UNIT 1Hello and introductions
be, subject pronouns · 4 lessons
Lesson 1Hello and introductions · Understand & notice
Goal: Identify useful language for hello and introductions in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about hello and introductions. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for hello and introductions; record or write a new personal example using be, subject pronouns.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Hello and introductions · Build & practise
Goal: Use be, subject pronouns to communicate about hello and introductions with a partner.
Practice: Partners take different roles in hello and introductions. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for hello and introductions; record or write a new personal example using be, subject pronouns.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Hello and introductions · Explore in VR
Goal: Complete a collaborative role-play about hello and introductions in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a hello and introductions task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for hello and introductions; record or write a new personal example using be, subject pronouns.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Hello and introductions · Reflect & demonstrate
Goal: Demonstrate progress on hello and introductions and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about hello and introductions. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for hello and introductions; record or write a new personal example using be, subject pronouns.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 2Numbers, dates and time
numbers and question words · 4 lessons
Lesson 5Numbers, dates and time · Understand & notice
Goal: Identify useful language for numbers, dates and time in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about numbers, dates and time. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for numbers, dates and time; record or write a new personal example using numbers and question words.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Numbers, dates and time · Build & practise
Goal: Use numbers and question words to communicate about numbers, dates and time with a partner.
Practice: Partners take different roles in numbers, dates and time. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for numbers, dates and time; record or write a new personal example using numbers and question words.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Numbers, dates and time · Explore in VR
Goal: Complete a collaborative role-play about numbers, dates and time in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a numbers, dates and time task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for numbers, dates and time; record or write a new personal example using numbers and question words.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Numbers, dates and time · Reflect & demonstrate
Goal: Demonstrate progress on numbers, dates and time and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about numbers, dates and time. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for numbers, dates and time; record or write a new personal example using numbers and question words.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 3People and families
possessives and have got · 4 lessons
Lesson 9People and families · Understand & notice
Goal: Identify useful language for people and families in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about people and families. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for people and families; record or write a new personal example using possessives and have got.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
People and families · Build & practise
Goal: Use possessives and have got to communicate about people and families with a partner.
Practice: Partners take different roles in people and families. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for people and families; record or write a new personal example using possessives and have got.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
People and families · Explore in VR
Goal: Complete a collaborative role-play about people and families in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a people and families task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for people and families; record or write a new personal example using possessives and have got.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
People and families · Reflect & demonstrate
Goal: Demonstrate progress on people and families and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about people and families. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for people and families; record or write a new personal example using possessives and have got.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 4Home and neighbourhood
there is / there are · 4 lessons
Lesson 13Home and neighbourhood · Understand & notice
Goal: Identify useful language for home and neighbourhood in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about home and neighbourhood. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for home and neighbourhood; record or write a new personal example using there is / there are.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Home and neighbourhood · Build & practise
Goal: Use there is / there are to communicate about home and neighbourhood with a partner.
Practice: Partners take different roles in home and neighbourhood. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for home and neighbourhood; record or write a new personal example using there is / there are.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Home and neighbourhood · Explore in VR
Goal: Complete a collaborative role-play about home and neighbourhood in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a home and neighbourhood task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for home and neighbourhood; record or write a new personal example using there is / there are.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Home and neighbourhood · Reflect & demonstrate
Goal: Demonstrate progress on home and neighbourhood and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about home and neighbourhood. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for home and neighbourhood; record or write a new personal example using there is / there are.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 5Food and cafés
countable nouns and some / any · 4 lessons
Lesson 17Food and cafés · Understand & notice
Goal: Identify useful language for food and cafés in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about food and cafés. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for food and cafés; record or write a new personal example using countable nouns and some / any.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Food and cafés · Build & practise
Goal: Use countable nouns and some / any to communicate about food and cafés with a partner.
Practice: Partners take different roles in food and cafés. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for food and cafés; record or write a new personal example using countable nouns and some / any.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Food and cafés · Explore in VR
Goal: Complete a collaborative role-play about food and cafés in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a food and cafés task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for food and cafés; record or write a new personal example using countable nouns and some / any.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Food and cafés · Reflect & demonstrate
Goal: Demonstrate progress on food and cafés and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about food and cafés. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for food and cafés; record or write a new personal example using countable nouns and some / any.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 6My daily routine
present simple and frequency · 4 lessons
Lesson 21My daily routine · Understand & notice
Goal: Identify useful language for my daily routine in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about my daily routine. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for my daily routine; record or write a new personal example using present simple and frequency.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
My daily routine · Build & practise
Goal: Use present simple and frequency to communicate about my daily routine with a partner.
Practice: Partners take different roles in my daily routine. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for my daily routine; record or write a new personal example using present simple and frequency.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
My daily routine · Explore in VR
Goal: Complete a collaborative role-play about my daily routine in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a my daily routine task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for my daily routine; record or write a new personal example using present simple and frequency.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
My daily routine · Reflect & demonstrate
Goal: Demonstrate progress on my daily routine and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about my daily routine. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for my daily routine; record or write a new personal example using present simple and frequency.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 7Getting around town
imperatives and prepositions · 4 lessons
Lesson 25Getting around town · Understand & notice
Goal: Identify useful language for getting around town in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about getting around town. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for getting around town; record or write a new personal example using imperatives and prepositions.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Getting around town · Build & practise
Goal: Use imperatives and prepositions to communicate about getting around town with a partner.
Practice: Partners take different roles in getting around town. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for getting around town; record or write a new personal example using imperatives and prepositions.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Getting around town · Explore in VR
Goal: Complete a collaborative role-play about getting around town in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a getting around town task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for getting around town; record or write a new personal example using imperatives and prepositions.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Getting around town · Reflect & demonstrate
Goal: Demonstrate progress on getting around town and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about getting around town. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for getting around town; record or write a new personal example using imperatives and prepositions.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 8Shopping and prices
this / that and prices · 4 lessons
Lesson 29Shopping and prices · Understand & notice
Goal: Identify useful language for shopping and prices in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about shopping and prices. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for shopping and prices; record or write a new personal example using this / that and prices.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Shopping and prices · Build & practise
Goal: Use this / that and prices to communicate about shopping and prices with a partner.
Practice: Partners take different roles in shopping and prices. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for shopping and prices; record or write a new personal example using this / that and prices.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Shopping and prices · Explore in VR
Goal: Complete a collaborative role-play about shopping and prices in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a shopping and prices task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for shopping and prices; record or write a new personal example using this / that and prices.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Shopping and prices · Reflect & demonstrate
Goal: Demonstrate progress on shopping and prices and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about shopping and prices. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for shopping and prices; record or write a new personal example using this / that and prices.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 9Free time and hobbies
like + -ing and can · 4 lessons
Lesson 33Free time and hobbies · Understand & notice
Goal: Identify useful language for free time and hobbies in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about free time and hobbies. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for free time and hobbies; record or write a new personal example using like + -ing and can.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Free time and hobbies · Build & practise
Goal: Use like + -ing and can to communicate about free time and hobbies with a partner.
Practice: Partners take different roles in free time and hobbies. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for free time and hobbies; record or write a new personal example using like + -ing and can.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Free time and hobbies · Explore in VR
Goal: Complete a collaborative role-play about free time and hobbies in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a free time and hobbies task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for free time and hobbies; record or write a new personal example using like + -ing and can.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Free time and hobbies · Reflect & demonstrate
Goal: Demonstrate progress on free time and hobbies and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about free time and hobbies. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for free time and hobbies; record or write a new personal example using like + -ing and can.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 10Weather and clothes
present continuous · 4 lessons
Lesson 37Weather and clothes · Understand & notice
Goal: Identify useful language for weather and clothes in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about weather and clothes. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for weather and clothes; record or write a new personal example using present continuous.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Weather and clothes · Build & practise
Goal: Use present continuous to communicate about weather and clothes with a partner.
Practice: Partners take different roles in weather and clothes. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for weather and clothes; record or write a new personal example using present continuous.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Weather and clothes · Explore in VR
Goal: Complete a collaborative role-play about weather and clothes in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a weather and clothes task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for weather and clothes; record or write a new personal example using present continuous.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Weather and clothes · Reflect & demonstrate
Goal: Demonstrate progress on weather and clothes and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about weather and clothes. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for weather and clothes; record or write a new personal example using present continuous.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 11Health and everyday needs
basic requests and should · 4 lessons
Lesson 41Health and everyday needs · Understand & notice
Goal: Identify useful language for health and everyday needs in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about health and everyday needs. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for health and everyday needs; record or write a new personal example using basic requests and should.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Health and everyday needs · Build & practise
Goal: Use basic requests and should to communicate about health and everyday needs with a partner.
Practice: Partners take different roles in health and everyday needs. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for health and everyday needs; record or write a new personal example using basic requests and should.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Health and everyday needs · Explore in VR
Goal: Complete a collaborative role-play about health and everyday needs in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a health and everyday needs task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for health and everyday needs; record or write a new personal example using basic requests and should.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Health and everyday needs · Reflect & demonstrate
Goal: Demonstrate progress on health and everyday needs and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about health and everyday needs. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for health and everyday needs; record or write a new personal example using basic requests and should.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 12My first English adventure
review: questions and short answers · 4 lessons
Lesson 45My first English adventure · Understand & notice
Goal: Identify useful language for my first english adventure in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about my first english adventure. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for my first english adventure; record or write a new personal example using review: questions and short answers.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
My first English adventure · Build & practise
Goal: Use review: questions and short answers to communicate about my first english adventure with a partner.
Practice: Partners take different roles in my first english adventure. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for my first english adventure; record or write a new personal example using review: questions and short answers.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
My first English adventure · Explore in VR
Goal: Complete a collaborative role-play about my first english adventure in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a my first english adventure task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for my first english adventure; record or write a new personal example using review: questions and short answers.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
My first English adventure · Reflect & demonstrate
Goal: Demonstrate progress on my first english adventure and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about my first english adventure. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for my first english adventure; record or write a new personal example using review: questions and short answers.
Teacher support: Model useful phrases, use visual cues, allow rehearsal and keep instructions short.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection