GR

I.A.L.S.: 1. IN

SATURDAYS WEEKDAYS WEEK ON

8 WEEKS 4 WEEKS MATERIAL TO COVER: P

Examples: You can figure out the author’s opinion by reading betwe
WK 1 MON between the lines. Ask them to give you 3 examples using the idiom.

Ask them if they have ever needed to remind someone about someth
WK1 TUES direct. Have them explain why they would use this idiom or why the

Start by introducing this week's second idiom: "go all out" = To use
WK 2 WED example) to do something. Page: 233

Ask them if they have "gone all out" for a specific event or a specific
WK 2 THUR FAMILY, IS IT CLOSE? WHERE DO YOUR RELATIVES LIVE?
RELATIONSHIP IF YOU HAVE THE CHANCE?

WK 2 FRI Have them use it in 3 different verb tenses. + Review th

SATURDAYS WEEKDAYS WEEK TW

8 WEEKS 4 WEEKS MATERIAL TO COVER: P

WK 3 MON THE SIMPLE PRESENT . Pages: 234 - 235

Ask them to give you at least 3 examples of things they consider can
WK 3 TUES per example. Pages: 236 -237

To be unsure about something. Example: Larry has mixed feelings a

WK 4 WED casserole. Ask them if they have ever felt unsure about something or
Pages 238 - 239
 APPENDIX A, SUMMARY OF VERB TENSES + Conversation: H
WK 4 THUR any other unusual meat? Have you ever been on top of a mountain, i
interesting places? Have them share their answers with the class.

PHRASAL VERB DAY! Look into = to examine or inv

WK 5 FRI extra English tutoring for her. Have them use it in the ve
week's content.

SATURDAYS WEEKDAYS WEEK TH

8 WEEKS 4 WEEKS MATERIAL TO COVER: P
Do you want a lollypop, a hamburger, some fries? You name it, you
WK 5 MON idiom. Pages: 240 - 243 Finish ex. 14.

WK 5 TUES Start by asking them situations they think this idiom would be deeme

When asked for her postal code, Amy drew a blank. Ask them if they
WK 6 WED circumstance have they? Pages: 246 - 247

Using this week's second idiom have them give you examples using
WK 6 THUR Finish ex. 19

PHRASAL VERB DAY! Get away with = to not be punished

WK 6 FRI away with murder? He stole money and got away with ti. +
House. Have them roleplay: Rea

SATURDAYS WEEKDAYS WEEK FO

8 WEEKS 4 WEEKS MATERIAL TO COVER: P
After seeing a mouse on the floor, I had a change of heart about eating at the
WK 7 MON idiom. Pages: 251 -253

Start by asking them if they have ever had a change of heart regarding a situa
WK 7 TUES 254 + Conversation: How has technology changed recently? (Or something to

WK 8 WED Ask them if they have ever been in a place that they have had to tell someone
Page: 255

WK 8 THUR Have your students give you examples using the idiom "get your act

PHRASAL VERB DAY! Check out = to leave a hotel O

WK 8 FRI examine or explore something to see what it’s all about.
hotel at ten.” + Review this week's content
 PHASE 11

GRAMMAR : The Present Perfect / The present perfe

I.A.L.S.: 1. INTRODUCTION 2. REPETITIONS 3. ATTACK 4. CO

WEEK ONE

MATERIAL TO COVER: PAGES 224-233

Examples: You can figure out the author’s opinion by reading between the lines. I shouldn't have to tell you Charlie, read
between the lines. Ask them to give you 3 examples using the idiom. Pages: 224 -228

Ask them if they have ever needed to remind someone about something while giving them hints to avoid saying something
direct. Have them explain why they would use this idiom or why they wouldn't. Pages: 229 - 232

Start by introducing this week's second idiom: "go all out" = To use all of your energy or resources (e.g. money in the above
example) to do something. Page: 233

Ask them if they have "gone all out" for a specific event or a specific person and why? + " FAMILY" HOW IS YOUR
FAMILY, IS IT CLOSE? WHERE DO YOUR RELATIVES LIVE? HOW WOULD YOU IMPROVE YOUR
RELATIONSHIP IF YOU HAVE THE CHANCE?

Have them use it in 3 different verb tenses. + Review this week's contents.

WEEK TWO
MATERIAL TO COVER: PAGES 234-239

THE SIMPLE PRESENT . Pages: 234 - 235

Ask them to give you at least 3 examples of things they consider can be out of line. Have them use the idiom in a sentence
per example. Pages: 236 -237

To be unsure about something. Example: Larry has mixed feelings about his new job; I have mixed feelings about this
casserole. Ask them if they have ever felt unsure about something or someone and have them use the idiom to explain.
Pages 238 - 239
APPENDIX A, SUMMARY OF VERB TENSES + Conversation: Have you ever tasted camel meat, skunk, alligator, or
any other unusual meat? Have you ever been on top of a mountain, in a desert, In the middle of the ocean, or In other
interesting places? Have them share their answers with the class.

PHRASAL VERB DAY! Look into = to examine or investigate. Example: We need to look into
extra English tutoring for her. Have them use it in the verb tenses studied this week. + Review this
week's content.

WEEK THREE
MATERIAL TO COVER: PAGES 240-250
Do you want a lollypop, a hamburger, some fries? You name it, you got it. Have them create 4 sentence dialogues using the
idiom. Pages: 240 - 243 Finish ex. 14.

Start by asking them situations they think this idiom would be deemed appropriate to be used. Pages: 243 - 245

When asked for her postal code, Amy drew a blank. Ask them if they often forget important information. In what
circumstance have they? Pages: 246 - 247

Using this week's second idiom have them give you examples using the idioms in different verb tenses. Pages: 248 - 250
Finish ex. 19

PHRASAL VERB DAY! Get away with = to not be punished for doing something wrong. Example: How to get
away with murder? He stole money and got away with ti. + Introduce vocabulary about Selling or Renting a
House. Have them roleplay: Real estate agent, client.

WEEK FOUR
MATERIAL TO COVER: PAGES 251-257
After seeing a mouse on the floor, I had a change of heart about eating at the restaurant. They should give you at least 3 sentences using the
idiom. Pages: 251 -253

Start by asking them if they have ever had a change of heart regarding a situation, a person or a job. Have them answer individually. Pages:
254 + Conversation: How has technology changed recently? (Or something to do with tech in general)

Ask them if they have ever been in a place that they have had to tell someone to get their act together. Have them share their experience.
Page: 255

Have your students give you examples using the idiom "get your act together" in different tenses. Pages 256 - 257

PHRASAL VERB DAY! Check out = to leave a hotel OR to pay for something at a store OR to
examine or explore something to see what it’s all about. Example: “We have to check out of the
hotel at ten.” + Review this week's content
 PHASE 11

Present Perfect / The present perfect continuous

. REPETITIONS 3. ATTACK 4. COMPLETE INTERACTION

ACTIVITIES

Warm-up
Start by introducing this week's first idiom " read
between the lines" = to find the hidden meaning in
something that is written or said.

Online Workbook - Lesson 9 Exercise 1-2

Online Workbook - Lesson 9 Exercise 3

HOT SEAT (drive)

PHRASAL VERB DAY! End up: to reach something or

somewhere, eventually or by accident. Example: “We
ended up all the way at the end of the subway line!”

ACTIVITIES

Warm-up
Start by introducing this week's idiom " out of line"=
inappropriate; not in accordance with how sb is supposed to
behave. Examples: Mark’s comment was out of line. He
shouldn’t have said that to a client. Have them work in pairs to
create a dialogue that includes the idiom and then read them
out loud
Online Workbook - Lesson 9 Exercise 4-5

Start by introducing this week's second idiom "Have

mixed feelings" Online Workbook - Lesson 9 Exercise 6
 BINGO (go to drive)

Try something new for 30 days

Video

ACTIVITIES

Warm-up
Start by introducing this week's first idiom " you name
it" = synonym of ‘whatever you want’
Online Workbook - Lesson 9 Exercise 7-8

Start by introducing this week's second idiom "draw a

blank" = to be unable to remember anything. Online Workbook - Lesson 9 Exercise 9

Song Activity Uptown Funk

The yes I have game

ACTIVITIES

Warm-up
Start by introducing this week's idiom "a change of heart" = a
change of feeling; used to say you changed your mind about
something. Example:
Online Workbook - Lesson 9 Exercise 10-11

Start by introducing this week's idiom "a change of heart" = a

change of feeling; used to say you changed your mind about THE JOB INTERVIEW
something. Example:

Do you know your room?

Play CLUE (drive)

 Class Presentation Tool

Picture discussion, Reading page 226.

Exercise 1

Exercises 2 and 3

Class Presentation Tool

Reading page 234

Exercises 10 and 11
 Class Presentation Tool

Reading page 240

Exercise 16

Reading page 248 Exercises 17 and 18

Review page 255

 RECOMMENDED ACTIVITIES / PHASE 11
ACTIVITY DESCRIPTION

Give each student a copy BINGO

+Find a place where you can solve the following situations. 2. You cannot repeat any place 3. All the spaces must be
BINGO
filled up
4. When you complete the above yell BINGO!!!!!

Choose a list of famous people,

Write the name on the board then
Choose a list of famous people, Write the name on the board then write write some letters of the alphabet.
some letters of the alphabet. Tell students to think of a new adjective to Tell students to think of a new
HOT SEATS describe the person using the letters on the board. adjective to describe the person
When the student loses or has no other answer the teacher must change the using the letters on the board.
celebrity. When the student loses or has no
other answer the teacher must
change the celebrity.

The teacher has committed a crime so he must give the students a list of ten options. The
students by asking yes or no questions in present perfect must look for clues to find out who
CLUE was killed, where, how and why.
The first to solve the crime is the winner.

Students try to spot what you have changed in the room since last week, while they were
Do you know your having a break or while their eyes were closed. They can then take turns challenging each
room? other.

Students ask each other “Have you ever..?” questions. They must answer all questions with
The yes I have
“Yes”. Their partner can then ask them 3 “Wh” questions in the Simple Past and try to spot from
game
their answers and body language if they are lying.

VIDEO ACTIVITIES
Try something Discuss this video with the
https://www.youtube.com/watch?v=UNP03fDSj1U
new for 30 days class.
You can find the video with
Song Activity Uptown Funk - Bruno Mars
lyrics in the drive.
Ask students what they
Job Interview https://www.youtube.com/watch?v=Aq6y3RO12UQ
would have done

0000009
 PHASE 12

GRAMMAR : GERUNDS / INFINITIVES

I.A.L.S.: 1. INTRODUCTION 2. REPETITIONS 3. ATTACK 4. COMPLETE

SATURDAYS WEEKDAYS WEEK ONE

8 WEEKS 4 WEEKS MATERIAL TO COVER: PAGES 258-267

WK 1 MON Gerunds an Overview Pages: 258 - 262 stop at ex. 1

WK1 TUES Gerunds as Subjects Pages: 262 - 264

WK 2 WED Gerunds as ObjectsPages: 265 - 266

WK 2 THUR Preposition plus Gerunds Page: 267

PHRASAL VERB DAY! Blow up = to make something explode, OR to inflate. Example: The gas station
WK 2 FRI near my house blew up. + Review the past participle and this week's contents.

SATURDAYS WEEKDAYS WEEK TWO

8 WEEKS 4 WEEKS MATERIAL TO COVER: PAGES 268-274

WK 3 MON Preposition + Gerunds Pages: 268 - 269

WK 3 TUES Reading, infinitives as an overview Pages: 270 - 272 (Finish ex, 9)

WK 4 WED Infinitives after expressions with it Pages: 272 (10.6) - 274 Stop at ex. 12

WK 4 THUR Infinitives after Adjectives Pages: 274 (10.8) - 276 finish about you.

PHRASAL VERB DAY! Call off = to cancel or decide not to do something. Example: “We had to call off
WK 4 FRI the party when she got sick.” + Review the Simple Present vs. The Present Perfect.

SATURDAYS WEEKDAYS WEEK THREE

8 WEEKS 4 WEEKS MATERIAL TO COVER: PAGES 274-279

WK 5 MON Object before Infinitives Pages: 276

WK 5 TUES Infinitives to show Purpose Pages: 277

WK 6 WED Infinitives or gerunds after verbs 278 - 279

APPENDIX D Gerunds and Infinitives + SPEAKING: WHAT WOULD I CHANGE ABOUT

WK 6 THUR
THE WORLD.......
PHRASAL VERB DAY! Drop in = to go somewhere without announcing or planning it. (Also drop by or
WK 6 FRI drop over.) + Review this week's content

SATURDAYS WEEKDAYS WEEK FOUR

8 WEEKS 4 WEEKS MATERIAL TO COVER: PAGES 280-

WK 7 MON Summary of Unit 10 Pages: 280 - 281

WK 7 TUES From Grammar to writing and Editing Practice Pages: 282 - 283

WK 8 WED APPENDIX D: GERUNDS AND INFINITIVES

WK 8 THUR ACTIVITY ROLE PLAYS

REVIEW PH 12...MAKE SURE THEY HAVE A CLEAR UNDERSTANDING OF ALL THE

WK 8 FRI GRAMMAR
PHASE 12

: GERUNDS / INFINITIVES

ETITIONS 3. ATTACK 4. COMPLETE INTERACTION

ACTIVITIES
Class Presentation Tool
Warm-up
Start by introducing this week's idiom "a breath of fresh air" =
something new that adds life and energy to a situation. Examples:
The new employee, Gail, is a breath of fresh air in the office. Ask
them to give you 3 examples using the idiom. Picture discussion and Reading page 260 Exercise 1

Online Workbook -
Have they had a person, a thing, an event that they have felt like it Lesson 10 Exercise 1-2
was a breath of fresh air in their lives? Let them answer individually
and then compare their answers with their classmates.
Exercises 2 and 3

Start by introducing this week's second idiom "be man enough"=

strong enough in character, or strong enough as a man. Example:
George was the only one man enough to admit he had made a
mistake. Writing Emails
Exercise 5
ACTIVITY

Have them give you examples of situations where

the idiom can be used.
Millenial Job Interview

ACTIVITIES
Class Presentation Tool
Warm-up
Start by introducing this week's idiom "be second to none" =the best.
Examples: The apple pie at this restaurant is second to none. Have
them give you 3 examples using the idiom. Review page 267 + Do
Online Workbook -
Ask them if they know of something or someone that is second to Lesson 10 Exercise 3-5
none. Try to get at least 2 examples from each of them. Reading page 270, Exercise 9
Start by introducing this week's second idiom "Know your stuff" = to
know something well. Example: He is very good at math, he knows Song Activity: The
his stuff. Jim has been a mechanic for 20 years. He really knows his
stuff.
Beatles
Do you " know your stuff" on a specific subject? Have them give
you things they do or know how to do well.
PICTURE PROMPT Exercise 13

ACTIVITIES
Class Presentation Tool
Warm-up
Start by introducing this week's first idiom "to pitch in" =to
start to do something as part of a group, especially something
helpful. Examples: When I bought this house, all my friends Online Workbook -
pitched in to help fix it up. Everyone pitched in to buy pizza. Exercise 14
Have them give you 3 examples.
Lesson 10 Exercise 6-7

Ask them when they usually help out in events or at work?

Other people? Who do they usually help? When was the last TED TALK: WHAT
time they pitched in on an event or group? Exercise 15
MAKES A GOOD LIFE

Start by introducing this week's second idiom "a

long haul" = the long road; the option that takes
the most time. Example: He loves her, he is in it Online Workbook -
Exercise 16
for the long haul. Pages: Lesson 10 Exercise 8-9

Impromptu
speaking

ACTIVITIES
Class Presentation Tool
 Class Presentation Tool
Warm-up
Start by introducing this week's first idiom "left, right,
centre" = everywhere. Examples: There are children left,
Online Workbook -
right and centre in this mall. People must be careful left, right Lesson 10 Exercise 10- Review page 281
and centre. 11
Have them give examples of situations in which they could WHO'S TELLING
use this idiom. THE TRUTH?
Start by introducing this week's secon idiom "have mixed
feelings" = to be unsure about something. Ask them if they
have ever felt like this regarding something or someone?
Have them paint a picture of the situation. If you have any
personal experience on the topic share it with the class.

Ask them if they think it's easier to find things when they
keep a neat workspace, bedroom, etc., or if they are able to
find anything they need in their "organized chaos"? Have
them answer individually and using examples or pass ROLE PLAYS
experiences. Then have a class discussion on the topic.

STORY 1 2 3
 RECOMMENDED ACTIVITIES / PHASE 12
ACTIVITY DESCRIPTION
Watch video "How to write an email to always get an answer", ask HOW TO WRITE AN EMAIL TO
Writing Emails
students to write an email ALWAYS GET AN ANSWER
You can find an interesting picture with lots of things going on. Or, something that implies an
PICTURE PROMPT interesting thing that will happen in the future. Then, students write about what they see, make
a prediction for the future, make up a story based on the picture, etc.

Re-Tell the Story 1-2-3

STORY 1 2 3 students have to tell a story 3 times. The challenge is that they have shorter and shorter
amounts of time but still have to include all of the same information in it.

give students a scenario instead of fill in the blank sentences. You should focus on problems
ROLE PLAYS that they might encounter in real life, such as an immigration interview, job interview in English,
etc.

Who’s Telling the Truth? Have each student write three facts about themselves that nobody in
the class knows on a piece of paper. Make sure each student includes their name on the top of
the page. Collect the sheets of paper and bring three students to the front of the room. Read
aloud one of the facts that is true for one of these three students.

All three claim that the fact is theirs, and the class then proceeds to question them in an
WHO'S TELLING attempt to determine who is telling the truth and who is lying. Each student is allowed to ask
THE TRUTH? one question to one of the three students. After a round of questioning, the students guess who
is telling the truth.

Prepare a list of topics that students will be able to talk about. Split the class into two teams,
and have each student choose a number—that’s the order they will go in. Each student will
Impromptu respond to a statement without preparation. They must continue speaking for 45 seconds. As
speaking the student is speaking, the other team listens for moments of hesitation, grammatical
mistakes, and vocabulary mistakes. If the other team can correctly identify an error, they get a
point.
VIDEO ACTIVITIES
Millenial Job Discuss this video with the
https://www.youtube.com/watch?v=Uo0KjdDJr1c
Interview class.
You
Have can find the video
a discussion withwith
the
Song Activity The Beatles - Come Together
TED TALK: WHAT classlyrics
about inwhat
the drive.
is a good
MAKES A GOOD https://www.youtube.com/watch?v=8KkKuTCFvzI life, what are your basic
LIFE needs, what couldn't you live
without

00000014
 PHASE 13
GRAMMAR : ADJECTIVE CLAUSES / SUPERLATIVE / COMPARATIVES
I.A.L.S.: 1. INTRODUCTION 2. REPETITIONS 3. ATTACK 4. COMPLETE INTERACTION
SATURDAYS (3 WEEKDAYS (1
HR) HR) WEEK ONE ACTIVITIES
CLASS PRESENTATION
MATERIAL TO COVER: TOOL
8 WEEKS 4 WEEKS
PAGES 284-294
Warm-up

Idiom “fad” = a fashion that lasts for a very short time. Examples:
Thank God platform shoes for men were a 70's fad. I hope they
never come back. Imagine, that there were some people who
Picture discussion, Reading
WK 1 Mon Pages 284-287 thought that cell phones were going to be a fad. How wrong were
page 286 and exercise 1
they! I'm tired of spending money on fads. I've decided to wait to
see if a new fashion stays fashionable for more than a month before
purchasing it.

Ask them if they know of any fads. If they know the difference
WK 1 Tues Pages 288 - 290 between fad and trend. Do they know of any trends that they like or ACTIVITY: Tongue Twisters Exercise 2
dislike? Have them have a discussion of fads and trends.

Read the following quote by C.S. Lewis to your students: Friendship

is born at that moment when one person says to another, 'What! You
Pages 291 - 293, stop after Ex. too? I thought I was the only one.' Ask students the following
WK 2 Wed
6 questions: Do you understand the quote? Has this ever happened to
you? If yes, have them tell you about it. If not, have them share
when they met their best friend.

Have you ever been to a class reunion? If yes, tell us about it. If no,
WK 2 Thur Pages 293 (About You) - 294 would you like to go to one? Why or why not? Describe how you Fun With Grammar pg. 294
would like your class reunion to be.

Effective Paragraph
Writing: 1. Topic Sentence 2.
Supporting Details 3.
WK 2 Fri Multimedia Acitvity: Living with a Volcano
Concluding Sentence. Write an
effective paragraph together
about friendship.

SATURDAYS (3 WEEKDAYS (1
HR) HR) WEEK TWO
CLASS PRESENTATION
MATERIAL TO COVER: TOOL
8 WEEKS 4 WEEKS
PAGES 295-303
Warm-up
Idiom " to scare the living daylights out of someone" = to give
someone or to receive a big scare. Examples: You scared the living
daylights out of me when you jumped from behind the door. Don't
WK 3 Mon Pages 295 - 297 Reading page 295
go on scaring the living daylights out of people, you don't know who
can react badly at it. According to Jim, Lisa scared the living
daylights out of him and now he won't talk to her.

Ask them if they have ever, accidentally not on purpose, scared the
Pages 298 - 299 (Have each
living daylights out of someone. Also ask them if they have ever
WK 3 Tues student write 2-3 examples of ACTIVITY: Charabia
done it on purpose and how the person they did it to reacted. Have
the Grammar in Use)
them recall their experiences to the class.

Start by asking them if they have friends of different ages, or if all

their friends are about their same age. Ask them about their
WK 4 Wed Pages 300 - 302 (Finish Ex. 12) Reading page 300
preferences and if they choose their friends according to their age or
for any other reasons.
What qualities do you think are indispensable in a good friend? After
each of them give you at least 3-5 qualities, ask them if they
WK 4 Thur Page 303 Song Activity: You've Got a Friend In me
consider themselves to be good friends. Do they have all the
characteristics that they gave beforehand?
VOCABULARY: Brainstorm
Idiom "sticks and stones may break my bones but words will never
some strong words. How can
hurt me" on the board. Discuss it with the students. Have them give
WK 4 Fri you use them? Is it true that ACTIVITY: Snakes
you their opinion on it, do they agree with it or not? Why? Were they
the pen is mightier than the
bullied in school or were they the bullies?
sword?

SATURDAYS (3 WEEKDAYS (1
HR) HR) WEEK THREE
CLASS PRESENTATION
MATERIAL TO COVER: TOOL
8 WEEKS 4 WEEKS
PAGES 304-313
Warm-up

Idiom "cut corners" = when something is done badly to save money.

Examples: It's really dangerous when builders cut corners, you don't
WK 5 Mon Pages 304 - 305 want a building to come crashing down. Cutting corners is never Review page 305
good for the customers. They get low quality products for a high
price. Honest people are never supposed to cut corners.

If they have ever noticed anyone taking the easy way. What do they
WK 5 Tues Pages 306 - 307 think about people who do so? Have them engage in a conversation ACTIVITY: TABOO
about the difference between being efficient and being lazy.

If they could interview anyone in the world, dead or alive, who would
it be and why. Would they ask them personal questions or questions
WK 6 Wed Review Adjective Clauses about their line of work, why? How long would their interviews last, Worksheets: Adjective Clauses
why? Do they think they will be nervous during the interview, why or
why not?
Do you think that during the past there have been more famous
Pages 308 - 311, stop after characters who have been men or women? Have them make a list of Picture discussion, reading
WK 6 Thur
grammar box 12.1 both; famous women and men through the ages. Why do they think page 310
there's more of one than the other?

Write the following lyrics on the board: "Anything you can do I can
Pages 312-313, stop after Ex. do better." Ask students if they think men do things better than
WK 6 Fri CLASS DISCUSSION: Men vs Women Exercises 1 and 2
3 women, or viceversa. Does gender influence how people do things?
If not, then what does?

SATURDAYS (3 WEEKDAYS (1
HR) HR) WEEK FOUR
CLASS PRESENTATION
MATERIAL TO COVER: TOOL
8 WEEKS 4 WEEKS
PAGES 313-322
Warm-up

Idiom "far cry from" = very different from. Examples: Silent movies
WK 7 Mon Pages 313 (12.2) - 315 are a far cry from 21st century ones. Your cooking is a far cry from Fun With Grammar pg. 315 Exercise 4
mine. Spanish is a far cry from English.

Have students give you examples of things that are very different
Pages 316 - 318, stop after Ex.
WK 7 Tues from the following: My hometown's weather, Pizza Hut, Robert Reading page 316 Exercise 5
5
Downey Jr.'s movies, My car, Traffic in New York.
Ask students if they have ever competed in sports, student
government, at work, etc. Provide more options to them. Did they
Pages 318 (Ex. 6) - 320, stop
WK 8 Wed win? If not, have them compare themselves to the winner. The
after Ex. 8
purpose is to have them use comparatives. Listen to their answers
and experiences individually.
Have students discuss the topic of friendship online. From their
WK 8 Thur Pages 320 (Ex. 9) - 322 discussion, have them make a list of the pros and cons of making ACTIVITY: Alphabet Brainstorm Exercise 10
friends virtually.

VOCABULARY : Ask things they

think a senior citizen needs to Is there such a thing as too old to achieve your goals? To make your
WK 8 Fri TED TALK: How I Became An Entrepreneur At 66.
survive, living alone, with dreams come true?
family, working, retired, etc.

00000015
 RECOMMENDED ACTIVITIES / PHASE 13
ACTIVITY Have a list of different words. Split students into 2 groups and
DESCRIPTION
each student has a turn explaining the words to his teammates
TABOO using adjective clauses, without saying the word. Give each This game is easier with a
person a time limit and see how many words each team can box of many different words
correctly guess.student a piece of paper to write on, you give themthat
You give every
the students can choose
5 minCreating
to write a
down as many
from. box with
SNAKES nouns as they possibly can following one simple rule, you give them the first word and the next
one has to start with the last of the previous one.

On the board, write three numbered categories, e.g. 1. clothes, 2. drinks, 3. verbs, etc. The
categories you choose will depend on the vocabulary you wish to teach or revise. Next to the
categories write the letters of the alphabet with a random number next to each letter, e.g. A - 2,
B - 4, C - 1, etc. Give each team a piece of paper and tell them to write the letters of the
ALPHABET alphabet in a list. Call out a category from the board. The teams then race to complete their list
BRAINSTORM with an example for each letter. When time is up, have the teams swap papers for marking. For
each correct word, teams score the number assigned to the letter. Tally up the scores and then
start a new round. The team with the highest score at the end of the game wins.

Hand out a worksheet (you will find it on the next tab) with various tongue twisters. Each
TONGUE student has to choose one. They start off reading it slow and have to repeat it 3 times, saying it
TWISTERS faster each time. Make sure everyone has fun trying to say them faster and faster.

Prepare a list of words based on subject material (a sample list

has been added on the right. Divide the class into 2 teams. Put
one word from your list on the board, writing the letters in a
mixed-up sequence. The first team chooses one player to guess
what the word is (time limit of 30 seconds), and if they guess interests, knit, hike, website,
correctly, their team gets 100 points. If they guess incorrectly, technology, theatre, network,
the other team has a chance to guess for 75 points. If they guess disease, brainchild, community,
CHARABIA
aftermath, traumatic, powerful,
incorrectly, the first team has one more chance to guess for 50
connect, system, computer,
points. After this, the second team gets a new word. share, investors

Adjective Clauses Share your screen with the worksheet provided, have each student fill it out and then correct it
worksheet as a group.

VIDEO ACTIVITIES
Discuss this video with the
Living with a class. Does anyone live close
https://www.youtube.com/watch?v=Atyr4e5KFHs
Volcano to a volcano? Has anyone
You can find the video with
Song Activity You've Got a Friend In Me visited one?
TED TALK: How I Havelyrics in the drive.
a discussion with the
https://www.ted.com/talks/
Became An class about how it's never too
paul_tasner_how_i_became_an_entrepreneur_at_66?language=en
Entrepreneur At 66. late to achieve your goals.

00000016
 Tongue Twisters
Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers?
Where's the peck of pickled peppers Peter Piper picked?

How much wood would a woodchuck chuck if a woodchuck could chuck wood?
He would chuck, he would, as much as he could, and chuck as much wood,
as a woodchuck would if a woodchuck could chuck wood.

Betty bought a bit of butter. One-One was a racehorse.

But the butter Betty bought was bitter. Two-Two was one, too.
so Betty bought a better butter, When One-One won one race,
and it was better than the butter Betty bought before. Two-Two won one, too.

Silly Sally swiftly shooed seven silly sheep.

The seven silly sheep Silly Sally shooed
Shilly-shallied south.
These sheep shouldn't sleep in a shack;
Sheep should sleep in a shed.

All I want is a proper cup of coffee, Tin coffee pots and iron coffee pots
Made in a proper copper coffee pot They're no use to me -
I may be off my dot If I can't have a proper cup of coffee
But I want a cup of coffee In a proper copper coffee pot
From a proper coffee pot. I'll have a cup of tea.
 PHASE 14
GRAMMAR : Superlatives / Comparatives / Passive & Active Voice

I.A.L.S.: 1. INTRODUCTION 2. REPETITIONS 3. ATTACK 4. COMPLETE INTERACTION

SATURDAYS WEEKDAYS
(3 HR) (1 HR) WEEK ONE ACTIVITIES CLASS
PRESENTATION
MATERIAL TO COVER: TOOL
8 WEEKS 4 WEEKS Warm-up
PAGES 323-333
WK 1 Mon Idiom " to feel a bit under the weather" = to feel slightly ill.
Examples: Today I'm feeling a bit under the weather. I think it's a
Pages 323 - 325 virus. Please if you're still feeling a bit under the weather stay Reading page 323
home. You don't want to aggravate your condition. Whenever I
feel a bit under the weather, I know a cold is about to hit me.
WK 1 Tues Ask your students the following questions: Are you a healthy
Pages 326 - 327, stop after About person? How often do you get sick? What are the best ways to ACTIVITY: Matchmaking Exercise 13
You avoid getting sick?

WK 2 Wed Idiom "out of sorts" = a little unwell. Examples: David isn't coming
Pages 327 (12.7) - 329 to the party, he's feeling out of sorts. I feel a little out of sorts, can ACTIVITY: Who's the worst (best)?
we reschedule our dinner?

WK 2 Thur Ask your students if they have ever missed out on a concert or
any kind of public event for being sick. Have they ever missed out
Pages 330 - 332 on an important event such as a graduation or wedding? Have ACTIVITY: 5 things that Reading page 330
them tell you an experience where they, or someone they know,
missed out on something for being out of sorts.
WK 2 Fri ENGLISH SLANG DAY: Teach your students the following slang
words - laid back, chill, cool, sweet, lame, bomb, bummer, shady,
Page 333 Exercise 17
hot, beat, sick, epic, ripped, cheesy, hang out, I'm down, a blast,
pig out, crash, screw up

SATURDAYS WEEKDAYS
(3 HR) (1 HR) WEEK TWO ACTIVITIES CLASS
PRESENTATION
MATERIAL TO COVER: TOOL
8 WEEKS 4 WEEKS Warm-up
PAGES 334-343
Start by introducing Elvis Presley as a conversation starter. Have
students tell what they know about Elvis. This week's idiom " Elvis
has left the building" = the show has come to an end, it's all over. Multimedia: The Ancient Origins of
WK 3 Mon Pages 334 - 335 Review Page 335
Examples: I had a teacher in College who always ended her the Olympians
classes by saying, "Elvis has left the building". Come on, "Elvis has
left the building", let's go home.

Ask them to talk about famous people. Do they have an idol or a

favorite actor/singer etc.? Why do they like these people? If they
WK 3 Tues Pages 336 - 337 Multimedia: Why is Everest so tall?
had one question they could ask their favorite famous person,
what would it be? Listen to their opinions.

Idiom "call it a day" - to stop working on something. Example:

Picture discussion
What a long day it's been, I'm beat, I think I'll call it a day. I'll
WK 4 Wed Pages 338 - 341, stop after Ex. 1 Reading page 340
finish the presentation tomorrow." Give them a different example
Exercise 1
if needed,
Start by asking students about their preferences. Ex. Would you
rather live in the countryside or in a city? Would you rather have a
sports car or a sedan? Would you rather live without the internet
WK 4 Thur Pages 341 (Ex. 2) - 343 or live without AC and heating? First you ask a student for his/her Exercise 2
preference. Then he/she will ask the person next to him/her and
this will continue until the last student asks you for your
preference.

ENGLISH SLANG DAY: Teach your students the following slang

words - I feel you, my bad, no biggie, no sweat, it sucked, a turn off,
WK 4 Fri REVIEW Worksheet: Passive Voice
couch potato, chicken, tying the knot, grub, flick, lighten up, score,
wrap up, ditch, busted, freebie, shotgun, rip-off, bail.

SATURDAYS WEEKDAYS
(3 HR) (1 HR) WEEK THREE ACTIVITIES CLASS
PRESENTATION
MATERIAL TO COVER: TOOL
8 WEEKS 4 WEEKS Warm-up
PAGES 344-353
Idiom "being in the spotlight" = being the center of attention.
Examples: I really hate being in the spotlight. I'm a bit shy. Most
WK 5 Mon Pages 344 - 346 actors and actresses love being in the spotlight, that's why they Reading page 344
do what they do. How do you feel when you are under the
spotlight?
Idiom "being in the spotlight" = being the center of attention.
Examples: I really hate being in the spotlight. I'm a bit shy. Most
WK 5 Tues Pages 347 - 348 actors and actresses love being in the spotlight, that's why they Fun with Grammer pg. 348
do what they do. How do you feel when you are under the
spotlight?

Idiom "stage fright" = nervousness before or during an

appearance before an audience. Ask them if they have ever
WK 6 Wed Pages 349 - 351 Reading page 349
experienced stage fright and to tell what happened. If they do
suffer from stage fright, what do they do to overcome it?

Ask students if they have ever broken the law. Maybe they drove
through a red light, or they parked in a no parking zone. Share the
WK 6 Thur Pages 352 - 353 following quote with them "rules are meant to be broken." Do they Exercise 15
agree with this? Why or why not? Have each student give you
his/her opinion.
Discussion after watching TED talk:
What drives them? How do they TED talk: Success, failure and the
WK 6 Fri
react to failure? What's their drive to keep creating.
home?
SATURDAYS WEEKDAYS
(3 HR) (1 HR) WEEK FOUR ACTIVITIES CLASS
PRESENTATION
MATERIAL TO COVER: TOOL
8 WEEKS 4 WEEKS Warm-up
PAGES 354-357
Idiom "picky eater" = someone who likes only a few kinds of food,
and who refuses to try anything new. Examples: While growing up
my niece was such a picky eater that we thought she would never
WK 7 Mon Pages 354 - 355 Review page 355
eat like a normal person. I'm not a picky eater. I would try
anything at least once. Don't be such a picky eater, you just don't
know what you're missing.

Ask them if they are picky about other things. What other things
WK 7 Tues Pages 356 - 357 are they picky about? Why are they picky about these things and ACTIVITY: Color and Mood
not other things? What do they think about people who are picky?

Idiom: "To turn the tables - to change the situation drastically in

one's favor." Example: The losing team was down by 2 goals. They
WK 8 Wed Review for Exam
turned the tables in the last 10 minutes of the game. The star
player scored a hat trick, leading the team to victory.

Have you ever had the tables turned on you? What happened?
WK 8 Thur Review for Exam Have you ever turned the tables on someone? Ask each student to
share his/her experience.

Multimedia: Capoeria: The Fighting

WK 8 Fri Effective Paragraph Writing
Dance

00000018
 RECOMMENDED ACTIVITIES / PHASE 14
ACTIVITY DESCRIPTION

Ask each person to write out a description of what they look for in an ideal friend. Write a list of 40-50
adjectives that can be used to describe someone (physical appearance, personality, hobbies). Give
students 10 minutes to complete their descriptions. Remind them not to let anyone else see what they
are writing and not to write their names on the papers. Then, on another piece of paper, have them
describe their own best traits and favorite activities. (No one can see and no names again.) Collect all
MATCHMAKING the descriptions of ideal friends and put them in one pile. Collect all the self- descriptions and make a
separate pile of them. Invite students to take turns picking a paper from self-description pile, reading
the description aloud. and guessing who wrote it. After identifying all the people who wrote these
descriptions, have students take turns picking a paper from the other pile - the ideal friend pile - and
matching these up with students in the class. See how many matches you can make between the ideal
friend descriptions and students in the class.

Divide the class in groups (or do this togetaher as a class in AEV) and hand out a short story. 2. After
they read the story, the students in each group rate the characters in the story from 1 to 4 as to who
WHO'S THE WORST
has the worst character (#4 is the worst).There may be disagreement in the group, so the students
(BEST)? should express their reasons for their choices (“Maria is the worst because . . .”). Have the class
compare the answers and discuss the differences.

Preparation: Make a list of categories with five words per category

Aim: To write down five answers that match the teacher’s answers
This is a fun brainstorming game to play at the start of class. The aim is for the teams to write down five answers that match the
five things on your list. Before the game, prepare a list of categories with five words in each category Split the students into small
5 THINGS THAT teams and give each team a sheet of paper. Call out one of the categories, e.g. five things that are watched. The students then
brainstorm and write down five answers. Each team gets one point for each answer that matches the teacher's answer. Play several
rounds. The team with the most points at the end of the game is the winner.Here are some examples of categories you can use:
Five things that are watched, round, listened to, made of plastic, read, used in an office, useful, blue, etc.

Have students read the article COLOR AND MOOD (located on next page). Explain any new vocabulary and have students
answer comprehension questions (also located on next page). Ask students to discuss the meaning of the different colors, if they
COLOR AND MOOD agree with the reading or disagree. Ask students the final questions at the end (The Language of Color questions) and have them
say which color matches the description the most.

PASSIVE VOICE Share your screen with the worksheet provided, have each student fill it out and then correct
WORKSHEET it as a group.
VIDEO ACTIVITY

Discuss the video, ask students if

The Ancient Origins
https://www.youtube.com/watch?v=VdHHus8IgYA&t=29s they've ever seen the Olympic
of the Olympics
games.

Discuss the video, ask students if

Why is Everest so they would ever climb a mountain.
https://www.youtube.com/watch?v=uy9GFAOGGXU
tall? What is the most risky activity they
have done?

Capoeria: The Discuss the video, ask students if

https://www.youtube.com/watch?v=snraNAoiBGs
Fighting Dance they had heard of this dance before.

Ted Talk: Success, https://www.ted.com/talks/

Discuss the Ted Talk about success
failure, and the drive elizabeth_gilbert_success_failure_and_the_drive_to_keep
with your students
to keep creating _creating?language=en

00000019
 COLOR AND MOOD

What’s your favorite shirt? What is your favorite room in the house?
What’s the relationship between the two? Probably the color. Mr.
Wagner of the Wagner Institute of Color Research believes that color
influences us, reflects our moods, and says a lot about who we are.
Take a look at what these colors may mean.

Burgundy of forest green speaks of sophistication. Pink makes angry

people feel calmar and is also flattering of the physical appearance.
A sober French blue or gray is also reputed to generate serenity.
Along the same lines, green is thought to soothe homesickness.
Brown and orange give a sense of security. Blue reportedly interferes
with a person’s appetite. (Who wants to eat a blue hamburger?) On
the other hand, red can make you eat more. Red is also known to
make people feel more romantic. Yellow? Contrary to popular opinion,
yellow does not make people feel cheerful. Research shows that it
actually makes them feel edgy, irritated, argumentative, and
anxious!

You may want to keep some of these ideas in mind tomorrow

morning when you’re getting dressed! You may even consider
painting your room!

Comprehension Questions:
1. What does Mr. Wagner believe about color?
2. What does research show about the color yellow?
3. What might the relationship be between your favorite shirt and
favorite room in the house?

The Language of Color

Which color...
1. stimulates romantic impulses?
2. lends an air of sophistication?
3. discourages overeating?
4. calms anger?
5. eases homesickness?
6. can make you feel edgy?
7. inspires security and safety?
8. is flattering?
9. makes you feel serene?
2. lends an air of sophistication?
3. discourages overeating?
4. calms anger?
5. eases homesickness?
6. can make you feel edgy?
7. inspires security and safety?
8. is flattering?
9. makes you feel serene?
 PHASE 15
GRAMMAR : Articles - Other - Another - Indefinite Pronouns
I.A.L.S.: 1. INTRODUCTION 2. REPETITIONS 3. ATTACK 4. COMPLETE INTERACTION

SATURDAYS WEEKDAYS
(3 HR) (1 HR) WEEK ONE ACTIVITIES
CLASS
PRESENTATION
MATERIAL TO COVER: TOOL
8 WEEKS 4 WEEKS Warm-up
PAGES 358-367
Idiom "up in the air" = undecided. Examples: Martha's
wedding is up in the air because she forgot to book the
Picture discussion
Church on time. My promotion is up in the air because the
WK 1 Mon Pages 358 - 361,stop after Ex. 1 Reading page 160 and
boss is still on vacation. Sheila's career choice is still up in
Exercise 1
the air because she doesn't know if her parents are going
to help her with tuition.

Ask them what kind of people they are when it comes to

money. Do they save money in the bank? Why or why not?
Pages 361 (Ex. 2) - 363, stop after
WK 1 Tues Do they feel they manage their money well? Ask them to Exercises 2 and 3
About You
describe themselves and how they are with money. Have
them answer individually.

Idiom: "burn a hole in someone's pocket - to spend money

quickly." Examples: You said you wanted to save up for
your first car, but as soon as you get paid, the money
burns a hole in your pocket. I got a bonus at work today,
WK 2 Wed Pages 363 (14.3) - 364 Multimedia: One Woman's Choice Exercise 5
let's go out to eat, the money is burning a hole in my
pocket. If necessary, provide your own example. Have
each student give you an example using the idiom. Ask
them if money ever burns a hole in their pocket.

Ask them if they know what an impulse shopper is. Do

they consider themselves impulse shoppers? How often do
they purchase something that they hadn't planned on?
When they go to the supermarket do they carry a list of Reading page 365
WK 2 Thur Pages 365 - 367, stop after Ex. 7
things they need to buy, and if so do they stick by it or Exercise 7
not? Ask them if they have ever experienced buyer's
remorse. What did they buy that gave it to them? What do
they think about impulse buyers and buyer's remorse??

SPEAKING : "Inspirational People" -

Students will pick someone who
they think is inspirational and give a
presentation about this person,
WK 2 Fri Worksheet: Articles
explaining why they think this
person is inspirational. It can be
about someone famous or someone
close to them.

SATURDAYS WEEKDAYS
(3 HR) (1 HR) WEEK TWO CLASS
PRESENTATION
MATERIAL TO COVER: TOOL
8 WEEKS 4 WEEKS Warm-up
PAGES 367- 377
Idiom "a nitpicker" = someone who criticizes everything.
Examples: I really don't like inviting Jim to my parties. He's
Pages 367 (14.5) - 370, stop after
WK 3 Mon a nitpicker and he makes me feel bad about everything.
Ex. 10
Julie says that she isn't a nitpicker, but a perfectionist.
Nobody likes a nitpicker.

Ask them if they sometimes act like nitpickers and why.

Do they know any nitpickers? What do they think about
Pages 370 (14.6) - 373, stop after
WK 3 Tues being a nitpicker? Let them answer and have a class Fun with Grammar pg. 371 Reading page 372
Think About It
discussion on this topic. Listen to their opinions and try to
come to a conclusion.

Idiom: "to pick someone's brain" = to obtain new ideas,

advice, or information from another person. Examples:
WK 4 Wed Pages 373 (14.7) - 375 Hello Doug, are you busy? I'd like to pick your brain about Activity: Snakes and Ladders
something. You should pick John's brain sometime. He
knows all about car engines.

Start by letting them know that the end of humanity is

here and now. What would they do? Fight or flee? What
kind of weapons can they make with the materials around
WK 4 Thur Pages 376 - 377
them? What would they want to do first? The phones are
down and there's no electricity. Let their imagination run
wild, but have them answer the questions individually.

ENGLISH GEN Z SLANG DAY: Teach your students the

following slang words - lit, extra, salty, lowkey & highkey, to
WK 4 Fri Multimedia: Zoo Dentists
ghost someone, to flex, shook, to spill the tea, to clap back,
bye felicia, mood, hangry.

SATURDAYS WEEKDAYS
(3 HR) (1 HR) CLASS
PRESENTATION
MATERIAL TO COVER: TOOL
8 WEEKS 4 WEEKS Warm-up
PAGES 378-381; 398 - 401

Idiom "have it made" = to have everything you need to be

successful. Examples: Lucas really had it made, but he
WK 5 Mon Pages 378 -379 spent all of his inheritance and now he has to work like Review page 379
any of us. Sometimes when people have it made since an
early age they don't appreciate their good luck.

Ask them if the know anyone who has it made. Are they
nice with others? Do they work or just spend their time
WK 5 Tues Pages 380 - 381 Activity: Word Closet
doing stuff they like? What would you do if you had it
made?
Idiom "to hit the jackpot" = to have great or unexpected
success, especially in making a lot of money quickly; to
WK 6 Wed GLOSSARY: Pages 398 - 401 find exactly what you desired. Example: Henry hit the
jackpot with that new job, it's his dream job with a huge
salary.

Ask them what kind of movies they prefer. Dramas,

thrillers, horror movies, musicals? What is their all time
favorite movie, and why? What are the main reasons
which made it their favorite? Give them a little time to
come up with their answers. Have them give you as many
WK 6 Thur Review Lesson 9-11
details as they can come up with about their favorite
movie. Has their taste in movies changed as they grow
older? Has their favorite movie always been the same? Do
they have more than one favorite movie? Do both movies
belong to the same category?

WK 6 Fri Review Lesson 12 - 14

SATURDAYS WEEKDAYS
(3 HR) (1 HR) WEEK FOUR CLASS
PRESENTATION
TOOL
8 WEEKS 4 WEEKS Warm-up

WK 7 Mon WRITTEN EXAM

YOU MUST NOT CORRECT EXAMS IN

WK 7 Tues ORAL EXAM CLASS. CERTIFICATES:THE AVERAGE
OF BOTH EXAMS CORRESPOND TO
THE GRADE ON WEEK 4 ( WEEKLY
CLASSES) OR ON WEEK 8 ( SATURDAY
BRIEF ORAL REVIEW OF THE EXAM + REVIEW OF CLASSES). GRADES AND
WK 8 Wed
ADVANCED LEVEL CERTIFICATES MUST BE GIVEN TO
STUDENTS ON THURSDAY SO THEY
KNOW IF THEY PASSED OR NOT.
OBJECTIVES OF SUPERIOR LEVEL + INTRODUCTION TO
WK 8 Thur
NEW TOPICS

WK 8 Fri CELEBRATION!!!

00000022
 RECOMMENDED ACTIVITIES / PHASE 15
ACTIVITY DESCRIPTION

To introduce this activity, compare their vocabulary knowledge to a closet full of

clothes. If they have a lot of clother but never use it, sometimes the clothes get
ruined. The same happens to them and the vocabulary they don't use; they will
either forget it completely or will use it incorrectly if they don't practice using all
Word Closet their vocabulary. Then have your students take out a sheet of paper and something
to write with. Choose a letter from the alphabet and give your students 30 seconds
to write as many words as they can with that letter. Proper nouns(names) and
words from the same family don't count. The student with the most words wins each
round.

Articles worksheet Share your screen with the worksheet provided, have each student fill it out and
then correct it as a group.
VIDEO ACTIVITIES

What do you think about

the choice she made?
One Woman's Would you do that same
https://www.youtube.com/watch?v=GAv0bU9ccwg
Choice for love? For your family?
Have you ever made a
decision like that?

Zoo Dentists https://www.youtube.com/watch?v=9q2pdfmNNoc

1.-Make groups of 4 or 5 people

2.-Decide your turn by rolling the dice.
3.- Depending on the block you land, rewrite that sentence in passive voice.
4.- Example : if you land at block 2, “they have built bridges and houses since 1904”, “ bridges and houses have been built since 1904 (by them)”.
5.- If you land at the “head” of any snake, you must go down to its tail. If you land at the bottom of a ladder, you can climb to the top.
6.- Write every sentence, a minimum of 10 sentences will be required.

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