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Unit 8 Lesson 3: Some practical ideas
Vocabulary (Presentation Equipment) & Listening
Activity 1:
- T introduces new lesson.
- T goes through the items a person needs when they present. T asks about the current Covid time where a normal student needs the same items too, and asks what other things they'd like to add.
Activity 2:
- Ss do a listening exercise where they are going to hear a trainer talking about things to consider when doing a presentation.
- Ss need to complete the blanks in sentences. (on Spiral)
Activity 3:
- T asks Ss whether they agree with the trainer.
- T asks which advice meant the most to them.
- T says there is more advice and Ss are paired. One student gets half of the full advice, while another gets the other half. They need to tell each other what the advice is.

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Revision and Quiz on Unit 2
- T revises some topics in Unit 2.
- T does online exercises with Ss.
- SS answer quiz online - Goformative.

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Unit 2 Quiz

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Unit 3: Tunnels & Bridges
Reading Comprehension: Building for travel
- Ss read about how tunnels are made and different types of bridges.
- T shows pictures/ videos of bridges.
- Ss answer True or False questions on the article.

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- Ss label diagrams of tunnels and bridges.
- Ss complete a vocabulary cloze passage exercise.

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Unit 2: Check Your Progress
- Ss do an exercise review on the unit to prepare for their Unit 2 Quiz.

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- Write a paragraph about their family. (last part of the review worksheet)

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Unit 2 Quiz - Goformative

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Unit 2 Quiz

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Everyday English: Expressing opinion (strong likes and dislikes) & agreeing and disagreeing
- This class might take longer than 30 minutes because there are short videos to watch.
- T asks Ss about things they like and dislike. T tells Ss things they dislike are also called "pet peeves."
- T talks about smells.
- T discusses with students on positive and negative adjectives people use to describe things.
- T discusses the weakest to the strongest modifier people use (really, quite, absolutely, a bit, incredibly)
- T will show videos of people agreeing and disagreeing on random things (weird haircut, shoes, hat, sculpture) and Ss listen for their feedback and answer questions
- T discusses the expressions they use to agree and disagree on something.

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2 sets of exercises will be given.

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Revision on topics in Unit 1 (first half)

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Grammar: Present Simple Passive
- T explains the difference between active and passive sentences.
- T explains why we use passive and provide examples.
- T shows list of past participle verbs. It is important as they are used in passive sentences. Ss need to refer to the list or memorize.
- T and Ss do online exercises together and discuss.

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1. Matching phrases to form passive sentences.
2. Students form questions and answers in the present simple passive.
3. Exercises from the Workbook.

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Grammar in conversation: adjectives ending in -ed and -ing
- T asks Ss examples of adjectives.
- T tells Ss some adjectives end in -ed and -ing.
- T gives example and asks Ss to explain what they understand. "I am bored." "This class is boring."
- T asks S to read the dialogue between Molly and Sam.
- T discusses the adjectives found in the conversation with the Ss.

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Ss answer exercises from the Workbook.

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Unit 3: My Home
- Ss will identify different rooms in the house and the furniture that belong in different rooms by looking at a model of a house (the inside).
- Ss discuss the things they have in their house - favourite room, sofa colour, garden
- Ss do an activity identifying things that don't belong in a group. Example: bath - shower - wardrobe. Answer: wardrobe

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Ss write a description of their home. At least 50-60 words.

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Vocabulary & Reading: Everyday verbs and Blog post: A Tour around my home
1st Activity
- T shows Ss pictures of everyday actions (watch TV, play tennis, etc)
- Ss need to match description to the correct picture.
2nd Activity
- Ss read a blog post and look at the pictures.
- Ss answer comprehension questions.

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- Ss complete a cloze passage about everyday verbs using the correct subject-verb agreement.

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Unit 1 Quiz (first half) - Goformative

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Unit 2: Amazing or Crazy
Lesson 1: He was 89 years old
Reading & Grammar: Past Simple Tense
Activity 1:
- T shows Ss a picture of an old man jogging. They discuss his activity, his outfit and his age.
- T shows a video about Fauja Singh.
Activity 2:
- T gives a cloze passage with some words in bold. Ss need to match the words to the correct definition.
Activity 3:
- T recalls the usage of past simple tense. (both affirmative and negative forms)
- Ss complete the same cloze passage (Activity 2) with verbs of the correct form of tense. (affirmative)
- Ss do another exercise with Past Simple but in negative form.

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- Ss answer a Past Simple worksheet (completing a cloze passage).

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Unit 2: Grammar (Past Simple Questions) & Vocabulary (Life Events)
Activity 1:
- T recalls previous lesson on the Past Simple.
- T introduces writing questions in the Past Simple.
- T gives answers and Ss need to come up with the questions.
Activity 2:
- T talks about life events and asks Ss what kind of events they have gone through (graduation, birthday, new school, new home, etc)
- T informs that these events have to be used with certain verbs (e.g: pass exams, buy a new car, go travelling)
- Ss do a matching activity between the verb and life event

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- Ss need to write questions to answers.
- Ss need to choose one life event and write about 70 to 80 words in the Past Simple (Padlet)

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- Vocabulary worksheet on Presentation Equipment
- Listening exercise

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Unit 8 Lesson 3: Grammar (Possessive Pronouns) & Listening
Activity 1:
- T shows a list of possessive pronouns.
- T says Ss can use "whose" to ask questions and get the response in the form of Possessive Pronouns.
- Ss do an exercise on possessive pronouns.
Activity 2:
- T presents 2 questions on visualisation technique
- Ss need to listen to an audio recording to get the answers.
- Ss listen to the same audio recording and answer some more questions.
- Ss listen to another audio recording to mark the stress in words (e.g: advanced, magic)

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- Ss answer online exercises on possessive pronouns.
- Ss form sentences incorporating the words they learned in the "finding the stress" exercise)

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Vocabulary Plus (adjective + to + infinitive, speaking verbs, nouns - adjectives, phrases with give and take)
Activity 1:
- T shows the structure and example of adjective + to + infinitive. Then T asks Ss to guess what they are. (e.g: easy to lose, stupid to do)
- T asks Ss to think of more examples with hard, important, good, nice, impossible
Activity 2:
- T moves on to Speaking verbs (say, speak, talk, tell)
- T asks Ss to explain the differences.
- T gives some sentences with blanks and Ss need to use the correct Speaking verb
Activity 3:
- T moves on to turning nouns into adjectives. T tells Ss that to turn them, they only need one suffix (-ful).
- When Ss have turned the nouns into adjectives, they use it to answer an exercise.
Activity 4:
- phrasal verbs with give and take have different meanings. Ss need to match the correct phrasal verb to its definition. (e.g: give away: give someone something you don't need)

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- Ss do adjective + to + infinite and give and take worksheets

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Everyday English: Beginning & Ending a Talk
Activity 1:
- T shows a video of someone beginning and ending a talk.
- T asks Ss to take note of her sentences at the start and end.
Activity 2:
- T gives Ss a set of sentences. T asks Ss to identify which is found at the beginning and ending of a talk.
Activity 3:
- T gives Ss a list of sentences and phrases from the video.
- Ss watch the video again and tick the phrases they can hear.

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- Ss need to come up with their own talk/ speech!

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- Revision on Unit 1 topics
- Unit 1 Quiz (second half)

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Discussion on the answers

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Unit 2: Switch on! - Introduction
- T explains that this unit is all about TV, the shows, genres, and the people involved in it.
Activity 1:
T shows images of tv shows and ask Ss to name what they are (drama, crime, game show, sitcom). If Ss don't know, T will show the shows on Google
Activity 2:
- Ss match programs to its definitions (e.g: an ongoing fictional story about people's daily lives = soap opera)
Activity 3:
- T explains about 3 different categories: drama, show, programme. Ss need to place shows under the correct category. (e.g: legal = drama)
Activity 4:
- Ss need to differentiate between "look at" and "watch" by matching to the correct object (e.g: watch TV, look at a view)

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- Ss need to interview each other a set of questions and fill in a fact file.
Example: How often do you watch TV? How many hours a week do you watch?

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Lesson 1: Stories from Scandinavia
Reading & Grammar: Adverbs of Frequency
- T introduces them to Nordic noir crime dramas by showing them images and trailers of TV shows.
Activity 1:
- Ss read an article about Nordic noir and answer reading comprehension questions
Activity 2:
- T talks about the usage of adverbs of frequency (almost always, sometimes, hardly ever).
- T instructs Ss to find them in the same reading text.
Activity 3:
- T asks Ss to find adjectives in the text
- T then asks Ss to choose 5 adjectives to describe the shows that they watch

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- Ss will do a listening exercise about people talking about their favourite shows.
- Ss will also do grammar exercises on adverbs of frequency and adjectives

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Listening & Grammar (used to)
- T asks Ss whether they have heard of Hans Christian Andersen. If yes, who is he and what has he done?
Activity 1:
- Ss listen to an audio recording about his life.
- Ss answer True/ False questions
Activity 2:
- Ss listen to a conversation between 2 friends about works by Andersen they enjoyed/ didn't enjoy.
- Ss need to identify the correct and false statements
Activity 3:
- T recalls the term "used to" (Ss have learned this before)
- They need to write a short description of a series on TV they used to enjoy as a child in the Comment section

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*To be sent the following week*
- Ss need to give their own different twist to childhood stories. The choices are The Princess and the Pea, The Little Mermaid, The Ugly Duckling, The Snow Queen, The Emperor's New Clothes.
- They need to change the characters, plot, and endings.
- Present their work in written and verbal (presentation) form