English Discoveries - Intermediate 3 LP - Units 1-8

Intermediate 3
English
Discoveries
LESSON PLANS
Intermediate 3
Lesson Plans
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Table of Contents
Unit 1: Couples 1
Unit 2: Sports And Fitness 17
Unit 3: Problems At Work 32
Unit 4: A Helping Hand 48
Unit 5: Health And Happiness 65
Unit 6: Going Out 81
Unit 7: Restaurant Reviews 98
Unit 8: Meeting People 117
.Copyright © 1990-2019 Edusoft Ltd. All rights reserved

English Discoveries
English Learning Program
Lesson Plans | Intermediate 3
.Copyright © 1990-2019 Edusoft Ltd. All rights reserved

Intermediate 3 Lesson Plans Unit 1
Unit 1: Couples
Workbook
Computer Activities Pre & Post Classroom Activities
Pages
Nick and Emily  Getting to know each other and the teacher by asking questions
A video clip in a library where a young man  Asking and answering questions about a famous couple
discusses asking a young woman out on a date. 7, 8
 Discussing practices of marriage proposals
 Discussing ways of proposing marriage
A New Acquaintance (includes writing activity)  Discussing ways of proposing marriage

In this story Judy calls Meg to tell her about the new  Finding the mistakes in a story
man in her life.  Finding a match for a woman - using adjectives 9, 10
 Role-playing: advising/criticizing a close friend
 Reading aloud a continuation of a story
Divorced  Discussing the issues of divorce

A woman is telling her friend that she is getting  Expressing regrets about bad news 11, 12
divorced.  Role-playing - expressing regrets or enthusiasm about divorce
Past Form of Modals: Should/Could Have  Practicing modals in the past

Presentation of the past forms of the modals should  Continuing a story using could have
13
have and could have.
.Copyright © 1990-2019 Edusoft Ltd. All rights reserved 1

Relationships 2  Using context clues to define a word

Presentation and practice of vocabulary associated  Creating word maps
with the topic of relationships.  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

Unit 1: Couples
Pre Computer: Nick and Emily
Activity Procedure
Introductions: Getting to know the teacher and Bring in some pictures of yourself and members of your family. Greet the class,
classmates. Sharing general information about family introduce yourself, and show some pictures of your family. Tell the students that they
and relationships should try and get to know each other. Give Handout 1 to each student. Have a
student ask you the questions on the handout to demonstrate the activity. This will
Handout 1: Getting to Know You give the students a chance to get to know you and to establish an atmosphere of trust
(one for each student) and sharing. Elicit from the students any other personal questions and write some on
the board. Tell the students they can use two of the questions on the board to add to
the handout. Have students form pairs and ask each other the eight questions on the
handout. Ask students to form groups of 4 and report the information they learned
about their partners.
Eliciting information about famous couples Tell the students that the first unit is called Couples. Elicit from the students the
names of famous couples in their culture and in other cultures.
Workbook: Page 7
Filling the information gap by asking and answering Before the lesson, photocopy and cut the handout in half. Divide the class into pairs
questions and give one student the copy labeled Student A and the other student the copy
labeled Student B. Tell them that both partners will receive a handout with different
Handout 2: A Famous Couple information about a famous couple. Explain that there is missing information in each
(one for Student A and one for Student B) section. Have the students read the handout and ask each other questions in order to
fill in the information gap. Demonstrate by asking the first question. Remind students
not to look at each other’s reading text.
Key:
Part A. 1. Verona, Italy 2. The families were bitter enemies.
Part B. 1. 1580 2. yes
Sharing information on engagements Tell the class how you or your family members became engaged. Elicit the different

cultural practices in proposing marriage, e.g.:

Do parents arrange the marriage?
Does the man ask the woman to marry him?
Does the man give the woman an engagement gift?
Students share their own cultural practices and the practices of other cultures as seen
in movies, TV and, magazines.
Homework tasks Explain/Demonstrate workbook activities - Pages 7, 8:

a. order the events of the video story
b. complete quotes from the video
c. read a dialogue between a waitress from the restaurant describing the event to her
boyfriend and answer questions
d. prepare to tell the new story to the class

Unit 1: Couples
Post Computer: Nick and Emily
Activity Procedure
Reviewing the story of the video. Discussing marriage Review the computer lesson by asking:
proposals
Did Emily agree to go out with Nick? (yes)
How did Nick behave before he asked Emily out? (nervous)
Workbook Appendix: Page 74
What kind of date does Nick suggest? (going to the cinema)
Do you think they will make a good couple?
Elicit the differences between dating in the U.S. and in their cultures.
Checking homework tasks in pairs or small groups Key:

a. a - 7, b - 2, c- 8, d - 1, e – 4, f - 3, g - 5, h - 6
Workbook: Pages 7-9 b. 1. looking 2. interested 3. about 4. sense of humor 5. ask her out 6. worried
7. hanging out 8. think about
c. 1. for a short time (It was her first day on the job.)
2. Tom surprised her. (He gave her an engagement ring and she got palpitations.)
3. His sister told him. (Lisa called and told me that she recognized you at the
restaurant.)
4. knew (She told him about her engagement.)
5. agreed (I guess that means “Yes”.)
d. Tell the students you are going to relate Julie and Tom’s story but that you are going
to make mistakes. Have the students listen and spot the mistakes. Then ask one
student to volunteer to begin telling the story to the class. After a few sentences
ask another student to continue. Have another student continue. Give feedback as
to the correctness of language and content.

Unit 1: Couples
Pre Computer: A New Acquaintance
Activity Procedure
Bridging the components Tell the students that in the computer lesson they are going to read about a girl called
Judy, who has a new man in her life.
Handout 3: My Ideal Partner Give Handout 3 to each student. Go over the qualities on the handout to make sure
(one for each student) that the students understand them. Have each student look at the qualities and
choose the six that are the most important. Next have students form pairs and find
out their partner’s choices. Finally, ask the pair to come to an agreement as to the
three most important qualities. Have students share their decisions with the rest of
the class.
Making suitable matches for Judy Give the students Handout 4 and read aloud Judy’s advertisement in the dating
service newsletter to the class. Ask the students to underline the adjectives that
Handout 4: Matchmaking describe the type of person Judy is looking for: easygoing, has a sense of humor, not a
(one for each student) snob and not boring. Elicit adjectives that describe Judy: fun-loving, friendly,
adventurous, kind, serious. Have students form pairs and read the other
advertisements in the newsletter. Ask them to decide which of the men they think
best suits Judy. Encourage them to respond using adjectives and phrases from the
dialogue box. Demonstrate:
I think Sam is a good match because he wants someone he can trust and he could be
fun-loving.
Have students share their opinions with the class.

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.

a. decide who made the statements from the story
b. decide what they learn about Judy
c. fill in the missing words in a letter Judy writes to an advice column
d. read different pieces of advice and decide which they agree or disagree with
e. write the columnist’s advice to Judy
f. write a continuation of the story

Unit 1: Couples
Post Computer: A New Acquaintance
Activity Procedure
Reviewing the computer lesson Have students explain why they think Meg was not enthusiastic about Judy’s new
acquaintance.
Workbook Appendix: Pages 75, 76 Have students in turn come to the board and write one quality that Judy finds in the
new man in her life. (is easygoing, has a great sense of humor, has a nice personality,
is affectionate)
Elicit why they think Meg decides to go to the restaurant the following evening.
Role-play - giving advice, criticizing Give students Handout 5. Assign roles to students: Student A is Judy, expressing
enthusiasm about her new man; Student B is Meg who gives advice or criticizes Judy’s
Handout 5: What Should I Do? behavior. Demonstrate the activity first with a student. Students continue role-playing
(one for each student) the dialogue. Tell students they can use phrases from the dialogue box to help them.
Walk around the class assisting those who need help and offering feedback on their
use of language.
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.


a. 1. Judy 2. Meg 3. Judy 4. Meg 5. Judy 6. Judy 7. Meg
b. 1. True 2. False 3. True 4. True 5. True 6. False
Workbook: Pages 9, 10 c. 1. spend, 2. easygoing, 3. humor, 4. date 5. Funny, 6. Upset, 7. Trust, 8. mistake
d. Have students give reasons for their opinions about the advice.
e. Ask the students to form groups of four and read aloud the answer they wrote to
Judy. Students offer suggestions to improve the answers. Students edit their work
and hand it in to you the next lesson.
f. Ask for 2-3 volunteers to read the continuation of the story. Have students give
feedback as to the logic, creativity and accuracy of the writer. Have students hand
in their stories for teacher assessment.

Unit 1: Couples
Pre Computer: Divorced
Activity Procedure
Bridging the sections Tell the students that not every relationship works out well and that sometimes
people get divorced. Elicit from students how their religion and culture relate to
Handout 6: Giving Advice divorce.
(one for each student) Ask students what responses are appropriate to say if a friend informs you they are
getting divorced. Write the responses on the board. For example:
It’s a pity.
I’m sorry to hear that.
Are you sure you’re doing the right thing?
That’s terrible!
Give students Handout 6 and ask them to form pairs and write appropriate responses
to each statement. Then have the partners role-play the interactions. This provides an
opportunity for all students to practice speaking in a structured situation. Walk
around the class noting the students’ use of language.

a. find phrases in the dialogue that tell about a decision and those that express regret
about a decision
b. read sentences to find out what each person is expressing
c. write two dialogues: one in which the friend is being persuaded not to get divorced,
and the other where the friend encourages the other’s decision. Point out that
suggestions of language for the dialogue are provided.

Unit 1: Couples
Post Computer: Divorced
Activity Procedure
Reviewing the computer lesson Review the computer lesson by asking:

How does the friend react to the news of her friend’s divorce? (at first surprised and
Workbook Appendix: Page 76 then understanding)
What is the reason for the friend’s decision to divorce? (They have both changed over
the years.)
Have the students quote the text to support their answers.
Eliciting expressions of regret or encouragement Have the students form pairs and write two lists of phrases: expressing regret /
expressing encouragement at hearing someone’s decision about divorce or
separation. Ask the pair with the most phrases in each list to share their list with the
class.

a. Talks about a decision: Tony and I are getting divorced. We’ve both just changed so
Workbook: Pages 11, 12 much over the years.
Express an opinion: I’m very sorry to hear that.
b. Talking about a decision: 4, 6, 9
Expressing an opinion: 1, 2, 3, 5, 7, 8
c. Have students role-play their dialogues. Have some share the dialogues with the
rest of the class.

Unit 1: Couples
Pre Computer: Past Form of Modals: Should/Could Have
Activity Procedure
Connecting the topic with the grammar point: Past Ask students what they think the couple could have done instead of getting divorced.
form of the Modal Elicit:
They could have gone for counseling; they could have separated for a short time;
They could have tried to find a solution.
Write one of the suggestions on the board and underline the past form of the modal.
Explain that the past form of the modal is made up of could/might/should + have +V3.
Explain that the sentence expresses regret of something not done in the past.
Give an example from your own life of something that you could/should have done
but didn’t do; e.g., I should have eaten breakfast before I came to class but I was too
busy. Ask students for more examples of what they could have done with their lives
but didn’t manage to do. Write their responses on the board.
Practicing the past form of the modal Form pairs and give Handout 7 to each pair. Pairs write the first part of the sentence
using the past form of the modal. Have students share their answers in groups.
Handout 7: I Should Have…

(one for each pair)

a. choose the appropriate solution for each situation
b. match parts of sentences so that they have a logical meaning
c. complete sentences using the past form of modals
d. write three things they should have done that week but didn’t manage to do.
In the following lesson they will ask their partner for advice how they could
have managed to do them.

Unit 1: Couples
Post Computer: Past Form of Modals: Should/Could Have
Activity Procedure
Using the modal could have to predict Remind the students of the grammar dialogue when the boy should have asked for
permission to drive his father’s car but didn’t because his father was not at home. Ask
Workbook Appendix: Page 76 the students to form pairs and predict what could have happened when the father
found out or what could have happened when the boy arrived back home. For example:
The father could have been very angry. Write the example on the board. Have students
share some of their predictions with the class.
Practicing the use of could have in order to make Read aloud dramatically the beginning of the story in Handout 8. Explain that in pairs
predictions they have to write four suggestions as to what could have happened to Mary’s
boyfriend, Jack. Encourage them to use the past tense of the modal in their answers.
Handout 8: Be a Detective (He could have got lost and fallen in the snow.) Have the students form pairs, do the
(one for each student) activity and find other students who made similar predictions. Decide on the most
unusual or creative possibilities.

a. Accept all logical answers.
Workbook: Pages 13, 14 b. 1–b, 2–c, 3–a, 4–e, 5–d
c. and d. Accept all logical answers.

Unit 1: Couples
Pre Computer: Relationships 2
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.

Unit 1: Couples
Post Computer: Relationships 2
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: Sports And Fitness

Workbook
Pages
College Sports  Talking about sports

A video clip involving a TV host and the coach of a  Asking and answering questions about physical fitness
women's volleyball team explaining why her team  Describing sports 15, 16, 17
lost a recent championship.
 Asking and finding out about determination and will-power
Health and Fitness Today  Practicing expressions

An article on current trends in health and fitness  Role-playing a reporter and a coach 18, 19
and the popularity of health clubs.  Asking questions about participation in sports
Ten Miles  Planning and promoting an ideal health club

A man is advising his friend on working out.  Role-playing two members of a health club 20
 Responding and reprimanding
More Conditionals: Past Conditionals  Practicing reprimanding and giving advice

Presentation and practice of the past form of  Learning about Past Conditionals
21, 22
conditionals.  Using the Past Conditional to talk about unfulfilled dreams
 Practicing the Past Conditional

Sports 2  Using context clues to define a word

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


Pre Computer: College Sports
Activity Procedure
Introducing the topic of the unit Tell about someone who is overweight and as a result became ill and needed medical
treatment. Ask:
Workbook: Page 15 What could he have done to prevent his illness? (He could have gone on a diet. He
could have joined a fitness program at a health club.)
Elicit ways of keeping fit e.g.; sports, health clubs, yoga etc.
Asking questions Ask students to form pairs and have student A ask student B questions on Handout 9.
Demonstrate the activity with a student. Ask:
Handout 9: How Fit Are You? Do you go to the gym regularly?
(one for each pair) If the student answers “yes”, he/she scores 1 point. Explain the scoring system. Have
students question each other and then add their scores. Students then tell their
partner the results and ask whether they reflect the true situation.
Describing sports Before the lesson, photocopy and cut up the handout. Divide the class into pairs and
give one student the copy labeled Student A and the other student the copy labeled
Handout 10: Guess the Sport Student B. Elicit the names of the sports on both handouts and write them on the
(one for Student A and one for Student B) board. Explain that Student A will describe one of the pictures to his/her partner and
that the partner will listen and identify the sport. Then Student B will describe one of
the pictures to his/her partner and the partner will listen to the description and tries
to guess the sport.
Demonstrate with a student.
You: I am thinking of sport that is played on a court. The players use a racquet and
ball.
Student B: Is it tennis?
Students then look at all the pictures on the handouts and rate the sports in order of
preference and share their preferences with each other. Conduct a quick class survey

and write on the board the three sports the students most prefer.
Homework tasks Explain/Demonstrate workbook activities - Pages 15-17:

a. answer the questions about the TV interview
b. match the announcer’s statements and questions to the coach’s answers
c. read sentences about the coach and mark if they are true or false, finding proof in
the text of the computer lesson.
d. read the speech the coach gave after the competition and fill in the missing words
e. find expressions by matching
f. read the answers the coach gave to the school radio station host and write the
host’s questions
g. role-play the above dialogue with a partner in the next class


Post Computer: College Sports
Activity Procedure
Expanding on the role of determination and will- Review students’ answers to the questions about the computer lesson.
power What sport does Tina Lawrence coach? (volleyball)
Did the team win? (no)
Why was the team ready to take part in the finals even though they were ill? (They
Workbook Appendix: Page 78 weren’t willing to give in.)
Discuss the role of determination in being a successful sportsperson, student,
businessperson, etc. and have students relate personal examples of people who
showed determination and succeeded.
Ask the students how determined they think they are. Tell them they are going to
find out how determined other people see them as being.
Asking and answering questions Ask the students to form pairs and have Student A ask Student B the questions on
Handout 11. Demonstrate with a student:
Handout 11: A Questionnaire What do you do when you are busy at work and someone interrupts you?
(one for each pair) Do you ask them to come back later?
Do you get annoyed?
Do you make a joke?
Student B chooses from three possible answers.

Explain the point system. Students then do the entire questionnaire. Students score
the questionnaire according to the scoring system.

Reading to find an interpretation Give Handout 12 to the pairs. Have them read the interpretations of the scores to find
out how other people see them. This neutralizes the tension by not focusing on what
the partner has found out, but allows them to discuss the validity of the interpretation.
Handout 12: Interpreting the Questionnaire

(one for each pair)

a. 1 “College Sports” 2. Tina Lawrence. 3. to speak about her volleyball team that lost
Workbook: Pages 15-17 the competition 4. optimistic.
b. 1-b, 2-c, 3-a
c. 1. False 2. True 3. True 4. False 5. False 6. False
d. 1. expected 2. exhausted 3. concentrate 4. blow 5. handle 6. build up 7. strength 8.
finals
e. Prepare the cut up expressions on cards and randomly place on the board. Divide
the class into two teams. Have a representative come to the board and match the
words so that they form an expression. Have the student give a sentence with the
expression. Students who match correctly receive two points and those who give a
correct sentence get five more points. Continue with representatives from both
groups.
1-c, 2-e , 3-a , 4-b , 5-f , 6-d/h, 7-d/h, 8-g
f. and g. Have students present their role-plays to a partner and edit according to the
partner’s suggestions. Have volunteers present the role-play to the class. Remind
the students that the host’s questions may vary and that there are a few possible
questions that could have been asked.
Possible Key: 1. How long have you been a member of the team? 2. Did you get
sick? 3. How did you feel about losing? 4. How did you manage to overcome being
so upset? 5. What do you think about your chances for next year?


Pre Computer: Health and Fitness Today
Activity Procedure
Introducing the computer lesson Tell the students that in the computer lesson they are going to read about current
trends on fitness and health. Ask the students which sports they participate in. Write
some of the answers on the board.
Asking questions about participation in sports activities Give the students Handout 13. Tell each student to read through the list of activities
on the handout and tick off the activities he/she does. Then have the students walk
around the room and find a student who does the same activities and write down the
Handout 13: Find Someone Who… name of that person in the appropriate column. Have the students report their
(one for each student) findings to the rest of the class.

a. answer the questions about the article in the computer lesson
b. fill in the missing information in the poster for the health club
c. fill in the phrases to complete the conversation between members of the health
club
d. fill in the chart with advice on things you should or shouldn’t do in order to stay fit


Post Computer: Health and Fitness Today
Activity Procedure
Giving advice on staying fit Elicit the answers about the reading article:
The writer interviews a health club manager and a doctor in charge of a health and
fitness research program. She interviews the doctor to get advice about over-
Workbook Appendix: Pages 79 exercising. Ask the students to find the advice in the article on how to stay in good
shape. Have students form groups of four and think of other advice. Have a
representative from each group report on the group’s list of advice.
Rating and deciding on the features of a health club Form groups of four. Go over the list of features on the handout to make sure that
students are familiar with them. Have students sit in groups and decide on the most
important features. Provide poster paper and pens for students to prepare a poster to
Handout 14: Our Ideal Health Club promote their ideal health club.
(one for each group)

a. 1. Eat nutritious meals and exercise daily.
2. They open very early in the morning/they do not close until late at night.
Workbook: Pages 18, 19 3. A large and well-equipped gymnastics facility with weightlifting equipment.
4. Check with a doctor before beginning any fitness program.
5. Choose a program that matches your physical abilities.
b. Have students stay in their groups of four and share their posters. Each group sends
a representative to present their posters.
Possible Key: Slogan- “Do it Now”, name- Eat Right and Stay Fit Health Club, We say:
Eat nutritious meals and exercise daily. We offer: a large well-equipped gym
/weightlifting equipment / tennis / flexible hours, suggestion - call us at 212-568
7393
c. Have the students form pairs and role-play the dialogue between Kevin and Jack.
1. developed my muscles, 2. Harmful, 3. your own pace, 4. variety of activities , 5.
Give up lunch, 6. flexible hours, 7. nutritious meals

d. Have the students come to the board and write their advice.
Possible Answers:
You should: eat nutritious meals, exercise daily, go at your own pace, get into
shape, do an exercise program which best suits you.
You shouldn’t: do exercise that’s wrong for you, over-exercise, start a fitness
program before seeing a doctor.


Pre Computer: Ten Miles
Activity Procedure
Bridging the components Tell the students that many people follow health and fitness programs, but sometimes
they can overdo it. Ask students:
What responses are appropriate if a friend tells you he has started jogging for two
hours every morning before going to work? (You shouldn’t do it. It’s dangerous. You
should take it easy at your age! You’re crazy.)
Finding a match Before the class, photocopy the page and cut it into strips. Divide the class into 2
groups and give one half a strip from the copy labeled Student A and the other half a
strip from the copy labeled Student B. Tell the students in Group A that each one has a
Handout 15: Finding a Match different situation and all students in Group B have different responses. Have
(one for Student A and one for Student B)
students walk around the class saying their situation and try to find a student in Group
B with an appropriate response. Demonstrate by telling a student from Group A to
read his/her situation to a student from Group B: “I’m going to lift weights by myself.”
Student B says his /her response and they decide if it matches.
Key: 1-d, 2-b, 3-e, 4-a, 5-f, 6-c
Homework tasks Explain/Demonstrate workbook activities - Page 20:

a. find phrases in the dialogue which give advice and those which reprimand
b. read sentences to find what each person is expressing
c. write a dialogue in which you ask about a fitness program and the doctor gives you
advice (to be done as a role-play in the next class lesson)


Post Computer: Ten Miles
Activity Procedure

Did the man give his friend good advice or did he reprimand him?
Workbook Appendix: Page 80 Have the students quote the text to support their answers.
Eliciting expressions of advice and reprimand Write two situations on the board.
Your sister has announced that she is going on a liquid only diet to lose weight.
Your partner spends all his free time in the gym.
Workbook Appendix: Page 80 Have students get into groups of four and write a list of reprimands and advice. Have
a representative of each group share the list with the class.

a. You shouldn’t have run so far. You shouldn’t lift weights without a partner nearby.
Workbook: Page 20 It’s dangerous.
b. 1. Giving advice : 1, 3, 5, 6; Reprimanding: 2, 4, 7
c. and d. Have students form pairs and role-play their dialogues. Have representatives
present some of the dialogues to the rest of the class.


Pre Computer: More Conditionals: Past Conditionals
Activity Procedure
Bridging the lessons in order to introduce past Explain that many people know it is important to keep fit, but still don’t manage to do
conditionals it. Tell students that you have a friend who is always saying, “If I had kept fit when I was
younger I….” Have them try to produce a continuation. Elicit:
I would have felt healthier.
I would have had more energy.
I would have been happier.
Write an example on the board and underline the third form of the conditional. For
example: If I had kept fit when I was younger, I would have been healthier now.
Explain that this conditional form is formed by If… had + V3…would have +V3. Explain
that the sentence expresses things that won’t be fulfilled because the time has passed.
Give an example from your own life of something you didn’t fulfill and regret. For
example: If I had trained harder, I would have been a great swimmer.
Have students form groups of four. Ask each student to write an unfulfilled dream on a
piece of paper using the third form of the conditional. Tell them to fold the piece of
paper and place it in the middle of the table. Have the students take turns in unfolding
each of the four pieces of paper on the table, reading it aloud and guessing which
member of the group wrote it.

a. look at the pictures and match the quote to the situation
b. write a sentence using the Past Conditional
c. match the two parts of a sentence to give advice
d. complete sentences using the Past Conditional


Post Computer: More Conditionals: Past Conditionals
Activity Procedure
Reviewing the computer lesson Review the computer lesson by asking students to recall what the woman said. Write
the first part of the sentence on the board:
“Oh dear! If I’d known you were all coming,….”
Workbook Appendix: Page 80 Elicit the end of the sentence from the students. (…I would have made more food.)
Have students form groups of four and decide on a different ending to the sentence.
Ask each group to choose a representative to come to the board and write the group’s
ending to the sentence.
Practicing the Past Conditional Have students fill in the handout individually. Tell them to refer to the sentences on the
board as a guide in how to write the correct form. Then have them form pairs and
share their ideas.
Handout 16: If Only…
(one for each student)

a. 1-c, 2-b, 3-a
Workbook: Pages 21, 22 b. Have students form groups of four and listen to each other’s speech bubble for the
fourth picture. Walk around the class and ask some students to share their answers
with the class.
c. 1-c, 2-e, 3-a, 4-d, 5-b
d. 1. If he had had enough money to join a health club, he would have become fit.
2. If the health club hadn’t closed early last night, Susan would/could have exercised.
3. If Tom had taken his tennis racket to work, he could have played tennis during his
lunch break.
4. If Dr. Kane had given his patients enough information about exercising, they
wouldn’t have injured themselves.


Pre Computer: Sports 2
Activity Procedure


Post Computer: Sports 2
Activity Procedure
context.

Unit 3: Problems At Work

Workbook
Pages
News  Discussing views about work

A radio news program about the consequences of 23, 24, 25
a planned walkout at Solid Steel Corporation.
Fifty Days and Counting (includes writing  Discussing ways of preventing strikes
activity)  Role-playing an interview with a striker’s wife
An article about the workers at Flemming Steel,  Sorting out two stories about demonstrations / strikes 26, 27
who have been on strike for 50 days. A solution to
the company’s problems must be found.
Quitting  Expressing intention to quit a job

Two female office workers are discretely  Role-playing a situation about work
29, 29
discussing their intentions about quitting their
jobs.
More Relative Clauses: Non-Restrictive  Learning about relative clauses

Presentation and practice of non-restrictive  Practicing writing sentences with relative clauses 30
relative clauses.

Labor Relations  Using context clues to define a word

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


Pre Computer: News
Activity Procedure
Bridging the units - discussing problems at work Tell the students that this unit is called Problems At Work. Ask students: What kind of
problems do you sometimes face at work? (too much pressure, wage cuts, no
incentives, bad atmosphere, poor management, lack of communication.)
Workbook Appendix: Page 82 Write these examples and students’ responses on the board. Have students form
groups of four and write a list of reasons that might lead to a strike or demonstration.
Have each group chose a representative to share their answers with the class. Ask
them to listen to each other’s answers and find out if there is a class consensus on the
main reasons why workers strike. Write the reasons on the board.
Discussing views about work Give out Handout 17. Explain that the handout will reveal their views about work.
Read aloud some of the statements to ensure that the students understand them. Tell
the students to read the statements, and by following the key at the top of the page,
Handout 17: What Are Your Views? to circle the number that best describes them. Students then share the ratings with
(one for each student) each other. Have pairs report to the class how similar or how different there are views
on work.


a. mark the statements in the news report true or false
b. read the statements and decide who made them - the workers or the management
c. read the interview between a reporter and the chief warehouse clerk and fill in the
missing expressions
d. write slogans explaining reasons for walking out of a job and be prepared to share
slogans with the class


Post Computer: News
Activity Procedure
Reviewing the radio news report. Discussing ways of Review the computer lesson by writing on the board:
preventing strikes/walk outs The workers were planning a huge strike.
Ask the students if the sentence is correct. Have them give you the correct answer. (The
Workbook Appendix: Page 82 workers were planning a walk out/ were planning to quit.) Make sure the students
know that a strike and a walk out are different in this news report. Ask the students
what the workers’ problems were. Write on the board:
The workers wanted a wage increase.
Ask the students if the sentence is correct. (yes) Ask the students to form pairs and
make a list of some of the ideas discussed in the radio report which could have
prevented the walk out. Write the students’ responses on the board. For example:
negotiations, wage increase, incentives, changing the management.
Ask students to share an example with the class of how a problem was solved at their
place of work.

a.1-f, 2-t, 3-t, 4-f, 5-t, 6-f, 7-f, 8-t
Workbook: Pages 23-25 b. 1. Management 2. Workers 3. Workers 4. Management 5. Workers
c. (1) walk out of (2) increase in wages (3) close down (4) call for a strike
(5) throughout the world (6) accept incentives (7) continue with negotiations
d. Have students form groups of four and share their slogans with their group. Walk
around the class and have some of the students present their slogans to the class.
Divide the class in to two groups. Have group A role-play demonstrators at a
demonstration. They walk around the room and chant the slogans they prepared.
Then ask some students from group B to play the role of a television or radio reporter
interviewing one of the students in the demonstration in group A. Remind them to
ask questions related to their problems at work.


Pre Computer: Fifty Days and Counting
Activity Procedure
Bridging the sections Tell the students that in the computer lesson they heard a radio report about a planned
walk out because of problems at work. Ask:
Who is affected when people go on strike or walk off their jobs? (the strikers’ families)
Role-playing Before the lesson, photocopy the handout and cut it in half. Have pupils form pairs. Give
each student either the Student A role card or the Student B role card of A Newspaper
Handout 18: A Newspaper Interview Interview. Explain to the students that Student A is the wife of a striker and that
(one half for Student A, one half for Student B) Student B is a newspaper reporter who is going to ask questions. Tell Student A to read
the description about herself and her situation. Have Student B read the questions that
need to be asked. Students then role-play the interview.
 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.

a. read the questions about the article and circle the correct answers
b. find the synonyms in the text
c. fill in the correct forms of the conditional
d. read a dialogue between strikers’ wives and fill in the missing words and phrases
e. write a news report about the women’s decision to be shared in the next class


Post Computer: Fifty Days and Counting
Activity Procedure
Reviewing the computer lesson Ask students:

What was the outcome of the factory’s problems? (a strike)
Workbook Appendix: Pages 82, 83 Have them explain the title. (The strike has lasted fifty days so far and is still going on.)
Have students form groups of four and write a list of the problems that led to the
strike. Have the groups rate the most important issue and ask each group to send a
representative to write the answer on the board.
(foreign competition, bad management, industry changes, cut in wages, failure of
negotiations)
Collaborating to solve a problem Before the lesson, photocopy and cut up the handout. Have students form pairs and
give out give one half to Student A and the other half to Student B. Explain to the
Handout 19: Sort It Out students that each student in a pair has mixed up sentences from two short
(one half for Student A, one half for Student B) newspaper stories about two different demonstrations. Tell the students that each
partner has the parts of both stories. Have the students work in pairs and sort out the
two stories in their correct order. Student A copies story 1; Student B copies story 2.
When the students have completed sorting out the stories, each partner reads one of
the complete stories aloud to the other and suggests a title.
Possible Answers:
Story 1: Truck divers demonstrate: a, i, d, f, h, j
Story 2: Students demonstrate: c, b, g, e


a. 1. a cut in wages, 2. the foreign competition, 3. the management, 4 .both the
Workbook: Pages 26, 27 workers and the management, 5. The strike started fifty days ago and no one knows
when it will end.
b. 1. strike, 2. decrease in wages/lower salaries, 3. close down, 4. employees,
5. closing down the plant
c. 1. had been aware, 2.would be, 3.were not, 4.wouldn’t be able , 5.had not been
6. would not have survived
d. Have students form pairs and role-play the dialogue between the wives and fill in
the missing words.
1. make a living, 2. cut in wages, 3. financial difficulties, 4. quit, 5. Predicted,
6. loyalty, 7. Plant, 8. solution, 9. Unproductive, 10. Under the circumstances
e. and f. Have students form groups of four and listen to each other’s news report.
Have students suggest improvements. Ask some students to read their reports to
the class. Have students hand in their reports for teacher assessment.


Pre Computer: Quitting
Activity Procedure
Bridging the sections Tell the students that often problems at work lead to people deciding to quit their
jobs. Ask the students what kind of situations could cause them to quit their jobs.
Write students’ responses on the board; for example:
not getting along with your colleagues, very demanding boss, wage cuts.
Ask students if they would share their intentions to quit with their colleagues at work
and ask them what they would say. Write students’ responses on the board. For
example: I’ve decided to quit my job./I can’t stand it here. /I’m leaving. /I’ve had
enough. /This job’s not for me.
Explain that the sentences all express a person’s intentions. Ask them how they would
respond if a colleague told them they were quitting. Encourage students to respond:
I’m sorry to hear that/You’re kidding/I don’t blame you/Are you sure?/I think it’s the
right decision/I think I’ll quit too! /You might regret it/How will you manage?/Maybe
you should stick it out here longer.
Sharing reasons for quitting a job Give out Handout 20. Have each student read the reasons for quitting a job and rate
them from 1-3: (1=very good reason to quit). Have students form pairs and read their
Handout 20: Quitting main reason for quitting to their partner. Have the partner respond with one of the
(one for each student) phrases on the board.
Homework tasks Explain/Demonstrate workbook activities - Page 28, 29:

a. match the statements to the responses
b. express intentions about imaginary situations
c. look at pictures and write sentences using expressions of intention
d. write three sentences using expressions of intention


Post Computer: Quitting
Activity Procedure
Reviewing the computer lesson Ask questions on the computer lesson.

Who is thinking of quitting? (Anna)
Why is she quitting? (she got a better job offer)
Role-playing Have students form pairs. Have Student A role-play an industrial psychologist and
Student B role-play a worker with a specific problem at work. Have Student A give
advice and Student B express an intention. Have the students present their role-plays
to another pair in the class.

a. 1-c, 2-a, 3-d, 4-b
Workbook: Pages 28, 29 b. c. and d. Accept all logical answers.


Pre Computer: More Relative Clauses: Non-Restrictive
Activity Procedure
Presenting relative clauses Ask students to think of a small thing that most annoys them at work and explain why.
Write on the board:
A small thing that most annoys me is… because…
Elicit responses and write them on the board. Write some more sentences on the
board and ask the students to complete the sentences. Explain that the relative clause
begins with the words who, which, that, whom and whose. These words are called
relative pronouns. Write the following sentences on the board or on a transparency
for the overhead projector. Have students come to the board and underline the noun
in each sentence and circle the relative pronoun:
The person who most annoys me at work is…because…
An attitude that most annoys me at work is…because…
The comment that most annoys me at work is…because…
The type of boss that most annoys me is one who…because…
Have students offer suggestions for completing the sentences on the board.
The person who most annoys me at work is the secretary because she never gives me
my messages.
Explain that when the clause gives extra information about the noun that is not
necessary in understanding the statement, commas are placed around the clause
when writing. Give an example: The company I work for, which is in Barcelona, is going
to close.
Homework tasks Explain/Demonstrate workbook activities: Page 30:

a. put in the commas around the non-restrictive clauses
b. combine the two sentences using a relative pronoun
c. complete the sentences using an appropriate relative clause


Post Computer: More Relative Clauses: Non-Restrictive
Activity Procedure
Reviewing the computer lesson Ask the students if they remember the dialogue in which the woman tells a friend
about her sister. Write two sentences of the dialogue on the board and ask the
Workbook Appendix: Pages 79, 80 students to fill in the missing relative pronoun and then to put in the missing commas.
1. My sister ____ is a professor of French lives in Paris.
2. She studied in the Sorbonne ______ as you know is the best in France.
Practicing writing non-restrictive relative clauses in Tell the students that the next unit is called A Helping Hand. Elicit ways people they
sentences know volunteer to help those in need. Elicit that volunteers may be working people or
retired people, young or old.
Handout 21: Helping Hands Before the lesson, photocopy the handout and cut it into half. Divide the class into
(one half for Student A, one half for Student B) pairs. Explain that in the handout each student has one piece of information about a
person. Their task is to combine the information and write a sentence with a relative
clause.
Key:
1. Sam, who works as an accountant, does the shopping for the elderly.
2. Sylvia, who is a retired teacher, delivers meals to the elderly.
3. David, who lives near the community center, leads a youth group.
4. Liam, who is a careful driver, drives people to the hospital.
5. Sara, who is a full-time student, volunteers at the retirement home.

a. 1. Flemming Steel, which is located in Hamilton, is…
Workbook: Page 30 2. David Warren, who is chief warehouse clerk at the plant, supported…
3. The workers, who are still striking, had…
4. Foreign competition, which was the cause of the company’s financial difficulties,
was….

5. Hank Wiskowski, who represents the employees, believes…

b. 1. Mrs. Smith, who is one of the worker’s wives, went on strike with her husband.
2. Solid Steel, which is going to close down tomorrow, is the largest plant in our
region.
3. Hank Wiskowski, who represents the employees, disagrees with the management.
4. The workers, who went on strike fifty days ago, are still striking.
5. Incentives, which were rejected by the workers, were offered by the management
Incentives, which were offered by the management, were rejected by the workers.
c. Have students get into groups of four and read their sentences out loud to each
other. Walk around the class and listen to the answers. Have students write the
most creative sentences on the board. Since there will be a variety of sentences to
check, you can also ask each group to choose the best sentence and ask a
representative to write it on the board.


Pre Computer: Labor Relations
Activity Procedure


Post Computer: Labor Relations
Activity Procedure
context.

Unit 4: A Helping Hand

Workbook
Pages
Call-In  Discussing and rating social problems

A radio call-in show the topic of which is  Sharing ways of helping solve social problems
homelessness in America.  Role-playing a discussion with differences of opinions 31, 32
 Sharing and explaining opinions
 Role-playing a caller and a host on a call-in program
Does Homeless Mean Helpless?  Asking and answering questions in order to find the differences in a
picture
An article on homelessness 33, 34
 Discussing society's responsibility to the homeless
 Distinguishing between fact and opinion
Do You Need Help?  Role-playing offering, accepting and refusing help

A young man is offering help to a woman with a 35, 36
baby stroller getting onto a bus.

More Relative Clauses: Whoever,  Playing a game using expressions of offering, accepting and refusing help
Wherever, Etc.  Practicing using relative clauses
Presentation and practice of the use of whoever,
wherever, etc. in relative clauses.
More Relative Clauses: Whose and Where 37, 38

Presentation and practice of the use of whose and
where in relative clauses.
More Relative Clauses: Review

Review of relative clauses.
Social Problems  Using context clues to define a word

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


Pre Computer: Call-In
Activity Procedure
Bridging the units Tell the students that strikes and problems at work can often lead to unemployment
and poverty. Elicit other social problems that exist in their neighborhoods such as
Sharing common social problems crime, poverty, drugs, juvenile delinquency, homelessness, and violence.
Give out Handout 22 and go over the problems listed on the handout to ensure that
Handout 22: Neighborhood Problems the students understand them. Have the students individually rate the six most
(one for each student) important social problems in their neighborhoods, giving 1 to the most serious
problem. Have the students sit in groups and compare their ratings. Ask them to find
out which common issues they felt were important. When the students have shared
their answers, take a classroom survey and find out which of the issues on the
handout most concerned the majority of the students.
Sharing solutions to social problems Elicit what the ordinary citizen can do to help solve some of the problems raised:
visit the sick, shop for the aged, raise money for charity, volunteer at the local
Handout 23: The Choice Is Yours hospital/old age home/soup kitchen.
(one for each student) Give out Handout 23. Ask the students to read the questions on the handout and rate
their choices for each question. (1=first choice, 4=last choice) Demonstrate by
answering the first question:
I would most like to help by visiting the sick in the hospital.
I would least like to help by raising money for a charity.
Explain that all the choices are positive and that there is no correct answer. After
students have made their first and last choice, have them share their choices with a
partner. Next tell the students that for every choice in the same order as their partner,
both students score 1 point each. Ask the students to add up their final scores. After
the students have added up their scores ask them to walk around the class and find
someone else to be their partner and repeat the procedure and come to a final score.
Then ask the class for their points in order to determine who has the highest score.


a. mark the statements the radio host said in the radio program
b. find a match to form a correct sentence from the call-in program
c. agree or disagree with opinions stated in the radio program
d. write a dialogue expressing an opinion to the radio host


Post Computer: Call-In
Activity Procedure
Role-playing a dialogue between the two callers Review the questions about the computer lesson by asking:
What was the social issue discussed in the program? (homelessness)
Did the callers have the same opinion about the problem? (no)
Workbook Appendix: Page 86 Ask the students if they remember whom each caller blamed for the situation. Write
the answer on the board:
Jim - the homeless people (because he said they were lazy and not willing to help
themselves.)
Marilyn - the establishment for not taking steps to help the needy.
Ask the students to form pairs and role-play a dialogue between Jim and Marilyn.
Demonstrate the role-play first with one of the students. For example:
Jim: I don’t know why you think we have to feel so sorry for the homeless. I think they
are often to blame.
Marilyn: How can you say that? It could happen to you if you had bad luck!
Have the partners exchange roles. Walk around the class and listen to the dialogues.
Ask for volunteers to present their role-plays in front of the class.
Expressing and explaining opinions Discuss the different attitudes the radio call-in program reflected: blaming the
problems on the people themselves or trying to help those in need. By a raise of hands
Handout 24: Whose Responsibility Is It? find out which opinion most of the students have. Give out Handout 24. Read each
(one for each student) statement aloud and have students circle their point of view on whose responsibility it
is when certain social problems arise in society. Have them then form groups of four
and share their points of view with the other members of the group by asking
questions and marking each group member’s answers. Have students explain their
choices to each other. To conclude, take a survey to find out the opinions of most of
the class.


a. 1, 3, 5, 6, 7, 8, 9, 10
Workbook: Pages 31, 32 b. 1-c, 2-e, 3-a, 4-d, 5-b
c. Take a survey to find out which of the opinions most of the class disagreed with.
d. In pairs, students role-play the dialogue between the radio host and the student.
Walk around the class and later have some pairs share their dialogue with the class.
Have students hand in their written work for assessment.


Pre Computer: Does Homeless Mean Helpless?
Activity Procedure
Asking and answering questions in order to find Before the lesson, photocopy Handout 25 and cut it in half. Give one half to Student A
differences and the other half to Student B. Explain that each student has the same picture of a
street scene but there are five differences.
Handout 25: Two Sides of Life Ask the students to ask each other questions to find out how their pictures differ.
(one half for Student A, one half for Student B) Make sure that neither student sees the other’s picture. Tell the students to circle the
differences and write a sentence describing the difference. Demonstrate the activity
with a student:
You: Is there a bus stop?
Student: Yes, there is. Is a bus waiting at the stop?
You: Yes, there is. I guess this isn’t a difference.
Key:
1. a woman with two kids crossing pedestrian crossing - only one child with balloon in
Picture A
2. movie playing is “No Place to Go” in Picture A, “Superman” in Picture B
3. two kids fighting outside a bike shop in Picture A, two kids sitting on sidewalk
playing guitars with pot of money outside bank in Picture B
4. mother and baby on bench outside café in Picture A, homeless person lying on a
bench outside the café in Picture B
5. bag lady taking things from garbage outside supermarket in Picture A, someone
throwing trash into garbage can in Picture B
Bridging the sections Tell the students that in the computer lesson they heard a radio program where
people gave points of view about the homeless. Tell them that in the computer lesson
they are going to read an article about other peoples’ points of view about
homelessness. Ask:
Who do you think most of the homeless are? (helpless people, people who have no
jobs, depressed or mentally ill people, drug addicts)
Ask:
Who do you think should take responsibility and what steps can be taken to help the
homeless? (The government should provide low-rent housing/employ more social
workers to help/encourage more volunteers/the local authorities should provide
programs to keep youngsters off the streets.)

a. read the statements and decide which express a fact and which an opinion
b. read the quotes from the reading text and decide who said what
c. read the statements and decide who might have made them.
d. Add more statements
e. find expressions by matching two words
f. choose from a list of ideas to help the homeless
g. write a short paragraph stating how the homeless can be helped


Post Computer: Does Homeless Mean Helpless?
Activity Procedure
Reviewing the computer lesson Review the questions about the computer lesson by asking:
How many people does the writer interview? (3)
Workbook Appendix: Page 87 Who thinks homeless people are helpless? (a senior citizen in a retirement home)
Ask students whether they think it is society’s responsibility to provide for Willy, even
though he doesn’t want help. Write the question on the board:
The case of Willy. Whose responsibility is it?
Have the students form groups of four and come up with a group decision. Ask a
representative from each group to share the decision with the class.
Handout 26: Life on the Streets Tell the students that most of the computer lesson dealt with people’s opinions.
(one for each student) Ask:
What facts were reported? (thousands of youngsters and elderly live on the streets)
Ask them how accurate they think this figure is. Elicit responses that suggest that it is
very vague because it is not backed by any research. Give out Handout 26. Explain
that the handout is a newspaper article titled “Life on the Streets” and that the article
contains facts and opinions. Explain that certain words and phrases indicate opinions:
one reason may be, one possible reason could be, people claim/ argue / suggest.
Ask students what signals a fact. Elicit responses and write them on the board:
research has shown, studies have found, surveys have revealed, statistics prove.
Have the students read the article and underline only the facts and then share their
answers with their partner.
Key:
1. There has been an increase of teenagers leaving home and living on the streets.
2. a rise of single-headed families, declining families, declining fertility and a rise in
divorce rates.


a. 1. fact 2. opinion 3. opinion 4. fact
Workbook: Pages 33, 34 b. 1. Mr. Burns 2. Kevin 3. Mrs. Jacks 4. Kevin 5. Mr. Burns
c. 1. Kevin 2. Mrs. Jacks 3. Mr. Burns
d. Have students read aloud the additional statements they have written and have the
rest of the class state who might have made the statement.
e. Prepare cards with the 10 words that can be placed on the board. Arrange the
words randomly on the board and have students come and match the two words
that form an expression. Have the student give a sentence using the expression.
1. take steps 2. provide housing/provide an alternative life 3. give a point of view
4. make a difference 5. offer an alternative life/housing
f. Have students form groups of four and share their ideas. Conduct a class survey and
find out which idea the class rates the most effective.
g. Ask the students to give their reports to someone else in the class to read. The
reader offers suggestions to improve the written work, e.g.,
Does the paragraph have an opening and closing statement?
Does the paragraph state the suggestion clearly?
Does the writer give examples?
Is the message clear and to the point?
Is the language correct?
Students edit their work at home and present it to the teacher the following lesson for
assessment.


Pre Computer: Do You Need Help?
Activity Procedure
Practicing offering, accepting, and refusing help Tell students that there are appropriate ways of offering help, accepting help and
refusing help. Write the three categories on the board and ask students to tell you
Handout 27: Do You Need Help? where they would place the statement:
(one for each 10 pairs of students) Would you like me to bring your papers from the office?
Ask students for examples for each category. For example:
Can I help you?
Do you mind if…?
That would be great.
That’s very kind of you. I really appreciate it
No thank you. I can manage myself.
I like to do things my own way.
Ask students to suggest in which situations they might offer to help a stranger. Write
the responses on the board:
carry an old person’s shopping/help someone elderly onto a bus/help lift a baby’s
stroller/give a lift to an elderly person caught in the rain
Photocopy the handout and cut up the situations. Hand out the situations randomly to
pairs of students. Have students role-play the situation in front of the class.


a. write the words which express offering, accepting and refusing help
b. read the sentences and decide what each person is expressing and mark the correct
column
c. write two alternative dialogues: the first in which a homeless person accepts help
and the second where he refuses


Post Computer: Do You Need Help?
Activity Procedure
Remembering the dialogue in the computer lessons Review the answers to the questions about the computer lesson:
Why does the young man offer help? (He wants to help the woman lift a stroller onto a
Workbook Appendix: Page 82 bus.)
Does the woman accept help? (At first she refuses, but then she accepts.)
Eliciting expressions of offering, refusing and accepting Give out Handout 28 to groups of four students. Explain to the students that they are
help going to play a board game in which they have to use expressions of accepting,
refusing or offering help. The student first throws the dice and if the dice falls on the
Handout 28: Speak Up! number 2, then the student needs to provide an expression accepting or refusing help.
(one for each group of four students, dice, counters) If the student succeeds, he/she can move two spaces ahead. The winner is the student
who reaches the end first. Demonstrate the rules of the game by throwing the dice
and moving along the board. Walk around the class and check that the students are
following the rules of the game.

a. 1. offering help: Ma’am, do you need help? Let me help you...
Workbook: Pages 35, 36 2. accepting help: Well OK, young man.
3. refusing help: No. I’m fine. No thanks. I can really manage by myself.
b. Offering help - 1, 3, 5, 6, 10
Refusing help - 2, 4, 7
Accepting help - 8, 9
c. Have students form pairs and first read their dialogue to their partner. Then have
students form groups of four and read each other’s dialogue and role-play the
dialogues.


Pre Computer: More Relative Clauses: Whoever, Wherever, Etc.,
Whose & Where, Review
Activity Procedure
Introducing relative pronouns: whoever, whenever, Write the following sentence stem on the board:
wherever, whatever She likes to help people…
Add a card with the following relative pronouns next to the sentence stem:
whenever, wherever, whoever, whatever.
Encourage students to work in pairs and complete each sentence:
She likes to help people whoever they might be.
She likes to help people whenever she can.
She likes to help people wherever they might be.
She likes to help people whatever their need might be.
Explain that we use these relative pronouns to describe all the people, all the times, or
all the places.
Practicing using relative clauses Have the students sit in groups of four. Prepare cards with the following relative
pronouns: whose, where, wherever, whenever, whoever, whatever for each group.
Cards with the relative pronouns Students pick a card and need to provide a sentence using the relative pronoun.

a. read the descriptions and choose the correct relative pronouns to complete the
text, then match the picture to each description.
b. complete the description by adding a relative pronoun


Post Computer: More Relative Clauses: Whoever, Wherever, Etc,
Whose & Where, Review
Activity Procedure
Practicing relative pronouns in public service Ask the students if they remember the dialogue about the helpful dog. Write the
advertisements following sentence on the board and ask the students to come to the board and fill in
the missing words.
Handout 29: Help Make a Difference The dog followed her…she went and he did… she told him to do. (wherever, whatever)
(one for each student) Write another sentence on the board and ask students to tell you the missing relative
pronouns.
…you are, it’s always pleasant to receive a helping hand. (Whoever or Wherever)
Give out Handout 29. Explain to the students that they have to fill in the missing
relative pronouns in the public service announcements. Have them create their own
announcement using at least one relative pronoun. Have them share their public
announcements with the class.
Key:
1. Wherever, wherever, whoever, 2. Which, Whose, Where, 3. which, wherever

a. 1-d; 1.which, 2.whoever, 3.whatever, 4.what
Workbook Appendix: Pages 37, 38 2-c; 1.where, 2.wherever, 3. whatever
3-b; 1.whose, 2.who, 3.whatever
4-a; 1.who, 2. who, 3.whatever
b. Have a student read the paragraph aloud to the class.
1. who, 2.whatever, 3.whoever, 4. where


Pre Computer: Social Problems
Activity Procedure
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


Post Computer: Social Problems
Activity Procedure
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
context.

Unit 5: Health And Happiness

Workbook
Pages
A Healthy Diet (includes writing activity)  Defining health happiness

A video clip involving a roommate studying to be  Sharing opinions about what happiness is
a nutritionist and another roommate interested in 39, 40
 Discussing how to be healthy
healthier food choices.
After a Heart Attack  Writing and acting out a dialogue

Instructions for people who have suffered heart  Advising on health issues 41, 42
attacks, telling them what they should and
shouldn’t do in order to remain healthy.
Can I Help?  Talking about healthy food

A man is offering help to a woman lifting weights.  Asking questions about eating and exercise habits
43, 44
 Giving advice about healthy diets
 Offering and accepting help
Past Form of Modals: Might/May/Must  Playing a game using expressions of offering and accepting help
Have  Role-playing offering and refusing help
45, 46
Presentation and practice of the past forms of the  Using past forms of modals
modals: might, may, and must have.  Reviewing past forms of modals

Health 2  Using context clues to define a word

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


Pre Computer: A Healthy Diet
Activity Procedure
Eliciting ideas about health and happiness Tell students that the unit is called Health and Happiness. Ask them to suggest ways to
stay in good health and find happiness. Write the responses on the board:
Workbook: Page 39 good health care, dedicated doctors, a healthy diet, fresh fruits and vegetables,
keeping in good shape, exercise.
Ask the students what other factors bring happiness. Elicit responses and write some
on the board:
love, good relationships, family ties, hobbies, money, watching a good film, reading a
good book, listening to music.
Sharing opinions on definitions Give out Handout 30. Explain to the students that they are going to read various
definitions of happiness and they will need to choose one definition they most agree
Handout 30: Happiness Is… with and one they least agree with. Have students share their choices with their
(one for each student) partner. Have each student then walk around the class and find out how many people
made the same choices.
 to explain
 to describe
 to narrate
 to persuade

outline.
partner.
After students have updated their drafts according to the peer review, have them
type and submit their writing on the computer.
final review.

a. decide if statements are true or false
b. complete the sentences using new vocabulary
c. write a dialogue


Post Computer: A Healthy Diet
Activity Procedure
Reviewing the computer lesson Ask students questions about the computer lesson:
Who are Tamara and Kelly? (roommates and students)
Workbook Appendix: Page 90 What is the purpose of the conversation? (Tamara wants advice from Kelly about how
to improve her diet.)
Discuss with students what they think of Kelly’s advice. Do they agree with her? Why?
Why not? Do they think that Tamara will stick to Kelly’s advice? Why? Why not?

a. 1-false, 2-true, 3-true, 4-true, 5-false
Workbook: Pages 39, 40 b. 1. processed 2. artificial 3. pronounce 4. diet
c. Have the students share their dialogues and offer suggestions for improvement
based on the previously established criteria. Walk around the class and listen to the
dialogues. Have a few pairs present their dialogues to the class. Have the class give
feedback according the criteria.


Pre Computer: After a Heart Attack
Activity Procedure
Introducing the language of advice In the computer lesson, the students are going to read instructions on how to restore
health and happiness after a heart attack. Ask:
What advice would you give to someone to stay healthy and happy?
Write the answers on the board:
Don’t eat too much.
Don’t eat salty and fatty foods.
Don’t become overweight.
Eat plenty of fresh fruit and vegetables.
Practicing the language of advice Before the lesson, photocopy and cut Handout 31 into half. Divide the class into pairs.
Explain to the students that Student A has the part which lists health issues and
Handout 31: Staying Healthy - Advice Student B has the part which lists advice on health issues. Tell the students that
(one half for Student A, one half for Student B) Student A should read the health issue out loud to his partner and Student B has to find
the most appropriate advice. Demonstrate with a student. When the students finish,
tell them that they each have two additional health issues, which their partners need
to give advice on. Elicit the language of advice:
You should, If I were you, I’d, Make sure, Try V+ -ing. Demonstrate with another
student.
Key:
1-c, 2-a, 3-b, 4-e, 5-d


a. read the text to identify the topics of the advice given
b. write appropriate advice for pictures
c. read about care after heart attacks and identify incorrect information
d. compare diets in order to give advice
e. write down a daily diet


Post Computer: After a Heart Attack
Activity Procedure
Reviewing the computer lesson Ask students questions about the computer lesson:
Give one instruction about what NOT to do after a heart attack.(don’t smoke, don’t
Workbook Appendix: Page 91 drink too much alcohol)
Did the article deal with causes of heart attacks? (no)
Brainstorming Ask students to form pairs and write down examples of foods you should eat and foods
you shouldn’t eat. Find out which pair comes up with the longest list in one minute.
Share the lists with the class and write the answers on the board.
Explain the difference between diet meaning the food you eat and diet meaning the
attempt to lose weight.
Asking questions Give out Handout 32. Explain to the students that one student will ask and record their
partner’s answers to the questionnaire. Then the partner scores the questionnaire in
Handout 32: You Are What You Eat order to give the interpretation. Find out if they agree with the interpretation.
(one for each pair)

a. 1, 3, 4, 5
Workbook: Pages 41, 42 b. 1. You shouldn’t smoke. 2. Don’t drink too much alcohol. 3. You should eat small
amounts of fish and chicken 4. You shouldn’t drink whisky. 5. You should eat fresh
fruit and vegetables. 6. You should weigh yourself weekly. 7. You should exercise at
least three times a week.
c. You may smoke two cigarettes a day. You may not drink wine. You may eat as much
grilled fish and chicken as you wish. Don’t worry about your weight. Don’t weigh
yourself more than once a month. It’s a good idea to exercise once in a while.
Exercising too much can weaken your heart.
d. 1. Greg - because he has more vegetables and fruit and less sweet food
2. Have students share their advice to Greg and Paul with the class.

e. Partners share their daily diets and give each other advice how to make it healthier.


Pre Computer: Can I Help?
Activity Procedure
Presenting ways of offering and accepting help Tell students that happiness often comes when we share things or offer help. Ask
students to give you situations when you might offer help and when you might accept
help. Write some answers on the board. Ask the students how to express offering or
accepting help:
Offering help: Can I help you? Would you like me to…? Can I suggest…? Could I
recommend…?
Accepting help: Sure, if it’s no trouble. Thank you for offering. That’s so kind of you.
Yes please, if you wouldn’t mind.
Ask the students to suggest situations in which you might offer and accept help:
1. Your colleague phones to tell you that his car’s been stolen. You offer help and say:
That’s awful. Can I drive you to the police station to report it?
2. Your neighbor knocks on the door and says his phone is out of order. You offer help
and say: Why don’t you use my phone? It’s no bother.
Have students form pairs and ask them to think of a situation in which a friend offers
help and the other accepts. Have the pair write down a short dialogue and role-play
the situation. Have the class listen to some dialogues.

a. answer questions about the dialogue
b. identify expressions in the dialogue of offering and accepting help
c. read sentences and mark what each sentence expresses
d. write a dialogue between a doctor and his patient


Post Computer: Can I Help?
Activity Procedure
Reviewing the dialogue in the computer lesson Ask students:

What did the young man offer to do? (help her with the weights in the gym)
Workbook Appendix: Page 85 Did the woman accept the offer? (yes)
What did the woman mean when she said, “Oh, I must have made a mistake.”? (She
was using the wrong weights.)
Write two expressions on the board and ask which one the woman said when she
accepted the man’s help.
1. Are you sure it’s no trouble?
2. Yes please, if you wouldn’t mind. (2)
Handout 33: Speak Up! Divide the class into groups of four. Give out Handout 33. Tell the students that they
(one for every group of four students, dice, counters) are going to play the board game Speak Up! Explain that the handout has situations
for them to speak about. Explain the rules of the game: students need to use both an
expression of offering help and one of acceptance while speaking in order to move
ahead two places.

a. 1. in the gym, 2. to help the woman use the weights, 3. She put the wrong weights
Workbook: Pages 43, 44 on the bar. 4. put the extra weights on the bar, 5. yes
b. Offer help: Can I give you some help? Do you want me to …?
Accept help: Sure, if it’s no trouble. Yes please, if you wouldn’t mind.
c. 1. Offering help 2. Accepting help 3. Offering help 4. Accepting help 5.Offering help
6. Accepting help 7. Offering help
d. Have students role-play the dialogue with their partner. Walk around the class and
listen to the dialogues. Have some pairs present their dialogues to the class.


Pre Computer: Past Forms of Modals: Might/May/Must Have
Activity Procedure
Presenting Past Form of Modals Tell the students that yesterday you saw an old school friend whom you hadn’t seen
for a while. Tell them she rushed over to greet you and she looked very happy. Ask the
students to suggest what could have happened to her. Write on the board the
possibilities, e.g.:
She might have fallen in love.
She may have traveled abroad.
She must have won a lot of money.
Underline the past form of the modals (might have fallen, may have traveled, must
have won). Explain that the form expresses possibilities that could have happened in
the past and that the form is: may/might/could/must + have+V3. Ask the students to
form pairs and think of two other possibilities of what might have happened to the
friend. Write some of the answers on the board and underline the past form of the
modal.

a. match problems to possible answers
b. complete sentences using must have to make a logical conclusion
c. read reports and decide what might have happened


Post Computer: Past Forms of Modals: Might/May/Must Have
Activity Procedure
Reviewing the computer lesson Ask the students if they remember the dialogue about what might have happened to
Mr. Tanaka. Ask the students to tell you some things that might have happened to
Workbook Appendix: Page 91 him. Write the answers on the board:
His car might have broken down.
He might have taken the car to the garage.
Underline the form of the past tense of the modal. Ask students to suggest other
possibilities. Remind them to use the past form of the modals in their answers. Write
some more examples on the board:
He might have had an accident. He might have got stuck in traffic.

a. Possible answers: 1-b, 2-d, 3-a, 4-c/a/b, 5-f/e, 6-f/e
Workbook: Pages 45, 46 b. 1. must have had, 2. must have decided, 3. must have not finished, 4. must have
gone, 5. must have been
c. Ask the students to share some of the most original answers with the class.


Pre Computer: Health 2
Activity Procedure


Post Computer: Health 2
Activity Procedure
context.

Unit 6: Going Out

Workbook
Pages
Opera Review  Talking about going out

“Sound Sense” is a radio show with news about  Sequencing a story about a blind date
musical events occurring around the city.  Talking about what makes a good show 47, 48, 49
 Reading about and rating shows based on reviews
 Convincing a partner to agree to your choice
Planning a Party (includes writing activity)  Learning vocabulary related to going out on a date
50, 51
Instructions on how to plan a party.  Asking and answering questions based on a questionnaire
Lunch  Sorting out instructions

Two businesswomen leaving a café are saying  Learning expressions of leave-taking
goodbye after lunch.  Deciding on the appropriate expression for leave-taking 52
Conjunctions: Pairs In Short Answers  Using conjunctions to discuss the unit topic: going out
Presentation and practice of pairs of conjunctions:  Practicing conjunctions in a role-play
either/or, neither/nor, not only/but also.
Conjunctions: Pairs
Presentation and practice of the use of 53, 54
conjunctions in short answers: guess/hope/ think
so, not, do too, don’t either.
Conjunctions: Review
Review of conjunctions.
Entertainment 4  Using context clues to define a word

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

Unit 6: Going Out

Pre Computer: Opera Review
Activity Procedure
Introducing the topic of the unit Tell students that that happiness for many people means going out and enjoying
themselves. Tell them that Unit 6 is called Going Out. Elicit places where students like
Workbook: Page 48 to go out.
Sequencing a story Key:

Jack saw an ad from a woman looking for the man of her dreams. He e-mailed the
Handout 34: Storyboard woman and asked to meet her. On the evening of the date he left the house early.
(one for Student A and one for Student B) He got stuck in a traffic jam and it suddenly began to snow. The weather got
worse so he decided to abandon his car and run to her house. When he arrived at
the house his clothes were dripping wet. The woman answered the door wearing
a beautiful evening dress. She took her purse and handed him a 20-dollar bill for a
taxi home. He threw the money on the floor and left without saying a word. He
never answered a date-line ad again.

a. recall the content of the radio program
b. mark who made the statements in the radio program
c. complete a music review
d. fill in a table according to the information in the text
e. complete sentences in order to compare the musicals
f. read the dialogue of the next broadcast and answer the questions about it

Unit 6: Going Out

Post Computer: Opera Review
Activity Procedure

Do any of the hosts recommend any shows? (yes)
Workbook Appendix: Page 94 Do the hosts agree with each other’s choices? (no)
Do listeners call in to the show with their recommendations? (no)
Discussing choices about shows Find out how many students have seen a show in a theater. Ask the students if they
know which shows are playing in the city now. Elicit the kinds of shows they know
about and write the answers on the board:
comedy, suspense, drama, musical, romance, fantasy.
Ask them what factors are important in a good production. Write the answers on the
board:
colorful costumes, strong visual effects, effective lighting, talented actors/singers/
dancers, original staging.
Sharing choices and convincing a partner Give out Handout 35 and tell the students to scan the reviews of different shows in
town and underline the kind of show mentioned (romantic comedy, thriller, fantasy,
Handout 35: What’s on in Town? musical, opera). Explain that the students read each review individually and rate their
(one for each student) preferences from 1-5, 1 being their first choice. Have them then share their
preferences with their partner. Tell the pairs that they need to come to a joint
decision and choose one of the shows to go to together. Have them share their
decision with another pair.

a. 1. musical events 2. two 3. recommends 4. don’t agree 5. check out the events
Workbook: Pages 47-49 themselves 6. once a week
b. 1. Allegra 2. Ray 3. Allegra 4. Ray 5. Allegra
c. 1. top of the list 2. hilarious 3. cheered 4. musical comedy 5. lots of money 6.
outstanding 7. talented 8. on tour 9. recommend 10. Worthwhile

d.
Musical Disturbance The Astonished Genius
Kind of event: musical comedy dramatic opera
Audience reaction: cheering loved it
Success: sure to be a classic probable hit
Ray’s recommendation: recommends it never heard of it
Allegra’s recommendation: doesn’t recommend it strongly recommends it
e. 1. a dramatic opera 2. hits/ musicals 3. enjoyed the show 4. Musical Disturbance

5. The Astonished Genius.
f. 1. The music is intolerably loud and the singers are untalented.
2. The director is usually successful.
3. Some of the main performers were ill.
4. It is long running and popular.
5. She knew “The Astonished Genius” would be successful.

Unit 6: Going Out

Pre Computer: Planning a Party
Activity Procedure
Introducing the vocabulary of the computer lesson Tell the students that in the computer lesson they heard a radio show about musical
events around the city. Explain that the expression “go out” means to do something
outside the home, such as going to concerts, films, shows, etc. Conduct a class survey
and find out how often each student goes out every week. Find out where they usually
like to go. Write the results of the survey on the board. For example:
Most students go out … a week.
Most students prefer to … when they go out.
Asking questions and interpreting the answers Give out Handout 36 to only one student in a pair. Do not explain the purpose of the
handout. One student in a pair asks their partner questions which the partner must
Handout 36: Are You…? answer truthfully. The partner must not see the questions nor know the purpose of
(one for each pair) the questionnaire. After the partner has answered all the questions he/she will be
given his/her score. The partner will then look at the rating scale at the bottom of the
handout and find out how sociable he/she is and decide if the interpretation is
accurate. Ask if the students were surprised to find out their ratings.

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

a. form expressions
b. use the expressions to give advice
c. use new vocabulary in an e-mail
d. write instructions on what not to do while planning a party

Unit 6: Going Out

Post Computer: Planning a Party
Activity Procedure
Reviewing the computer lesson Review the answers to the questions asked about the text in the computer lesson. Ask:
What was the text about? (planning a party)
Workbook Appendix: Page 95 Did you think the advice was useful?
Elicit from students their own advice for planning a party and write their suggestions
on the board.
Using coherence clues to order a sequence of Photocopy and cut up Handout 37 so that each student in a pair has one part. Explain
instructions to the students that between them they have two sets of different instructions which
together they must sort out. Explain that the students must sort out the order of the
instructions by reading out the sentences, but not showing them to their partner. Tell
Handout 37: Getting Ready - Sort it Out the students to mark the first set of instructions 1-6 and the second set of instructions
(one for Student A, one for Student B) 7-11. Numbers 1 and 7 are already marked. Tell the students that when they have
finished they should check them by reading each set of instructions out loud in the
correct order.
Key:
Getting ready for a blind date: First take a long shower; it will keep you calm. Choose
appropriate clothes, nothing too fancy or unusual. Put on your make up carefully and
check that your hair is in order. Remember to take money with you in case you decide
to leave your date and go home alone. Arrive early, but don’t appear too eager.
Getting ready for a costume party: Choose an original idea of what costume to wear.
Buy an appropriate wig to go with the costume. Once you’re dressed, apply lots of
make up to ensure no one recognizes you. Take on the role of your character at the
party and have fun!

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. Invite, 2. Decide, 3. Shop, 4. Prepare, 5. Decorate, 6. Wear, 7. Enjoy
b. Students take turns to read out a piece of advice. The partner should decide if the
Workbook: Pages 50, 51 advice is logical. Walk around the class and listen to the answers
c. 1. Express, 2. Stressed, 3. give up hope, 4. Tips, 5. Invited, 6. Presented, 7. decorated
d. Have some of the students read the instructions out loud to the class. Write some
humorous ones on the board or have a few students write their original instructions
on the board.

Unit 6: Going Out

Pre Computer: Lunch
Activity Procedure
Presenting expressions of leave-taking Tell students that when people go out informally they usually take leave of each other.
Elicit possible responses of leave-taking and write them on the board:
I’m afraid I have to go now.
I’m sorry but I have to go back to work.
I’ll be in touch. Take care. See you soon.
Ask students to form pairs and role-play a dialogue between two friends saying goodbye
at the end of a meal. Tell the students to use the phrases on the board.
Homework tasks Explain/Demonstrate workbook activities - Page 52:

a. identify expressions in the computer lesson used to express satisfaction and leave-
taking
b. identify new sentences

Unit 6: Going Out

Post Computer: Lunch
Activity Procedure
Reviewing expressions of satisfaction and leave-taking Review answers to the following questions:
Where does the dialogue take place? (a café)
Do the women express satisfaction or disappointment? (satisfaction)
Workbook Appendix: Page 95 Do the women make plans to meet again? (no)
Elicit how they expressed satisfaction and write the expressions of satisfaction on the
board:
That lunch was delicious.
Yes, it was. I’m full.
Ask the students if they remember how the women expressed leave-taking. Write the
answers on the board:
Well, I’ve got to get back to work.
I’ll speak to you soon.
Take care of yourself.
See you.
Practicing appropriate use of expressions of leave- Before the lesson, photocopy and cut up the handout so that each pair will have eight
taking cards, and the instructions with a small rating scale. Have the students form pairs. Each
member of the pair needs an individual marker. Explain that they are going to play a
Handout 38: Leave-Taking- How Appropriate Are You? board game with cards. Tell them that each pair has 8 cards that have certain situations
(one for each pair) with an expression of leave-taking. The students take turns picking a card and reading
out what is written on it. Each student individually decides if the expression on the card
is very appropriate or not at all appropriate for the leave-taking situation. They use a
marker and place it on the appropriate place on the scale.
The students then discuss how similar or different their responses were. Demonstrate
the game first with a student. Tell him/her the sentence on the card he/she picked up
is:
You are having lunch with a business colleague and you say, “I must go. My wife needs
me to look after the kids. Bye.”
Draw a grid on the board and ask the student to rate how appropriate the leave-taking
was on a scale of 1-10. (1=appropriate 10=very inappropriate)

a. Expressing satisfaction: Wow, that lunch was delicious. Yes, it was. I’m full. Leave-
taking: Well, I’ve got to get back to work. I’ll speak to you soon. Take it easy. Take
Workbook: Page 52 care of yourself. Bye. See you.
b. 1. Expressing satisfaction 2. Leave-taking 3 Expressing satisfaction 4. Expressing
satisfaction 5. Leave-taking 6. Expressing satisfaction 7. Leave-taking 8. Leave-taking
9. Leave-taking

Unit 6: Going Out

Pre Computer: Conjunctions: Pairs, In Short Answers, Review
Activity Procedure
Presenting the use of conjunctions in relation to the Tell the students that there are so many different choices you can make if you decide
topic of going out you want to go out. Write the following sample sentences on the board.
You can either go to a disco or go the pub. Sometimes you can do two things. You
cannot only go to a show, but you can also go to eat at a restaurant before the show.
Sometimes you feel you want neither a film nor a meal, but you’d rather meet a friend
at a café and have a cup of coffee.
Underline all the conjunctions on the board. Ask the students to form pairs and role-
play a couple who can’t decide where to go. Have them suggest lots of options and tell
them to use the conjunctions you have underlined on the board. Demonstrate the
role-play first with one of the students. For example:
Shall we go out tonight?
Where should we go?
Homework tasks Explain/Demonstrate workbook activities - Pages: 53, 54

a. add a response to each of the statements using conjunctions
b. combine the sentences using conjunctions
c. read the dialogue and complete the conversation using suitable conjunctions

Unit 6: Going Out

Post Computer: Conjunctions: Pairs, In Short Answers, Review
Activity Procedure
Reviewing conjunctions from the computer lesson Ask the students if they remember the dialogue from the computer lesson about the
woman suggesting that her friend go out with her cousin Tom. Ask the students if the
Workbook Appendix: Page 96 friend was interested. (yes) Ask them which of the statements the friend made:
1. I’m free either Friday or Saturday.
2. I ’m not only free on Friday, but I’m also free on Saturday. (1)
Ask the students if both sentences mean the same. (yes) Write the sentences on the
board and underline the conjunctions. Tell the students that the woman didn’t tell her
friend anything about Tom’s unusual eating habits. Write the following example on
the board:
Tom neither ate meat nor any type of fish. Underline the conjunctions on the board.
Practicing conjunctions in a role-play Give out Handout 39. Have students form pairs. Tell them they are going to complete
the dialogue between Tom and Elaine, and then role-play the telephone conversation
Handout 39: Either She’ll Say Yes Or… in which Tom asks Elaine for a date and she responds positively. Tell them to
(one for each pair) complete Elaine’s dialogue by using any of the conjunctions on the board. After the
pair have role-played the dialogue have them rewrite the dialogue so that Elaine
replies negatively to Tom. Have some of the students present their role-plays to the
rest of the class.

a. 1. So do I. 2. I did, too. 3. Neither did I. 4. I didn’t either. 5. My daughter does too.
b. 1. You can have either grilled fish or chicken.
Workbook: Pages 53, 54 2. The audience not only cheered, but they also stood and applauded.
3. I enjoyed neither “Never on Monday” nor “Musical Box”.
4. We can either go out for dinner or go to the movies.
5. Not only didn’t my iron work, but there was also a power cut.
c. 1. I guess so. 2. I’m afraid not 3. Either 4. I hope so. 5. neither 6. I think so
7. not only 8. or 9. I guess not

Unit 6: Going Out

Pre Computer: Entertainment 4
Activity Procedure

Unit 6: Going Out

Post Computer: Entertainment 4
Activity Procedure
context..

Unit 7: Restaurant Reviews

Workbook
Pages
Family  Role-playing a person asking someone out on a date

In this voice mail message, Sophie tells Johnny  Asking and answering questions about tastes in food
55, 56, 57
about a lovely evening at a new Chinese
restaurant.
A Seafood and Steak Surprise (includes  Role-playing ordering and taking orders in a restaurant
writing activity)  Discussing qualities of a good restaurant 58, 59, 60
A story about Raoul and Marcy, who go to a new  Inviting friends out for a meal
restaurant on their first date.
Recommendations  Describing a picture of a restaurant

A man and a woman are deciding whether to eat  Asking for and giving opinions about restaurants
61, 62
at the restaurant they have just entered.  Giving opinions while playing a game
More Conditionals: Mixed Time  Giving opinions and asking for clarification
Conditionals  Talking about regrets and missed opportunities while playing a board
Presentation and practice of mixed time game
conditionals.  Using the past conditional 63, 64
More Conditionals: Review

Review of past conditionals and mixed time
conditionals.

Restaurants 2  Using context clues to define a word

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


Pre Computer: Family
Activity Procedure
Introducing the topic of the unit Tell the students that many people enjoy going out to restaurants. Elicit how people
choose a restaurant:
ads, word of mouth, close to home or work, restaurant reviews.
Tell the students that Unit 7 is called Restaurant Reviews. Ask students to recommend
a good restaurant they have eaten in and say what kind of restaurant it was (fast food,
Chinese, Italian, French, etc.) and what was special about the restaurant. Ask students
to share some of their favorite foods and write some of the examples on the board:
shrimp, lobster, sweet and sour chicken, pasta, sushi.
Asking and answering questions Give out Handout 40. Have students form pairs. Explain that the aim of the activity is to
find answers for the 20 things on the handout. If the pair, for example, finds a
Handout 40: Tastes We Have in Common particular taste they both have in common they both write it down: For example:
(one for each student) Try to find a milk product you both like.
If they can’t find anything in common they leave the space blank. Next each student
finds a new partner and they repeat the procedure and see if they have anything in
common. At the end of the activity they find out if there was one answer most people
had in common.

a. read the statements and mark if they are true or false
b. read a magazine review and fill in the missing words
c. read Johnny’s return voice mail and mark the foods on the menu that Johnny chose
d. decide what you would order from the menu and add other dishes if you wish


Post Computer: Family
Activity Procedure
Reviewing the computer lesson Review the answers to the questions about the computer lesson by asking:
Does Sophie eat a lot of different dishes? (yes)
Workbook Appendix: Page 98 Does she recommend the Chinese restaurant? (yes)
What is the possible relationship between Johnny and Sophie? (He is probably a brother
or close friend or relative because the title of the section is “Family”.)
Can you remember some of the dishes she ate? (corn soup, Chinese roast beef, shrimp
with vegetable, sweet and sour chicken.)
Role-playing ordering a meal Have the students form groups of three and give one student the handout labeled
Student A, another student the handout labeled Student B, and a copy of the menu for
Handout 41: Let’s Order Student C (the waiter). Explain that two of the students are going to role-play business
(one copy for Student A and one copy for Student B; colleagues ordering a meal at a restaurant. Tell them that each of the pair has
one copy of the menu for Student C, the waiter) instructions on the handout about particular food preferences he/she has which he/she
must take into account when ordering from the menu on the handout. Demonstrate
the activity by role-playing the waiter/waitress at the restaurant with one of the other
students. Write some useful phrases on the board to help the students with the
dialogue.
For example:
Waiter: Are you ready to give me your order? What would you like for the first course/
main course/dessert? How about…? Would you like...? I really recommend….
Customer: We’re ready to order now, What do you recommend? What kind of soup do
you have? I’ll have..., I think I’d prefer...
Walk around the class and listen to the dialogues.

a. 1-t, 2-f, 3-f, 4- t, 5-f, 6-f, 7-t,
b. 1. fabulous, 2. Dishes, 3. started off, 4. instead of, 5. Appetite, 6. Skip, 7. favorite,
Workbook: Page 55-57 8. restaurant, 9. used to be
c. wonton soup, egg rolls, chicken wings, noodles and vegetables, fried rice, sweet and

sour chicken, sesame chicken, fried bananas

d. Have students share their own choices from the menu with their partner. Find out
which pairs chose the same foods.


Pre Computer: A Seafood and Steak Surprise
Activity Procedure
Discussing qualities of a good restaurant Tell the students that in the computer lesson they heard a voice mail message of
someone recommending a new Chinese restaurant. Tell the students that in the
computer lesson they are going to read about other peoples’ experience at a new
restaurant. Elicit what students look for when they choose to go out to a restaurant:
good service, nice atmosphere, reasonable prices, clean tablecloths and silverware,
esthetic décor, tasty food, variety of food, somewhere not too noisy or too crowded.
Explain the different types of service:
buffet (self-service) and full service (the waiter serves you).
Handout 42: Let’s Go Out to Eat Give out Handout 42. Explain to the students that they are going to walk around the
(one for each student) class and invite other students out for a meal. Every time someone accepts he/she will
write that person’s name on the handout together with the date and time agreed
upon. There are eight different restaurants advertised on the handout. Tell the
students that they may accept as many invitations as they like provided that they are
not for the same date or time. Encourage the students to ask questions about the type
of restaurant and food served. Demonstrate the activity with one of the students and
write the following example on the board:
A: Would you like to go out to eat?
B: I’d love to.
A: Would you like to eat Japanese food?
B: Yes, that sounds great.
A: Fine, then we can go to …….restaurant.
B: Is the price reasonable?
A: Yes and the service is very good too. Can you go on Tuesday at eight o’clock?
B: Yes, that’s great.
Walk around the class and listen to the dialogues.

 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.

a. retell the story by matching the two parts of the sentence
b. read the sentence and choose the best continuation
c. match nouns to adjectives
d. find the four incorrect facts in a letter of complaint
e. rewrite the letter replacing the incorrect facts with the correct ones


Post Computer: A Seafood and Steak Surprise
Activity Procedure
Reviewing the content of the computer lesson Review the computer lesson by asking:
What was the special deal at the restaurant (half-price for students and you could eat
Workbook Appendix: Pages 90, 91 as much shrimp as you wanted)
What was the surprise (they both got stomachaches.)
Ask them if the students would recommend the restaurant (no) Ask the students to list
the bad things about the restaurant. Write the answers on the board:
It was crowded, noisy, dirty linen and silverware, poor service, bitter food, raw meat,
and possibly spoiled food!
Describing a scene Before the lesson, photocopy and cut up the handout so that one student has the
completed drawing of the restaurant and one has the uncompleted one. Have the
Handout 43: The Restaurant students form pairs. Give Student A one half and Student B the other half. Explain to
(one half for Student A, one half for Student B) the students that Student A has the complete drawing of a scene in a restaurant
whereas Student B has the incomplete drawing. Tell Student A to help Student B
complete the drawing by describing the drawing. Explain to the students that they will
be drawing items and not people! Student B may not look at Student A’s drawing but
can ask questions of clarification. When the students have finished, they compare their
drawings to see how correctly Student B completed the drawing.
Have the students share their drawings with the rest of the class and find out which
drawing was the most similar to the original and which was the most different.


a. 1-h, 2-d, 3-a, 4-g, 5-e, 6-b, 7-i, 8-f, 9-c
b. 1. cannot afford expensive restaurants 2. they don’t like smoking 3. weren’t happy
Workbook: Pages 58-60 with the food 4. they had gone out for pizza 5. sorry 6. the terrible experience at the
restaurant
c. 1. the roast beef 2. shrimp 3. shrimp 4. restaurant 5. restaurant 6. tablecloth and
silverware
d. 1. We had to wait nearly two hours. 2. not even a tablecloth on our table. 3. the
waiter...brought the wrong food. 4. My girlfriend’s steak was burned. 5. We had to
cancel our plans for the weekend.
e. 1. We had to wait almost an hour 2. The tablecloth didn’t look clean. 3. The waiter
brought the food after a long wait. 4. My girlfriend’s roast beef was awfully rare.


Pre Computer: Recommendations
Activity Procedure
Introducing the language of asking for opinions, giving Tell the students that people have different points of view and so naturally they
opinions, asking for clarification, agreeing with recommend different foods and restaurants. Ask students if they accept all their
opinions friends’ recommendations. If not, ask them to explain their answer. Encourage them
to say because people have different tastes and you might not necessarily value their
opinion. Write the following opinion on the board:
My mother-in-law said that the new Italian restaurant is terrible.
Ask the class:
Should I accept her opinion?
Encourage the students to ask for clarification and explanations. For example have
them ask:
Why, what’s wrong with the restaurant? Is the food no good?
Tell them that your sister agrees with the opinion and says:
She’s right. It’s not worth going there.
Write four headings on the board:
asking for an opinion
giving an opinion
asking for an explanation or clarification
agreeing with an opinion
Ask students to tell you which of the examples on the board fit each category.
Expressing opinions Before the lesson, photocopy the handout and cut up the cards, giving a pack to each
group of four students. Explain to the students that they are going to play a board
Handout 44: It’s My Opinion game in which they will be expressing their opinions. Tell them that each group has
(one set of cards for each group of four students – and eight cards placed face down on the table and the board with numbers 1-8 written in.
a board for the group) Explain to the students that players take turns turning over a card, placing it on the
board on the handout, reading the statement out loud and then giving his/her opinion.
The other members of the group can interrupt the speaker and also try to give an
opinion. If the group agrees with the player, the card is placed on the board face up. If
not, it is placed face down. Call for speakers to change or blow a whistle to ensure that
the next player in the group picks a new card and gives his/her opinion on the topic
and repeats the procedure.

a. find expressions in the computer lesson
b. identify the purpose of statements
c. complete a dialogue using expressions of asking for and giving opinions


Post Computer: Recommendations
Activity Procedure
Reviewing expressions of expressing opinions, agreeing Ask the students:

or asking for an explanation Did the couple both agree with Betsy and Paul’s recommendation? (no)
Elicit the woman’s negative reaction to her friends’ recommendation: In that case, I’m
certain the food is horrible. Say to the students:
Workbook Appendix: Page 100 The take-away near my house is usually empty.
Ask the students to give an explanation: Perhaps it’s too expensive.
Practicing giving opinions, agreeing or asking for Give out Handout 45. Have the students form pairs and play “All Ways”. Explain to the
clarification students that each pair has six cards that they must place face down. Tell them to take
turns turning over a card and together complete the dialogue on the card using at
Handout 45: All Ways least one expression of giving an opinion, agreeing with an opinion or asking for an
(one for each pair) (optional) explanation or clarification. Demonstrate the activity with a student.

a. asking for an opinion: Is the food good here?
giving an opinion: I believe so. I’m certain the food is horrible. Their
Workbook: Pages 61, 62 recommendations are always terrible.
agreeing with an opinion: I suppose you’re right.
making a suggestion: We’d better go somewhere else.
asking for an explanation: What do you mean?
b. 1. Giving an opinion 2. Asking for an explanation or clarification 3. Giving an opinion
4. Asking for an opinion 5. Asking for an explanation or clarification 6. Giving an
opinion 7. Giving an opinion 8. Asking for an explanation or clarification
c. Have a pair come to the front of the class and role-play the dialogue.


Pre Computer: More Conditionals: Mixed Time Conditionals, Review
Activity Procedure
Presenting past conditions in the context of restaurants Tell the students that sometimes an evening out in a restaurant goes badly and you
regret it and wonder if things could have turned out differently. Write some examples
on the board:
If the waiter hadn’t brought cold food, we would have left him a bigger tip.
If we had arrived earlier, we would have got a better table.
If we had read a review of the restaurant before, we would have realized it was too
expensive.
Explain to the students that we use the past conditional to describe past events that
we feel some regret about or to describe a lost opportunity. Underline the form of the
past conditional on the board. If had + V3 + would have + V3. Ask students to from
pairs and write two sentences about something done in the past that they feel regret
about. Write some of the examples on the board.
Using past conditions in a game Have the students get into groups of four. Explain to the students that they are going
to play a board game similar to “Snakes and Ladders”. Ask the students to take turns
Handout 47: Missed Opportunities throwing the dice and moving their marker along the board. Explain that the aim of
(one for every four students, dice, counters) the game is to get from start to finish on the board. Ladders provide an opportunity to
move forward, while snakes require the player to move backwards. If the student
lands on a square with information written on it then he/she must read it out loud
and then say what the missed opportunity was using the past conditional.
Demonstrate the game with a student. For example, you throw the dice and land on a
square that says:
If only I hadn’t forgotten my umbrella.
You read out the sentence and complete it by saying:
I wouldn’t have got soaked going to the church.
Players who can’t think of a good sentence lose their next turn.


a. match the two parts of the sentence
b. rewrite the statement
c. complete sentences with the correct form of the past conditional


Post Computer: More Conditionals: Mixed Time Conditionals, Review
Activity Procedure
Reviewing the Past Conditional from the computer Ask the students if they remember the dialogue when the teacher reprimanded the
lesson pupil for not knowing the answer. Ask them what had John not done (he hadn’t been
listening) Ask the students to repeat what the teacher said to show what effect it has
on the present. (If you had been listening, you would know the answer now.)
Write the following sentence on the board:
If I had known my grandmother was alone over the weekend, I would have invited her
over.
Explain that this form refers to something that is no longer possible. Underline the
past form of the conditional on the examples on the board and remind the students of
the form. Ask the students to form pairs and think of more examples expressing regret
over a past action that didn’t turn out as wanted. Write the examples on the board.
For example:
If I had taken in the washing off the line, it wouldn’t have got so wet in the rain.
Using the Past Conditional to express things that are no Give out Handout 47. Have students form pairs. Tell the students they are going to
longer possible play a card game with their partners. Explain that each pair has a set of six drawings.
Have the students place the cards face down and take turns turning over each card.
Handout 47: If Only I Had Known Tell the students they must look at the picture on the card and create a story about
(one for each pair) the card and express regret over what they could have done using the past
conditional. Demonstrate the activity with a student. Show the class a picture of a
washing machine and a flooded room and say for example:
Oh. Look at all that water on the floor! If I had known the washing machine was
broken, I wouldn’t have used it!
Explain that if the student cannot think of an idea in half a minute, he/she must give
the card to his/her partner. The winner of the game is the one with the most cards by
the time the teacher calls stop.

a. 1-b, 2-c, 3-a, 4-f, 5-d, 6-e
Workbook: Pages 63, 64 b. 1. didn’t order pizza 2. didn’t have to sit on the floor 3. she was so hungry 4. didn’t
give it a good review 5. didn’t enjoy the buffet
c. 1. I wouldn’t be washing 2. if we hadn’t had an argument 3. if we had made a
reservation 4. I wouldn’t be standing here


Pre Computer: Restaurants 2
Activity Procedure


Post Computer: Restaurants 2
Activity Procedure
context.

Unit 8: Meeting People

Workbook
Pages
Soap Opera  Asking and answering questions about people

The final episode of the radio soap opera “A  Understanding a radio soap opera
Stranger from the Past.”  Asking questions to find out what you have in common 65, 66
The Day I Met Mick (includes writing activity)  Asking and answering personal questions
The author writes about the day she met Mick  Reading statements and making guesses
Starlight, the famous pop star.  Betting on a trivia quiz
67, 68
 Reviewing the content of the story
Nice Meeting You  Rating famous people

A young man is getting up from the table in a  Matching headlines to newspaper articles
69, 70
restaurant and saying goodbye to a young woman.  Practicing expressions of leave-taking in different situations
Past Forms of Modals: Review  Using Role-playing a dialogue of leave-taking

Review of the past form of modals.  Using should have and shouldn’t have in a game
 Reviewing past forms of modals
71, 72
 Discussing the final test and assessment
 Reviewing the content of the course
 Reflecting on the learning process

Meeting People  Using context clues to define a word

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


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

If you wanted to meet people, where would you go?
Tell them Unit 4 is called Meeting People. Elicit from students different types of
Workbook: Page 65 relationships:
young and old, father and daughter, mother and daughter, mother and baby, old
couple, young couple dating, twins, husband and wife, employee and boss, a famous
person and a fan, friends, strangers
Ask the students to look at the list on the board and in pairs decide which relationship
might be the easiest and which might be the hardest. Have the students explain the
reasons for their choices.
Asking and answering questions about people Before the lesson, photocopy and cut up the handout. Divide the class into pairs and
give Student A one half and Student B the other half. Explain that each student has a
Handout 48: A Special Person in My Life handout with four photographs. Each photograph is of a different person. Ask the
(one half for Student A; one half for Student B) student to choose one of the photographs and imagine the person is a special person
in his/her life. Student A then shows the photograph to Student B, and explains that
this is his/her favorite person or relative. Student B must then ask Student A as many
questions as he/she can think of about the person. For example:
What’s his name? What does he do? What are his hobbies? What’s his favorite food?
Does he like to travel?
Student A should try to be as creative and original as possible with the answers. Call
“change” so that the students will exchange roles; Student A then asks Student B
questions about one of the photographs on B’s handout. Demonstrate the activity
with one of the students and make sure that the above questions are on the board.
Walk around the class and listen to the questions and answers. Have some of the
students share their dialogues with the class.


a. arrange the sentences according to the sequence of events
c. identify expressions of regret and hope
d. use the vocabulary from the soap opera in an interview with the actresses


Post Computer: Soap Opera
Activity Procedure
Understanding the radio soap opera Find out how many students guessed correctly that the strangers were separated
twins. Ask:
Was it a chance or planned meeting? (planned)
Who planned the meeting? (Angel)
How long had the twins been separated? (since they were five)
Was it a happy or frightening meeting? (happy)
What did the twins find they had in common? (clothes, music, personalities)
Ask the students whether the episode was realistic. Have them share their opinions
with their partners and then with the class.
Handout 49: Twenty Questions Tell the class that the twins needed to ask each other many questions in order to find
(one for each student) out what they have in common. Explain that in this activity they will find out what they
have in common with other members of the class. Give out Handout 49. Tell the
students to each choose someone in the class they know the least well and ask him/her
the twenty questions on the handout and fill in the answers.
Ask the students to share what they found were the most interesting or unusual things
they found they had in common.

a. f, d, h, b, a, c, i, g, e, j
Workbook: Page 65, 66 c. 1. regret 2. regret 3. hope
d. 1. do I shake her hand, 2. affectionately, 3. episode, 4. coming back to me now,
5. separated, 6. in common, 7. Personalities, 8. soap opera


Pre Computer: The Day I Met Mick
Activity Procedure
Introducing the topic of stars and fans Tell the students that in the previous computer lesson they heard an emotional
meeting between twins who had not seen each another for many years. Tell them
that in this computer lesson they are going to read about an exciting meeting between
a fan and a famous person. Ask the students to share which famous people they are
fans of and write a list on the board.
Reading statements and making guesses Divide the class into pairs and give one student the handout labeled Student A and the
other student the handout labeled Student B. Tell the students that they are going to
Handout 50: Make a Bet play a trivia quiz (answering true and false) about famous people in the past and
(one copy for Student A and one for Student B) present. Explain to them that each player starts off with 100 points and they must bet
between 10 and 50 points for each answer they give. If they guess correctly, they gain
the amount of the bet. If their answers are incorrect, they lose the amount of the bet.
The second player has the correct answers on his/her handout and tells the first
player if the guess was correct or not. Explain that both players record the bet in the
suitable column of the handout. Players take turns. Explain that players should bet a
large amount if they are sure of the answer. The winner is the person with the highest
number of points at the end of the game. Demonstrate the activity with one of the
students. For example say:
Paul McCartney wrote many of The Beatles’ songs. I bet 50 points that it is true. I’ll
mark the column true and write the figure 50 in the column “Bet”.
The student with the answer sheet tells me whether I have to add or subtract the
points from the starting 100 points.
 to explain

 to describe
 to narrate
 to persuade
outline.
partner.
final review.


a. decide what things went well and what things went wrong
b. write a newspaper report about the accident and add a headline
c. use the vocabulary to fill in the missing words in the policeman’s story


Post Computer: The Day I Met Mick
Activity Procedure
Reviewing the content of the story Ask questions about the computer lesson:
Why wasn’t the storyteller upset about the traffic accident? (She had met a famous
musician.)
Workbook Appendix: Page 103 Did the meeting lead to a romance? (no)
Did the famous person turn out to be a nice guy? (yes, he paid for the repairs on the
car and gave her tickets for his concert)
Ask the students to form pairs and make a list of all the things that went wrong for the
storyteller that day. Have some students come to the board and write the answers.
For example:
The alarm clock didn’t ring; she woke up late; there was no hot water; she didn’t eat
breakfast; she was stopped by the police; she had no time to put on her makeup; she
hadn’t ironed her shirt; she hadn’t dried her hair.
Handout 51: Most Famous People Give out Handout 51. Ask students to each write a list of the five most famous people
(one for each student) in their country and then a list of the five most famous people in the world. Have
them rate the three most important people in each list. (1-3, 1=most important) Ask
the students to share their lists with their partner and find out how similar their
choices were.
Handout 52: Important People Give out Handout 52. Explain to the students that they are going to work in pairs and
(one for each pair) read short articles about some important people. Their task is to see how quickly they
can match the headlines to the stories. Ask students to time themselves. Have
students report on the time it took.


a. Good things: The policeman was really cute. The policeman only gave her a warning.
Workbook: Pages 67, 68 She wasn’t hurt. The driver of the sports car was the musician, Mick Starlight. He
gave her tickets to his concert.
Bad things: The alarm clock didn’t ring. There was no hot water for the shower. A
policeman signaled her to stop. A sports car crashed into her car.
b. Walk around the class and listen to the answers. Have some students share the
reports with the class.
c. 1. signaled 2. nervous 3. ironed 4. wet 5. embarrassed 6. warning 7. mess
8. intersection 9. right into


Pre Computer: Nice Meeting You
Activity Procedure
Presenting the language of leave-taking Tell the students that when you want to make a good impression on people it’s
important to take leave in the appropriate manner. Ask the students how they would
say goodbye in the following situations:
- after a job interview
- after visiting a friend in the hospital
- after a first date
- to a child on the first day of school.
Write some of the answers on the board. For example:
Thank you for your time. I hope to hear from you.
Get better quickly. I’ll come and see you again soon.
I had a really nice time. I’ll call you.
Have a great day. I’ll come and collect you soon.
Practicing expressions of leave-taking in different Have the students form groups of four. Give out Handout 53. Explain to the students
situations that they are going to play the game Spinning Ideas. Players take turns throwing dice
and talking about the topic on the spinning wheel. Explain that they must give an
Handout 53: Spinning Ideas example of how to take leave of someone in one of the given situations on the
(one for each group of four, dice) spinning wheel. Demonstrate the game with a student. For example if the player
throws the dice and it lands on the number 2, then the player reads topic 2 on the
spinning wheel “visiting a patient”. The player says:
“I hope you will soon feel better. I’ll try and visit again soon.”

a. identify negative ways of leave-taking
b. match expressions of leave-taking to situations
c. complete a dialogue between a couple on their first date


Post Computer: Nice Meeting You
Activity Procedure
Practicing leave-taking Ask the students:

How do you know that the man was not interested in the woman? (He told her to take
care of the check.)
Workbook Appendix: Page 104 How did the woman respond to his leave-taking? (She was surprised.)
Ask the students if in their opinion the man should always pay the check when taking
a woman out. Ask them in pairs to decide what he should have said if he wanted to
see her again, and what he should have said if he didn’t want to see her again. Write
the examples on the board. For example:
By the way, are you free tomorrow night?
Perhaps we shouldn’t make any plans at the moment.
Have the students rewrite the dialogue from the computer lesson, with a different
ending. Have the students role-play their dialogues and act them out in front of the
class.

a. 1, 2, 4, 5, 7
Workbook: Pages 69, 70 b. 1-c, 2-a, 3-b, 4-e, 5-d
c. Have students role-play the dialogue.


Pre Computer: Past Forms of Modals: Review
Activity Procedure
Connecting the Past form of Modals with the context of Tell the students that sometimes we meet famous people but we regret later that we
meeting people never said something very clever or amusing or did something special. Write an
example on the board:
Yesterday I saw XX in the mall. I should have shaken his hand and told him I’m a big
fan of his.
Underline the past form of the modal should have shaken. Explain to the students that
we use this form to express something we felt we should have done in the past but
we didn’t do. Have students form pairs and tell them to write two sentences about
what they should have said or done when meeting someone. Ask the students to
share their answers with the class. Write some amusing answers on the board.
Practicing the Past form of Modals Give out Handout 54. Have students form groups of four. Tell the students they are
going to play a board game. Explain that each player takes turns throwing the dice
Handout 54: I Should Have… and moving markers along the board. Tell them that there are many pictures on the
(one for every four students, dice, counters) board. If the player lands on a picture he/she must think of a sentence connected to
the picture using the past modal. For example if the player lands on a picture of a
basketball game he might say:
“Oh my goodness, I should have got Michael Jordan’s autograph!”
If the player cannot think of a sentence in half a minute then he/she moves the
marker three spaces back. The winner is the person who arrives at the finish first.

a. read the dialogue and fill in the lists of things someone should have and should not
have done
b. read the problems and suggest the possible reasons, using the Past from of the
Modal


Post Computer: Past Forms of Modals: Review
Activity Procedure
Reviewing the computer lesson Review the computer lesson by writing the following sentences on the board. Have
students order the expressions they heard.
Workbook Appendix: Page 104 He may have left a message. (4)
He should have been on that train. (1)
He could have called. (3)
He must have taken a later train. (2)
Tell the students that at the end of the last course a famous American came to the
classroom and suddenly disappeared with all the students. Ask them to imagine what
could have happened. Write the responses on the board. For example:
He may have wanted to take them out for a drink and tell them how great they were.
He must have taken them out for a meal.
He must have heard how brilliant they were and wanted to congratulate them.
He may have been the director of the program.
It may have never happened!

a. Michelle’s list of things she should have done: I should have remembered my boss’
Workbook: Pages 71, 72 name. I should have taken my laptop from the car. I should have remembered to
take my credit card. I should have borrowed money from someone. I should have
spoken to the girls at work. I should have moved away from the computer and got
some exercise. I should have remembered the car keys. I should have had
something to drink.
Michelle’s list of things she shouldn’t have done: I shouldn’t have forgotten my
boss’ name. I shouldn’t have forgotten my laptop in the car. I shouldn’t have
forgotten my credit card. I shouldn’t have been so nervous with the other girls at
work. I shouldn’t have sat at the computer all day.
b. Remind the students that there is no one correct answer and have them decide
which answers they prefer and write the possibilities on the board. For example:
2. He must have left. 3. He must have got stuck in traffic. 4. They must have gone to

the mall. 5. They must have forgotten us!

Unit 8: On The Move

Pre Computer: Meeting People
Activity Procedure

Unit 8: On The Move

Post Computer: Meeting People
Activity Procedure
context.

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 and reflect on what they
have learned. Divide the class into two groups and ask each group to write four
questions: Group 1 asks about Units 1-4 and Group 2 asks about Units 5-8. The
questions should range from simple trivia questions to language-based questions. Go
around and check the questions and listen to the answers. Make sure the questions
are clear and can be answered quickly and easily. When everyone has their questions,
place the teams at each corner of the room facing each other and take up your
position at the board. You 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 leaning experience. Give each student a copy of Handout 55 and tell them to
Handout 55: Reflection answer the questions on the handout. Then have them compare their answers with a
partner. Encourage students to make suggestions how the course could be improved
in the future. If you are feeling courageous, you could also ask them to assess your
performance and suggest how it could be improved (this of course is strictly optional!).
Finally, collect the handouts so that you can analyze their answers in more detail.

Intermediate 3 Lesson Plans
Mini Projects
Unit 1 Mini-project: Engagement Customs

Prepare questions about engagements.
Go into the Forum or instant messenger and ask 3 people from different countries your questions.
Report on the answers.
Unit 2 Mini-project: Interviewing a Famous Sports Person

Read the article about Serena Williams or the U.S. baseball team in the sports section of the Magazine.
Write five questions you would like to ask Serena or the U.S. baseball team.

Unit 3 Mini-project: Job Satisfaction

Read the article “Less Formality for Japanese Workers”. What is the change in Japanese companies?
Write your opinion of this change. Do you think it will improve relations at work?
Conduct a survey on the Forum or interview people on instant messenger to find out how happy people are with their jobs.
Report your findings to the class.
Unit 4 Mini-project: Volunteer Work - Making a Difference

Find someone in your class, on instant messenger or in the Forum who does volunteer work.
Find out the kind of work they do and write the reasons why they decided to volunteer.

Unit 5 Mini-project: The Mediterranean Diet
Read the article "Mediterranean Diet Is Good for You". Is your diet similar to the Mediterranean diet?
Write in what ways it is the same and in what ways it is different?
Unit 6 Mini-project: Writing Movie Reviews
Read the movie review, "Finding Nemo", in the Magazine section. Have you seen the movie? Do you agree with the review?
Find three good things the reviewer wrote about the movie.
Write a movie review about a movie you have seen.
Use the review, "Finding Nemo", as a model for your review.

Unit 7 Mini-project: Favorite Foods

Interview family and friends and have them tell you their favorite foods.
Find out how many people in the Forum and on instant messenger know about these foods.
Conduct a survey among your family and friends to find out which foods people most often choose to eat when they go out. Write a
short report on your findings.
Unit 8 Mini-project: Ways of Meeting People

Read the article "Quiet Please" in the Lifestyle section of the magazine. Do you think this is a good way to meet people and get to know
them? Find out what people think about "quiet parties". You can ask friends, family, use the Forum or instant messenger.

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Intermediate 3

Unit 2: Sports And Fitness 17

Unit 3: Problems At Work 32

Unit 4: A Helping Hand 48

Unit 5: Health And Happiness 65

Unit 6: Going Out 81

Unit 7: Restaurant Reviews 98

Unit 8: Meeting People 117

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Lesson Plans | Intermediate 3

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A New Acquaintance (includes writing activity)  Discussing ways of proposing marriage

Divorced  Discussing the issues of divorce

Past Form of Modals: Should/Could Have  Practicing modals in the past

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Relationships 2  Using context clues to define a word

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cultural practices in proposing marriage, e.g.:

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

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Checking homework tasks in pairs or small groups Key:

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

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Checking homework tasks in pairs or small groups Key:

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

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Reviewing the computer lesson Review the computer lesson by asking:

Checking homework tasks in pairs or small groups Key:

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Handout 7: I Should Have…

Homework tasks Explain/Demonstrate workbook activities - Pages 13, 14:

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Checking homework tasks in pairs or small groups Key:

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Unit 2: Sports And Fitness

College Sports  Talking about sports

Health and Fitness Today  Practicing expressions

Ten Miles  Planning and promoting an ideal health club

More Conditionals: Past Conditionals  Practicing reprimanding and giving advice

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Sports 2  Using context clues to define a word

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Unit 2: Sports And Fitness

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Homework tasks Explain/Demonstrate workbook activities - Pages 15-17:

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Unit 2: Sports And Fitness

Student B chooses from three possible answers.

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Handout 12: Interpreting the Questionnaire

Checking homework tasks in pairs or small groups Key:

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Unit 2: Sports And Fitness

Homework tasks Explain/Demonstrate workbook activities - Pages 18, 19:

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Unit 2: Sports And Fitness