end in e drop the e before adding -ing.
Practicing spelling changes in the Present Progressive Divide the class into two teams. Tell each team to write a list of ten verbs that change
their spelling in the Present Progressive. Check each team’s list to make sure there are
no mistakes. Then explain that members of each team should take turns challenging
each other to spell specific verbs. Team members write their spelling on the board. For
each verb they spell correctly, the team gets a point. For each verb that they spell
incorrectly, the team loses a point. The team with the most points wins the game.
Homework tasks Have students write a postcard in the Present Progressive, using the following verbs:
have, write, run, sit, put


Post Computer: Present Progressive: Spelling Changes
Activity Procedure
Reviewing the computer lesson Review the computer lesson by asking students:
Who is speaking in the dialogue? (a young girl)
Workbook Appendix: Page 91 What is she doing? (She is writing a letter to her mother.)
Where is she sitting? (She is sitting at a table.)
What is she looking at? (She is looking at the Eiffel Tower.)
Have students share their postcards with each other and give feedback on correct
spelling.
Using Be to describe a famous person Tell students to think of a famous person and write five sentences about that person
using Be. Encourage them to use the negative form of Be as well.
Students read their sentences to their partner, who tries to guess which famous person
they are describing. Then ask for volunteers to read their descriptions to the class and
see if the other students can guess who they are describing.


Pre Computer: Adjectives
Activity Procedure
sentence for each. You can choose to have students share their sentences with the
class, in groups, or in pairs.
different lists. Ask students to share their words with their partner and determine the


Post Computer: Adjectives
Activity Procedure
context.

Unit 7: For Sale

Workbook
Pages
Ad (includes writing activity)  Talking about different kinds of stores

An advertisement announcing a sale at Fred’s  Discussing shopping habits 45, 46
Furniture Store.  Listing different kinds of furniture
Car for Sale (includes writing activity)  Playing a game in which you shop for different items
A For Sale ad for a red and white sports car.  Talking about what car you drive 47, 48
 Analyzing the language of used car ads
Phone Call  Writing a used car ad

A woman is making an appointment by phone.  Talking about what you are interested in
 Using the possessive to identify personal possessions
Nouns: Possessive 49
Presentation and practice of the possessive form
of nouns.
Present Progressive: Contractions  Role-playing asking for and giving information about things for sale
Presentation and practice of contracted forms of  Discussing the use of Present Progressive contractions
50
the Present Progressive.  Using Present Progressive contractions to describe different situations

Shopping  Using context clues to define a word

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

Unit 7: For Sale

Pre Computer: Ad
Activity Procedure
Introducing the topic of the unit Ask students where they like to shop and write the names of the shops they mention
on the board. Ask them which shops are expensive, which have good sales, which give
good service. Explain that the topic of the unit is sales and shopping.
Discussing shopping habits Ask students:

Do you like shopping? Why? Why not?
Handout 32: Shopping Questionnaire Explain that you are going to give them a questionnaire about their shopping habits.
(one for each student) Divide the class into small groups and give each student a copy of Handout 32. Read
the questions through with the class and make sure that they understand them. Then
tell students to first answer the questions individually and then compare answers in
their group. Once students have finished, ask each group to tell the class what their
group has in common.
Discussing types of furniture Write the word furniture on the board and ask students to give examples of different
kinds of furniture. Write their suggestions on the board, e.g.:
bed, sofa, table, chair, cupboard, bookshelf, armchair
Ask students if they like shopping for furniture and what style of furniture they like,
e.g.:
antique, modern, wooden, metal etc.
 to explain
 to describe
 to narrate

 to persuade
outline.
partner.
final review.


Unit 7: For Sale

Post Computer: Ad
Activity Procedure
Reviewing the computer lesson Ask students if they remember what furniture was mentioned in the radio ad (bed,
sofa). Discuss with students whether they like going to furniture sales.

a. Time: 9:00 a.m., 12 o’clock; Furniture: sofa, bed; Places: 55 Park Avenue, New York
Workbook: Pages 45, 46 City; Days: Saturday, Monday.
b. 1. sale, 2. selling, 3. percent, 4. price, 5. open, 6. midnight, 7. weeks, 8. come
c. Students check their answers in pairs. Encourage students to read out their ads to
the class. They can also record their ads adding music and special effects and play

them back to the class. Make a note of any common mistakes that students have
made in their ads and review them with the class. Then give students time to
correct their ads and copy them on to a separate piece of paper to hand in to you
for assessment.
Playing a game to reinforce vocabulary Before class, photocopy and cut up Handout 33 so that there are 48 cards.
Write the following on the board: Furniture Store, Food Store, Clothing Store. Tell
Handout 33: Memory Game – Picture Cards Word students they have five minutes to make a list of possible items each of these stores
Cards would sell. Review students’ answers and write them on the board under the correct
(one set for each group of students) headings. Make sure all the words on the handout have been covered.
Tell students they are going to play a memory game. Explain that the cards are placed
face down on the table. Each student can turn over two cards. If the cards match, the
student takes the pair. If the cards do not match, the student places them face down
in the same place. The purpose of the game is to try to remember where the matching
cards are.
Divide the class into groups of four. The winner is the player with the most matches.

Unit 7: For Sale

Pre Computer: Car for Sale
Activity Procedure
Introducing the topic of the computer lesson Ask students:

Who has a car?
How did you buy your car?
Elicit from students that it is possible to buy a car from a showroom or from an ad in
the newspaper. Take a class survey of what kind of cars students drive.
Analyzing the language of used car ads Ask students what information they expect to read in a For Sale ad for a car. Write
students’ suggestions on the board:
Type of car
Color of car/paint work
How many miles the car has
Radio/CD player
Air-conditioning
Price
Contact number
 to explain
 to describe
 to narrate
 to persuade

outline.
partner.
final review.

Unit 7: For Sale

Post Computer: Car for Sale
Activity Procedure

Do you remember which kind of car was for sale? (a Corvette sports car). Would you
Workbook Appendix: Page 94 like to buy the car in the ad. Why? Why not?

a. 1. B and C 2. C 3. C 4. B 5. A 6. Blue
Workbook: Pages 47, 48 b. Have two students act out the dialogue in front of the class. Then review students’
answers.
1. Sue should buy the red sports car (C).
2. John should buy the Volkswagen (B).

c. 1. 973 1463, 2. a refrigerator, 3. a children’s bed, 4. dark blue, 5. yes, 6. $300
Writing ads Bring in or have students bring in pictures of different kinds of cars. Divide the class
into pairs and give each pair a picture of a car. Tell them to write a For Sale ad for the
Photos of cars from magazines car in the picture. Alternatively, they can write an ad for their own car. Once students
have had time to prepare their work. Ask for volunteers to read out their ads. Then
have each pair exchange ads with a different pair and check that they have included
enough relevant information and don’t have any spelling or punctuation mistakes.
Give students time to revise their work and then collect all the ads. Pin the ads to one
of the notice boards in the classroom and ask students to look at the ads and decide
which car they would like to buy.

Unit 7: For Sale

Pre Computer: Phone Call, Present Progressive: Contractions
Activity Procedure
Introducing the topic of the computer lesson Ask students what they can do if they are interested in buying something. Elicit where
they can get information about the product:
newspaper ads, Web sites, radio and TV ads, phone calls to the person selling, face to
face appointments
Ask students what they might say if they call the contact number from a newspaper ad
and wanted to make an appointment to meet the person selling the object. Elicit what
they might say and what the sales representative might say e.g.:
I’m calling about your…
I’m interested in your …
I’d be happy to tell you about them.
Would you like to make an appointment?
Introducing Present Progressive Contractions Write the following on the board:

I’m calling about your electronics products.
Ask students what I’m is short for. Elicit that it is short for I am. Remind students that
in spoken English, it is very common to contract be. Ask them to give other examples
of Present Progressive contractions and write their suggestions on the board.
Practicing the Present Progressive (optional) Write the following situations on the board:
At a picnic, At a restaurant, At the beach, At a party, At a business meeting.
Tell students to choose a situation and imagine they are there. They should then
describe to the class what they can see, e.g.:
A waiter’s taking the order.
Two people are eating pasta.
A woman’s ordering lunch, etc.
The rest of the class should try to guess where the student is. Encourage students to

use contractions.

Unit 7: For Sale

Post Computer: Phone Call, Present Progressive: Contractions
Activity Procedure
Reviewing the computer lessons Review the questions you asked in the previous lesson:
Who is the man calling? (Mr. Dickson)
Workbook Appendix: Page 95 Why is the man calling? (He’s interested in the company’s products,)
What does he want to do? (He wants to make an appointment,)
What is unusual about the man in the Grammar dialogue? (He usually travels by train,
but today he’s taking the bus.)

a. 1, 2, 3, 4, 5, 6
Workbook: Page 49 b. 1, 3, 5, 6
c. Students practice making appointments. Give them time to prepare and practice
their role-plays. Then ask for volunteers to perform in front of the class.
Calling for information role-play Divide the class into pairs and give one student the copy of Handout 34 labeled
Student A and the other student the copy labeled Student B. Tell students they are
Handout 34: For Sale Role-Plays going to practice calling for information about a classified ad. Have them read their
(one for each pair of students) role cards and make sure they understand what they have to do. Give them time to
prepare and practice their first role-play and then have volunteers perform the role-
play in front of the class. Then have students work on the second role-play. Give them
time to prepare and practice and ask for one or two volunteers to perform in front of
the class. Encourage students to use the language of the Speaking section.

Unit 7: For Sale

Pre Computer: Nouns: Possessive
Activity Procedure
Introducing the Possessives Ask students what kind of car they drive and write on the board:
Sergio’s car is a Renault.
Maria’s car is Corvette.
Draw students’ attention to the fact that we use the apostrophe and s to show
possession in English. Go round the class pointing to different things that belong to your
students and ask:
Whose is this?
Elicit answers using the possessive e.g.:
This Sergio’s book.
This is Maria’s pen, etc.

Unit 7: For Sale

Post Computer: Nouns: Possessive
Activity Procedure
Reviewing the computer lessons Ask students:

What was the subject of the Grammar dialogue? (the boys’ pizza).

a. 2. Mandy’s CDs 3. Lee’s magazines 4. Mandy’s book 5. Lee’s hats.
Workbook: Page 50 6. Mandy’s ball

Unit 7: For Sale

Pre Computer: Shopping
Activity Procedure
or in pairs.

Unit 7: For Sale

Post Computer: Shopping
Activity Procedure
context.

Unit 8: On The Move

Workbook
Pages
The Bus to Trenton Street  Listening words connected with travel and transport
A video clip of a man enquiring about the price of a  Taking a class survey on the most popular forms of transport
bus ticket and where the bus stop is.  Discussing the advantages and disadvantages of train travel 51, 52
 Using directions and prepositions of place to talk about your
neighborhood
Susan's Train Ride (includes writing activity)  Role-playing waiting for a bus/train
A story about Susan who is on her way by train to a  Discussing cultural attitudes toward lateness
meeting in Washington, D.C. She falls asleep on the  Predicting the events of a story from given vocabulary 53, 54
train, misses her stop and is late for her
appointment.
Bus Stop  Using clock times to answer questions about your daily schedule
A couple is saying goodbye at a bus stop.  Listing different ways to say goodbye
 Listing subject and object pronouns
Pronouns: Subject
Presentation and practice of subject pronouns. 55
Pronouns: Object
Presentation and practice of object pronouns.

Pronouns: Possessive  Using subject and object pronouns to describe pictures

Presentation and practice of possessive pronouns.  Writing dialogues of people saying goodbye
 Using possessive pronouns to complete cartoons 56
 Reviewing Possessive pronouns
Transport  Using context clues to define a word

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

Unit 8: On The Move

Pre Computer: The Bus to Trenton Street
Activity Procedure
Introducing the topic of the unit Write the title of the unit on the board: On The Move. Ask students what they think the
unit is about. Elicit that it is about travel and transportation. Brainstorm different kinds
of transportation and write them on the board:
bus, train, bicycle, car, foot, plane, etc.
Have students ask each other:
How do you get to work?
How do you get to school?
How do you travel on vacation?
Take a class survey to find out which is the most common form of transportation.
Discussing the advantages and disadvantages of train Have students open their workbooks on page 51 and look at the opening illustration to
travel the unit. Elicit that the picture shows a train station. Ask students:
Do you like to travel by train?
Workbook: Page 51 Do you travel a lot by train?
Does this country have a good train service?
Have students sit in pairs and list the advantages and disadvantages of traveling by
train in terms of price, comfort, safety, convenience, etc.
Practicing asking for and giving directions Ask students if they know how to give directions in English. Elicit words and phrases
such as:
on the corner of, opposite, turn right, turn left, straight on.
Ask students to give you directions how to get to familiar places near the school, e.g.:
Where is the nearest train station?
Where is the park?
Which bus goes to the sports center?
How do I get from the park to the museum?

Then tell students to write three questions to ask their partner about the
neighborhood where they live. Have them ask and answer each other’s questions in
pairs.

Unit 8: On The Move

Post Computer: The Bus to Trenton Street
Activity Procedure

What was the young man’s problem in the computer lesson? (He was standing at the
Workbook Appendix: Page 98 wrong bus stop.).

a. 1-e, 2-d, 3-b, 4-c, 5-a
Workbook: Pages 51, 52 b. 1. no. 1, 2. corner of Jackson and High Street, 3. No, it doesn’t. 4. no. 2.
c. Students prepare a role-play in pairs. Once they have had time to practice, ask for
volunteers to perform in front of the class.
Role-playing Before class, photocopy and cut up Handout 35. Divide the class into pairs and give
Handout 35: Waiting for the Bus/Train B. Tell students to read their role cards and make sure they understand what they
(one copy for each pair of students) have to do. Explain that they are going to role-play two situations. In the first, they are
waiting for a bus. In the second, they are waiting for a train. Give students time to
prepare and practice and then ask for volunteers to perform their role-plays in front
of the class.

Unit 8: On The Move

Pre Computer: Susan's Train Ride
Activity Procedure
Introducing the topic of the computer lesson Ask the class:

Are you usually late or on time? For work? For class? For social events?
What can you do if you are late for a meeting?
Elicit: You can cancel the meeting, try to change the time, apologize, give an excuse.
Discuss with the class that in some cultures it is acceptable to be late and in others it is
much more serious. Elicit that it is generally not acceptable in English-speaking
countries to be late.
Introducing the language of the computer lesson Write on the board 3:00 a.m. and 3:00 p.m. and ask if they know the difference. Elicit
that a.m. is in the morning and p.m. is in the evening. (To be exact, a.m. is from one
minute after midnight until midday, and p.m. is from one minute after midday until
midnight.) Elicit that we can also say: three o’clock.
Write 9:30 on the board and elicit: nine thirty or half past nine.
Students will receive further practice of telling the time in the next lesson.
Predicting the content of the computer lesson Write the following words on the board:
manager, computer project, important meeting, 3:00 p.m., 9:30 a.m. train, sleeping,
late, next stop, conductor
Make sure that students understand the meaning of all the words. Tell them that they
are going to read a story called Susan’s Train Ride. Have them work in pairs and try to
predict what they think is going to happen in the story. Encourage students to share
their ideas with the class. Elicit that they are going to read about a woman who is late
for an important meeting because she misses her train station.

 to explain
 to describe
 to narrate
 to persuade
outline.

review.

Unit 8: On The Move

Post Computer: Susan's Train Ride
Activity Procedure

Why did Susan miss her train station? (Because she fell asleep.)
Workbook Appendix: Page 98 What do you think Susan should do now?

a. 1. 17:31 2. 21:00 3. 01:00
Workbook: Pages 53, 54 b. Susan is unhappy because she has missed her station and she will be home very
late.
c. 1. b, 2. a, 3. c, 4. c, 5. c
d. Ask for volunteers to act out the dialogue and then review students’ answers to d.

in class.
Asking and answering questions Ask:

What time is Susan’s new meeting? (6.00 p.m.).
Handout 36: What’s Your Schedule? Review telling the time with students. Draw some clocks on the board and check that
(one for each student) students know the expressions: half past, quarter past and o’clock. Then divide the
class into pairs and give each student a copy of Handout 36. Tell students that they are
going to answer a questionnaire about their daily schedule and then compare
schedules with their partners. Encourage students to tell the class about their
schedules and discuss what they have in common and what they do differently.

Unit 8: On The Move

Pre Computer: Bus Stop, Pronouns: Subject, Pronouns: Object
Activity Procedure
Introducing the language of the computer lesson Have students open their workbooks and look again at the dialogues on pages 53 and
54. Ask them what words and phrases the people in the dialogue use to end the
Workbook: Pages 53, 54 conversation. Elicit: See you then, see you at 1.00 in the morning, Bye.
Brainstorm for other things people say when they say good-bye, e.g.:
Good-bye, see you later, have a good day, so long, bye, see you etc.
Write students’ suggestions on the board and ask them to decide which phrases they
would use in formal situations and which in informal situations.
Introducing Subject and Object Pronouns Write on the board:

What is Susan saying to her husband? She is saying good-bye to him.
Underline the words She and him and explain to students that she is a subject pronoun
and him is an object pronoun. Ask students to list the other subject and object
pronouns and write them on the board:
Subject Pronouns: I, you, he/she/it, we, they
Object Pronouns: me, you, her/him/it, us, them

Unit 8: On The Move

Post Computer: Bus Stop, Pronouns: Subject, Pronouns: Object
Activity Procedure
Reviewing the computer lessons Review the computer lesson by asking:

Where are the people? (at a bus stop)
Workbook Appendix: Page 99 What are the names of the people in the first dialogue? (Max, Millie and Sam)
Who are they? (They’re the new neighbors.)
Do you think these people would make good neighbors? Why/Why not?
Where are the women in the second dialogue? (at a party)
What are they talking about? (They are talking about a man and a woman who are also
at the party.)

a. Jane: What time is it?
Workbook: Page 55 Frank: I think it’s 7:15.
Jane: My train’s late.
Frank: That’s your train, isn’t it?
Jane: Yes, good. Here it comes.
Frank: Have a good trip. See you next week.
b. Students exchange dialogues with each other and give feedback on spelling and
punctuation. They then act out their dialogues in pairs. Ask for volunteers to
perform their dialogues in front of the class. Then have students copy out their
dialogues on to a separate piece of paper and hand them in to you for assessment.
Matching sentences to pictures Divide the class into pairs and give each student a copy of Handout 37. Ask them
about what they can see in the pictures:
Handout 37: Saying Good-bye What is the woman in the first picture doing? (She’s waving good-bye.)
(one for each student) What is the man in the second picture carrying? (He’s carrying an electrical product.),etc.
Encourage students to use subject and object pronouns in their answers. Then have

students match the sentences to the pictures and complete the dialogues with the
second set of sentences from B.
Ask students to choose one of the situations from the handout and prepare a short
dialogue for it. Once students have had time to prepare and practice their dialogues,
ask for volunteers to perform in front of the class.

Unit 8: On The Move

Pre Computer: Pronouns: Possessive
Activity Procedure
Introducing Possessive Nouns Write on the board:

She is saying good-bye to her son.
Handout 38: What Are They Saying? He is saying good-bye to his wife.
(one for each pair of students) She is saying good-bye to her boss.
Ask students which words in the sentences show belonging. Elicit that her and his
show belonging. Explain that these are possessive pronouns.
Elicit other possessive pronouns:
my, your, his/her/its/our/their
Divide the class into pairs and give one student the copy of Handout 38 labeled
Student A and the other student the copy of Handout 38 labeled Student B. Tell
students to match the sentence to the pictures and then write what they think the
other person in the picture might say in reply. They should then exchange handouts
with each other and compare answers. Review students' answers in class.

Unit 8: On The Move

Post Computer: Pronouns: Possessive
Activity Procedure
Reviewing the computer lesson Ask students about the dialogues:

Where are the people?
Workbook Appendix: Page 99 Why are they worried?
Elicit that they are waiting in line for the dentist and no one wants to be first to get an
injection.

a. 1. True 2. False 3. False 4. False 5. False.
Workbook: Page 56 b. The jacket and hat belong to Susan. The pen, bag and wallet belong to Paulo. The
train tickets belong to Susan and Paulo. The letter belongs to Mr. Sharp.
c. Have two students act out the dialogue

Unit 8: On The Move

Pre Computer: Transport
Activity Procedure
sentence for each. You can choose to have students share their sentences with the
class, in groups, or in pairs.
different lists. Ask students to share their words with their partner and determine the

Unit 8: On The Move

Post Computer: Transport
Activity Procedure
context.

9
Unit 9: Health And Fitness

Workbook
Pages
Introduction  Introducing the topic of the unit by brainstorming health and fitness
activities and activating relevant vocabulary
The topic of health and fitness is introduced. Words
and phrases on the topic of health and fitness are  Introducing and practicing imperatives by giving fitness instructions
presented and practiced. The language focus for  Reviewing vocabulary from the computer lesson by creating vocabulary 57, 58
the unit, the imperative, is presented and lists in pairs
practiced.  Expanding on the computer lesson with a health and fitness
questionnaire
Jolt Gym  Introducing and practicing identifying the main idea by asking questions
about a notice written on the board
The comprehension strategy, identifying the main
idea, is presented. Learners read a poster  Introducing a structure for writing about whether or not to join a gym 58
advertising Jolt Gym and write about whether they  Expanding on the computer lesson by organizing information in order to
would register there. create a gym poster
Let’s Register  Introducing the topic of the computer lesson by activating relevant
vocabulary and language
Learners watch a video of two women being given a
tour of a gym by a fitness trainer. They then write a  Brainstorming ways to summarize information from the computer lesson
short description of the gym in the video.  Reviewing the content of the computer lesson by asking students to 59
describe a gym
 Expanding on the computer lesson by planning a gym and making a
poster to advertise it

Looking for Sports Equipment  Introducing the language of the computer lesson by brainstorming
Learners watch and take part in a video phrases that a customer and salesclerk would use in a conversation
conversation between a customer and salesclerk in  Reviewing key vocabulary by asking questions about the video
a sports store. Learners then take part in a conversation from the computer lesson
branching conversation and talk about the 60
 Expanding on vocabulary from the computer lesson by matching sports
exercises they do to keep fit. to related sports equipment
 Expanding on the computer lesson by working in pairs to sequence
sentences to make two dialogues
Jump Your Way to Health!  Introducing the topic of the computer lesson by eliciting prior knowledge
Learners read an article about trampolines and tell  Introducing the language of the computer lesson by brainstorming
a friend what they know about trampolines. commands using the imperative to give instructions 61
 Reviewing the computer lesson by asking questions about trampolines
 Reviewing the topic of the computer lesson by playing a board game
Fitness Now  Introducing the topic of the computer lesson by taking a poll and
eliciting prior knowledge
Learners listen to a podcast about health at the
office and write about how to stay fit at work.  Introducing the language of the computer lesson by brainstorming ways
to get exercise while sitting at a desk
 Practicing imperatives by giving instructions 62
 Reviewing the computer lesson in pairs by role-playing dialogues
between an office worker and a fitness trainer
 Expanding on the computer lesson by asking for suggestions of how to
keep fit if you live in a city


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

Do you think it is important to be healthy? Why? (Possible answers: you feel better,
you have more energy, you look better, you live longer, etc.)
How can you be healthy? (Possible answers: exercise, eat fruit and vegetables, get lots
of sleep, etc.)
Explain to students that the name of the unit is “Health and Fitness” and that it will be
about different ways people can stay fit and healthy.
Expanding on the topic Tell your students that they are going to do some exercises in class. Have students
follow you and your instructions.
Stand up and say, “Everybody stand up!”
Jump up and down and say, “Everybody jump up and down!”
Run on the spot and say, ”Everybody run!”
Lift imaginary weights and say, “Lift weights!”
Make swimming movements with your arms and say, “Everybody swim!”
Dance and say, “Everybody dance!”
Introducing the vocabulary focus Write the following expressions on the board:
keep fit, stay in shape, work out.
Explain the meaning of these three phrases.
Ask students what physical activities they do to stay fit. Elicit: walking, running,
swimming, weight training, dancing, taking exercise classes, doing yoga, etc.
Ask students:
Where do you go to work out and keep fit? (Possible answers: a gym, a swimming

pool, a dance class, a park, a sports ground.)
Introducing the language focus Ask for a student volunteer who will follow your instructions. Say:
Walk to the door. Stop! Open/close the door. Turn around and come back to the front
of the class. Go back to your seat.
Repeat the procedure a second time with a different volunteer but this time emphasize
the imperative in the negative. Say:
Walk to the door quickly. Don’t run. Stop! Don’t open/close the door. Turn around.
Don’t go to your seat. Walk to the board. Write your name, please, but don’t use your
right hand. Please go back to your seat.
Ask students what you were doing. Elicit that you were giving instructions and
commands. Explain that when we give commands and instructions, we use the
imperative. Elicit that the imperative is formed from the base form of the verb and the
negative is formed using “Don’t”. Mention that the computer lesson will explain
imperatives in more detail and give the students an opportunity to practice using and
forming them.


Post Computer: Introduction
Activity Procedure
Reviewing the computer lesson Ask students if they remember what exercise activities were mentioned in the article
from the computer lesson. (hiking, dancing Zumba, walking)
Remind students that the article mentioned “a fitness tracker”. Ask if anyone uses one
and how it helps them keep fit.
Ask students if they remember what language structure is often used for commands,
requests, instructions, and suggestions. (imperative)
Ask the class to suggest situations in which the imperative structure is likely to be used.
(at the gym, at the doctor’s office, in class, at a dance class, etc.)
Reviewing the vocabulary focus Divide the class into pairs. Each pair has two minutes to write down as many
words/phrases as they can remember from the computer activity that relate to health
and fitness (without looking at the Workbook Appendix).
After two minutes, have the pairs form groups of four students and combine their word
lists into one longer list. The group with the longest list “wins”. Read out the longest
word list to the class, and review the meanings of the words requiring review.
Expanding on the topic Make enough copies of Handout 39 for all your students. Give each student a copy, and
ask them to read the questions, making sure they understand them. Students should
Handout 39: Class Fitness Questionnaire then walk around the class asking each other the questions from the handout. They
should talk to as many students as possible within a time limit of five to ten minutes.
When students find someone who answers yes to one of their questions, they write
that person’s name in the table and move on to the next person. The goal is to talk to

as many students as possible within the time limit in order to complete the table.
Students can write a person’s name only once.
As a follow up, when everyone is seated again, ask students to share what they have
learned about their classmates. Take a class poll on how fit you all are.

a. 1. He is swimming. 2. They are running. 3. She is dancing. 4. They are hiking.
Workbook: Pages 57, 58 5. He is weight training. 6. She is jumping.
b. 1. Don’t wait for me! 2. Try this exercise machine. 3. Pass me the ball.
4. Don’t run so fast! 5. Join our gym today!


Pre Computer: Jolt Gym
Activity Procedure
Introducing the comprehension strategy: identifying Write on the board:

the main idea NOTICE for STUDENTS and TEACHERS
No lessons on September 22-26
Workers are painting all the classrooms this week.
The cafeteria is open.
Enjoy the vacation!
Ask students:
What kind of text is this? (a notice)
Who is this notice for? (students)
Where could you see this notice? (on a college or school notice board)
What information is the most important? (“No lessons on September 22-26”)
Tell students that being able to identify the main idea is an important skill in reading
and listening. Point out that if they can identify the type of text, who the writers or
speakers are, and the purpose of the text, the main idea will be clearer.
Introducing a structure for personalized writing Write the following on the board:
Would you like to register for a gym?
Yes, I’d like to register for a gym because I want to get fit.
No, I wouldn’t like to register for a gym because I prefer outdoor activities.
Explain to students that we use would in this structure when we are talking about
hypothetical situations or preferences. Mention that the words I would are often
contracted to I'd. (Note: We also use “would” for polite requests as in “Would you like
some tea?” but this is not the context in this lesson.)

Change the question content (but not the structure) to any relevant topic, and have
students answer the question giving their reasons. For example:
Would you like to live by the sea?
I would like to live by the sea because I love the beach.
I wouldn’t like to live by the sea because I can’t swim.
Introducing the personalized writing activity Remind students that this lesson contains a personalized writing activity in which they
need to give their opinion on whether they would like to join a gym.
Brainstorm with students the best way to do this. Elicit the following steps:
1. Watch the video again.
2. Do the preparation activities.
3. Take some notes.
4. Write their answer.
5. Check their answers for grammar, spelling, and punctuation.
6. Click “Submit” to send their work to the teacher.


Post Computer: Jolt Gym
Activity Procedure
Reviewing the comprehension strategy Review the comprehension strategy by asking these questions:
What comprehension strategy did you learn? (identifying the main idea)
What type of text did you read in the computer lesson? (a poster)
Where do we see posters? (on walls, in the street, on buildings)
Why do we put up posters? (to get people interested in something, to spread
information)
What was the main purpose of the Jolt Gym poster? (to get new members to register
at the gym)
Reviewing the graphic reading Review the content of the online lesson by asking these questions:
What does Jolt Gym offer its members? (exercise machines, weight machines, free
Workbook Appendix: Page 104 weights, an indoor swimming pool, a sauna, a juice bar, different types of exercise
classes)
Who can join Jolt Gym? (people of all ages and fitness levels)
How can you get more information about Jolt Gym? (visit the Web site, visit in person,
phone, write an e-mail)
Reviewing the personalized writing activity Invite students to share their personalized writing activities with the class. Take a class
poll of how many students would like to register for Jolt Gym, and how many would
not.

Reviewing the vocabulary of the computer lesson Ask students to answer the following questions:
What can you order at a juice bar? (fruit shakes, orange juice, etc.)
What classes can you take at a gym? (dance, aerobics, yoga, etc.)
Who works at a gym? (fitness trainer, yoga teacher, manager, etc.)
What facilities does a gym have? (sauna, swimming pool, weight room, exercise
machines, treadmills, etc.)
Expanding on the topic of the computer lesson Make as many copies of the handout as you have pairs of students. Divide the class
into pairs and give each pair a copy. Students cut out the sentences on the handout
Handout 40: Gym Poster and combine them to make a poster for a gym. Check students’ answers, and write the
(one for each pair of students) assembled text on the board. Possible answer:
Move It Gym – helps you stay in shape!

Come and register with us today!
Try our popular exercise classes:
 Zumba
 Tai Chi
 Swim Yoga
 Aerobics
and lots more...
We have:
 Weight machines
 Exercise bikes
 An indoor swimming pool and sauna
 Trampolines
Come and relax after your workout in our Juice Bar!
Visit our Web site at Moveit.com to see our opening hours and schedule for exercise
classes.
Or visit us in person: 5672 State Street, Greenfield, Maryland
What our members are saying about Move It Gym:

"The Move It fitness trainers really helped me get in shape!"

"The exercises classes are really great."
For more information, call: 678-1245 or e-mail: info@Moveit.com

Accept all logical answers.
Workbook: Page 58


Pre Computer: Let’s Register!
Activity Procedure
Introducing the topic of the computer lesson Write the name of the lesson on the board: Let’s Register!
Explain the meaning of “Let’s…” (a suggestion, call to action). Elicit examples of the
structure. (Let’s go, Let’s dance, Let’s meet at the gym, etc.)
Check that students know the meaning of “register”.

Ask: What do people register for? (university, school, English courses, clubs, etc.)
Ask: What do you think the lesson is about? Elicit from students that it’s about
registering for a gym.
Introducing the vocabulary of the computer lesson Write the following groups of words on the board:
gym, office, factory, park
sports clothes, suit and tie, shorts, T-shirt, party clothes
worried, tired, sad, hungry, expensive, popular, difficult, exciting
next to, outside, behind
Ask students to come to the board and circle words they do not know the meaning of.
Ask anyone in class who knows the meaning to help explain. Complete the process
until all the words are known.
Ask students to provide category names, if they can, for each group: Places, Clothes,
Adjectives, and Prepositions.
Ask students to add one word of their own to each group and then share with a
partner.
Introducing the integrated writing activity Remind students that this lesson contains an integrated writing activity in which they
need to summarize the information from the lesson resources.


3. Take some notes.
5. Check their answer for grammar, spelling and punctuation.


Post Computer: Let’s Register!
Activity Procedure
Reviewing the computer lesson Ask students why they think the women in the video want to register for the gym. (the
gym has good facilities, it has lots of exercise classes, they can meet cute guys)
Ask the students to describe a gym near them.
Expanding on the computer lesson Ask students to suggest what would be the three most important things for them in
choosing a fitness club. (Possible answers: modern equipment, professional trainers, a
Handout 41: Plan a Gym health food shop, open early in the morning/late at night, free weights section, etc.)
Tell students they are going to plan their own gym. Divide the class into small groups
and give each student a copy of Handout 41. Tell them to discuss the questions on the
handout and to come up with a plan for their own gym. They should create a poster to
advertise their gym and be prepared to present their gym to the class.
Reviewing the integrated writing activity When you have completed your review of the students’ writing submissions in the


a. 2, 3, 4, 5, 7, 8
Workbook: Page 59 b. 1. c 2. b 3. d 4. a
c. Jess, Ava, and Judy walk into the gym.
Jess shows Ava and Judy the weight training area.
Judy asks about exercise classes.
Ava asks about the swimming pool.
Two men walk past Judy and Ava.
Judy and Ava decide to join the gym.


Pre Computer: Looking for Sports Equipment
Activity Procedure
Introducing the computer lesson Tell students that they are going to watch and take part in a video conversation
between a customer and a salesclerk in a sports shop. Ask:
What sports do you play?
List students’ answers on the board and elicit the sports that will be mentioned in the
lesson: (rollerblading, playing table tennis, riding bikes/cycling and surfing.)
Ask students what sports equipment is needed for the following:

table tennis (table, net, ball, bat)
cycling (bike)
surfing (surf board)
jogging (running shoes)
volleyball (net, ball)
Ask:
Do you like going to sports stores?
What sports stores do you know near you?
What sports equipment interests you?
Introducing the language of the branching dialogue Brainstorm with students the kind of phrases that a salesclerk and customer would say
in a sports store:
Salesclerk
Good morning. How can I help you?
What kind of a … do you want?
Follow me, please.
There is special offer on…

Customer
I’m looking for…
I want to buy…
How much is…?
Which do you recommend?
Explain to students that they will have the opportunity to take part in a branching
dialogue and that they should take the time to practice the different dialogues.
Introducing the personalized speaking activity Remind students that this lesson contains a personalized speaking activity in which
they will talk about what they do to keep fit. Brainstorm with students the best way to
do this. Elicit the following steps:
3. Take some notes.
4. Record their answer.
5. Listen to their answer and decide if they want to try again.
6. Click “Submit” to send their recording to the teacher.


Post Computer: Looking for Sports Equipment
Activity Procedure

Where did the conversation take place? (sports equipment store)
Workbook Appendix: Page 105 Was the salesclerk a man or a woman? (a woman)
What did the customer want to buy? (sports equipment)
Who did the customer want to buy the equipment for? (his kids)
Why did the customer want indoor equipment? (so the kids could use it all year round)
What did the salesperson suggest? (table tennis)
Expanding on vocabulary Write the following list of equipment on the board:

ball, net, table, puck, belt, oars bike, weights, trampoline, bat, mitt, mat, ropes
Have students list the sports activities that require this equipment. Encourage them to
use a dictionary to find out the meaning of the equipment they are not familiar with.
Possible answers:
ball (basketball), net (tennis), table (table tennis), puck (ice hockey), belt (judo), oars
(rowing), bike (cycling), weights (weightlifting), trampoline (gymnastics), bat (cricket),
mitt (baseball), mat (wrestling), ropes (mountain climbing), gloves (boxing)
Expanding on the language of the computer lesson Make as many copies of the handout as you have pairs of students. Divide the class
into pairs. Ask the students to cut out the sentences and put them into the correct
Handout 42: Mixed Up Dialogues order to make two different dialogues. Then have the students role-play the
(one for each pair of students) dialogues, taking turns being the customer and the salesclerk.
Key:
Dialogue 1
I'm looking for some sports equipment for my kids.
Would you like indoor or outdoor equipment?
I want something they can use outdoors.

Well, we have some great bikes and rollerblades.

They already have bikes, but let’s see the rollerblades.
Great. Follow me.
Dialogue 2
I want to buy an exercise machine.
What kind of machine do you want?
I like cycling, so maybe a biking machine.
These bike machines are on sale.
Can I try one?
Of course!
Reviewing the personalized speaking activity Ask volunteers to tell the class about what they do to keep fit. After reviewing
students’ recordings and/or class presentations, point out any common errors for
students to watch out for in the future as well as positive aspects of their work.

a. Salesclerk: Good morning! How can I help you?
Workbook: Page 60 Customer: I want to start weight training. I want to get fit.
Salesclerk: Do you want free weights or a weight machine?
Customer: Free weights, please. They sound like more fun.
Salesclerk: We have lots of free weights. Come this way.


Pre Computer: Jump Your Way to Health!
Activity Procedure
Introducing the computer lesson Draw a trampoline on the board (or bring in pictures) and explain that students are
going to read an article about trampolines. Ask who in the class has a trampoline at
home or had one as a child.
Write the following words on the board and explain what they mean:
Balance: the ability to stand up straight without falling; coordination; the ability to
move different parts of your body together; concentration: the ability to think about
one thing and nothing else. Ask students what kinds of exercise can help improve
balance, coordination and concentration. Elicit that jumping on a trampoline is be one.
Discuss with the class whether they think jumping on trampolines is something that
adults can enjoy as well as children.
Introducing the language of the computer lesson Remind the class that we use the imperative for giving commands, instructions, etc.
Tell students to imagine that they are giving instructions to their young child on a
trampoline. What would they say? Possible answers include:
Jump carefully! Don’t fall off! Bend your knees! Get off now and give your
father/mother/brother a turn.
Introducing the integrated speaking activity Remind students that this lesson contains an integrated speaking activity in which they
will need to summarize the information from the lesson resource. Explain that they will
be scored both for their delivery, and for how accurately they used the information
provided in the computer lesson. Brainstorm with students the best way to do this.
Elicit the following steps:
1. 1. Read the text again.
2. 2. Do the preparation activities.
3. 3. Take some notes.

4. 4. Record their answer.

5. 5. Listen to their answer and decide if they want to try again.
6. 6. Click “Submit” to send their recording to the teacher.


Post Computer: Jump Your Way to Health!
Activity Procedure
Reviewing the computer lesson Review the computer lesson by asking the following questions:
Who can use a trampoline? (not just children, also adults)
Workbook Appendix: Page 106 Where do you usually find trampolines? (public parks/ homes/ gyms)
How big is a trampoline? (they come in all sizes)
Why are trampolines good for your health? (You keep fit./ You burn calories./It’s good
for your heart.)
What (qualities) do you need to jump on a trampoline when exercising? (balance/
coordination/ concentration)
Reviewing the integrated speaking activity Students recorded themselves talking about trampolines. Let them practice the same
activity again, but this time with a real partner. Here is the activity:
Your friend wants to buy a trampoline. Tell your friend what you know about
trampolines.
Answer the following questions:
Who can use a trampoline?
What does a trampoline look like?
How do trampolines help you stay healthy?
Where can you buy a trampoline?
Alternatively: Change “trampolines” to any other piece of sport-related equipment

such as surfboards/ rollerblades/ fitness trackers/ weight machines, etc.
After reviewing students’ recordings and/or class presentations, point out any
common errors for students to watch out for in the future as well as positive aspects
of their work.

Reviewing the computer lesson Before class, photocopy Handout 43. Make sure you have one die for each board and
three different colored markers for each student. To make the game more challenging,
Handout 43: Health and Fitness Board Game tell students that whoever rolls a 6 must go back to the beginning and whoever rolls a
(one for every three students) 5 must miss a turn.
Divide the class into groups of three. Give out Handout 43. Tell the students that they
are going to play a board game which reviews the content of the unit so far.
To play, students place their markers on Start. One at a time, players roll the die, move
their marker the number of spaces indicated, and answer the questions or follow the
instructions. If they answer a question incorrectly, they must return their marker to
the previous space.

a. Stand on the trampoline.
Workbook: Page 61 Put your feet in a jumping position.
Jump straight up and down.
Then, bring your knees up high to your chest.
Repeat for 30 seconds.
b. 1. b 2. e 3. d 4. c 5. a


Pre Computer: Fitness Now
Activity Procedure
Introducing the topic of the computer lesson Start the lesson with a poll to find out how many hours students spend sitting at a desk
during an average work/school day. Ask students to suggest a connection between the
poll results and health, fitness, exercise, burning calories, etc.
Introducing the lesson resource Tell students that in the computer lesson they will listen to a podcast. Ask: What is a
podcast? Elicit that a podcast is an audio program on the Internet you can download
and listen to. Ask:
Do you listen to podcasts?
What podcasts do you like?
Introducing the language of the computer lesson Brainstorm with the class ways that you can get exercise even if you sit at a desk most
of the day. Elicit:
Walk around the office
Get up to talk to friends/colleagues
Do exercises at your desk
Take the stairs
Practicing giving exercise instructions Write the following table on the board. Make sure students understand all the words.
Verb (Imperative) Part of the body Direction

move legs up and down
lift feet in circles
stretch your arms

Ask for a volunteer to come to the board. Tell the class they should give the volunteer
student exercise instructions to follow. Encourage them to take turns calling out
instructions. After a few turns, ask for a new volunteer and repeat.
Introducing the automated evaluation writing activity Remind students that this lesson includes an automated evaluation writing activity.
receive automated feedback on their writing. Tell students that this feedback will
enable them to reflect on and improve their work. Encourage students to revise their
writing according to the automated feedback they were given. Tell students that when
they are happy with their second draft, they should send it to the teacher (via the
English Discoveries platform) for a final review.


Post Computer: Fitness Now
Activity Procedure
Reviewing the computer lesson Ask The following questions:

What is the podcast mainly about? (How to stay fit at work/in the office)
Workbook Appendix: Pages 106, 107 Who is Charles York? (the podcast host)
Who is Ray Harold? (a fitness expert)
Do you think that the podcast gave good advice? Why? Why not?
Reviewing the content of the lesson Make enough copies of Handout 44 for all your students. Divide the class into pairs
and have students use the handout to help them role-play a dialogue between an
Handout 44: Fitness Role-Play office worker and a fitness trainer.
Expanding on the computer lesson Ask students to suggest ways to keep fit when living in the city. Elicit the following
answers:
Walk or bike to work/school.
Go to the park after work/school.
Always take the stairs.
Park your car a few minutes walking distance away from where you want to be.
Get up early and go running/walking.
Join a gym.
Reviewing the automated writing activity When you have completed your review of the students’ writing submissions in the


a. 1. True 2. False 3. True 4. False 5. False 6. True
Workbook: Page 62 b. 1. Do 2. Do 3. Don’t 4. Don’t 5. Do 6. Do 7. Don’t

Unit 10: Occupations

Workbook
Pages
Introduction  Introducing the topic of the unit and relevant vocabulary by

brainstorming different occupations and miming them in pairs
The topic of occupations and jobs is introduced.
Learners are exposed to and practice words and  Introducing and practicing the Present Simple by talking about daily
phrases on the topic. The Present Simple is routines
63, 64
presented and practiced.  Reviewing vocabulary from the computer lesson by working in pairs to
write sentences with relevant words
 Reviewing the Present Simple by putting words in order to make
complete sentences (group work)
A Job Fair  Introducing the topic of the computer lesson by discussing job fairs
The comprehension strategy, identifying different  Introducing and practicing identifying text types by having students
text types, is presented. Learners read a poster identify examples of different text types
advertising a job fair and tell a friend about it.  Practicing the content of the computer lesson by brainstorming different 64
types of fairs
 Expanding on the computer lesson by planning a job fair and creating a
leaflet to advertise it (group work)
Ella’s Job  Introducing the topic of the computer lesson and relevant vocabulary by
giving students clues to guess the occupation of the woman from the
Learners watch a video about a woman who works
video
in a flower shop telling her friend about her work.
They then write about whether they would like to  Reviewing the topic of the computer lesson by describing the scene of 65
work in a flower shop. the video in detail
 Practicing the Present Simple by talking about daily routines
 Expanding on the computer lesson with a questionnaire about daily

routines
What Do You Do?  Introducing the topic of the computer lesson by brainstorming getting-
to-know-you questions and role-playing two dialogues about people's
Learners watch and take part in a video
jobs
conversation about occupations. Learners then take
part in a branching conversation and talk about  Practicing giving responses to questions about jobs by having students 66
their job or studies. respond to questions
 Expanding on the computer lesson by working in pairs to sequence
sentences to make two dialogues
Summer Jobs  Introducing the topic of the computer lesson by brainstorming possible
summer jobs
Learners read an article about summer jobs and
talk about which summer job they would like to do.  Introducing key vocabulary and language by matching jobs to different
statements
67
 Reviewing the topic of the computer lesson in groups by discussing the
jobs of different people described in the article
 Expanding on the computer lesson by reading articles about summer
jobs and answering questions about them in pairs
The Right Job for You  Introducing the topic of the computer lesson by asking questions about
jobs and personalities
Learners watch a slide show about finding the right
job and write about a job they would like to do.  Introducing the topic of the computer lesson by role-playing a dialogue
between a career advisor and a job seeker 68
 Reviewing the content of the course by creating a trivia quiz in groups
 Reflecting on the content of the course by having students share how
they felt about the course


Pre Computer: Introduction
Activity Procedure
Introducing the topic of the unit Write the title of the unit on the board, Occupations. Explain that you are a teacher.
That is your occupation. Go round the class and ask students what occupations they
have or what occupations their parents have. If they do not know how to say their
occupation in English, translate it for them.
Write the words part-time and full-time on the board and elicit their meaning from
students. Take a class poll to find out who studies/works part-time and who
studies/works full-time.
Explain that the unit is about different jobs and occupations and daily routines.
Introducing the vocabulary focus Brainstorm with the class any other occupations they may know. Elicit the following:
florist, gardener, salesclerk, truck driver, teacher, dog walker, student, fitness trainer
Write the words outside and inside on the board and ask students to classify the
occupations accordingly.
Pass out pieces of paper with the above occupations written on them. Divide the class
into pairs. Each pair should get a different occupation. (For larger classes you may
need to add some more occupations to the list.) Ask students to take turns miming the
occupation on their piece of paper and have the class guess their occupation.
Introducing the language focus Explain that we use a tense called the Present Simple to talk about daily routines.
Write these examples on the board:

I get up at 8.30 a.m.

They don’t work on Sunday.

Do you study English in the morning?
Sheila works in a factory.

He doesn’t speak English.
Does she work part-time?
Elicit from students the rules for formation of the Present Simple. Mention that the
introductory computer lesson will explain these rules in more detail and give them the
opportunity to practice using and forming the Present Simple.
Write the following adverbs of frequency on the board and elicit their meaning from
students: always, usually, sometimes
In pairs, ask students to write three sentences about their daily routines using each of
the adverbs of frequency. Write the following verbs on the board to help them:
wake up, leave home, start work, finish work, meet friends, take the bus/train/drive
When they are finished, ask them to share their sentences with the class, for example:
I always get up at 6:30 a.m.
I usually take the bus to work.
I sometimes meet my friends after school.


Post Computer: Introduction
Activity Procedure
Reviewing the computer lesson Remind students that they read about Theo’s routine. Ask:
What is Theo’s occupation? (truck driver)
Workbook Appendix: Pages 108, 109 What does he deliver? (packages)
What does he do before he goes to work? (He fills the truck with gas.)
Why does he like his job? (People smile when he gives them their packages.)
Reviewing the vocabulary focus Elicit from students the 10 vocabulary words that were introduced and practiced in the
computer lesson:
dog walker
florist
full-time
gardener
job fair
occupation
part-time
résumé
salesclerk
truck driver
Write the words on the board and divide the class into pairs. Assign each pair a
different word from the list and ask them to write a sentence for their vocabulary word.
When students have finished, have them share their sentences with the class.

Reviewing the language focus Make one copy of Handout 45. Cut out the sentences on the handout and put the
words for each sentence into seven separate envelopes. Divide students into seven
Handout 45: Word Order Game small groups and give each group an envelope. Tell students they're going to be
(one copy for the class) making sentences using the Present Simple. Explain that they have to form a
sentence with the words in the envelope. Ask them to call you when they think they
have formed a complete sentence. Check that they have completed the task
successfully, and tell a member of the group to write the completed sentence on a
separate piece of paper. As soon as one group completes a sentence, exchange their
envelope of words with another group. (You may want to keep a sentence in reserve
for a group that finishes early.) The first group to complete all the sentences correctly
wins.

a. 1. florist 2. dog walker 3. salesclerk 4. teacher 5. gardener 6. fitness trainer
Workbook: Pages 63, 64 b. 1. starts 2. work 3. makes 4. doesn’t open 5. fix 6. doesn’t sell


Pre Computer: A Job Fair
Activity Procedure
Introducing the computer lesson Tell students that they are going to read a poster about a job fair in the computer
lesson. Have students guess what a job fair is. Ask: Who goes to a job fair? (people
looking for jobs and employers looking for workers) Ask students to guess what
information they are likely to find on the poster. (Possible answers: what the event is
about, when it is, where it is, etc.)
Introducing the comprehension strategy This computer lesson introduces the comprehension strategy of identifying text types.
Demonstrate by bringing some examples of different text types (preferably in English,
but not necessarily) into class. Possible examples: a newspaper article, a poster, a
printout of an e-mail or text message, a recipe, a bus/train timetable, etc.
Have students look at the texts at a glance, but not read. Ask them to identify the
different text types. Elicit what information each text might contain. Point out that
identifying text types – the style, format, layout, etc. – is the first step to reading
comprehension. Explain that this is also true for listening comprehension. A
conversation on the telephone, a radio show or podcast, a voice message and a public
announcement all have distinctive forms.
Write the following text types on the board and have students decide if they would be
most likely to read or listen to them: airport announcement, article, poster, radio show,
e-mail, Web site, podcast, voice message.
Introducing the integrated speaking activity Remind students that this lesson contains an integrated speaking activity in which they
will need to summarize the information from the lesson resource. Explain that they will
be scored both for their delivery and for how accurately they used the information
provided in the computer lesson. Brainstorm with students the best way to do this. Elicit

the following steps:

1. Read the text again.
3. Take some notes.
Introducing key vocabulary Write the following phrases from the poster on the board:
Dress for Success / Bring your résumé / Free-parking
Ask students:
What do you wear to dress for success?
What do you write in a résumé?
Do you have free parking where you live/work/study?


Post Computer: A Job Fair
Activity Procedure
Reviewing the computer lesson Review the concept of “text types” by asking these questions:
What text type did you read in the computer lesson? (poster)
Workbook Appendix: Page 110 How is it different from an article? (short, not written in full sentences, use of bullets,
use of catchy slogans, layout is not in paragraphs, etc.)
Reviewing the integrated speaking activity Ask volunteers to tell the class about the job fair. After reviewing students’ recordings
and/or class presentations, point out any common errors for students to watch out for
in the future as well as any positive aspects of their work.
Expanding on the topic Brainstorm with students other kinds of fairs such as: book fair, crafts fair, computer
fair, food fair.
Handout 46: Plan a Fair
Tell students they are going to plan their own fair. Divide the class into small groups
and give each student a copy of Handout 46. Tell them to discuss the questions on the
handout and to come up with a plan for their own fair. They should create a leaflet
(another short, informative text type) to advertise their fair and be prepared to
present their ideas to the class.

Workbook: Page 64 a. 1. Job Fair 2. Date 3. Time 4. Address 5. employers
6. part-time 7. public 8. parking 9. résumé 10. information


Pre Computer: Ella’s Job
Activity Procedure
Introducing the topic of the computer lesson Write the title of the computer lesson on the board: Ella’s Job. Explain to students
that they are going to watch a video about a young woman called Ella. Ask students
what information they expect to learn about Ella’s job. (where she works, what she
does, who she works with, what hours she works, etc.)
Ask students what tense will probably be used in the video, since it will be about daily
routines. Elicit that students can expect much of the lesson to use the Present Simple.
Introducing the vocabulary of the computer lesson Tell students you are going to help them guess what Ella’s Job is by giving them some
clues. Write three phrases on the board: take orders, answer the telephone, help
customers. Explain the meaning of each, and ask them to continue guessing what
Ella’s job is. Add another three words on the board: cut, choose, arrange. Explain the
meaning of each, and ask students to guess what Ella’s job is. Write three more
words/phrases on the board: fresh smell, flowers, bouquet. Explain the meaning of
each, and ask students to guess what Ella’s job is. By this stage, they should have
enough information to guess correctly that Ella works in a flower shop.
Introducing the personalized writing activity Remind students that this lesson contains a personalized writing activity in which
they need to give their opinion on whether they would like to work in a flower shop.
3. Take some notes.
5. Check their answer for grammar, spelling and punctuation.



Post Computer: Ella’s Job
Activity Procedure
Reviewing the computer lesson Have students describe the scene of the video they watched recalling as much detail
as possible:
Workbook Appendix: Page 110 Ella works part-time in a flower shop. A man (Ron) walks in and asks her about her job.
She says she cuts and arranges flowers. She takes orders. She likes the smell of fresh
flowers. She likes meeting people. The telephone rings in the middle. She tells Mrs.
Johnson that her bouquet of flowers is ready. She knows a lot about flowers because of
her job, etc.
Reinforcing vocabulary and language structure Have students sit in a circle and practice using the Present Simple by talking about
what they do regularly. Student 1 says: “I work in an office every day.” Student 2
repeats the information from the previous student, and adds his/her own sentence,
e.g.: “David works in an office every day. I drive a taxi.” Continue round the circle.
Expanding on vocabulary Bring some fresh flowers to class. Pass them around encouraging students to smell
them. Ask:
Do you love the smell of flowers?
Ask students to share what other smells they like, such as: fresh bread, the rain in the
morning, perfume, etc.
Draw the following table on the board:

I really like the smell of
I really don’t like the taste of ….
the sound of
In pairs, have students interview each other about their likes and dislikes and report
back to the class, e.g.: Anita really likes the taste of good coffee. She doesn’t like the
sound of thunder.

Expanding on the computer lesson Make enough copies of the handout for all your students. Divide the class into pairs
and give each student a copy of the handout. Students are going to ask and answer
Handout 47: Daily Routines Questionnaire questions about their daily routines and record each other’s answers. Students then
tell the class about their partners’ routine, for example, Maria likes her job. She
doesn’t take the bus to work.
Reviewing the personalized writing activity When you have completed your review of the students’ writing submissions in the
teacher management system, you may want to print the students' final copies of
their work for display and discussion.

Workbook: Page 65 a. 1. They know each other’s names.
2. Because her granddaughter is graduating college. / For her granddaughter’s
graduation.
3. A bouquet of summer flowers.
4. So she can arrange the flowers.
5. Because she loves the smell of fresh flowers.


Pre Computer: What Do You Do?
Activity Procedure
Introducing the computer lesson Ask students to imagine they are at a social event and they are sitting next to someone
they have never met before. Brainstorm questions they are likely to ask each other,
and write them on the board:
What do you do?
Where do you work/study?
Do you like your job/studies?
In pairs, ask students to role-play a typical conversation in which they try to get to
know each other by asking each other similar questions. Students don’t have to tell
the truth, they can pretend to be someone else or even a famous celebrity, if they
wish.
Explain that in this lesson they will watch and take part in a video of two people
getting to know each other.
Practicing the language of the computer lesson Write the following sentences on the board and explain to students that they are
actually two dialogues mixed up:
What do you do?
Maybe you’re right.
Where do you work?
I teach French and Spanish.
I work in a clothing store.
Really? I’m terrible at languages.
I am a teacher.
Do you like selling clothes?
Yes. I love fashion!

Me too!
What do you do?
You just need a good teacher!
I am a salesclerk.
What do you teach?
Divide students into pairs and ask them to create two dialogues. Ask volunteers to act
out the dialogues in front of the class.
Practicing giving responses Challenge students in groups to write as many different responses to the following
questions as they can: Do you like your job/studies? (Possible answers: Yes, I do./
Sure./ I love what I do./ It’s great./ No, I don’t./ I really don’t like it./ I hate it./ It’s
boring./ It’s ok., etc.) Go round the class and ask the question, and have students
respond with a different response each time. See how far you get without someone
repeating an answer.
they need to talk about what they do. Brainstorm with students the best way to do
this. Elicit the following steps:
3. Take some notes.


Post Computer: What Do You Do?
Activity Procedure
Reviewing the computer lesson Ask the following questions:

Where is the conversation? (in a restaurant)
Workbook Appendix: Page 111 Who is talking? (a man and a woman/ Stan and Lily)
Who asks the questions? (the man/ Stan)
Expanding on the computer lesson Make as many copies of the handout as you have pairs of students. Divide the class
into pairs. Ask the students to cut out the sentences and put them into the correct
Handout 48: Mixed Up Dialogues order to make two different dialogues. To make the activity more exciting, you can tell
(one for each pair of students) the class that they have five minutes to complete the activity. Then have the students
role-play the dialogues taking turns to be the different speakers. For a bonus, ask
students to continue the dialogues.
Possible Answers:
Dialogue 1
So, John. What do you do?
I’m a sports instructor at a school.
Really? What sports do you teach?
I teach tennis and basketball.
I’m not very good at sports.
You just need a good trainer.
Dialogue 2
Where do you work, Mary?
I work at the ABC Call Center.
What do you do there?

I answer the phone.

Do you like your job?
Not really. It’s boring.
Reviewing the personalized speaking activity Ask volunteers to tell the class about what they do. After reviewing students’
recordings and/or class presentations, point out any common errors for students to
watch out for in the future as well as any positive aspects of their work.

a. 1. c 2. a 3. d 4. b
Workbook: Page 66 b. What do you do?
I’m a salesclerk.
Where do you work?
I work in a clothing store.
Do you like selling clothes?
Not really, it’s boring.


Pre Computer: Summer Jobs
Activity Procedure
Introducing the computer lesson On the board, write the title of the computer lesson, “Summer Jobs”. Ask students:
Who usually has a summer job? (students/young people) Brainstorm with them a list
of possible summer jobs, and write them on the board. If students are still in full-time
education, ask them if they have a summer job. If they are now working full-time, ask
them what summer jobs they did when they were studying.
Tell the class that they are going to read an article about summer jobs. Tell the class
that the article focuses on three different summer jobs. Write the three jobs on the
board: ice-cream truck driver, gardener, dog walker.
Introducing the vocabulary of the computer lesson Write the following sentences on the board:
I love dogs and I get a lot of exercise.
I put smiles on people’s faces!
It’s hard work. But I love working outside.
Then write the following jobs:

Ice cream truck driver, dog walker, gardener, salesclerk
Ask students to match the jobs to the statements. Have students explain their
answers. Ask them to write a statement for the remaining job (salesclerk).
Discuss with the class the daily routine for the people in these jobs.
When do they get up?
Where do they work?
Who do they work with?
What do they do?

they need to talk about which summer job they would like to do. Brainstorm with
students the best way to do this. Elicit the following steps:
1. Read the article again.
3. Take some notes.


Post Computer: Summer Jobs
Activity Procedure
Reviewing the computer lesson Ask students to recall the three summer jobs that are mentioned. (ice cream truck
driver, gardener, dog walker)
Have students recall the details of the three summer jobs. In groups of three, have
each student choose one character and say what they remember.
Nancy – drives small ice cream truck with a freezer inside. Nancy loves selling ice
cream. She likes to cause people to smile – “put smiles on people’s faces.”
Jack – works as a gardener for the town council. He works in the park. He mows the
grass and plants flowers and trees. He enjoys working outside.
Tara – the dog-walker. Takes 3-4 dogs at a time for dog owners at work or on vacation.
She loves dogs and her work, and she gets lots of exercise.
Reviewing the personalized speaking activity Ask volunteers to tell the class which summer job they liked best. After reviewing
students’ recordings and/or class presentations, point out any common errors for
students to watch out for in the future as well as positive aspects of their work.
Expanding on the topic of the computer lesson Divide the class into pairs and give one student the copy labeled Student A and the
other student the copy labeled Student B. Explain that each student has a short article
Handout 49: Summer Jobs about an interesting summer job. They should ask each other questions in order to
(one copy for each pair of students) find out about each other’s article. Give students time to ask and answer each other’s
questions, and then review the answers with the whole class.

a. 1. Nancy 2. Jack, Tara 3. Jack 4. Tara 5. Nancy 6. Tara 7. Jack 8. Nancy
Workbook: Page 67


Pre Computer: The Right Job for You
Activity Procedure
Introducing the topic of the computer lesson Tell students that they are going to watch a slide show called, “Finding the Right Job”.
Ask students what they think this means. Discuss with the students the idea that there
is a right job for everybody and the importance for finding a job that suits a person's
personality and interests. Ask students: What is the right job for you? (Possible
answers: an interesting job, a job that pays well, a job outside, a part-time job, a job in
an office, a job with lots of people, etc.)
Introducing the language of the computer lesson Make enough copies of Handout 50 for all your students. Divide the class into pairs
and have students use the handout to help them role-play a dialogue between a
Handout 50: Careers Role-Play career advisor and a job seeker.
Introducing the automated evaluation writing activity Remind students that this lesson includes an automated evaluation writing activity.
receive automated feedback on their writing. Tell students that this feedback will
enable them to reflect on and improve their work. Encourage students to revise their
writing according to the automated feedback they were given. Tell students that when
they are happy with their second draft, they should send it to the teacher (via the
English Discoveries platform) for a final review.


Post Computer: The Right Job for You
Activity Procedure
Reviewing the computer lesson Discuss with students what they thought of the slide show. Ask: Do you agree with the
lecturer? Why? Why not? Do you think the lecturer gives good advice? Why? Why not?
Workbook Appendix: Page 112 Encourage students to justify their answers.
Reviewing the automated evaluation writing activity When you have completed your review of the students’ second drafts in the teacher
management system, you may want to print the students' final copies of their work for
display and discussion.

a. 1. fitness trainer 2. teacher 3. salesclerk 4. gardener
Workbook: Page 68
Reviewing the content of the course Tell students that they are going to design a trivia quiz based on the content of the
course. The quiz will help them review material for the test. Divide the class into five
groups and ask each group to devise f questions based on the content of the course.
Group 1 will concentrate on Units 1-2, Group 2 on Units 3-4, Group 3 on Units 5-6,
Group 4 on Units 7-8, and Group 5 on Units 9-10. The questions should be simple trivia
questions or language-based questions. Check the questions and the answers. Make
sure the questions are clear and capable of being answered quickly and easily. When

everyone has their questions, place the teams at five points around the room facing
each other and take up your position at the board. Your role is to play quiz host, keep
score, and make sure fair play is observed at all times. Enjoy!
Reflecting on the learning process End the lesson by giving students the opportunity to reflect on the course and their
overall learning experience. Give each student a copy of Handout 51 and tell them to
Handout 51: Reflection answer the questions on the handout. Then have them compare their answers with a
partner. Encourage students to make suggestions about how the course could be
improved in the future. If you are feeling courageous, you could also ask them to
assess your performance and how it could be improved. (This, of course, is strictly
optional!) Finally, collect the handouts so that you can analyze students' answers in
more detail.

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Basic 1 LP - All Units

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Basic 1

Unit 1: Meet A Rock Star 1

Unit 2: Against The Law 18

Unit 3: At The Restaurant 34

Unit 4: On A Business Trip 50

Unit 5: Going Out 66

Unit 6: About People 82

Unit 7: For Sale 100

Unit 8: On The Move 118

Unit 9: Health And Fitness 135

Unit 10: Occupations 162

Copyright © 1990-2018 Edusoft Ltd. All rights reserved.

Lesson Plans | Basic 1

Copyright © 1990-2018 Edusoft Ltd. All rights reserved.

Unit 1: Meet A Rock Star

Meet Me! (includes writing activity)  Planning a radio station

Maxi's Room  Reviewing Be to ask personal questions

Copyright © 1990-2018 Edusoft Ltd. All rights reserved. 1

Entertainment  Using context clues to define a word

Copyright © 1990-2018 Edusoft Ltd. All rights reserved. 2

Unit 1: Meet A Rock Star

Drawing on background knowledge Ask students questions such as:

Homework tasks Explain/Demonstrate workbook activities: Pages 7, 8

Copyright © 1990-2018 Edusoft Ltd. All rights reserved. 3

Unit 1: Meet A Rock Star

Reviewing the computer lesson: Review the computer lesson by asking:

Checking homework tasks in pairs or small groups Key:

Copyright © 1990-2018 Edusoft Ltd. All rights reserved. 4

Unit 1: Meet A Rock Star

Drawing on background knowledge Ask students:

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Write students’ suggestions on the board.

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and submit their writing on the computer.

Homework tasks Explain/Demonstrate workbook activities: Pages 9, 10

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Unit 1: Meet A Rock Star

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Checking homework tasks Key:

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Unit 1: Meet A Rock Star

Introducing the topic and vocabulary of the computer Ask:

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Homework tasks Explain/Demonstrate workbook activities: Pages 11, 12

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Unit 1: Meet A Rock Star

Checking homework tasks in pairs or small groups Key:

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Unit 1: Meet A Rock Star

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Homework tasks Explain/Demonstrate workbook activities: Page 12

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Unit 1: Meet A Rock Star

Checking homework tasks in pairs or small groups Key:

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Unit 1: Meet A Rock Star

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Unit 1: Meet A Rock Star

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Unit 2: Against The Law

Follow That Man!  Further practice making formal introductions

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Crime  Using context clues to define a word

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