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Lead-In: Group discussion on the differences between a diary and a blog, social media and its risks.

Pre-Reading: Infer what risks each of the four columnists will mention.

While-Reading: Cross-text Multiple matching; match extracts to their corresponding columnist.

Post-Reading: Learners write their own column/blog entry on Padlet. They write their own view on the topic, and give advice on how to remain safe on social media.

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Lead in- ss brainstorm ideas/ words they associate with the word "introvert" and compare their ideas with others.

Pre 1- ss answer the survey on page 18 + compare their results and express if they agree or disagree with them.

Pre 2- ss read the topic sentence in each of the 3 extracts and share ideas of the type of information they predict speakers will mention. If possible, they write these ideas down.

While - ss underline the key words on the questions and answers before listening + solving ex. 2
Compare answers + evidence on the transcript

Post- ss create they own survey about people with another type of personality and  ask other teams to take their survey.
Compare results.

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Lead in: Ss look at a family tree (royal family) T asks some questions related to it

Ss then are asked whether their family is similar to the royal family (talking about the size)

pre task: Guessing from words

Family history

A journalist

Tailor- made holidays

Genealogy tourism

Desserting sailor

Failed gold digger

while: Ss are asked to look at the questions from ex 2, they are asked to higlight the keywords in the questions and possible answers, ss are told that the answer for the first question is letter B

They are asked whether they remember where in the paragrapg we can see the answer

Ss are encouraged to do the same with the rest of the items

post: ss create their family tree by using the new expressions

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Lead-In: Group discussion where Ss. share their experiences moving houses and the reasons why people move.
Pre-Listening: Rank the items in Task 1; from the most to the least commons reasons for moving.
While-Listening:
- First time: identify the main ideas (reason given by the speaker).
- Second time: identify what the speakers like.
- Third time: have Ss. match the speakers to the options.
Post-Listening: Decide which speaker they would prefer to have as neighbour.

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lead in: answer a series of questions about their experience moving house/ country.

pre: predict reasons why a person would change house and what this person may like of this new place.

while: ls highlight key words on the possible answers on both tasks.  Ss solve the exercise.
ss compare answers + look for evidence in the transcript

post: ss share what speaker they felt identified the most and why.

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Pre:

Have Ls discuss about the most unusual museum they have visited/heard about.

Pre-teach key vocabulary that Ls will need to understand the text.

While:

Ls read the text and work on the multiple-choice task.

Ask Ls to underline where in the text they found each answer.

Post:

Conduct a survey (survey monkey) to find out Ls preferences about museums.

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Formal letter
Setting the context
T shows ss some isolated key words from the letter for them to predict the link between all of them and the main topic of the letter.
Showing models
Ss look at the model of the formal letter for them to identify the information that was mentioned in it + compare their initial predictions about its content.
Focus on features of the genre
Ss revise the following features of the genre: formality, organization, and text cohesion (linking devices)
Practice
Ss work on transformation exercises (change informal phrases to their formal version) and on fill in the blanks exercises (complete the letter with the suitable linking devices)
End result
After having practiced, ss write their own formal letter.

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Speaking class (Caro, Karina & Yesenia) page 16

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Speaking class (Caro, Karina & Yesenia) page 16

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Lead in: Ss will ask and answer the question in section 1
Preparation: Ss will listen to the 4 speakers and will compare their answers with them.
Useful language: Ss will analyze the language extracted from the audio.
Speaking task: Ss will receive a set of sentences and will tell each other whether they agree or not by using the useful language.
Feedback on task: T will correct on the spot and will make notes on Ls' mistakes to provide delayed feedback by brainstorming Ls corrections.

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Gold Advanced page 24 (Writing a proposal)

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Gold Advanced page 24 (Writing a proposal)

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Lead in: ss answer a set of questions related to how confident they feel when giving a presentation. (survey)

Gathering ideas: ss list the challenges they have to overcome when giving a presentation.

Focusing: useful phrases for using in a proposal for starting and closing the proposal / paragraphing

Planning: ss write their ideas to include in each paragraph (Padlet)

Ss write their own proposal. T monitors

Peer feedback + deliver final version

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Lead in: learners discuss their points of view on some famous quotes about aging.

Show the model + focus on: layout of information/ opening and closing phrases

Students have some controlled practice on the use of these phrases

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Cinthia, Wendolyn, Lenka & Rodrigo (Proposal)

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Cinthia, Wendolyn, Lenka & Rodrigo (Proposal)

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- Setting the context: Ss. discuss questions related to workplace communication and emails.
- Showing models: Read the proposal and identify if the tips were followed.
- Focus on features of the genre: organisation, register
- Controlled practice (lexis and discurse): fixed phrases proposal
-Organisation of ideas: Skeleton of proposal
-End result: Write their own piece