UNIT 1Getting to know someone
present simple versus continuous · 4 lessons
Lesson 1Getting to know someone · Understand & notice
Goal: Identify useful language for getting to know someone in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about getting to know someone. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for getting to know someone; record or write a new personal example using present simple versus 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
Getting to know someone · Build & practise
Goal: Use present simple versus continuous to communicate about getting to know someone with a partner.
Practice: Partners take different roles in getting to know someone. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for getting to know someone; record or write a new personal example using present simple versus 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
Getting to know someone · Explore in VR
Goal: Complete a collaborative role-play about getting to know someone in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a getting to know someone task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for getting to know someone; record or write a new personal example using present simple versus 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
Getting to know someone · Reflect & demonstrate
Goal: Demonstrate progress on getting to know someone and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about getting to know someone. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for getting to know someone; record or write a new personal example using present simple versus 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 2Life at home
quantifiers and household vocabulary · 4 lessons
Lesson 5Life at home · Understand & notice
Goal: Identify useful language for life at home in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about life at home. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for life at home; record or write a new personal example using quantifiers and household vocabulary.
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
Life at home · Build & practise
Goal: Use quantifiers and household vocabulary to communicate about life at home with a partner.
Practice: Partners take different roles in life at home. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for life at home; record or write a new personal example using quantifiers and household vocabulary.
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
Life at home · Explore in VR
Goal: Complete a collaborative role-play about life at home in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a life at home task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for life at home; record or write a new personal example using quantifiers and household vocabulary.
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
Life at home · Reflect & demonstrate
Goal: Demonstrate progress on life at home and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about life at home. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for life at home; record or write a new personal example using quantifiers and household vocabulary.
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 3Memorable weekends
past simple regular and irregular verbs · 4 lessons
Lesson 9Memorable weekends · Understand & notice
Goal: Identify useful language for memorable weekends in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about memorable weekends. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for memorable weekends; record or write a new personal example using past simple regular and irregular verbs.
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
Memorable weekends · Build & practise
Goal: Use past simple regular and irregular verbs to communicate about memorable weekends with a partner.
Practice: Partners take different roles in memorable weekends. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for memorable weekends; record or write a new personal example using past simple regular and irregular verbs.
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
Memorable weekends · Explore in VR
Goal: Complete a collaborative role-play about memorable weekends in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a memorable weekends task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for memorable weekends; record or write a new personal example using past simple regular and irregular verbs.
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
Memorable weekends · Reflect & demonstrate
Goal: Demonstrate progress on memorable weekends and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about memorable weekends. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for memorable weekends; record or write a new personal example using past simple regular and irregular verbs.
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 4Travel plans
going to and future plans · 4 lessons
Lesson 13Travel plans · Understand & notice
Goal: Identify useful language for travel plans in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about travel plans. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for travel plans; record or write a new personal example using going to and future plans.
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
Travel plans · Build & practise
Goal: Use going to and future plans to communicate about travel plans with a partner.
Practice: Partners take different roles in travel plans. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for travel plans; record or write a new personal example using going to and future plans.
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
Travel plans · Explore in VR
Goal: Complete a collaborative role-play about travel plans in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a travel plans task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for travel plans; record or write a new personal example using going to and future plans.
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
Travel plans · Reflect & demonstrate
Goal: Demonstrate progress on travel plans and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about travel plans. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for travel plans; record or write a new personal example using going to and future plans.
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 5At the hotel
polite requests and could · 4 lessons
Lesson 17At the hotel · Understand & notice
Goal: Identify useful language for at the hotel in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about at the hotel. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for at the hotel; record or write a new personal example using polite requests and could.
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
At the hotel · Build & practise
Goal: Use polite requests and could to communicate about at the hotel with a partner.
Practice: Partners take different roles in at the hotel. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for at the hotel; record or write a new personal example using polite requests and could.
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
At the hotel · Explore in VR
Goal: Complete a collaborative role-play about at the hotel in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a at the hotel task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for at the hotel; record or write a new personal example using polite requests and could.
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
At the hotel · Reflect & demonstrate
Goal: Demonstrate progress on at the hotel and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about at the hotel. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for at the hotel; record or write a new personal example using polite requests and could.
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 6Eating out and preferences
comparatives and preferences · 4 lessons
Lesson 21Eating out and preferences · Understand & notice
Goal: Identify useful language for eating out and preferences in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about eating out and preferences. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for eating out and preferences; record or write a new personal example using comparatives and preferences.
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
Eating out and preferences · Build & practise
Goal: Use comparatives and preferences to communicate about eating out and preferences with a partner.
Practice: Partners take different roles in eating out and preferences. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for eating out and preferences; record or write a new personal example using comparatives and preferences.
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
Eating out and preferences · Explore in VR
Goal: Complete a collaborative role-play about eating out and preferences in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a eating out and preferences task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for eating out and preferences; record or write a new personal example using comparatives and preferences.
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
Eating out and preferences · Reflect & demonstrate
Goal: Demonstrate progress on eating out and preferences and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about eating out and preferences. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for eating out and preferences; record or write a new personal example using comparatives and preferences.
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 7Shopping and comparisons
superlatives and too / enough · 4 lessons
Lesson 25Shopping and comparisons · Understand & notice
Goal: Identify useful language for shopping and comparisons in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about shopping and comparisons. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for shopping and comparisons; record or write a new personal example using superlatives and too / enough.
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 comparisons · Build & practise
Goal: Use superlatives and too / enough to communicate about shopping and comparisons with a partner.
Practice: Partners take different roles in shopping and comparisons. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for shopping and comparisons; record or write a new personal example using superlatives and too / enough.
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 comparisons · Explore in VR
Goal: Complete a collaborative role-play about shopping and comparisons in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a shopping and comparisons task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for shopping and comparisons; record or write a new personal example using superlatives and too / enough.
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 comparisons · Reflect & demonstrate
Goal: Demonstrate progress on shopping and comparisons and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about shopping and comparisons. 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 comparisons; record or write a new personal example using superlatives and too / enough.
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 8Work and routines
adverbs and obligation · 4 lessons
Lesson 29Work and routines · Understand & notice
Goal: Identify useful language for work and routines in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about work and routines. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for work and routines; record or write a new personal example using adverbs and obligation.
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
Work and routines · Build & practise
Goal: Use adverbs and obligation to communicate about work and routines with a partner.
Practice: Partners take different roles in work and routines. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for work and routines; record or write a new personal example using adverbs and obligation.
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
Work and routines · Explore in VR
Goal: Complete a collaborative role-play about work and routines in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a work and routines task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for work and routines; record or write a new personal example using adverbs and obligation.
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
Work and routines · Reflect & demonstrate
Goal: Demonstrate progress on work and routines and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about work and routines. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for work and routines; record or write a new personal example using adverbs and obligation.
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 9Health and appointments
should and giving advice · 4 lessons
Lesson 33Health and appointments · Understand & notice
Goal: Identify useful language for health and appointments in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about health and appointments. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for health and appointments; record or write a new personal example using should and giving advice.
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 appointments · Build & practise
Goal: Use should and giving advice to communicate about health and appointments with a partner.
Practice: Partners take different roles in health and appointments. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for health and appointments; record or write a new personal example using should and giving advice.
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 appointments · Explore in VR
Goal: Complete a collaborative role-play about health and appointments in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a health and appointments task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for health and appointments; record or write a new personal example using should and giving advice.
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 appointments · Reflect & demonstrate
Goal: Demonstrate progress on health and appointments and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about health and appointments. 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 appointments; record or write a new personal example using should and giving advice.
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 10Invitations and arrangements
present continuous for arrangements · 4 lessons
Lesson 37Invitations and arrangements · Understand & notice
Goal: Identify useful language for invitations and arrangements in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about invitations and arrangements. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for invitations and arrangements; record or write a new personal example using present continuous for arrangements.
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
Invitations and arrangements · Build & practise
Goal: Use present continuous for arrangements to communicate about invitations and arrangements with a partner.
Practice: Partners take different roles in invitations and arrangements. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for invitations and arrangements; record or write a new personal example using present continuous for arrangements.
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
Invitations and arrangements · Explore in VR
Goal: Complete a collaborative role-play about invitations and arrangements in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a invitations and arrangements task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for invitations and arrangements; record or write a new personal example using present continuous for arrangements.
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
Invitations and arrangements · Reflect & demonstrate
Goal: Demonstrate progress on invitations and arrangements and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about invitations and arrangements. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for invitations and arrangements; record or write a new personal example using present continuous for arrangements.
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 11Stories and experiences
introductory present perfect · 4 lessons
Lesson 41Stories and experiences · Understand & notice
Goal: Identify useful language for stories and experiences in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about stories and experiences. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for stories and experiences; record or write a new personal example using introductory present perfect.
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
Stories and experiences · Build & practise
Goal: Use introductory present perfect to communicate about stories and experiences with a partner.
Practice: Partners take different roles in stories and experiences. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for stories and experiences; record or write a new personal example using introductory present perfect.
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
Stories and experiences · Explore in VR
Goal: Complete a collaborative role-play about stories and experiences in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a stories and experiences task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for stories and experiences; record or write a new personal example using introductory present perfect.
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
Stories and experiences · Reflect & demonstrate
Goal: Demonstrate progress on stories and experiences and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about stories and experiences. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for stories and experiences; record or write a new personal example using introductory present perfect.
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 12A day in a new city
review: linking simple ideas · 4 lessons
Lesson 45A day in a new city · Understand & notice
Goal: Identify useful language for a day in a new city in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about a day in a new city. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for a day in a new city; record or write a new personal example using review: linking simple ideas.
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
A day in a new city · Build & practise
Goal: Use review: linking simple ideas to communicate about a day in a new city with a partner.
Practice: Partners take different roles in a day in a new city. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for a day in a new city; record or write a new personal example using review: linking simple ideas.
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
A day in a new city · Explore in VR
Goal: Complete a collaborative role-play about a day in a new city in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a a day in a new city task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for a day in a new city; record or write a new personal example using review: linking simple ideas.
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
A day in a new city · Reflect & demonstrate
Goal: Demonstrate progress on a day in a new city and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about a day in a new city. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for a day in a new city; record or write a new personal example using review: linking simple ideas.
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