TEACHER’S BOOK ADVANCED

Throughout the lesson, students should get a sense of using English, so every activity should be infused
with speaking.

This Teacher’s Book will help you to teach the most effective lessons and prepare for them quickly.
Quick preparation of materials

If a student has completed 100% of the tasks on the platform and has no questions

1. Use the exercises and activities from the platforms recommended below.

If the student has completed all the tasks on the platform, but not 100% and/or has questions

1. Use the exercises on the Study Less platform.

2. Also, if you have time, use the exercises and activities from the platforms recommended below.

If the student has not completed all the tasks on the platform or has not completed the
homework at all

1. Use the exercises on the Study Less platform.

2. If the student is progressing quickly and successfully, use the exercises and activities from the platforms recommended
below.
Platforms to find exercises and tasks

1. https://wordwall.net/myactivities
2. Learningapps.org
3. https://quizizz.com/admin
4. https://www.baamboozle.com/games
5. https://pinterest.com/
6. https://www.engblocks.com/
7. https://quizlet.com/subjects/languages/english-flashcards-62514826-t01
8. https://www.english-grammar.at/
9. https://www.canva.com/uk_ua/ (prepared worksheets)
10. https://games4esl.com/lesson-plans/
11. https://www.englishcurrent.com/
12. https://test-english.com/
13. https://www.liveworksheets.com/worksheets
14. https://www.perfect-english-grammar.com/
15. https://www.englisch-hilfen.de/en/
16. https://www.education.com/worksheet-generator/reading/matching-lists/
17. https://www.twinkl.com/
18. https://speakspeak.com/
19. https://worksheets.theteacherscorner.net/make-your-own/word-search/
20. https://www.youtube.com/ (educational videos, games, quizzes)
21. https://agendaweb.org/
22. https://www.english-4u.de/
23. https://englishadvanced2.blogspot.com/
24. https://www.internationalschooltutors.de/
25.https://www.englishexercises.org/
26. https://en.islcollective.com/
27. https://esl-ology.com/#google_vignette
28. https://www.englishwsheets.com/index.html
29. https://en.learniv.com/
30. https://esldiscussions.com/ (questions to discuss)
31. https://eslconversationtopics.com/library/ (questions to discuss)
32. http://iteslj.org/questions/ (questions to discuss)
33. https://enghub.pro/all-materials
34. https://www.esl-lounge.com/student/
35. https://english-practice.net/
36.https://www.quizalize.com/
37. https://www.teach-this.com/
38. https://englishworksheets.net/
39.https://english.lingolia.com/en/
40.https://listeninenglish.com/ (video-based lessons)
Teacher’s book
1. In addition to the platforms above, you will find many ready-made exercises and games in this book that you can use.
They were created as examples of activities that you can use in your classroom. Feel free to click on the links to these
activities provided in the Teacher's Book and use them in your lessons.

Platforms for creating personalized exercises

1. https://wordwall.net/myactivities
2. Learningapps.org
3. https://quizlet.com/subjects/languages/english-flashcards-62514826-t01
4. https://genial.ly/
5. https://www.canva.com/uk_ua/
6. http://twee.com/
7. https://www.google.com/intl/uk_ua/docs/about/
8. https://www.google.com/slides/about/
9. https://miro.com/
10. https://openai.com/blog/chatgpt
11. https://www.quizalize.com/
12. https://www.liveworksheets.com/about/teacher
13. https://www.education.com/worksheet-generator/reading/matching-lists/
14. https://www.armoredpenguin.com/
15. https://quizizz.com/admin
16. https://ttsmaker.com/ (voice generation)
17. https://thewordsearch.com/maker/ (creating word search puzzle)
18. https://pickerwheel.com/ (creating a wheel to spin)
19. https://wheelofnames.com/uk (creating a wheel to spin)
20.https:/.pinterest.com/
21. https://www.bing.com/images/create (generating pictures for exercises)
22. dice thrower (for virtual board games)
23. https://www.rhymezone.com/ (for creating rhyme exercises)
Additional recommendations for creating materials

1. It's hard to prepare and conduct lessons when you don't have a clear structure. Follow the lesson structure standard
(below) and your lessons will run as smoothly as possible.
2. It is also difficult to conduct a lesson when all the materials are in different places or on different platforms. In this case,
you're constantly switching between links and tabs, which can lead to confusion and a loss of valuable time in the
lesson.
- If you have created exercises in a presentation (e.g., Google presentation), add all the materials and links to
other platforms to this presentation so that you do not lose anything.
- If you don't have any self-created exercises in your presentation and no presentation at all, put all the
necessary links in one document that describes how and when to use the links. Again, this saves time searching
for the material.
3. When you create your own exercise, you can use exercises from the Study Less platform as an example or take the
same exercise and adjust it to your student’s needs. Please, do NOT simply copy the exercise!
4. You need to be prepared for a student who knows the topic well and learns quickly. Prepare 2-3 extra activities.
Standard of lesson structure

Warm-up

The beginning and end of the information is better remembered, the middle is less well absorbed. Consider the
“serial-position effect”.
The serial-position effect is a human tendency to remember the first and last items in a series best, and those in the middle
worst.
Therefore, we start with an effective and fun warm-up that uses the vocabulary (and grammar) of the current week.

In the context of language learning, warm-up refers to an activity or set of activities that are performed at the beginning of a
lesson to prepare students linguistically and mentally for the tasks ahead. The warm-up is aimed at activating learners' prior
knowledge, interest, and creating a positive learning atmosphere. These activities can include:
● revision exercises,
● short discussions,
● quick games,
● or any other interactive tasks that help students to absorb the lesson more easily and prepare them for learning.

The purpose of the warm-up is to set the tone for the lesson, establish a relationship between the mentor and the student, and
create a favorable learning environment.
Vocabulary review

Vocabulary review is a process in which previously learned words and expressions are repeated and reinforced:
● 2-3 vocabulary practice exercises;
● During the vocabulary practice, you should speak constantly (not just do the exercises in silence). That is, while
doing the exercise, ask different questions using the vocabulary.

Grammar review

Grammar review is a process where previously learned grammar is repeated and reinforced:
● 2-3 grammar practice exercises;
● During grammar practice, there should be constant speaking (not just doing the exercises in silence). That is,
while doing the exercise, ask different questions using the grammar.
Productive activity

Productive activity or production — is an activity or task that involves students actively using the target language to produce
an oral output. These activities focus on developing students' ability to express themselves effectively and accurately in the
target language. Productive activities may include:
● Conversational exercises: engaging in conversations, role-plays or discussions on various topics.
● Presentation practice: preparing and delivering presentations or speeches on specific topics.
● Creative tasks: writing stories, poems, or dialogues or creating multimedia projects.
Productive activities are important for language learners because they give them the opportunity to apply and reinforce what
they have learned, develop their communication skills, and build confidence in using the language in real-life situations.

Feedback

Feedback - is crucial for learning and progress. Here's how to give feedback effectively:

1. Positive reinforcement: Emphasize what the student did well during the lesson. Acknowledge their efforts, participation,
and any improvements they have made, no matter how small.
2. Clarify: Clear up any misunderstandings or misconceptions that may have arisen during the lesson. Explain grammar
rules, vocabulary usage, or any other concepts that were unclear to the student.
3. Focus on progress: Emphasize the progress the learner has made since the beginning of the course. Celebrate
milestones and accomplishments, even if they are small, to boost students' confidence and motivation.
4. Encouragement: Offer words of encouragement to keep the learner motivated and engaged in the language learning
process. Let them know that mistakes are a natural part of the learning process and that consistent effort will lead to
improvement.
We DO NOT criticize the student or point out mistakes explicitly. We summarize the lesson:
● state what was learned in the lesson, and what was reviewed;
● ask the student to give an example of the language unit that was studied (take those in which mistakes were and were
not made). It may be difficult to come up with an example right away, so help the student and ask them to translate the
sentence/give definition/answer specific questions, etc.
● the student may make mistakes that are not related to the topic of the lesson, so bring these mistakes into the feedback
stage by saying 'Today, we had the opportunity to practice other useful words/constructions; let's go over them as well'.

Test your English

A list of the most common mistakes made by non-native teachers. Please make sure you don't make them.

1. ✅ At/On the weekend or at/on weekends

- ❌at/on the weekends
- ❌at/on weekend
2. ✅ Review (AmE)/revise (BrE) - to look again at something you have studied, such as notes, reports etc.
- ❌remember (не пригадати/повторити матеріал)
- ❌remind (не пригадати/повторити матеріал)
- ❌recall (не пригадати/повторити матеріал)
3. ✅ look at - turn your eyes towards something, so that you can see it
- ❌look on
- ❌look to
- ✅look to (depend on someone)
 - ✅ look at the mirror - look without an intention to see your reflection, just as you might look at any other object
- ✅ look in the mirror - look to see your reflection
4. ✅ feel well
- ❌ feel myself well
- ✅ not feel/be myself informal - used when the person speaking does not feel well, or is not able to behave
normally, for example because he or she is upset or ill
5. ✅ ‘answer’ pronunciation https://www.youtube.com/watch?v=r2aCv2GeT0I
- ❌ ˈænswər
- ✅ ˈænsər
6. ✅ Pronunciation difference between W та V https://www.youtube.com/watch?v=vhlS5-P1cPk
- ❌water - [ˈvɒːtər]
- ✅water - [ˈwɒːtər]
- ❌vet - [wet]
- ✅vet - [vet]
- ✅wet - [wet]
7. ✅ ‘of’ pronunciation
- ❌ɒːf
- ✅ of - [əv]
- ✅ off - [ɒːf]
8. ✅ ‘as’ pronunciation
- ❌æs
- ✅ as - [æz]
- ✅ ass - æs
9. ✅ ‘Polish’ (nationality) pronunciation
- ❌ ˈpɑːlɪʃ
- ✅ Polish - [ˈpoʊlɪʃ]
- ✅ to polish [ˈpɑːlɪʃ] - to make something smooth, bright, and shiny by rubbing it
10. ✅ pronunciation of ‘clothes ‘[kloʊðz] AND [kloʊz]
- ❌the only way of pronunciation is [kloʊðz]
- ✅both options [kloʊðz] та [kloʊz] are possible

11. ✅‘Thank you’ pronunciation

- ❌[sæŋk jʊ]
- ✅ [θæŋk jʊ]

12. ✅ pronunciation of ‘were’

- ❌[weə]
- ✅ British English[wə; strong wɜː]
- ✅ American English [wər strong wɜːr]
- ✅ ‘where‘ British English [weə], American English [wer]
13. ✅ pronunciation of ‘bear’
- ❌BrE [bɪə], AmE [bɪr]
- ✅BrE [beə], AmE [ber]
- ✅beer - BrE [bɪə], AmE [bɪr]
1st week of studying
Topics:
1. Learning from the past
2. Personality and identity

Vocabulary Grammar

1. dizzying – запаморочливий ● Review of time phrases

2. reconciliation – примирення
3. to point the way – вказати шлях
4. economic boom – економічний підйом
5. to act on (something) – діяти на підставі (чогось)
6. to strive (for) – прагнути (до мети)
7. to heed – прислухатися (до поради)

1. more or less - більш-менш ● Binomial pairs

2. take it or leave it - погоджуйся або відмовляйся (прийняти або
повністю відхилити пропозицію)
3. cut and dried - вирішено і не підлягає змінам
4. out and about - активний; робить те, що зазвичай робить
5. slowly but surely - повільно, але впевнено
6. live and learn - живи і вчись
7. wear and tear - зношення (речей)
8. sink or swim - потонути або виплисти (досягати успіху або
зазнавати невдачі без чиєїсь допомоги)
9. give and take - поступки і взаємовиручка
10. back and forth - туди і назад
11. peace and quiet - мир і спокій
12. safe and sound - в цілості й схоронності
13. by and large - загалом
14. short and sweet - коротко і зрозуміло
15. far and wide - вздовж і впоперек
16. to and fro - туди-сюди
17. fun and games - веселощі та ігри
18. now and then - час від часу
19. as and when - як і коли/у разі
20. aches and pains - ломота та біль
21. first and foremost - насамперед

1. a control freak – людина, яка страждає манією контролю

2. a driven person – мотивована та цілеспрямована людина
3. a family person – людина, яка цінує сім'ю, сімейні цінності
4. a free spirit – людина, вільна в думках і вчинках
5. the life and soul of the party – душа компанії
6. a larger-than-life character – сильна, значна особистість
Warm-up (up to 5 min.)

Warm-up refers to an activity or set of activities that are performed at the beginning of a lesson to prepare students
linguistically and mentally for the tasks ahead.

Warm-up ideas:

1. Two Truths and a Lie: The student shares two true statements and one false statement about their personality traits.
The teacher guesses which one is the lie.
2. Personality Quiz: Create a short, fun quiz that helps the student identify their personality type (e.g., introvert vs.
extrovert). Discuss the results and what they mean.
3. Discussing Quotes: Share a few famous quotes/one famous quote (or some funny quotes) related to personality and
identity. Discuss their meanings.
4. If I Were...: The student finishes the sentence "If I were a _____, I would be _____ because _____," filling in with
different roles (e.g., animal, historical figure, fictional character). This can lead to deeper conversations about their traits
and aspirations.
Examples of activities

Example 1 (discussing quotes)

Find 1-2 quotes to complete and discuss.

Hide (or remove) some words from the quote. You can find the ready-to-use task here.

Show the first slide and give the student time to complete the quote with the missing information. In order to help the
student, you may ask
● What is an attitude? - the opinions and feelings that you usually have about something/someone especially when this is shown in
your behavior

After the student gives their guesses, show the second slide and ask him/her to read what follows.

Then, ask the student:

1. What do you think the quote means? - there is a distinction between a person's inherent traits and their reactions to others.
2. Do you agree with the statement that attitude depends on the other person? Why or why not?
3. Can you recall a situation where your attitude changed based on someone else’s behavior?
4. How would you describe your own personality?
5. How do you think your personality influences your daily interactions?

Track the time and do not let the warm-up stage exceed 5 minutes.
 FINISH!

Example 2 (if I were)

Start with explaining what you are going to do so that the activity aligns with the topics of the week: This week, you've
explored personality and identity. Now, let's take a creative approach to understanding ourselves better. Let's imagine
different roles or objects and see how they reflect our traits and aspirations.

Continue: We’re going to play an ‘if I were…’ game to reflect on our personality. For example, If I were a color, I would be
green because it symbolizes growth and harmony, traits that reflect my personal journey of continuous self-improvement and
maintaining balance in relationships.

Give the student ‘if I were…’ options:

- color
- animal
- type of weather
 - historical figure
- musical instrument

Encourage the student to explain their choices. After the student gives each answer, share your thoughts as well to keep
the conversation going.

FINISH!
Vocabulary review (20 min.)

Vocabulary review is a process in which previously learned words and expressions are repeated and reinforced:
● 2-3 vocabulary practice exercises;
● During the vocabulary practice, you should speak constantly (not just do the exercises in silence). That is, while
doing the exercise, ask different questions using the vocabulary.

Types of activities:

1. Matching Definitions: Create a list of definitions and have the student match them with the correct vocabulary words.
2. Sentence Completion: Provide sentences with blanks and have the student fill in the blanks with the appropriate
vocabulary words.
3. Vocabulary Quiz: Create a quiz with multiple-choice questions that test the student's understanding of the vocabulary
words.
4. Flashcards: Use flashcards with the vocabulary words on one side and definitions on the other. Have the student
practice with these cards.
5. Error Correction: Provide sentences with errors related to the vocabulary words and have the student correct them.
6. Word Search: Create a word search puzzle with the vocabulary words hidden in it.
7. Fill-in-the-Blank Story: Create a story with blanks where the vocabulary words should be and have the student fill in the
blanks appropriately.
Examples of activities

Example 1 (matching definitions)

Using chat GPT, create definitions to the words of the week.

Request:
Write B2-C1 level definitions of [list of the words]

Using Google Presentation, create an exercise based on the definitions. You may use ready-made exercise here.

While completing the exercise, discuss the questions below. Once you complete the definition to a specific word from the
question below, discuss it:
1. When was the last time you had to act on an idea or directive without much time to plan? How did you approach the situation?
2. Describe a goal or objective you are currently striving for. What steps are you taking to achieve it?
3. Can you think of a time when you didn't heed advice or warnings and later regretted it? What did you learn from that experience?
4. Have you ever encountered a control freak in your personal or professional life? How did you handle the situation?
5. What are the advantages and challenges of being a free spirit in today's society?
6. Can you think of a driven person who inspires you? What qualities do they possess that contribute to their success?

FINISH!
Example 2 (vocabulary quiz)

With the help of chat GPT, create sentences with the new vocabulary of the current week.
Request:
write B2-C1 level sentences with [list of the words]

Using Quizizz, create a quiz with these sentences. You can find the read-made quiz here.

In order to practice speaking, discuss 2-3 questions after finishing the quiz. You may choose from:
1. Can you think of a time when a plan turned out to be "more or less" as you had anticipated? How did you react?
2. Have you ever been in a situation where you had to make a decision based on a "take it or leave it" offer? How did you approach it?
3. Have you ever encountered a "cut and dried" decision in your personal or professional life? How did it impact you or those involved?
4. What qualities or skills are essential for successfully navigating a "sink or swim" situation as a leader?
Draw the student’s attention to the fact that these situations you discussed help us learn from the past experiences.

FINISH!
Grammar review (20 min.)

Grammar review is a process where previously learned grammar is repeated and reinforced:
● 2-3 grammar practice exercises;
● During grammar practice, there should be constant speaking (not just doing the exercises in silence). That is,
while doing the exercise, ask different questions using the grammar.

Types of activities:

1. Sentence Transformation: Present a sentence in one tense and ask the student to rewrite it in a different tense using
specified time phrases (e.g., "yesterday," "next week").
2. Fill-in-the-Blank Exercise: Give sentences with blanks and ask the student to fill in the blanks with or choose the correct
verb forms according to time phrases provided (e.g., "last month," "in the future") or vice versa.
3. Error Correction: Present sentences with grammatical errors related to various tenses and ask the student to correct
them using appropriate time expressions (e.g., "for two hours," "by next Monday").
4. Time Expressions Matching: Provide a list of time expressions (e.g., "since," "by the time") and ask the student to match
them with the correct tense they are used with in sentences.
5. Verb Tense Sorting: Provide a list of sentences with mixed verb tenses and ask the student to sort them into categories
based on the time expressions provided (e.g., "in the past," "by tomorrow").
6. Verb Tense Board Game: Create a board game where the student moves forward by correctly identifying or using
different verb tenses in sentences with time phrases.
7. Verb Tense Review Quiz: Create a quiz with questions testing the student's knowledge of various verb tenses, focusing
on their usage with specific time expressions.
Examples of activities

Example 1 (fill in the blanks)

With the help of chat GPT, create sentences with time phrases and the new words of the current week.

Using LearninApp, create an interactive exercise based on the given sentences. You can find the ready-to-use exercise
here.
Correct answers:

While completing the exercise, discuss the questions below:

1. What are the benefits of long-term financial planning? *after the second sentence
2. How can consistent investment strategies contribute to financial stability and growth? *after the second sentence
3. What factors influence career decisions, and how can people prepare themselves for future career opportunities in their chosen
field? *after the fourth sentence
 4. What are the advantages and disadvantages of being highly organized and detail-oriented in professional and personal settings?
*after the fifth sentence
5. How can people balance personal and professional responsibilities to prioritize family relationships? *after the sixth sentence

FINISH!

Example 2 (error correction)

With the help of chat GPT, create sentences with time phrases.

Using Canva Docs to Decks, put the incorrect and correct sentences into a document and create a presentation based on
them (it really takes less than a minute to create such a presentation; canva simply converts your document into a
presentation.) See an example here.

While completing the exercise, discuss the questions below:

1. How do you envision your career path unfolding in the next five years? *after the second sentence
2. Can you call yourself a confident person? *after the third sentence
- If so, what experiences or achievements have contributed to your increased confidence?
- If not, what should/can you do to increase confidence?
3. How do financial challenges affect personal well-being and decision-making? *after the fourth sentence
4. How do you relax after a busy day? *after the fifth sentence
5. (if it wasn’t discussed before) How do you maintain work-life balance while striving for career success? *after the sixth sentence
6. What steps can people take to promote sustainability in their daily lives? *after the eighth sentence
7. How has learning a new language influenced your cultural awareness and communication skills? *after the ninth sentence

FINISH!
Productive activity (10 min.)

Productive activity or production — is an activity or task that involves students actively using the target language to produce
an oral output. These activities focus on developing students' ability to express themselves effectively and accurately in the
target language.

Types of activities:

1. Debate: Present a statement related to personality traits or identity (e.g., "Nature plays a bigger role than nurture in
shaping personality"). Have the student express their opinion and support it with personal experiences or examples.(use
this if you didn't discuss quotes during the warm-up activity)
2. Comparative Analysis: Provide profiles of two historical figures or fictional characters with distinct personalities. Ask the
student to compare and contrast these personalities, discussing which traits they admire or relate to more.
3. Scenario Discussion: Present a hypothetical scenario related to identity or a past experience. Ask the student how they
would react or what decisions they would make, emphasizing the reasoning behind their choices. (use this if you didn't
cover 'if I were...' warm-up activity)
4. Personal Reflection: Provide a list of reflective questions about identity and personal growth. Have the student choose
one or more questions to answer in-depth, discussing their views and experiences.
5. Goal Setting Discussion: Discuss long-term goals related to personal growth and identity. Guide the student to articulate
their aspirations, discussing how past experiences influence their future plans.
Example of an activity (personal reflection)

Prepare questions e.g.

1. How would you describe your identity to someone who has never met you before?
2. Can you recall a specific moment or experience that significantly shaped your personality or identity? How did it impact you?
3. What values are most important to you, and how do they influence your decisions and interactions with others?
4. How has your understanding of yourself changed over the years? Are there aspects of your identity that have remained
constant?
5. Reflect on a time when you faced a challenge or setback. How did you grow from that experience?
6. Do you think your cultural background has shaped your identity? How so?
7. Describe a role model or influential figure in your life. What qualities do you admire about them, and how have they
influenced your own development?
8. How do you navigate the balance between personal aspirations and societal expectations?

Inform the student you’re going to sum up the lesson by discussing some questions to reflect on their identity.

Ask the student questions one by one without any visual support, but provide help in the chat if necessary (i.e. the
student doesn’t understand the word or question, type and explain it).

Track time and skip the questions you don’t have time for. But, at least 2 questions should be covered.
FINISH!
Feedback (5 min.)

Feedback is crucial for learning and progress. Here's how to give feedback effectively:

We do NOT criticize the student and we do NOT point out mistakes explicitly. We summarize the lesson:
1. Ask the student what they learned in the lesson and what they need to review. For example: “What did we learn today?
What topics or concepts did we review?”
2. Reflect on and correct mistakes through various activities. The student may make mistakes that are not related to the
topic of the lesson; bring these mistakes into the feedback stage by saying 'today we had the opportunity to practice
other constructions; let's go over them as well':
- Ask the student to give examples of the use of new language units or constructions. For example: “Can you give
me an example of how to use the new word ______ in a sentence?”
- Ask the student to translate a sentence using the new language items.
- Ask the student to translate a list of words that you will prepare during the lesson. These are words that the
student got wrong either in meaning or pronunciation.
- Provide the student with the words or phrases and ask them to give definitions to them.
- Provide a sentence with an error and ask the student to correct it.
3. Praise the student for his or her efforts and for trying to learn the new material.
4. Ask the student if he or she has any questions about what was learned in class and provide answers and explanations.
2nd week of studying

Topics:
1. Freedom and Daring Feats
2. Arctic Exploration and Wisdom

Vocabulary Grammar

1. greasy – слизький, масляний ● The Continuous Aspect

2. accomplished – який досяг великих успіхів
3. summit – вершина
4. stunned – вражений, приголомшений
5. sheer – прямовисний (схил)
6. ledge – уступ
7. flawlessly – бездоганно
8. slab – плита

1. to implement changes – здійснити зміни

2. to seek advice – консультуватися
3. key to – ключ до (чогось)
4. communication barrier – комунікативний бар'єр
5. responsibility lies (with) – відповідальність лежить (на)
6. to pass down – передавати
Warm-up (up to 5 min.)

Warm-up refers to an activity or set of activities that are performed at the beginning of a lesson to prepare students
linguistically and mentally for the tasks ahead.

Warm-up ideas:

1. Would You Dare?: Show different daring activities (e.g., bungee jumping, scuba diving, skydiving). Ask the student if they
have done any of these, and if they would like to try them and explain why (not).
2. Freedom and Adventure Quotes: Present a few quotes about freedom or adventure (e.g., "The biggest adventure you
can take is to live the life of your dreams" – Oprah Winfrey). Ask the student what they think the quote means and if they
agree with it.
3. True or False: Share a series of statements about the Arctic or well-known adventures. The student has to guess
whether each statement is true or false and discuss why.

Examples of activities

Example 1(would you dare?)

Prepare about 5 pictures of daring activities. The example of pictures you can find here.

Show pictures one by one and discuss the questions about each:

Bungee Jumping
 1. Have you ever tried bungee jumping or would you like to try it? Why or why not?
2. What do you think goes through someone's mind just before they jump off the platform?

Diving with Sharks

1. Have you ever tried diving with sharks or would you ever want to try it? Why or why not?
2. What do you imagine it would feel like to be underwater surrounded by sharks?

Zipline

1. Have you ever gone ziplining or would you like to try it? Why or why not?
2. What do you think makes ziplining an exciting activity for many people?

Skydiving

1. Have you ever experienced skydiving or would you ever want to do it? Why or why not?
2. What do you think are the most thrilling aspects of skydiving?

Canoeing

1. Have you ever been canoeing or would you like to try it? Why or why not?
2. What do you think are the most enjoyable parts of canoeing?

Make it a dialog and react to the student’s answers by giving your own opinion.
 FINISH!

Example 2 (true or false)

Prepare true and false statements about the Arctic and some well-known adventures, for example:
1. Penguins are native to the Arctic. (False. Penguins are found in the Antarctic.)
2. The Arctic is warming at twice the rate of the global average. (True. This phenomenon is known as Arctic amplification.)
3. The Sahara Desert is the hottest place on Earth. (False. Death Valley, California, holds the record for the highest air
temperature ever recorded. On 10 July 1913, temperatures reached a blistering 56.7°C (134.1°F) in the California desert.)
4. The first successful ascent of Mount Everest was made by Sir Edmund Hillary [sər ˈɛdmənd ˈhɪləri ]and Tenzing Norgay
[ˈtɛnˌzɪŋ ˈnɔːrɡeɪ ]in 1953. (True. They reached the summit on May 29, 1953.)
5. Christopher Columbus discovered America in 1492. (False. While Columbus is often credited with discovering America, the
continent was already inhabited, and other explorers like the Vikings had visited earlier.)

Say to the student that during the current week they have been exploring adventures and the Arctic. Ask them what they
found the most interesting about these topics.
 Provide the student with the facts. The student reads each fact and discusses if it is true or false.

While discussing the facts, you may ask some of the following questions to keep the conversation going:
Penguins are not native to the Arctic.
1. Why do you think there is a common misconception that penguins live in the Arctic?
2. Can you name animals that are native to the Arctic? (polar bears, seals, arctic fox, reindeer, etc.)
Death Valley, California, holds the record for the highest air temperature ever recorded.
1. How do humans and animals adapt to live in such harsh environments like Death Valley and the Sahara Desert?
2. Have you ever experienced extreme heat? How did you cope with it?
The first successful ascent of Mount Everest was made by Sir Edmund Hillary and Tenzing Norgay in 1953.
1. What qualities do you think are essential for someone attempting to climb Mount Everest?
2. Why do you think people are still so fascinated by climbing Mount Everest today?
3. Do you know of any other famous mountain climbs or climbers? What are their stories?

FINISH!
Vocabulary review (20 min.)

Vocabulary review is a process in which previously learned words and expressions are repeated and reinforced:
● 2-3 vocabulary practice exercises;
● During the vocabulary practice, you should speak constantly (not just do the exercises in silence). That is, while
doing the exercise, ask different questions using the vocabulary.

Types of activities:

1. Vocabulary Matching: Provide a list of sentences containing the target words and ask the learner to match each word
with its definition or synonym.
2. Fill in the Blanks: Create sentences with gaps where the target words should be inserted. Ask the learner to fill in the
blanks with the correct words from the provided list.
3. Contextual Understanding: Present short passages or dialogues containing the target words. Ask the learner
comprehension questions to ensure understanding of how the words are used in context.
4. Error Correction: Present sentences containing the target words with deliberate mistakes. Ask the learner to identify
and correct the errors while ensuring the correct use of the vocabulary.
5. Vocabulary Quiz: Create a quiz with multiple-choice questions, true/false statements, or sentence completions using
the target vocabulary. This can also be done as a timed challenge to make it more engaging.
Examples of activities

Example 1 (contextual understanding)

Prepare the passages containing the target vocabulary words. The ready-made passages you can find here.

Have the student read the passages. After each passage, answer the comprehension questions to ensure understanding
of how the words are used in context.

You can find the answers here in the same document.

In order to practice speaking, discuss some of the questions below while completing the task:
1. Can you think of similar traditions in your own culture where wisdom is passed down orally?
2. Do you believe modern technology has affected the traditional methods of passing down wisdom? How?
3. How do you think extreme sports or adventurous activities, like climbing, impact individuals personally and culturally?
4. In what situation do people, eventually, have to seek advice from experts?

FINISH!
Example 2 (fill in the blanks)

With the help of chat GPT, create sentences using the new vocabulary.
Request:
Write B2-C1 level sentences using the words [the list of the words]

Using Genial.ly, create an interactive exercise based on these sentences. You can find the ready-to-use exercise here.

In order to practice speaking, discuss the questions below while completing the task. Once you face the word in the
exercise you can see in the question in bold, discuss this question:
1. Could you describe one of the situations/moments that made you stunned?
2. Can you call yourself an accomplished person?
- If so, what makes you accomplished?
- If not, what do you need to do to become an accomplished person?
3. Is there anything in your personal or work life where changes need to be implemented? What are they?

FINISH!
Grammar review (20 min.)

Grammar review is a process where previously learned grammar is repeated and reinforced:
● 2-3 grammar practice exercises;
● During grammar practice, there should be constant speaking (not just doing the exercises in silence). That is,
while doing the exercise, ask different questions using the grammar.

Types of activities:

1. Sentence Completion: Provide the student with sentences that need to be completed using the correct tense.
2. Error Correction: Give the student sentences with errors and ask them to correct them.
3. Matching Exercise: Create a list of sentences and a list of time expressions. Ask the student to match each sentence
with the appropriate time expression.
4. Transformation Exercise: Give the student sentences in one tense and ask them to transform them into another one.

Examples of activities

Example 1 (sentence completion)

Look out Quizizz to find the exercise on Continuous Aspect.

If the exercise needs any adjustments, copy and edit it.

 You can find the adjusted exercise here.

In order to practice speaking, discuss the questions while completing the task. Once you face the word in bold in the
exercise, discuss the question below:
1. Have you ever been to the Alps?
- If so, how did you like it? Would you go there one more time? Why (not)?
- If not, would you like to visit the mountains? Why (not)? What are you going to do there?
2. What has been annoying you the most recently? Why?
3. Do you usually arrive late, on time or earlier for the meeting (either with friends or colleagues)?
If the person says they usually arrive late:

● What challenges do you face that contribute to arriving late?

● How do you plan to improve your punctuality in the future?

If the person says they usually arrive on time:

● What strategies do you use to ensure you arrive on time consistently?

● How important do you think punctuality is in maintaining relationships or professional credibility?

If the person says they usually arrive earlier:

● What motivates you to arrive early for meetings?

● How do you spend your time when you arrive early?
● Do you find any specific benefits to arriving earlier rather than just on time?
 FINISH!

Example 2 (transformation exercise)

Create an exercise where the student has to transform one tense into continuous tense based on the rule. You can
find the ready-to-use exercise here and the answers to it here.

Discuss the questions while completing the exercises once you encounter the word/phrase from them:
1. Have you ever juggled several jobs? How was it? If not, would you try to do it? Why (not)?
2. Are you into watching the BBC? Why (not)? Do you watch it in English? What do you find the most interesting to watch on the BBC?
3. By next month I will have been teaching English for 5 years. What about you? How long will you have been doing your job by next
month?
FINISH!
Productive activity (10 min.)

Productive activity or production — is an activity or task that involves students actively using the target language to produce
an oral output. These activities focus on developing students' ability to express themselves effectively and accurately in the
target language.

Types of activities:

1. Extreme and Unusual Adventures: Give short descriptions of the adventures and have the student discuss them.

Example of an activity (guessing game)

Prepare 2-3 cases and questions for them. You can find the ready-to-use exercise here.

Have the student read the cases out loud and discuss the questions after each.

Pay attention to the fact that the continuous aspect is used in the questions. Encourage the student to use it in their
answers as well.

FINISH!
Feedback (5 min.)

Feedback is crucial for learning and progress. Here's how to give feedback effectively:

We do NOT criticize the student and we do NOT point out mistakes explicitly. We summarize the lesson:
1. Ask the student what they learned in the lesson and what they need to review. For example: “What did we learn today?
What topics or concepts did we review?”
2. Reflect on and correct mistakes through various activities:
- The student may make mistakes that are not related to the topic of the lesson; bring these mistakes into the
feedback stage by saying 'today we had the opportunity to practice other constructions; let's go over them as
well'.
- Ask the student to give examples of the use of new language units or constructions. For example: “Can you give
me an example of how to use the new word ______ in a sentence?”
- Ask the student to translate a sentence using the new language items.
- Ask the student to translate a list of words that you will prepare during the lesson. These are words that the
student got wrong either in meaning or pronunciation.
- Provide the student with the words or phrases and ask them to give definitions to them.
- Provide a sentence with an error and ask the student to correct it.
3. Praise the student for his or her efforts and for trying to learn the new material.
4. Ask the student if he or she has any questions about what was learned in class and provide answers and explanations.
3rd week of studying

Topics:
1. The ideal town
2. Unusual architecture

Vocabulary Grammar

1. lively – жвавий ● Perfect Aspect

2. modern and characterless – сучасний і безхарактерний (не
маючи якихось особливих чи цікавих якостей)
3. quaint – привабливо старомодний
4. scruffy – недоглянутий, покинутий
5. self-contained – самостійний, ізольований
6. sleepy – сонний
7. sprawling – такий, що розрісся, великий
8. well-kept – доглянутий
9. period house – маєток (певної епохи)
10. a transformative experience – досвід, що змінює життя
11. an alternative lifestyle – нетрадиційний спосіб життя
12. wacky – божевільний
13. adopted town – прийняте місто (місто, яке ви обрали своїм
домом, хоча не народилися там)
14. charm – шарм
15. docks – доки
16. drawback – недолік, мінус
17. boom town – місто, що швидко зростає
18. ghost town – місто, залишене мешканцями
19. historic town – історична частина міста/місто зі старовинними
спорудами
20. holiday town/resort – курортне місто
21. industrial town – промисловий центр/місто
22. market town – ринкове місто
23. port (town) – портове місто
24. regional capital – регіональний центр
25. shanty town – міські хащі, нетрі
26. spa town – спа-курорт
27. university town – університетське містечко

1. to get off the ground – успішно стартувати

2. on the grounds that – з огляду на те, що (на тій підставі, що)
3. to break new ground – почати щось нове
4. to cover a lot of ground – обговорити багато питань
5. to keep someone's feet on the ground – бути практичним
6. to stand someone's ground – відстоювати думку
Warm-up (up to 5 min.)

Warm-up refers to an activity or set of activities that are performed at the beginning of a lesson to prepare students
linguistically and mentally for the tasks ahead.

Warm-up ideas :

1. Architectural Quiz: Prepare a quiz with pictures of unusual buildings or structures. Ask the student to guess the building,
where it is located and share any interesting facts they know about its architecture or simply give their opinions on it.
2. Compare and Contrast: Present two different cities or architectural styles and ask the student to compare and contrast
them. Focus on aspects like layout, historical significance, or cultural influences.
3. Describe and Guess: Describe a famous building or architectural landmark without naming it, and have the student
guess which building it is based on your description. Switch roles afterward.
4. Buildings in Numbers: Provide interesting statistics about famous buildings (e.g., height, construction time, materials
used) and ask the student to guess which buildings these facts correspond to. OR Have the student rank buildings
according to a specific number (height, year, etc.)
Examples of activities

Example 1 (architectural quiz)

Prepare 3-5 pictures or you can take those in the folder.

Discuss questions about each picture:

The Big Basket
1. What can you see in the picture? - the building built in shape of a giant basket
2. What do you think of it?
3. What country do you think it is located in? - in Ohio, USA. It was the headquarters of the Longaberger Basket Company. The
Longaberger Company was an American manufacturer and distributor of handcrafted maple wood baskets and other home and
lifestyle products. The company opened in 1973, was acquired in 2013 by CVSL, Inc., and closed in 2018.
4. Would you like to work in such a building? Why (not)? What the pluses and minuses might there be?

Cybertecture Egg Office Building, India

1. What can you see in the picture? - the building designed in shape of a giant egg
2. What do you think of it?
3. What country do you think it is located in? - in Mumbai, India. The 32,000 square meter building was designed by James Law
Cybertecture International, a firm based in Hong Kong, UAE and India that has coined the term “cybertecture” to mean a meeting of
architecture, technology and innovative engineering to sculpt the urban environment.
4. Would you like to work in such a building? Why (not)? What the pluses and minuses might there be?

Casa Terracota, Colombia

1. What can you see in the picture? - the house made entirely from clay and which is basically a giant piece of pottery
2. What do you think of it?
3. What country do you think it is located in? - in a small town of Villa de Leyva, Colombia. Colombian architect Octavio Mendoza
sculpted the 5,400-square-foot abode entirely from clay, using no other materials to support the two-story structure. He then let it
bake and harden in the sun, which transformed the pliable clay into solid, sturdy ceramic. He refers to the home as the biggest piece
of pottery in the world.
4. Would you like to live in such a house/Would you like to visit this house as a tourist? Why (not)? What the pluses and minuses might
there be?

Make it a dialog and share your opinion on the buildings as well.

FINISH!
Example 2 (buildings in numbers)

Look out the Learning App and find the task on ranking the buildings according to their height.

If the student can’t recognize the building, show them the hint.

The correct answers:

1. Burj Khalifa in Dubai, UAE - Height: 828 meters (2,717 feet).
2. Eiffel Tower in Paris, France - Height: 330 meters (1,083 feet).
3. Great Pyramid of Giza in Egypt - Height: Originally 146.6 meters (481 feet), now 138.8 meters (455 feet) due to erosion.
 4. Sydney Opera House in Sydney, Australia - Height: Approximately 65 meters (213 feet) at its tallest point.
5. Louvre Pyramid in Paris, France - Height: Approximately 21.6 meters (71 feet).

After the student completes the task, discuss some of the questions below. The number of questions to discuss will
depend on the time you have after completing the task:
1. What challenges do you think engineers faced when constructing Burj Khalifa, such a tall skyscraper?
2. Why do you think the Eiffel Tower has remained an iconic symbol of Paris for over a century?
3. Why do you think the Great Pyramid has stood the test of time compared to other ancient structures?
4. How does innovative architecture contribute to the identity of a city or country?
5. What architectural style do you find most appealing and why?
6. If you could design a building anywhere in the world, where would it be and what would it look like?
7. How do you think technology will influence future architectural designs?

FINISH!
Vocabulary review (20 min.)

Vocabulary review is a process in which previously learned words and expressions are repeated and reinforced:
● 2-3 vocabulary practice exercises;
● During the vocabulary practice, you should speak constantly (not just do the exercises in silence). That is, while
doing the exercise, ask different questions using the vocabulary.

Types of activities:

1. Sentence Completion: Provide sentences with blanks and have the student fill in the blanks with the appropriate
vocabulary words.
2. Word Definitions: Give definitions and ask the student to identify the correct vocabulary word.
3. Synonym Match: Provide a list of vocabulary words and a list of synonyms. The student has to match the synonyms with
the correct vocabulary words.
4. Antonym Identification: Give the vocabulary words and ask the student to provide antonyms.
5. Word Puzzles: Create crossword puzzles or word searches using the vocabulary words.
6. Error Correction: Give sentences with incorrect use of vocabulary words and ask the student to correct them.
Examples of activities

Example 1 (word definitions)

With the help of chat GPT, create definitions to the new vocabulary of the current week.
The request sent to the chat GPT:
write B2 level definitions of [list of the words/phrases]

Using Learning App, create an interactive exercise on matching the words with definitions. You can find the ready-to-use
exercise here.

In order to practice speaking, discuss the questions after completing the task:
1. Which cities do you think have broken new ground in terms of integrating modern architecture with historical landmarks?
2. On the grounds that unusual architecture can attract tourism, how would you justify incorporating unique structures into your
town?

FINISH!
Example 2 (sentence completion)

With the help of chat GPT, create sentences using the new vocabulary.
Request:
Write B2 level sentences using the words [the list of the words]

Using Quizalize, create an interactive exercise based on these sentences. You can find the ready-to-use exercise here.

While completing the exercise, discuss the questions below. Once you encounter the phrase or word in the exercise that
is presented in a question below, discuss this question.
1. Why do you think some modern buildings are described as characterless?
2. What do you find appealing about quaint villages? Would you prefer to live in a quaint village or a modern city? Why?
3. Would you prefer to live in a period house or a modern one? Why?
4. How can traveling abroad be a transformative experience? What are some of the most impactful experiences you've had while
traveling?

FINISH!
Grammar review (20 min.)

Grammar review is a process where previously learned grammar is repeated and reinforced:
● 2-3 grammar practice exercises;
● During grammar practice, there should be constant speaking (not just doing the exercises in silence). That is,
while doing the exercise, ask different questions using the grammar.

Types of activities:

1. Sentence Transformation:
- Provide sentences in different tenses and ask students to transform them into the present perfect, past perfect,
and future perfect.
- Example: "She finished the report" -> "She has finished the report" / "She had finished the report" / "She will have
finished the report."
2. Gap Fill Exercises:
- Create sentences with missing verbs and have students fill in the blanks using the correct form of the perfect
aspect.
- Example: "By the time we arrived, they _____ (leave)."
3. Error Correction:
- Provide sentences with errors in the use of the perfect aspect and have students correct them.
- Example: "I have went to the store." -> "I have gone to the store."
4. Dialogue Completion:
- Provide dialogues with missing parts and ask students to complete them using the perfect aspect.
 - Example: A: "Have you ever been to Paris?" B: "Yes, I ____ (visit) Paris three times."
5. Story Sequencing:
- Give students a jumbled list of events from a story and ask them to put them in order, then describe the sequence
using the perfect aspect.
- Example: "She met her friend. She finished her work. She went to the cafe." -> "After she had finished her work,
she went to the cafe and met her friend."
6. Question Formation:
- Provide answers and ask students to form questions using the perfect aspect.
- Example: "Yes, I have read that book." -> "Have you read that book?"
7. Matching Exercise:
- Provide sentences in the perfect aspect and ask students to match them with their corresponding explanations
or timelines.
- Example: "He has completed the project." -> "The project is now finished."
8. Multiple Choice Questions:
- Create multiple-choice questions where students have to choose the correct form of the perfect aspect.
- Example: "By the time the train arrives, we _____ (wait) for over an hour. a) will have waited b) will wait c) have
been waiting."
Examples of activities

Example 1 (gap fill exercise)

Look out English Advanced and find the exercise on Perfect Aspect.

While completing the exercise, discuss the questions below. Once you encounter the phrase or word in the exercise that
is presented in a question below, discuss this question:
1. How long will you have been living in your house/apartment on [day of the week]?
2. Have you ever had car trouble while driving? How did you handle it?
3. Have you ever had to perform a task or attend an event while feeling unwell? How did you manage?
4. What skills have you learned/mastered recently? What skills are you currently working on improving?
5. Do you remember your first trip abroad? What was it like? What countries are on your travel bucket list?

If necessary, scroll down to the answers to discuss them.

FINISH!
Example 2 (matching exercise)

Using chat GPT, create an exercise:

Request:
make the exercise [Matching Exercise: Provide sentences in the perfect aspect and ask students to match them with their
corresponding explanations or timelines. Example: "He has completed the project." -> "The project is now finished." ]

Move the exercise proposed by chat GPT to Google Presentation. You can find the ready-to-use exercise here.

While completing the exercise, discuss the questions below. Once you encounter the phrase or word in the exercise that
is presented in a question below, discuss this question:
1. Have you ever been to Paris?
If so,
- What was your favorite part about Paris?
- How did your experience in Paris compare to other cities you've visited?
- Are there any cultural aspects of Paris that stood out to you?
If not,
- What do you know about Paris or what interests you about the city?
- Are there any places in the world you dream of visiting, and why?
2. How long have you been working at your job?
- How has your role evolved since you started working here?
- What skills or knowledge have you gained during your time at this job?
3. Is there anyone not related to you that you've known since childhood?
- How did you first meet this person? Did you live in the same town?
- What are some memorable experiences you've shared together?
4. What sightseeing and historical places, for example, museums do you prefer visiting?
FINISH!
Productive activity (10 min.)

Productive activity or production — is an activity or task that involves students actively using the target language to produce
an oral output. These activities focus on developing students' ability to express themselves effectively and accurately in the
target language.

Types of activities:

1. Debate: Modern vs. Traditional Architecture: Pose a debate topic about whether modern architectural styles are better
than traditional ones, or vice versa. Encourage the student to present arguments and counterarguments for each
perspective.
2. Comparison Discussion: Compare and contrast two famous unusual buildings. Discuss their differences in style,
purpose, and the challenges in their construction.
3. Describe Your Town: Provide the student with the questions to discuss their own town.

Example of an activity (describe your town)

Prepare questions e.g.:

1. How would you describe the overall atmosphere of your town?
2. What are some of the key landmarks or attractions in your town?
3. What is the most popular public space or park in your town?
4. Are there any historical sites or buildings in your town? If so, what are they?
5. Are there any unique or famous architectural styles present in your town?
6. What kind of cultural or social events are commonly held in your town?
 7. What are the best and worst things about living in your town?
8. What is the food scene like in your town? Are there any local specialties?
9. How do people in your town typically spend their weekends?
10. What improvements or changes would you like to see in your town?

You can start by saying We’ve discussed different countries, cities, foreign buildings a lot today and only once or twice
have we talked about your town. Let’s discuss it in more detail now! Would you prefer to talk about your native town or the city
you live in now?

Ask the student questions one by one without any visual support, but provide help in the chat if necessary (i.e. the
student doesn’t understand the word or question, type and explain it).

Track time and skip the questions you don’t have time for. But, at least 4 questions should be covered.

FINISH!
Feedback (5 min.)

Feedback is crucial for learning and progress. Here's how to give feedback effectively:

We do NOT criticize the student and we do NOT point out mistakes explicitly. We summarize the lesson:
1. Ask the student what they learned in the lesson and what they need to review. For example: “What did we learn today?
What topics or concepts did we review?”
2. Reflect on and correct mistakes through various activities:
- The student may make mistakes that are not related to the topic of the lesson; bring these mistakes into the
feedback stage by saying 'today we had the opportunity to practice other constructions; let's go over them as
well'.
- Ask the student to give examples of the use of new language units or constructions. For example: “Can you give
me an example of how to use the new word ______ in a sentence?”
- Ask the student to translate a sentence using the new language items.
- Ask the student to translate a list of words that you will prepare during the lesson. These are words that the
student got wrong either in meaning or pronunciation.
- Provide the student with the words or phrases and ask them to give definitions to them.
- Provide a sentence with an error and ask the student to correct it.
3. Praise the student for his or her efforts and for trying to learn the new material.
4. Ask the student if he or she has any questions about what was learned in class and provide answers and explanations.
4th week of studying
Topics:
1. Expressing opinions on modern artwork
2. City/Town challenges and solutions

Vocabulary Grammar

1. ‌To agree we can use these phrases: ● Passive Voice

- I agree completely / Absolutely.
- I'm (all) in favour of ...
2. To disagree politely these phrases will do:
- It seems a bit ... to me.
- I don't think you should underestimate...
3. Easy ways to disagree:
- ‌I'm against (sth)...
- ‌I disagree / I don't agree.
4. To give an opinion you can say:
- I think... / I reckon…
- I have to say, …
- Personally, I…
- For me.../ If you ask me…
- It's pretty obvious that ... / It's fairly clear that…
- I can see that...

1. for real – по-справжньому

2. the most profound – найбільш значний
 3. godsend – удача, “дар божий”
4. sole – єдиний
5. catalyst – каталізатор

Warm-up (up to 5 min.)

Warm-up refers to an activity or set of activities that are performed at the beginning of a lesson to prepare students
linguistically and mentally for the tasks ahead.

Warm-up ideas:

1. Artwork Guessing Game: Show the student a close-up of a famous piece of modern art and ask them to guess what the
entire artwork looks like. Discuss their guesses and reveal the full image.
2. Art Quote: Provide a quote from a famous artist and have the student discuss them.
3. Art Opinion Poll: Show a few pieces of modern art and ask the student to rate them on a scale from 1 to 5. Discuss their
ratings and reasons behind them.
4. Caption This: Present an artwork and ask the student to create a title or caption for it.
5. Two Truths and a Lie: Provide three statements about an artwork (two true, one false) and ask the student to identify the
false one.
6. City Snapshot: Show a picture of a busy city scene and ask the student to describe the challenges they see. Discuss
possible solutions to these challenges.
7. Pros and Cons: Present a proposed city solution (e.g., building a new subway line) and have the student discuss its pros
and cons.
 8. City Challenges in Art: Show artworks that reflect city challenges (e.g., pollution, congestion) and discuss the artist's
perspective.

Note that it would be ideal if you combine the topics in a warm-up stage, meaning you need to discuss both artworks and
city challenges through one activity.

Examples of activities

Example 1 (art quote)

Prepare 1 quote to discuss e.g. “If I could say it in words there would be no reason to paint.” Edward Hopper (was an
American realist painter and printmaker.)

Use the questions to encourage conversation:

1. What do you think Edward Hopper means by this quote? - (This quote implies that some emotions, thoughts, or experiences cannot
be adequately expressed through words alone. Painting and visual art provide a medium to convey these complex, nuanced ideas
that language might fail to capture.)
2. Can you think of any feelings or experiences that are better expressed through art rather than words?
3. Do you agree that some artworks depict societal challenges we face?
4. What is the best type of art to bring attention to a problem (sculpture, painting, graffiti, etc.)? Why?
 FINISH!

Example 2 (city snapshot)

Show a picture depicting one of the urban or rural challenges, such as urban pollution or children making their long way
to school. Find the images here.

Use the questions to discuss ONE of the pictures:

1. What problem is depicted in this picture?
2. What are the main causes of this problem?
3. How does this problem affect the lives of people living in urban/rural areas?
4. What solutions could be implemented to address this issue effectively?
5. Do you agree that some artworks can help address issues like this? Why (not)? What is the best type of art to bring attention to a
problem (sculpture, painting, graffiti, etc.)? Why?

OR you can show both pictures and compare urban vs rural challenges:
1. What problems are depicted in these pictures?
2. How do the challenges in urban areas differ from those in rural areas?
3. Which challenge do you think is more difficult to solve, and why?
4. What solutions could be implemented to address these issues effectively?
5. Do you agree that some artworks can help address issues like this? Why (not)? What is the best type of art to bring attention to a
problem (sculpture, painting, graffiti, etc.)? Why?

FINISH!
Vocabulary review (20 min.)

Vocabulary review is a process in which previously learned words and expressions are repeated and reinforced:
● 2-3 vocabulary practice exercises;
● During the vocabulary practice, you should speak constantly (not just do the exercises in silence). That is, while
doing the exercise, ask different questions using the vocabulary.

Types of activities:

1. Fill-in-the-Blanks Sentences: Create sentences with missing words from the target vocabulary list and have the student
fill in the blanks.
2. Matching Exercises: Prepare a list of vocabulary words and their definitions. Ask the student to match the words with
their correct meanings.
3. Define and Answer: Provide the student with the questions containing new words. Have the student read the question,
define the new word in bold and answer the question.
4. Gap-Fill Paragraphs: Prepare a short paragraph related to the lesson topic with missing vocabulary words. Have the
student fill in the gaps with the correct words from a given list.
5. Is it correct?: Create statements using the target vocabulary and ask the student to determine if they are correct or not,
justifying their answers.
6. Multiple-Choice Quiz: Prepare multiple-choice quiz where the student must choose the correct word to complete a
sentence.

Examples of activities
Example 1 (multiple-choice quiz)

With the help of chat GPT, create sentences with phrases on expressing opinions.

Using Quizalize, create an interactive exercise based on these sentences. You can find the ready-to-use exercise here.

While completing the exercise, discuss the questions below. Once you encounter the phrase or word in the exercise that
is presented in a question below, discuss this question.
1. Are you in favor of integrating more street art into urban areas? Why (not)?
2. Can you think of any examples where a city's infrastructure can’t handle a growing population?
3. Do you find rural life boring and uneventful? Why (not)?

FINISH!

Example 2 (define and answer)

 Prepare questions on three topics. You can find the ready-to-use questions here.

Ask the student to pick one topic they would like to discuss: Art, Urban challenges, or Rural challenges.

Have the student read each question, define the word in bold, and then answer the question.

Possible definitions:
1. For Real: Truly; genuinely. It means that something is authentic or actual.
2. The Most Profound: The deepest or most significant. It implies that something has a great depth of meaning or impact.
3. Godsend: A very helpful or valuable event, person, or item that comes unexpectedly. It means something beneficial that arrives just
when it is needed.
4. Sole: The only one; singular. It indicates that something is unique or the only example.
5. Catalyst: Something or someone that causes a change or event to happen more quickly or easily. It usually refers to an agent that
triggers or accelerates a reaction or development.

FINISH!
Grammar review (20 min.)

Grammar review is a process where previously learned grammar is repeated and reinforced:
● 2-3 grammar practice exercises;
● During grammar practice, there should be constant speaking (not just doing the exercises in silence). That is,
while doing the exercise, ask different questions using the grammar.

Types of activities:

1. Sentence Transformation: Provide active sentences and ask the student to convert them into passive voice.
2. Gap Fill Exercises: Provide sentences with missing passive verb forms for the student to fill in.
3. Correct the Mistake: Give sentences with incorrect passive structures and ask the student to correct them.
4. Matching Pairs: Provide a list of active sentences and a list of passive sentences. Ask the student to match each active
sentence with its passive counterpart.

Examples of activities

Example 1 (sentence transformation)

Look out English Current and take the exercise on Passive Voice Advanced.

Encourage the student to read the whole sentences both in an active and passive voice.
 While completing the task, you may discuss the questions:
A man was watching us.
1. Not the best feeling when somebody’s watching you, right? Have you ever been in a situation where you felt uneasy due to
someone's gaze? How did you handle it?
2. How do cultural differences influence interpretations of such situations?
3. How do you think technology has changed people's experiences of being observed in public e.g. people filming TikToks/reels/videos
in the street? Don’t you find it disturbing for other people when someone starts filming?

Tokyo held the Olympics in 2020.

1. So, Tokyo already held the Olympics in 2020. Do you watch the Olympic Games?
2. When and where do/did the Olympics take place this year?
3. What are some of the benefits and challenges cities face after hosting the Olympics?

FINISH!
Example 2 (gap-fill exercises)

Look out English Current and take the exercise on Passive Voice Advanced.

While completing the task, you may discuss the questions:

A smile appeared on her face.

1. By the way, talking about smiling. How do public expressions of emotions differ between urban and rural environments?

The judge ordered that smoking be prohibited in restaurants.

1. Are you in favor of or opposed to bans on smoking in restaurants? Why or why not?
2. Do you consider smoking to be one of the societal challenges? Why or why not?

FINISH!
Productive activity (10 min.)

Productive activity or production — is an activity or task that involves students actively using the target language to produce
an oral output. These activities focus on developing students' ability to express themselves effectively and accurately in the
target language.

Types of activities:

1. Opinion Statements: Provide the student with controversial statements related to urban issues (e.g., "Cars should be
banned in city centers"). The student must respond using the provided phrases and incorporate words like "sole" and
"godsend" to emphasize their points.
2. Agree/Disagree Cards: Create cards with statements related to urban/rural challenges. The student must choose a
card, read the statement, and use the phrases to agree or disagree.
3. Case Study Discussion: Present a case study of a city or rural town implementing innovative solutions to a common
challenge (e.g., sustainable transportation, revitalization projects).
4. Future of Art and Community Development: Explore how future trends in art (digital art, interactive installations) can
contribute to solving urban and rural challenges.

Example of an activity (case study discussion)

Prepare case studies with the follow-up questions. You can find the cases here.

Have the student choose 1 issue they would like to discuss.

Don’t leave the student to discuss the issue alone; instead, interact with them and share your thoughts too.

If time, discuss one or two more issues.

FINISH!
Feedback (5 min.)

Feedback is crucial for learning and progress. Here's how to give feedback effectively:

We do NOT criticize the student and we do NOT point out mistakes explicitly. We summarize the lesson:
1. Ask the student what they learned in the lesson and what they need to review. For example: “What did we learn today?
What topics or concepts did we review?”
2. Reflect on and correct mistakes through various activities:
- The student may make mistakes that are not related to the topic of the lesson; bring these mistakes into the
feedback stage by saying 'today we had the opportunity to practice other constructions; let's go over them as
well'.
- Ask the student to give examples of the use of new language units or constructions. For example: “Can you give
me an example of how to use the new word ______ in a sentence?”
- Ask the student to translate a sentence using the new language items.
- Ask the student to translate a list of words that you will prepare during the lesson. These are words that the
student got wrong either in meaning or pronunciation.
- Provide the student with the words or phrases and ask them to give definitions to them.
- Provide a sentence with an error and ask the student to correct it.
3. Praise the student for his or her efforts and for trying to learn the new material.
4. Ask the student if he or she has any questions about what was learned in class and provide answers and explanations.
Useful information
When examples of exercises and activities are given, you are provided with explanations for using these types of approaches.
This section summarizes these explanations.

The difference between warm-up vs. review (practice) vs. production

Warm-up:
● Purpose: to prepare students for the lesson, activate their prior knowledge, and engage them in the topic.
● Characteristics: Short, easy and often funny activities that mentally and emotionally prepare students for learning.
● Examples: quick games, icebreakers, short discussions, or revision of previously learned material.

Vocabulary/grammar review (practice):

● Purpose: To reinforce and practice specific vocabulary or grammar in a structured way.
● Characteristics: An activity in which students practice using target vocabulary or grammatical structures following
explicit instructions.
● Examples: Fill-in-the-blank exercises, matching exercises, or completing sentences.

Speaking productive activity:

● Purpose: To encourage learners to actively use language in meaningful contexts, usually in a communicative or
interactive way.
 ● Characteristics: Activities that focus on conversational skills, allowing learners to express themselves and participate in
conversation.
● Examples: role-playing, debates, discussions, storytelling, or problem-solving tasks.

To summarize, warm-up activities prepare the ground for learning, controlled vocabulary/grammar practices provide structured
practice with specific language elements, and productive speaking activities develop speaking skills through meaningful
interaction. Each serves a different purpose in the language learning process.

Serial-position effect

The beginning and end of information is better remembered, while the middle is less well absorbed. Take into account the
“serial-position effect.”
The serial-position effect is a human tendency to remember the first and last items in a series best, and those in the middle
worst.
Therefore, we start with a dynamic warm-up and end with an equally dynamic productive activity.
Emotional activities

Activities that evoke emotions, especially strong emotions such as laughter or shock, play an important role in the process of
memorizing information for several reasons:

1. They increase attention: When a person is emotionally involved in something, they pay more attention and concentrate
on it. This helps to retain information in the mind.
2. Stimulate brain activity: Emotional events can activate certain parts of the brain, which helps to better remember
information related to those emotions.
3. Increase emotional connectedness: When information is connected to emotions, it becomes more important to the
person, which contributes to better memorization.
4. Make information more accessible: Emotionally charged information can be easier to remember because it usually has a
strong emotional trace in the memory.
5. Promote memory consolidation: Emotionally charged events can contribute to more effective memory consolidation,
which helps to retain information for long-term memory.

Thus, emotions can be a powerful tool for improving the efficiency of memorizing information, so it is important to create an
emotionally rich environment during learning.
Music activities

Music can be a powerful tool to start a lesson for several reasons:

1. Music attracts attention and sets a positive tone for the lesson. It helps to engage students from the start, making them
more receptive to learning.
2. Listening to music can serve as a warm-up, helping learners transition from their previous activities or mindset to the
English learning environment.
3. Different types of music can create different moods or atmospheres. For example, upbeat songs can energize students,
while soothing melodies can help create a more focused learning environment.

Games

Board games

Most often, board games are used as a warm-up, which encourages students to think and interact with the English

language in a low-pressure environment before diving into more complex lesson material.

Board games can also have an effective impact on students' mood and engagement:
1. Interactive learning: Board games provide a hands-on, interactive learning experience that actively engages students in

the lesson. This active participation can increase motivation and interest in the topic being taught.

2. Fun and enjoyment: Board games are inherently enjoyable and can create a relaxed and fun atmosphere in the

classroom. This positive mood can increase students' overall enjoyment of the lesson and increase their willingness to

participate.

3. Competition and cooperation. Many board games include elements of competition or cooperation, which can promote

healthy competition or teamwork and collaboration. This competitive or cooperative aspect can add excitement to the

learning process and motivate students to actively participate.

4. Diverse learning styles: Board games are suitable for a variety of learning styles, allowing students to learn through

visual, auditory, and kinesthetic means. This variety attracts a wider range of learners and can make the lesson more

engaging for everyone.

5. Critical Thinking and Problem Solving: Board games often require critical thinking, strategy, and problem-solving skills to

be successful. This intellectual challenge can stimulate students' minds and encourage them to think creatively and

analytically.

6. Immediate feedback: Board games provide instant feedback through the process of playing, allowing students to see

the consequences of their actions and learn from their mistakes in real time. This immediate feedback helps learners

reflect on their decisions and adjust their strategies accordingly, promoting deeper learning.
Of course, board games can also be a great way to end a lesson and engage students in a fun and interactive productive
activity. Here's how they can effectively influence students' moods and engagement:

1. Variety: Board games offer a break from traditional lesson formats, adding novelty and excitement to the learning
process. This change of pace can revitalize students' interest and enthusiasm, leading to a positive mood.
2. Competition: Many board games have an element of competition, whether against the game itself or against other
players (the teacher). Friendly competition can encourage students to actively participate and strive to do their best,
increasing engagement.
3. Problem solving: Board games often present players with challenges or obstacles that require strategic thinking and
problem-solving skills to overcome. Engaging in these mental exercises can stimulate cognitive processes and keep
students mentally engaged until the end of the lesson.
4. A sense of achievement: Successfully completing a board game can give students a sense of achievement and
satisfaction, especially if the game is challenging. Celebrating small victories and milestones can boost students'
confidence and morale, leaving them feeling positive about their learning experience.
5. Intrinsic motivation: Board games influence students' intrinsic motivation to play and have fun, making them more willing
to actively participate and put in the effort. When students are genuinely interested in an activity, they are more likely to
stay engaged and focused until the end of the lesson.
Picture matching games

Games such as guessing something by combining two images can be useful as a warm-up to lessons in several ways:

1. Engagement: They grab students' attention and spark their interest right from the start of the lesson, making them more
receptive to learning.
2. Critical Thinking: Students must use deductive and critical thinking skills to analyze the combined pictures and come up
with possible answers or assumptions.
3. Creativity: Students may need to think creatively to combine two pictures and come up with creative explanations or
solutions.

In general, these games make the warm-up phase of the lesson more interactive, dynamic, and enjoyable, setting a positive
mood for the rest of the class.

Word chain

Why the Word chain game is useful:

1. Vocabulary building: it encourages learners to recall and use a variety of words related to a particular topic, thus
expanding their vocabulary.
2. Spontaneous speaking practice: Students have to think quickly and spontaneously to find words that match the given
criteria, providing valuable speaking practice.
 3. Exciting and fun: “Word chain” is a lively and enjoyable game that can help students energize at the beginning of the
lesson, creating a positive learning environment.

Rhyme games

Incorporating rhyme-based exercises can be very beneficial for learners. Here are some key reasons why rhyming exercises
are beneficial:
1. Improves pronunciation and phonological awareness: Rhymes help learners to focus on the sounds of English, helping to
develop their pronunciation skills. They strengthen the recognition of sound patterns and phonemes, which is crucial for
reading and speaking skills.
2. Improves memory and recall: Rhyming words and phrases are easier to remember due to their rhythmicity and repetition.
This can help students memorize vocabulary, phrases, and sentence structures more effectively.
3. Expands vocabulary: Rhymes often introduce new vocabulary in a fun and memorable way.
4. Promotes engagement and motivation: Rhymes tend to be engaging and enjoyable, making lessons more interesting and
less monotonous.
Scaffolding

Scaffolding is a teaching technique in which teachers provide temporary support and guidance to help students learn and
practice new concepts or skills that are initially beyond their current abilities. The term “scaffolding” comes from the idea of
creating a support structure similar to scaffolding used in construction to support workers while building a structure.

In education, scaffolding involves breaking down complex tasks into smaller, easier steps and providing support to
learners as they complete each step. This support can take many forms, such as providing hints, modeling problem-solving
strategies, offering feedback, or asking probing questions.

Scaffolding is important because it helps learners build on existing knowledge and skills while gradually developing new ones.
By providing the right level of support, scaffolding allows students to confidently tackle challenging tasks and ultimately
become independent learners.

By posing questions to students as a guide for completing an exercise, it serves as a form of scaffolding, giving them a
structure to follow as they complete the task. These questions help students think critically, organize their thoughts, and apply
their knowledge to solve problems or complete tasks. By breaking down the task into smaller steps and prompting students to
consider specific aspects, questions help structure the learning process, making the task more manageable and promoting
deeper understanding. As learners become more proficient, the level of scaffolding can be gradually reduced, allowing them to
gain more independence in their learning.

Here are five examples of scaffolding for Intermediate level students:

1. Modeling and Demonstration
Activity: Writing an Essay
Scaffolding: The teacher writes a sample essay, highlighting key components (introduction, body paragraphs, conclusion). The
teacher explains each part, shows how to construct sentences and paragraphs, and provides example sentences.
Goal: Students see a clear example and understand the structure and content required for their own writing.

2. Guided Practice with Gradual Release

Activity: Reading Comprehension
Scaffolding: The teacher starts by reading a passage aloud, modeling pronunciation and intonation. Then, they ask
comprehension questions, initially providing possible answers. Gradually, students are encouraged to read parts of the
passage and answer questions independently.
Goal: Students gain confidence in reading and understanding the text, first with support and then on their own.

3. Use of Visual Aids

Activity: Learning New Vocabulary
Scaffolding: The teacher introduces new vocabulary with pictures, real objects, or flashcards. For each word, the teacher
provides a definition, example sentence, and asks students to create their own sentences using the new words.
Goal: Visual aids help students associate new words with images, making it easier to remember and use them in context.

4. Question Prompts and Sentence Starters

Activity: Speaking Practice
Scaffolding: The teacher provides question prompts and sentence starters to help students begin their responses. For
example, "What do you think about...?" or "In my opinion, the best way to... is because..."
Goal: Students learn to construct their responses more easily and gain confidence in speaking.
 5. Breaking Down Complex Tasks
Activity: Research Project
Scaffolding: The teacher breaks down the project into manageable steps: choosing a topic, finding sources, taking notes,
creating an outline, writing a draft, and revising. At each step, the teacher provides checklists, templates, or graphic organizers.
Goal: Students understand the process of completing a research project and can focus on one step at a time with clear
guidance.

These scaffolding techniques help Intermediate level students gradually build their skills and confidence, allowing them to
tackle more complex tasks independently over time.
Follow-up questions

The Teacher’s Book provides you with follow-up questions during almost every stage of the lesson. The reasons for this are:
1. Encourages Deeper Thinking: Follow-up questions prompt students to think more critically and deeply about the topic.
This helps them move beyond surface-level understanding to more nuanced and sophisticated responses.
2. Improves Speaking Fluency: Engaging in extended conversations through follow-up questions allows students to
practice speaking more naturally and fluently. This helps build their confidence and proficiency in using the language in
real-life situations.
3. Enhances Comprehension: By asking follow-up questions, teachers can check students’ understanding of the material.
This ensures that students are not just memorizing phrases but truly comprehending the content.
4. Builds Vocabulary and Grammar Skills: Follow-up questions often require students to use a variety of vocabulary and
grammatical structures. This practice helps reinforce their language skills and introduces them to new words and
sentence patterns.
5. Encourages Active Participation: Follow-up questions keep students engaged and involved in the lesson. They signal to
students that their opinions and thoughts are valued, encouraging them to participate more actively.
6. Provides Personalized Learning: Follow-up questions can be tailored to individual students' responses, making the
learning experience more relevant and personalized. This can help address specific areas where a student might be
struggling or need more practice.
7. Develops Critical Thinking and Communication Skills: Follow-up questions often require students to explain, justify, or
elaborate on their answers. This helps develop their critical thinking and communication skills, which are essential in
both language learning and broader contexts.
8. Creates a More Dynamic and Interactive Classroom: A lesson filled with follow-up questions becomes more dynamic and
interactive. It shifts the focus from a teacher-centered approach to a student-centered one, fostering a more engaging
and lively classroom environment.
9. Identifies and Clarifies Misunderstandings: Follow-up questions can help identify areas where students might have
misunderstandings or misconceptions. This allows the teacher to address and clarify these points immediately,
preventing the reinforcement of incorrect information.
10. Builds Rapport and Trust: Consistently asking follow-up questions shows students that their contributions are valued.
This helps build a positive relationship and trust between the teacher and students, which is essential for a conducive
learning environment.