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Introduction to Long-Turn Speaking: (2:25)

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Introduction to Long-Turn Speaking: (2:25)

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1. WB p. 17 ex. 1-3

2. Handout

3. Blooket

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Share and Comment

Why did you choose this story, and what do you think people can learn from it?”

Open stage

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New vocabulary

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Which experiment sounds like a dismal failure?

Which could be an impressive accomplishment?

Are these ideas a futile attempt or a win-win situation?

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1. Japanese scientists:

discovered that some animals can breathe through their intestines

2. A 1940s experiment:

using a cat and a paper bag to scare cows and study milk production

3. B. F. Skinner:

trained pigeons to guide missiles

4. German researchers:

studied coin tossing and found coins slightly more likely to land on the same side

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List the examples mentioned in the video:

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List the examples mentioned in the video:

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Ig Nobel awards: Wackiest science experiments feature missile-guiding pigeons, cats scaring cows

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The Ig Nobel Prizes are awards for unusual or surprising scientific research.
They are given every year to celebrate ideas that:

“first make people laugh, and then make them think.”

Unlike traditional Nobel Prizes, these awards focus on:

strange experiments

unexpected discoveries

creative or humorous ideas

However, they are still real research, often with serious meaning behind them.

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Before listening:

What kind of failure might the speaker describe?

After listening:

Answer the questions:

1. What did success look and sound like for the speaker at the beginning?

2. What caused her setback, and how did it affect her plans?

3. What was the most difficult part of her recovery?

4. How did she find a new direction after her injury?

5. What helped her succeed in a completely different field?

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What does success look and sound like to you?

What does failure look and sound like to you?

“If failure is so common, why do some people learn from it, and others don’t?”

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WB p. 17 ex. 1-3 (HW)

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Read the quote. What does it mean? Do you agree?

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New vocabulary

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Choose the THREE most important qualities for success in sport. Why are these the most important?

Use these phrases:

We think ___ is essential because…

Without ___, you cannot…

This is more important than ___ because…

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Which ideas lead to success? Which lead to failure?

Work in your groups

Sort the phrases into two groups:
- Success
- Failure

Let's agree as a group!

You have 4 minutes

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Let’s check together!

Listen

Correct your answers

Ask if you’re unsure

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Match the phrases with their meanings.

Work in your groups

Discuss your ideas

Be ready to check together

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What is happening in the pictures?

Who is successful? Who is not?

Why

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Instructions: Work in pairs

Write three pieces of advice:

1. one GOOD advice (something that helps athletes succeed)

2. one BAD advice (not very helpful)

3. one THE WORST advice (the most terrible advice you can imagine)

Try to use idioms or expressions from today’s lesson.

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Task 5 – Grammar Challenge: Gerund or Infinitive?

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Task 5 – Grammar Challenge: Gerund or Infinitive?

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1. Are Jed’s ideas about success similar to the Olympic athlete’s story?

2. Which factors appear in BOTH stories?

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Task 4 – Video: The Power of Decisions in Sport

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Task 4 – Video: The Power of Decisions in Sport

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How Two Decisions Led Me to Olympic Glory - Steve Mesler

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Task 3 – Coursebook Listening (SB p. 26 ex. 1-8)

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Task 3 – Coursebook Listening (SB p. 26 ex. 1-8)

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After listening, discuss:

1. What surprised Jed about the effect of the crowd?

2. What role did his coach play in his development?

3. What attitude do successful athletes need to have?

4. Do you agree with Jed’s ideas about success? Why / why not?

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Task 2 – Verb Patterns (Gerund / Infinitive)

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Task 2 – Verb Patterns (Gerund / Infinitive)

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Task 1 – Warm-up: What does it take to succeed?

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Task 1 – Warm-up: What does it take to succeed?

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Work in pairs. Decide which of the following ideas are important for success in sport and which are not helpful.

1.      having your eye on the prize

2.      pushing yourself to the limit

3.      bouncing back after a setback

4.      keeping your head in the game

5.      putting in the hard yards

6.      resting on your laurels

7.      cutting corners in training

8.      relying on beginner’s luck

9.      being hungry for success

10.  letting fame go to your head

Discuss: Which THREE qualities are the most important for success in sport? Why?

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HW: WB p. 12 ex. 1-5 and ISG

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HW: Wednesday, 11th March - WB p. 16 ex. 1-4

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Divide the verbs accordingly.

Use a dictionary when in doubt.

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STOP

stop + -ing → quit an activity

stop + to-infinitive → pause to do something

REMEMBER

remember + -ing → memory of a past action

remember + to-infinitive → responsibility/something you must do

FORGET

forget + -ing → no memory of a past action

forget + to-infinitive → fail to do something

REGRET

regret + -ing → feel sorry about a past action

regret + to-infinitive → formal bad news

TRY

try + -ing → experiment / test a solution

try + to-infinitive → make an effort

GO ON

go on + -ing → continue the same activity

go on + to-infinitive → move to a different activity

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4. Verb + to-infinitive

Definition: Expresses intention, decision, plan, hope, or effort.
Example: They decided to postpone the meeting.

5. Verb + object + to-infinitive

Definition: One person causes, asks, or influences another person to do something.
Example: The coach persuaded the team to train harder.

6. Bare infinitive (no “to”)

Definition: Used after modal verbs and certain verbs like make and let.
Example: The teacher made the students rewrite the essay.

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1. Verb + –ing

Definition: Refers to an activity in general (often after verbs like enjoy, avoid, can’t stand).
Example: I can’t stand waiting in long queues.

2. Verb + preposition + –ing

Definition: A preposition must always be followed by the –ing form.
Example: She succeeded in passing the exam.

3. Verb + object + –ing

Definition: Describes an action in progress that is seen, heard, or caught happening.
Example: We noticed someone taking photos of the building.

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Here’s what’s coming up:

You’ll receive your course grades by 20th March.

Before that, we have two assessments on 18th March:

Grammar Test – Verb Patterns

Writing Assessment – Review

REVIEW

We'll look at the basics today and then you’ll be working towards writing a perfect review during your Independent Study days (5th and 12th March)

During our contact lessons, we’ll continue focusing on:

Grammar

Use of English

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Work with your handout to finish the rest of the tasks.

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Skim through all four sections quickly to get an idea of their content.

Read all the questions to see the kind of information you are looking for.

Read section A, then look again at the questions, answering any that you can. Do the same for the other three sections.

If there are any questions you have not answered, scan the sections again, looking for the specific information you need.

To help you, parts of two sections have been underlined. Match these parts to questions 3 and 7. As you answer the other questions, underline the relevant parts of each section in the same way.

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Reading: The Power of photography: time, mortality and memory. 

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Reading: The Power of photography: time, mortality and memory. 

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CAE: reading part 8

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Gold Experience C1 Unit 1 part 2 vocabulary Flashcards

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Gold Experience C1 Learn with flashcards, games, and more — for free.

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Your brain can’t hear you thinking while you’re talking.

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Your brain can’t hear you thinking while you’re talking.

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📘 WB p. 7, exercises 1–4

📘 WB p. 9–10

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SB p. 14, exercises 1–6

Work independently or in pairs.

Write all necessary elaborations in your notebook (do not skip).

Pay special attention to:

Ex. 1 – parts of speech and word formations

Ex. 3 – word transformations

Ex. 6 – notes

You may use an online dictionary if needed (for word formation or translation).

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SB p. 13, exercises 1–7

Work independently or in pairs.

Important:

- When an exercise requires explanations, examples, or rules, write these in your notebook.

- Do not skip this step.

- Pay special attention to:

Ex. 3 – make a table with prepositions and add 1-4 participle adjectives

Ex. 7 – write notes in your notebook

You may use an online dictionary if needed (for word formation or translation).

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1. Vocabulary Assessment

Vocabulary test: Unit 1 – Look Ahead, Look

2. Grammar Assessment

Grammar test focusing on past tenses, assessing accuracy and appropriate use in context

3. Speaking Assessment

Collaborative speaking task, evaluating interaction, fluency, coherence, and the ability to express and justify ideas

4. Writing Assessment

Review writing task, assessing content development, organisation, language accuracy, and register

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Unit 1: Look Ahead, Look Back (Part 2)

- Complete Use of English tasks (open cloze and word formation) more accurately

- Write a clear and well-structured review

- Use past tenses more confidently in speaking and writing

- Work effectively in a collaborative speaking task, explaining and supporting your opinions

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Application Part A: Interview Speaking Task

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Application Part A: Interview Speaking Task

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Step 2 — Interview & Take Notes
Take turns interviewing each other.

While your partner speaks, take notes about:

the memory they describe

important details

vocabulary/collocations you might use

anything you want to include in your paragraph later

You will use these notes to write your paragraph in Part B.

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Application Part B: Mandatory Writing Task

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Application Part B: Mandatory Writing Task

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Writing Task: 120–150 words

Using the notes you took during the interview, write a paragraph summarising one memory your partner shared.

Your paragraph must include:
✔ at least two memory collocations (SB p. 11)
✔ at least two polite/tentative past forms
✔ correct comma rules (introductory phrases, non-defining clauses, lists)
✔ clear, accurate reporting of your partner’s memory

Important:

Begin writing in class.

If you do not finish, the paragraph becomes homework.

The final version must be submitted in Google Classroom by the deadline.

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Application Part A: Interview Speaking Task

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Application Part A: Interview Speaking Task

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Step 1 — Complete Your Questions

Before speaking, write 4 polite/tentative questions you will ask your partner. To make the interview meaningful, each question should focus on a different type of memory.

Use structures such as:

I was wondering if you remembered…

I wanted to ask whether you’ve ever…

I was hoping you could tell me about…

I had assumed that you might recall…

(You may also include vocabulary + collocations from SB p. 11.)

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Grammar Connection: Polite & Tentative Past

We often ask about memories in polite, gentle, or tentative ways.

Useful structures:

I was wondering if you could…

I wanted to ask whether…

I was hoping you might…

I had assumed that…

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Vocabulary Practice

Complete Student Book p. 11, exercises 1–7.

Focus on:

✔ memory-related verbs

✔ collocations (e.g., trigger a memory, commit to memory, vivid memory)

✔ figurative uses of “memory”

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Class Discussion

Share your initial reactions to the video.

Guiding questions:

1. Do you think having an extraordinary memory is helpful or stressful?

2. Which memory ability would you choose? Why?

3. What kinds of memories do you find easy or difficult to recall?

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Watch the video about super recognisers, eidetic memory, hyperthymesia and other remarkable memory abilities.

💬 Think about:

What surprised you the most?

Would you want one of these abilities?

How do these abilities affect everyday life?

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Verbs that show interpretation, not certainty:

Standard Epistemic Verbs

seem

appear

suggest

imply

indicate

presume

assume (when used epistemically)

🔹 Higher-Level / Academic Epistemic Verbs

infer

hypothesise

postulate

consider

interpret

speculate

suspect

anticipate

estimate

deduce

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Words that weaken the strength of a statement:

perhaps

possibly

maybe

slightly

kind of / sort of

to some extent

more or less

in a way

arguably

apparently

reportedly

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Past Perfect Continuous: Long-Term Doubt

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Past Perfect Continuous: Long-Term Doubt

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Used to express doubt or reconsideration that lasted over time.

Meaning: extended uncertainty

Examples:

I had been wondering for a while whether…

I had been thinking for some time that…

I had been questioning whether…

I had been trying to understand if…

I had been rethinking the idea that…

I had been doubting for a long time whether…

I had been imagining that perhaps…

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Used to politely correct or update a previous belief.

Meaning: polite correction → gentle contradiction

Examples:

I had assumed that…

I had thought it was…

I had believed that…

I had always imagined that…

I hadn’t realised that…

I had taken it for granted that…

I had understood it to mean…

I had interpreted it as…

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Used to express uncertainty or soften a suggestion.

Meaning: tentative → careful → exploratory

Examples:

I was wondering if you might…

I was wondering whether it could…

I was hoping you could possibly…

I was thinking it might be…

I was imagining that it could have been…

I was considering whether…

I was trying to figure out if…

I was reflecting on whether…

I was thinking there might be a chance that…

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Used to make a request sound polite.

Meaning: polite → softer → less direct

Examples:

I wanted to ask if…

I wanted to check whether…

I didn’t know if you might…

I thought perhaps you could…

I was hoping to ask about…

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Why English Uses Past Tenses for Politeness

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Why English Uses Past Tenses for Politeness

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Past tenses create distance, making language:

softer

less direct

more respectful

less certain

less demanding

This is called modal distance.

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Today we learn how English makes ideas polite, soft, and tentative.

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Today we learn how English makes ideas polite, soft, and tentative.

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C1 Test Revision – Extended Practice Pack

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If I had a cup that refills itself with any beverage I would never worry about being thirsty.

If I had a bed that would get cold as soon as the alarm goes off I’d actually wake up on time.

If my alarm clock which already hates me could walk it would chase me around the room until I actually got out of bed.

If I had a backpack that could teleport which also played my favourite songs I’d always arrive at school on time and dance in the hallways.

If I had a fridge that knew everything then I would be smart yet super fat.

If I had a bike that could teach me school stuff I wouldn’t be so stupid in academic school and even smarter in life school.

If cows could fly which they will I’d be a cowboy.

If I had a time machine that ran on leftover pizza I’d finally travel to the future and meet the wiser version of myself who probably still forgets to do laundry.

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ISG: Using Commas Effectively in Academic Writing

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ISG: Using Commas Effectively in Academic Writing

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Because the test is digital:

You may copy the original sentence

Then add commas, replace conjunctions, or rewrite correctly

Editing is easier than handwriting

Reread before submitting

Use clear, structured writing

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Choose ONE topic in the test:

Topic 1: How study strategies and social media shape modern learning.

Topic 2: The impact of consistency and focus on academic performance.

In your 120–150-word text, you must include the following four grammar structures:

1. One inversion
(Not only … but also + inversion)

2. One conditional sentence
(any type: 0 / 1st / 2nd / 3rd / mixed)

3. One relative clause
(defining or non-defining)

4. One correlative conjunction
(both … and / either … or / neither … nor / whether … or)

*In your writing, you must underline or highlight all four required grammar structures so the teacher can see that you used them correctly.

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Rewrite or complete conditional sentences:

Zero, First, Second, Third, Mixed

Wishes about the present

Wishes about the past

Example task:

Rewrite using the third conditional:

“She was tired so she forgot everything.”

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Rewrite sentences with correct comma placement.

Example task:

“When students study for too long their concentration drops.”

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Section D: Linkers and The Former/The Latter

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Section D: Linkers and The Former/The Latter

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Choose the most logical linker.

Example task:

“He took detailed notes; ___, he never reviewed them.”

A. moreover

B. however

C. therefore

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Combine two sentences using relative pronouns and adverbs, put commas where needed.

Example task:

“The student used spaced learning. It improved her confidence.”

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Write sentences using:

both … and

either … or

neither … nor

whether … or

Example task:

Write a sentence using “neither … nor”.

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Choose the correct subordinating conjunction.

Multiple-choice format.

Example task:

“___ students work independently, they still need support.”

A. Although

B. Whereas

C. Since

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Section B1: Coordinating Conjunctions (FANBOYS)

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Section B1: Coordinating Conjunctions (FANBOYS)

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Identify incorrect conjunctions and rewrite correctly.

Example task:

“She revised a lot, for she still didn’t feel confident.”

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Rewrite sentences using:

Not only ... but also

Example task:

“The technique improves concentration. It boosts memory too.”

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Inversion

Coordinating, Subordinating, Correlative Conjunctions

Relative Clauses

Linkers + The Former/The Latter

Commas

Conditionals and Wishes

Writing Task

Reflection

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Structure, example tasks, writing topics

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Members & Roles: Emma (language expert), Herta (Creative Director) and Rasmus Jan (Teacher / Presenter & Quiz Master)

Theme: Social Media & Digital life