UNIT 1Who I am and what matters
present perfect versus past simple · 4 lessons
Lesson 1Who I am and what matters · Understand & notice
Goal: Identify useful language for who i am and what matters in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about who i am and what matters. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for who i am and what matters; record or write a new personal example using present perfect versus past simple.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Who I am and what matters · Build & practise
Goal: Use present perfect versus past simple to communicate about who i am and what matters with a partner.
Practice: Partners take different roles in who i am and what matters. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for who i am and what matters; record or write a new personal example using present perfect versus past simple.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Who I am and what matters · Explore in VR
Goal: Complete a collaborative role-play about who i am and what matters in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a who i am and what matters task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for who i am and what matters; record or write a new personal example using present perfect versus past simple.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Who I am and what matters · Reflect & demonstrate
Goal: Demonstrate progress on who i am and what matters and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about who i am and what matters. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for who i am and what matters; record or write a new personal example using present perfect versus past simple.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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 2Travel problems and solutions
first conditional and practical requests · 4 lessons
Lesson 5Travel problems and solutions · Understand & notice
Goal: Identify useful language for travel problems and solutions in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about travel problems and solutions. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for travel problems and solutions; record or write a new personal example using first conditional and practical requests.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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 problems and solutions · Build & practise
Goal: Use first conditional and practical requests to communicate about travel problems and solutions with a partner.
Practice: Partners take different roles in travel problems and solutions. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for travel problems and solutions; record or write a new personal example using first conditional and practical requests.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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 problems and solutions · Explore in VR
Goal: Complete a collaborative role-play about travel problems and solutions in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a travel problems and solutions task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for travel problems and solutions; record or write a new personal example using first conditional and practical requests.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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 problems and solutions · Reflect & demonstrate
Goal: Demonstrate progress on travel problems and solutions and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about travel problems and solutions. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for travel problems and solutions; record or write a new personal example using first conditional and practical requests.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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 3Telling a good story
past continuous and narrative sequencing · 4 lessons
Lesson 9Telling a good story · Understand & notice
Goal: Identify useful language for telling a good story in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about telling a good story. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for telling a good story; record or write a new personal example using past continuous and narrative sequencing.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Telling a good story · Build & practise
Goal: Use past continuous and narrative sequencing to communicate about telling a good story with a partner.
Practice: Partners take different roles in telling a good story. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for telling a good story; record or write a new personal example using past continuous and narrative sequencing.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Telling a good story · Explore in VR
Goal: Complete a collaborative role-play about telling a good story in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a telling a good story task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for telling a good story; record or write a new personal example using past continuous and narrative sequencing.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Telling a good story · Reflect & demonstrate
Goal: Demonstrate progress on telling a good story and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about telling a good story. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for telling a good story; record or write a new personal example using past continuous and narrative sequencing.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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 4Learning and ambitions
future forms and goals · 4 lessons
Lesson 13Learning and ambitions · Understand & notice
Goal: Identify useful language for learning and ambitions in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about learning and ambitions. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for learning and ambitions; record or write a new personal example using future forms and goals.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Learning and ambitions · Build & practise
Goal: Use future forms and goals to communicate about learning and ambitions with a partner.
Practice: Partners take different roles in learning and ambitions. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for learning and ambitions; record or write a new personal example using future forms and goals.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Learning and ambitions · Explore in VR
Goal: Complete a collaborative role-play about learning and ambitions in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a learning and ambitions task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for learning and ambitions; record or write a new personal example using future forms and goals.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Learning and ambitions · Reflect & demonstrate
Goal: Demonstrate progress on learning and ambitions and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about learning and ambitions. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for learning and ambitions; record or write a new personal example using future forms and goals.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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 5Workplace conversations
modals of obligation and advice · 4 lessons
Lesson 17Workplace conversations · Understand & notice
Goal: Identify useful language for workplace conversations in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about workplace conversations. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for workplace conversations; record or write a new personal example using modals of obligation and advice.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Workplace conversations · Build & practise
Goal: Use modals of obligation and advice to communicate about workplace conversations with a partner.
Practice: Partners take different roles in workplace conversations. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for workplace conversations; record or write a new personal example using modals of obligation and advice.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Workplace conversations · Explore in VR
Goal: Complete a collaborative role-play about workplace conversations in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a workplace conversations task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for workplace conversations; record or write a new personal example using modals of obligation and advice.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Workplace conversations · Reflect & demonstrate
Goal: Demonstrate progress on workplace conversations and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about workplace conversations. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for workplace conversations; record or write a new personal example using modals of obligation and advice.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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 6News and media
reported statements · 4 lessons
Lesson 21News and media · Understand & notice
Goal: Identify useful language for news and media in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about news and media. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for news and media; record or write a new personal example using reported statements.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
News and media · Build & practise
Goal: Use reported statements to communicate about news and media with a partner.
Practice: Partners take different roles in news and media. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for news and media; record or write a new personal example using reported statements.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
News and media · Explore in VR
Goal: Complete a collaborative role-play about news and media in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a news and media task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for news and media; record or write a new personal example using reported statements.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
News and media · Reflect & demonstrate
Goal: Demonstrate progress on news and media and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about news and media. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for news and media; record or write a new personal example using reported statements.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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 7Culture and connections
relative clauses · 4 lessons
Lesson 25Culture and connections · Understand & notice
Goal: Identify useful language for culture and connections in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about culture and connections. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for culture and connections; record or write a new personal example using relative clauses.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Culture and connections · Build & practise
Goal: Use relative clauses to communicate about culture and connections with a partner.
Practice: Partners take different roles in culture and connections. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for culture and connections; record or write a new personal example using relative clauses.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Culture and connections · Explore in VR
Goal: Complete a collaborative role-play about culture and connections in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a culture and connections task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for culture and connections; record or write a new personal example using relative clauses.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Culture and connections · Reflect & demonstrate
Goal: Demonstrate progress on culture and connections and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about culture and connections. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for culture and connections; record or write a new personal example using relative clauses.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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 8Making healthy choices
gerunds and infinitives · 4 lessons
Lesson 29Making healthy choices · Understand & notice
Goal: Identify useful language for making healthy choices in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about making healthy choices. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for making healthy choices; record or write a new personal example using gerunds and infinitives.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Making healthy choices · Build & practise
Goal: Use gerunds and infinitives to communicate about making healthy choices with a partner.
Practice: Partners take different roles in making healthy choices. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for making healthy choices; record or write a new personal example using gerunds and infinitives.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Making healthy choices · Explore in VR
Goal: Complete a collaborative role-play about making healthy choices in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a making healthy choices task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for making healthy choices; record or write a new personal example using gerunds and infinitives.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Making healthy choices · Reflect & demonstrate
Goal: Demonstrate progress on making healthy choices and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about making healthy choices. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for making healthy choices; record or write a new personal example using gerunds and infinitives.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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 9Money and everyday decisions
second conditional · 4 lessons
Lesson 33Money and everyday decisions · Understand & notice
Goal: Identify useful language for money and everyday decisions in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about money and everyday decisions. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for money and everyday decisions; record or write a new personal example using second conditional.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Money and everyday decisions · Build & practise
Goal: Use second conditional to communicate about money and everyday decisions with a partner.
Practice: Partners take different roles in money and everyday decisions. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for money and everyday decisions; record or write a new personal example using second conditional.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Money and everyday decisions · Explore in VR
Goal: Complete a collaborative role-play about money and everyday decisions in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a money and everyday decisions task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for money and everyday decisions; record or write a new personal example using second conditional.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Money and everyday decisions · Reflect & demonstrate
Goal: Demonstrate progress on money and everyday decisions and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about money and everyday decisions. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for money and everyday decisions; record or write a new personal example using second conditional.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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 10Our changing environment
passive voice introduction · 4 lessons
Lesson 37Our changing environment · Understand & notice
Goal: Identify useful language for our changing environment in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about our changing environment. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for our changing environment; record or write a new personal example using passive voice introduction.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Our changing environment · Build & practise
Goal: Use passive voice introduction to communicate about our changing environment with a partner.
Practice: Partners take different roles in our changing environment. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for our changing environment; record or write a new personal example using passive voice introduction.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Our changing environment · Explore in VR
Goal: Complete a collaborative role-play about our changing environment in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a our changing environment task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for our changing environment; record or write a new personal example using passive voice introduction.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Our changing environment · Reflect & demonstrate
Goal: Demonstrate progress on our changing environment and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about our changing environment. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for our changing environment; record or write a new personal example using passive voice introduction.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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 11Opinions and respectful debate
linkers for reasons and contrast · 4 lessons
Lesson 41Opinions and respectful debate · Understand & notice
Goal: Identify useful language for opinions and respectful debate in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about opinions and respectful debate. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for opinions and respectful debate; record or write a new personal example using linkers for reasons and contrast.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Opinions and respectful debate · Build & practise
Goal: Use linkers for reasons and contrast to communicate about opinions and respectful debate with a partner.
Practice: Partners take different roles in opinions and respectful debate. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for opinions and respectful debate; record or write a new personal example using linkers for reasons and contrast.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Opinions and respectful debate · Explore in VR
Goal: Complete a collaborative role-play about opinions and respectful debate in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a opinions and respectful debate task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for opinions and respectful debate; record or write a new personal example using linkers for reasons and contrast.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Opinions and respectful debate · Reflect & demonstrate
Goal: Demonstrate progress on opinions and respectful debate and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about opinions and respectful debate. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for opinions and respectful debate; record or write a new personal example using linkers for reasons and contrast.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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 12Plan a community project
review: coherent extended speaking · 4 lessons
Lesson 45Plan a community project · Understand & notice
Goal: Identify useful language for plan a community project in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about plan a community project. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for plan a community project; record or write a new personal example using review: coherent extended speaking.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Plan a community project · Build & practise
Goal: Use review: coherent extended speaking to communicate about plan a community project with a partner.
Practice: Partners take different roles in plan a community project. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for plan a community project; record or write a new personal example using review: coherent extended speaking.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Plan a community project · Explore in VR
Goal: Complete a collaborative role-play about plan a community project in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a plan a community project task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for plan a community project; record or write a new personal example using review: coherent extended speaking.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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
Plan a community project · Reflect & demonstrate
Goal: Demonstrate progress on plan a community project and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about plan a community project. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for plan a community project; record or write a new personal example using review: coherent extended speaking.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
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