Advanced 3 LP - All Units

Advanced 3
English
Discoveries
LESSON PLANS
Advanced 3
Lesson Plans
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Table of Contents
Unit 1: Relationships 1
Unit 2: Overcoming Difficulties 19
Unit 3: Business As Usual 37
Unit 4: The Great Outdoors 53
Unit 5: Exceptional Women 73
Unit 6: Truth and Lies 90
Unit 7: Believe It or Not 107
Unit 8: Strong Feelings 123
Unit 9: Learning and Technology 142
Unit 10: Entrepreneurs 173
Copyright © 1990-2018 Edusoft Ltd. All rights reserved.

English Discoveries
English Learning Program
Lesson Plans | Advanced 3
Copyright © 1990-2018 Edusoft Ltd. All rights reserved.

Advanced 3 Lesson Plans Unit 1
Unit 1: Relationships
Workbook
Computer Activities Pre & Post Classroom Activities
Pages
Wedding Plans (includes writing activity)  Getting to know your teacher by guessing personal information
A video clip in which a couple are discussing their  Getting to know each other by asking and answering questions about
7-10
wedding plans. family relationships
 Discussing where and how couples meet in your culture
Just Clowning Around  Sharing opinions about relationships

A story in which a girl is disappointed that her  Answering global and close reading questions about an additional
father won’t be able to come to her tenth birthday 10-13
reading text on relationships
party.  Discussing father/daughter relationships
Close Relationship  Comparing attitudes toward humor

A man and a woman at a therapy session are  Guessing the meaning of an unfamiliar word 14
describing their relationship to a counselor.  Discussing the needs of children
Subjunctive Mood: Review  Discussing the etiquette of turn-taking

Review of the subjunctive mood.  Practicing interrupting someone politely
 Listing verbs that take the subjunctive mood
15, 16
 Using the subjunctive to complete cartoons
 Using the subjunctive to discuss hypothetical situations
 Using the subjunctive mood to give advice
Copyright © 1990-2018 Edusoft Ltd. All rights reserved. 1

Relationships 3  Using context clues to define a word

Presentation and practice of vocabulary associated  Creating word maps
with the topic of relationships.  Writing and sharing sentences with vocabulary words
 Defining and sharing words and definitions
 Playing a game with example sentences
 Giving a speech using vocabulary words
 Grouping vocabulary words into categories
 Having students quiz one another

Pre Computer: Wedding Plans
Activity Procedure
Introductions: Getting to know the teacher This activity gives students the opportunity to become acquainted with you and helps
to create a positive atmosphere. It prepares them for the next activity, in which they
introduce themselves to one another. Say:
Hello. My name’s (your name) and I’m your teacher for this course – Advanced 3.
You probably want to know a little about me, so I’d like a play a guessing game with
you.
Explain that you are going to make five statements about you and your family - four of
them are true, one is false. Ask them to guess which statement is false. (Prepare five
lighthearted and interesting statements about you and your family. Make it difficult for
the students to guess the false one.)
Mingling activity: Getting to know more about one Tell students they are going to do an activity to find out more about their fellow
another and introducing the topic students’ family relationships. Give each student a copy of Handout 1. Read through
the statements on the handout with the class, making sure they understand them. Tell
Handout 1: It’s All in the Family students that they should write down three more things they would like to know about
(one for each student)
their fellow students. Explain that they need to walk around the class and find people
to match the descriptions on the handout. To do this, they need to ask everyone they
meet a series of questions. Ask students how they would ask the questions to get the
information they need. This should elicit the need to be polite to each other.
Demonstrate the activity with one or two students, giving them a few examples of how
to form polite expressions in English, e.g.:
Would you mind my asking if you are an only child?
Do you by any chance remember a great-grandparent?
May I ask whether you come from a large family?
Set a time limit of 10 minutes for the activity, or stop when the first student completes

the handout. (You can introduce an element of competition and tell students that the
first person to complete the handout is the winner.)
To sum up the activity, have them choose a partner and find two or more facts about
his/her family. Encourage students to share what they have learned about each other
and take a class survey of some of the statements.
Introducing the topic of the unit and the Tell students that the topic of the unit is Relationships. Divide the class into pairs and
content of the computer lesson ask students to tell each other about the most important relationship/s in their life.
Once students have finished telling each other, encourage them to tell the class what
they have found out about their partners. Ask who in the class is married or in a
relationship. Ask:
Would you mind telling me where you met your wife/husband?
Ask students if the place this particular student met his/her partner is typically a place
where people meet in their culture. Elicit other possible places where people meet
each other with a view to forming a romantic relationship.
Discussing the genre romantic comedy Tell students that they are going to watch a short scene from a romantic comedy or
“romcom”. Ask:
What are romantic comedies generally about? (Relationships)
Brainstorm with students the names of any TV shows or films which are romantic
comedies.
Pre-writing classroom activity As a class, go over the writing prompt and determine the purpose of the writing task.
Here are some of the possible purposes there may be for a writing task:
 to explain
 to inform/instruct
 to describe
 to narrate
 to persuade

After determining the purpose of the writing, brainstorm ideas for the writing task.
Students can record their ideas or they can be written on the board. Challenge
students to be creative and come up with as many examples as they can for the topic.
You may need to provide some guidance by asking questions to elicit vocabulary and
structures associated with the selected topic. Together, as a class, generate a
vocabulary bank which will assist students in their writing or direct them to the
vocabulary lesson at the end of the unit.
Depending on the language level of your students, you may decide to provide sentence
starters to support their completion of the writing task.
Before beginning their first draft, have students organize their ideas and notes into an
outline.
If there is time, encourage student to handwrite a first draft and share it with a
partner.
Have each student read their partner's first draft. Students should work together to:
 ensure they answered the prompt correctly.
 correct each other's work for grammar, spelling, and punctuation errors.
 check that vocabulary from the lesson/unit was used correctly.
After students have updated their drafts according to the peer review, have them type
and submit their writing on the computer.
Explain to students that after submitting their first draft on the computer, they will
receive automated feedback on their writing provided by English Discoveries E-rater
software. Tell students that this feedback will enable them to reflect on and improve
their work. Encourage students to update their writing according to the E-rater
feedback they were given. Tell students that when they are happy with their second
draft, they should send it to the teacher (via the English Discoveries platform) for a final
review.
Homework tasks Explain/Demonstrate workbook activities - Pages 7-10

Post Computer: Wedding Plans
Activity Procedure
Reviewing the computer lesson Review the computer lesson by asking:

Did the video fit the genre of romantic comedy? (Yes)
Workbook Appendix: Page 94 What was funny about the scene? (The couple has very different attitudes to planning a
wedding.)
In which country is the comedy set in? (UK.)
Post-writing classroom activity When you’ve completed your review of the students’ writing submissions in the
teacher management system, you may want to print the students' final copies of their
work for display and discussion.
Divide students into small groups in order to share their work with their classmates.
Encourage students to share the positive aspects of each other's work as well as
constructive criticism.
You can also print out a few sample student submissions (with the students' names
removed) and have students review the samples in small groups, or discuss in detail
one specific student submission that can be shared with the class using a projector.
After meeting in groups, ask for student volunteers to share their work with the class.
Student submissions can be displayed on a board in the classroom designated just for
student writing or within a class journal. Students can also add images, photographs,
or drawings to their printed submissions before they are displayed.
Checking homework tasks in pairs or small groups Key:

a. 1. True. They are reviewing their wedding list.
Workbook: Pages 7-10 2. True. She wants a particular shade of white.
3. False. He isn’t worried about the details.

4. True. He agrees to her suggestions.

5. False. She wants a professional DJ.
6. False. Luke is helping her.
b. The emotion Elly expresses is frustration.
c. 1. She hasn’t been in contact.
2. Not really. We see from the video that he is doing a lot to help.
3. To get back in contact with her friend and share her frustration about the wedding
plans.
d. 1. So, are you ready to review our list?
2. It's been dealt with.
3. Luckily I had some time this morning to stop by the bakery and pay for the cake.
4. Good job, Luke!
5. It’s extremely important that he gets it this week.
6. He’s so forgetful
e. 1-b, 2-a, 3-c, 4-b
Expanding on the computer lesson Divide the class into small groups and give each member of the group a copy of
Handout 2. Tell students they are going to discuss the statements in the handout and
Handout 2: Relationships try to reach a group consensus. They should elect a secretary to record the group’s
(one for each student) opinion and a spokesperson to report back to the class. Give students time to discuss
the statements and then have them share their answers with the class. Tell them they
should try to use the phrases for expressing opinions listed on the handout.
Encourage them to justify their opinions and back up their ideas with examples.

Pre Computer: Just Clowning Around
Activity Procedure
Introducing the Additional Reading section Explain to students that the Additional Reading section of the workbook is designed to
improve their reading strategies. Write the title of the additional reading passage,
Workbook: Pages 11, 12 Getting it Right, on the board and tell students they are going to read an article about
relationships. Ask them if they can guess from the title what they think the text might
be about. Explain the purpose of the Global Reading section - that it is to help
students get a general understanding of the text. Tell students to open their
workbooks to page 12 and read the first paragraph quickly to see if they guessed the
meaning of the title correctly. Tell them to read the subheadings of the article and see
if they can predict what kind of information the article contains. Have them read the
last paragraph and ask them what they think is the writer’s main message to the
reader (questions 1-3 in Global Reading). Explain that the Close Reading questions are
intended to illuminate the text for them, that is to shed light on the use of markers,
vocabulary, punctuation, grammar, etc. Have students answer the questions
individually and then review their answers in class. Encourage them to explain how
they reached their answers. Tell students to read the text again at home and do the
questions that follow.
Key:
Global Reading:
1. The “it” in the title refers to the balance between life and work.
2. The subheadings are all written in the imperative - we can infer that the article will
contain advice on how to balance personal and work life.
3. The writer’s main message is that it is important to get your priorities right and
make time for your personal life.
Close Reading:
1. a. the relationship b. scheduling time together c. make every second count

2. line 25, line 34, line 55

3. It is a verb. We know this because it is followed by the marker “when”.
Homework tasks Explain/Demonstrate workbook activities - Pages 10, 11
Additional Reading: Comprehension Questions - Page 13

Post Computer: Just Clowning Around
Activity Procedure
Reviewing the computer lesson Ask the class if they approve of the way the father in the reading passage surprised his
daughter. If any of the students are parents, ask them how they celebrate their
Workbook Appendix: Pages 94, 95 children’s birthdays and if they worry about not spending enough time with them.
Checking homework tasks in pairs and small groups Key:

a. have fun, joke around, pull people’s legs, make everyone laugh, play practical jokes,
Workbook: Pages 10, 11 tricked you, laugh your head off
b. Check with an English/L1 dictionary.
c. 1. After “…that he be at her birthday celebration.”
2. After “I hope you don’t mind that I tricked you.”
d. Discuss how the additions change the students’ impression of Jenny.
Additional Reading Comprehension Questions:
1. In spite of modern time-saving devices, we actually have less free time than before.
Workbook: Page 13
2. a-1, b-9, c-2, d-5, e-3
3. Accept all logical answers.
4. Students share the articles they have written with a partner and discuss whether
they agree or disagree with what the other has written. Ask a few students to read
their articles out to the class. Take in students’ work for assessment.
Practicing asking and answering questions Tell students they are going to find out what makes their partner laugh. Divide the
class into pairs and give each student a copy of Handout 3. Have them take turns
Handout 3: My Kind of Humor asking each other the questions on the handout. Once they have finished, have them
(one for each student) report on their findings to the class.

Discussion expanding on the computer lesson Write the title of Handout 4, The Irreducible Needs of Children, on the board, and ask
students if they know what it means. Demonstrate how you can sometimes arrive at
Handout 4: The Irreducible Needs of Children the meaning of an unfamiliar word by seeing if you can recognize parts of other words
(one for each student) that you might know. Elicit that irreducible contains the word reduce – to make
smaller. Since the prefix ir- is used to give an opposite or negative meaning, students
can infer that irreducible means something which cannot be reduced/made
smaller/simpler/less important. Ask:
Why might a child’s needs be described as “irreducible”?
What are the needs of children? (unconditional love, encouragement and support,
security, etc.)
Tell students they are going to discuss with their partner their view on rearing
children. Divide the class into pairs and give copies of Handout 4 to each student. Tell
students to fill in the columns True, False and We Can’t Agree individually and then
discuss their responses with their partner. When students have finished comparing
their points of view, have them report back to the class on their opinions.

Pre Computer: Close Relationship
Activity Procedure
Defining a concept Write the title of the computer lesson, Close Relationship, on the board and ask
students to define a close relationship. Ask them to complete the sentence:
A close relationship is….
Encourage them to share their answers with the class.
Homework tasks Explain/Demonstrate workbook activities: Page 14

Post Computer: Close Relationship
Activity Procedure
Reviewing the computer lessons Review the computer lesson by asking the questions asked in the previous lesson:
Where does the dialogue take place? (at home)
Workbook Appendix: Page 82 How would you describe the couple’s relationship? (They know each other so well that
they finish each other’s sentences)

a. Surprise: 1, 7, 8, 9, 10
Workbook: Page 14 Lack of Surprise: 2, 3, 4, 5, 6
b. Have students share things that they find irritating.
Expanding on the computer lesson - introducing Ask the class:

phrases for interrupting In our culture, do we wait for people to finish talking or do we interrupt?
How polite are we in conversation?
Are we a polite country?
Who can and can’t we interrupt in our culture?
Who can you interrupt in English-speaking cultures?
Elicit phrases we use in English when we want to interrupt someone and write them on
the board:
Excuse me for interrupting, Just a minute, Could I interject? etc.
Practicing interrupting Before the lesson, photocopy and cut up Handout 5. Divide the class into pairs and give
each pair a set of cue cards and a set of opinion cards. Tell students to place the two
Handout 5: Just a Minute! sets of cards face down on the table.
(two sets of cards for each pair of students)
Demonstrate the game by picking up an opinion card and reading the topic. You should
also pick up a cue card. Ask a student to pick up a second cue card and tell them that

you are going to begin speaking in favor of the topic on your card and they should
interrupt you using the phrase on their card. Begin talking about the issue on the card.
When the student interrupts you, ask them to continue on the same subject, but giving
the opposite opinion. You should then interrupt them, using the phrase on your cue
card. Tell students they have one minute for them both to talk and interrupt on each
topic. At the end of the minute, you will blow a whistle or clap your hands, and this is
the signal for them to take a new set of cards and begin again. Students should take
turns being the first to pick up cards.
Circulate around the class and encourage students to interrupt, using the phrases on
the cue cards. When you feel the game has stopped being motivating, stop and get
feedback on how the students felt interrupting and being interrupted.

Pre Computer: Subjunctive Mood: Review
Activity Procedure
Reviewing the subjunctive mood Write on the board: I insist that you stop interrupting me!
Handout 6: Using the Subjunctive Elicit that the sentence is in the subjunctive mood. Remind students that the
(one for each pair of students) subjunctive is also used to make recommendations, proposals and demands and to
offer advice. In this usage it usually sounds formal.
Elicit from students that the subjunctive mood is formed with the base form of the
verb, unless the verb “be” is being used. The present subjunctive of “be” is be and the
past is were.
Tell students they are going to practice using verbs that take the subjunctive. Divide
the class into pairs and give each pair one copy of Handout 6. Tell students they should
use the subjunctive to write captions for the cartoons and then make one of the
cartoons the basis for a short role-play. Give them time to write down their ideas and
practice their role-plays. Have students share their captions, and then invite one or
two pairs to perform their role-play in front of the class.
Using the subjunctive mood to discuss hypothetical Elicit that another use of the subjective is to discuss hypothetical situations, in other
situations words in conditional sentences, e.g., I wish I were married, I wish he were single, etc.
Ask students to complete the sentence, I wish I were… and have them share their
answers with the class.

Post Computer: Subjunctive Mood: Review
Activity Procedure

What is the relationship between the two people in the dialogue? (girlfriend and
Workbook Appendix: Page 82 boyfriend)
What are they discussing? (their plans for the weekend)
Do you find their use of the subjunctive appropriate? (not really, considering they are in
an informal context - the use of the subjunctive makes their conversation sound
unnaturally formal - although this could be for humorous effect)

a. …decided that the wedding be postponed.
Workbook: Pages 15, 16 …recommended that the wedding day be put back…
b. 1. I suggested that they reflect upon their decision.
2. They insisted that they wanted to get married, ASAP.
3. Is it absolutely essential that we attend?
4. It is vital that they be warned…
c. Accept all logical answers.
Expanding on the computer lesson Tell students that they are going to review the subjunctive mood to give advice.
Divide the class into small groups and give each student a copy of Handout 7. Tell
Handout 7: Desperately Seeking Help! students that they should read the problems and discuss what kind of advice they
(one for each student) would give to solve them. Have them elect a secretary to write down their ideas and a
spokesperson to report back to the class. Encourage students to use the language
provided in the handout. Give them time to read and discuss the problems. Have them
report their advice to the class.

Pre Computer: Relationships 3
Activity Procedure
Using context clues to define a word Select 5-10 vocabulary words along with sentences that provide students with enough
context to define the words on their own. Have students determine the definition of
each word based on the context clues within the sentence. Students can then share
their definitions and check their accuracy during the course of the lesson.
Alternative: Rather than having students determine the definitions on their own, you
can instead provide students with the definitions. They can then match the definitions
to the words based on the context of the sentences.
Creating word maps Encourage students to create word maps with useful information on five vocabulary
words. Information in the word map can include: definitions, translations, related
words, example sentences, etc.
Writing and sharing sentence with vocabulary words Discuss with students 5-10 vocabulary words and their definitions. Go beyond the
dictionary definition – tap into prior knowledge students might have of the word/topic.
Then for each discussed word have students write and then orally share a sentence for
each. You can choose to have students share their sentences with the class, in groups,
or in pairs.
Defining and sharing words and definitions Divide the class in half and provide each group with a list of five words. The word lists
should be different. With the help of a dictionary, have students define the words on
their list and compose a sentence for each. When students are finished, pair them with
a partner from the other half the class. Student pairs should now have two different
lists. Ask students to share their words with their partner and determine the
connection between the words on the two different lists.

Unit 1: Cultural Differences

Post Computer: Relationships 3
Activity Procedure
Playing a game with example sentences Prepare cards with one vocabulary word written on each card. There should be enough
cards for each student to have one. (You may need to include vocabulary words from
previous lessons.) Divide the class into two or three teams, and distribute one card to
each student. Call out the definition for one of the word cards. The student who has
the corresponding card stands up, and uses the word in a sentence. If he or she uses
the word correctly, his or her team earns a point. The team with the most points at the
end is the winner.
Giving a speech using vocabulary words Ask students to speak on the vocabulary topic for 1-2 minutes. Students receive one
point for each word from the vocabulary lesson that is included in an appropriate
context.
Grouping vocabulary words into categories Divide the class into pairs or groups of three and ask them to create at least three
categories for the vocabulary words from the lesson. Once students have created the
categories, ask them to reorganize their word lists according to those categories. Have
the students share their categories with the class. You may want to do the entire
process once as a class, demonstrating brainstorming techniques.
Having students quiz one another Divide the class into pairs and ask students to quiz each other on the definitions of the
words in a specific vocabulary component.

Unit 2: Overcoming Difficulties

Workbook
Pages
IFL Broadcast  Discussing connotations of the term “person with disabilities”

A radio review of the “Sports Hall of Fame Awards”  Reading a Jigsaw text to find out about appropriate and inappropriate
show. 17, 18
terms for talking about disability
 Doing a quiz on discussing disability
Mitch's Helping Hand (includes writing  Discussing attitudes toward people with disabilities
activity)  Listing and discussing different charities you know
An article describing “Helping Hands”, an  Presenting the case for a specific charity in a role-play 19, 20
organization devoted to helping people with
disabilities.
A Bit Deaf  Listing possible problems of people with disabilities

A man in a diner is asking the woman in the next  Designing specific projects with people with disabilities in mind
booth not to speak so loudly.  Discussing the title of the additional reading passage 20-24
 Answering global and close reading questions on an additional reading
text about a disabled sportswoman
More Common Errors: Prepositions After  Categorizing and proposing solutions for the practical and social
problems of people with hearing impairments
Verbs & Adjectives 25, 26
 Playing a board game to practice making formal and informal requests
Presentation and practice of common errors in
using prepositions after verbs and adjectives.  Reviewing and practicing prepositions after verbs and adjectives

Disabilities  Using context clues to define a word

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


Pre Computer: IFL Broadcast
Activity Procedure
Introducing the topic of the unit Tell students that the topic of the unit is Overcoming Difficulties. Ask:
In what way did the previous activity relate to the theme of overcoming difficulties?
Jigsaw activity: Reading and sharing information (Each situation dealt with a problem in the family that needed to be overcome.)
about the language used to describe disability Elicit other problems/difficulties that need to be overcome: physical disability, financial
problems, health problems, etc.
Handout 8: Talking about Disability
(a copy of one of the handouts for each member
of a group) Write person with disabilities on the board. Ask students to give you words or images
that come to mind. Do they have negative or positive connotations? Explain that as
Handout 9: Talking about Disability: Terms attitudes to people with disabilities have changed over the years, so has the language
(one for each student) we use to describe them. Divide the class into four groups and give each student in
group A a copy of Handout 8A, each student in group B a copy of Handout 8B, each
student in group C a copy of Handout 8C, and each student in group D a copy of
Handout 8D. Give every student a copy of Handout 9. Explain to students that they are
going to do a jigsaw reading. Each group has part of an article called Talking about
Disability. Read the first paragraph with the class as a whole and make sure they
understand it. Then have each group read their section and try to complete the
Appropriate and Inappropriate columns in Handout 9. Inform students that at this
stage, they won’t be able to answer all the questions because they do not have the
complete article. Once they have completed this task, have them form new groups so
that each group contains one student from each of the previous groups. Students
should then help each other complete the terms by pooling their knowledge.
Discuss with the class if their own language has a similar range of words and
expressions for this subject and ask them if they agree with the ideas expressed in the
article or if they think the writer of the article is being unrealistically idealistic.



Post Computer: IFL Broadcast
Activity Procedure

Where does the dialogue take place? (in a radio studio at a sports venue)
Workbook Appendix: Page 84 Who are they talking about? (Mike Wilson, a golfer who was paralyzed in an accident)
What is unusual about the person they are talking about? (He recovered from his
disability enough to get back into the game and win.)

a. 1. Mike received his award at the Golden Bowl in Las Vegas.
Workbook: Pages 17, 18 2. He was injured in a car accident.
3. His wife helped him get through the ordeal.
4. He will be competing in the U.S. Open.
5. He intends to donate his prize money to the Foundation for Disabled Sports.
b. 1. You’ve got to hand it to Wilson for overcoming his disability
2. Wilson’s coach tried to talk him out of returning to the game.
3. Who would have imagined Wilson making it back to the top?
4. He really went through an incredible ordeal!
5. To find the strength to put up a fight like that is pretty exceptional in the annals
of sport.
6. He certainly stands out as a model for anyone in his predicament.
7. Wilson spoke so movingly that the host was afraid to cut him off
c. Students check their answers in pairs and role-play their interviews.

Deciding on attitudes and sharing them Ask the class what they think was Mike Wilson’s biggest obstacle after his accident.
Elicit that it was probably dealing with people’s attitudes. Tell students they are going
Handout 10: Attitudes toward Disability to discuss some of the issues related to the unit topic. Divide the class into small
(one for each student) groups and give each student in the group a copy of Handout 10. Have them elect a
group secretary and spokesperson. Tell them to read and discuss the statements on
the handout and record the general opinion of the group. Give them time to read and
discuss the issues and then encourage them to share their ideas with the class.


Pre Computer: Mitch's Helping Hands
Activity Procedure
Introducing the topic of the computer lesson Before the lesson, cut up and photocopy the role cards from Handout 11. Brainstorm
ideas about different charities that help people with disabilities and write the
Handout 11: Looking for Sponsorship suggestions on the board. Divide the class into four groups and tell students that one
(one set for every four students) group consists of landlords who want to rent out a property to a charitable
organization. The other groups represent three charities: an orphanage, a shelter for
battered women and a rehabilitation center for substance abuse. Each of the charities
wants to rent the landlords’ property and they must present their case as effectively as
possible. The landlords’ task is to draw up an agreed set of criteria to help decide who
would make the best tenants. Give students in each group their role cards and allow
them time to plan their presentations. When students are ready, invite each group to
present their case to the landlords, who then decide who they will allow to rent their
property.
 to explain
 to describe
 to narrate
 to persuade


outline.
partner.
draft, they should send it to the teacher (via the English Discoveries platform) for a
final review.


Post Computer: Mitch's Helping Hand
Activity Procedure

Who is Helping Hands designed to help? (People with disabilities who encounter
Workbook Appendix: Pages 85 prejudice.)
Ask students if they have a similar organization where they live or if they think it would
be a good idea to establish one.
student writing or within a class journal. Students can also add images, photographs, or
drawings to their printed submissions before they are displayed.
Checking homework tasks in pairs and small Key:

groups a. The text is written in the style of a short story. It uses narrative tenses and focuses
on describing the characters and their feelings. A newspaper article would use
Workbook: Pages 19, 20 present or recent past tenses and much shorter, less descriptive sentences. An

academic essay would not include so much personal information and would be
written more objectively.
b. 1-d, 2-f, 3-e, 4-b, 5-a, 6-g, 7-h, 8-c
c. 1. helping hand 2. hearing-impaired 3. sign language 4. bright future
5. workplace discrimination 6. personal difficulties
d. 1. after 2. However 3. then 4. so 5. before 6. At first 7. but
Discussing ways of planning for the disabled Discuss with the students the fact that both Mitch and Mike from the computer
lessons found people’s attitudes toward their disabilities to be as big if not a bigger
Handout 12: Planning for the Disabled handicap than their physical disabilities. Tell students that they are now going to think
(one for each student) about ways to empower people with disabilities through good design. Divide the class
into small groups and give each student a copy of
Handout 12.
Explain that each group is going to work on a particular project that involves planning
for the needs of the disabled. Hand out the role cards and suggest that students
brainstorm the possible problems disabled people might encounter in each of the
situations described.
Suggest that they take into account a range of disabilities unless otherwise specified in
the description. Give the groups time to discuss and plan their design, and then have
them present their ideas to the class. Encourage other students to comment on their
ideas and invite constructive feedback.


Pre Computer: A Bit Deaf
Activity Procedure
Introducing the topic of the computer lesson Tell students that they are going to listen to a dialogue in which a man doesn’t realize
that another person is talking loudly so that his hearing impaired friend can hear him.
Introducing the Additional Reading text Tell students they are going to read about the life of a swimmer with a disability.
Explain that the title of the article is “A Life in the Day of… .” Explain that this is a
Workbook: Pages 22, 23 popular magazine feature that describes the daily life of celebrities and other people
who are of interest. Have them turn to the Additional Reading questions on page 22 of
their workbooks and answer the Global Reading questions individually. Encourage
them to share their answers with the class and justify them. Then have them do the
Close Reading questions in pairs. Review students’ answer in class and tell them to
read the text again at home and do the comprehension questions that follow.
Key:
Global Reading:
1. The title suggests that the text is about someone’s daily schedule. The usual
expression is “A Day in the Life of” – the title is therefore a play on words or pun
suggesting that in learning about a person’s daily schedule, you gain insight into
their life and personality in general.
2. Mainly informal
3. 24 hours
4. Mainly chronologically. Paragraphs 3 and 5 deal with flashbacks to past events.
Close Reading:
1. The dash is used to link two phrases, when the second phrase explains or expands
upon the first. Two more examples occur in paragraphs 2 and 3.
2. Paragraph 3 (after), Paragraph 5 (a year ago)

3. knuckle down, gear up, a tidal moment, a bummer, I went
Homework tasks Explain/Demonstrate workbook activities: Pages 20, 21



Post Computer: A Bit Deaf
Activity Procedure

What is the relationship between the speakers? (They are strangers.)
Workbook Appendix: Page 86 Where does the dialogue take place? (in a diner)
How does the second speaker respond to the first speaker’s request? (politely)
How does the first speaker feel at the end of the dialogue?
(embarrassed/uncomfortable)

a. 1-c, 2-e, 3-d, 4-b, 5-a
Workbook: Pages 20, 21 b. Formal – 1, 4 Informal – 2, 3 Rude – 5
c. Students review and then role-play their dialogues.

Workbook: Page 24 1. She is 15.
2. She lost a leg when she was three.
3. Anna feels relaxed and able in the water, but she used to be embarrassed to be seen
in a swimming costume.
4. She has a very busy schedule.
5. Her ability category has been raised from 5 to 7 so she will have to practice much
harder as she will be competing against swimmers who are more able.
6. She is optimistic and does not let her disability stop her being ambitious.
7. Students show the essays they have written to a partner and offer each other
feedback on how they could improve their written work. Give them time in class or
at home to correct their work. Then ask a few students to read their essays out to
the class. Take in students’ work for assessment.

Expanding on the topic of the computer lesson by Brainstorm with students possible problems that they think hearing impairments might
categorizing face and list their answers on the board. Encourage them to categorize their
suggestions into practical and social problems.
Possible Practical Problems: inability to hear telephones, doorbells, people shouting
warnings, difficulty learning new languages
Possible Social Problems: people thinking they aren’t paying attention, people thinking
they are stupid, people being annoyed because they are talking loudly or listening to
music very loudly, social isolation
Discuss with students how they think these problems can be overcome.
Practicing using formal, neutral and informal Before class, photocopy Handout 13 on to A3 paper. Tell students they are going to
requests play a board game to practice making formal and informal requests. Divide the class
into groups of four and give each group a copy of Handout 13. Each group also needs
Handout 13: Do You Mind? counters and dice. Students take turns throwing dice and moving around the board.
(one for each group of four students + counters, Each time a player lands on a square with a situation, he/she has to make an informal
dice)
or formal request, according to the nature of the situation described. Players can
challenge each other if they think the turn-taker has chosen the wrong level of
formality for the situation.
The first player to finish is the winner. Students can, however, keep playing until
everyone has finished. Once everyone has finished, ask the class if they now feel more
confident making requests in English.


Pre Computer: More Common Errors: Prepositions After Verbs & Adjectives
Activity Procedure
Introducing and practicing the Grammar point: Write on the board:

Prepositions after verbs and adjectives He insisted on being treated like everyone else.
She was anxious about not being accepted.
Ask students which preposition is used in the first sentence (on). Brainstorm with
students some common prepositions and list them on the board (to, at, in, of, etc.)
Then ask them to work in pairs and try to think of at least one adjective and one verb
that takes each of the prepositions on the board. Give them two minutes to complete
the task. At the end of two minutes, have them share their answers with the class.


Post Computer: More Common Errors: Prepositions After Verbs & Adjectives
Activity Procedure

What is the relationship between the speakers? (friends)
Where does the dialogue take place? (in a car)
Workbook Appendix: Page 97 What is the subject of their conversation? (a rock concert)

a. of, for, in, from, with, on, at, to
Workbook: Pages 25, 26 b. afraid of, aware of, bad at/for/to, certain of, clever at, different from, jealous of,
kind to, nice to/of, pleased with, proud of, rude to, talented at
c. Ask for two volunteers to act out the dialogue. 1-to, 2-to, 3-to, 4-at, 5-of, 6-with, 7-
for, 8-to, 9-of
d. Students show the paragraphs they have written to a partner and offer each other
feedback on how they could improve their work. Give them time in class or at home
to correct their work. Then ask a few students to read their essays out to the class.
Take in students’ work for assessment.


Pre Computer: Disabilities
Activity Procedure
or in pairs.

Unit 2: Business Careers

Post Computer: Disabilities
Activity Procedure
end is the winner.
context.

Unit 3: Business As Usual

Workbook
Pages
Business  Discussing the meaning of the unit title

Brendon leaves Gerald a voice-mail message  Listing the departments in a typical company
about a public relations strategy. 27-29
 Presenting yourself in a professional context
 Discussing the role of a public relations department
Request (includes writing activity)  Discussing the pros and cons of a job in PR
A letter to the public from the vice-president of  Rating the importance of different factors in job satisfaction
30, 31
Trotter, Inc., asking them to fill out questionnaires  Listing different kinds of market research
on their consumer habits.  Participating in a consumer spending survey and collating its results
Maybe I Can  Discussing advertising standards of different companies

An employer is insisting that an employee work  Role-playing an interview on advertising standards
over the weekend.  Understanding the phrase “office bullying” and discussing its relevance
31-33
in your culture
 Answering global and close reading questions in order to prepare for
reading a text about office bullying
Subjunctive Mood: After Verbs  Asking for and giving advice about office bullying
Presentation and practice of the subjunctive mood  Reviewing more uses of the subjunctive
after verbs.  Reviewing the differences between so and such 35, 36
More Common Errors: So vs. Such
Presentation and practice of common errors in the

use of so vs. such.
Business 3  Using context clues to define a word

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


Pre Computer: Business
Activity Procedure
Introducing the topic of the unit Write the title of the new unit, Business as Usual, on the board and ask students what
they understand by this phrase. Elicit that businesses use this expression to explain
that there is no change in their regular working schedule, e.g., Despite the power cut, it
was business as usual at the supermarket.
Practicing presenting yourself professionally Brainstorm with students the main departments in a company: sales, marketing, public
relations, human resources, finance, development, graphics, etc.
Handout 14: Present Yourself Professionally
(one for each student) Ask students what jobs they do. If they are not working, ask what their parents or
spouses do. Give students copies of Handout 14 and explain that they are going to
practice presenting themselves in a professional context. Read through the handout
with students, giving them examples of possible answers. Then tell them to complete
the handout and practice telling their partner about themselves. If students don’t have
a job, encourage them to write about an imaginary position that they would like to
have. Once students have practiced presenting themselves in pairs, encourage them to
present themselves in front of the class.
Discussing the topic of public relations If any of the students work in public relations, invite them to tell the class more about
their jobs. If not, ask students what kind of work they think the public relations
department does. Elicit that it is responsible for organizing campaigns to improve the
image of the company. Discuss with students possible PR campaigns that they may be
familiar with and ask them if they think these campaigns are good way to promote a
company or a waste of money.


Post Computer: Business
Activity Procedure
Reviewing the computer lesson Review the computer lesson by asking students:
How is the business referred to in the voice mail message planning to improve its
Workbook Appendix: Page 88 image? (by sending its clients fruit baskets at Christmas)
Do you think this is a good way to generate goodwill?

a. 1-d, 2-c, 3-e, 4-a, 5-b
Workbook: Pages 27-29 b. He uses a mixture of formal and informal to try and influence his colleague –
informal to sound friendly and win Gerald over, formal to try to impress upon him
the importance of the project.
c. 1. There is a hint that their relations with their clients are not too good.
2. He agrees with it and thinks that it will help generate goodwill between the
company and its clients.
3. Brendon appears to be very approving of his boss.
4. “claims”. The real reason no one has volunteered is because they can’t be
bothered and do not like the sound of the project.
5. They appear to be co-workers.
6. He flatters him by saying that Gerald is a “key figure” in public relations. He also
implies that the request that Gerald undertake the job comes from Mr. Davidson, his
boss, implying also that his boss respects his work and abilities. He also appeals to
his sense of company loyalty in a difficult time.
7. Accept any logical answers.
d. 1-a, 2-a, 3-a, 4-a, 5-a, 6-b
e. Students show the dialogues they have written to a partner and offer each other
feedback on how they could make them more realistic. Give students time in class or
at home to correct their work. Then ask a few students to perform their dialogues in

front of the class. Take in students’ work for assessment.
Sharing opinions on job satisfaction Ask students if they would like to work in public relations and encourage them to
justify why/why not. Divide the class into groups of four and give each student in the
Handout 15: Job Satisfaction Survey group a copy of Handout 15. Tell students they are going to discuss what gives a
(one for each student) person job satisfaction. Have them read the handout, complete it individually and then
try to reach a group consensus about the six most important factors that make people
happy at work. Appoint a group secretary and spokesperson for each group. Once
students have discussed the handout, invite them to share their opinions with the
class.


Pre Computer: Request
Activity Procedure
Introducing the topic of the computer lesson Remind students that another function of public relations/marketing departments is to
carry out market research so that companies can better understand the needs of their
customers. Ask students how this research is conducted (surveys, focus groups,
questionnaires). Ask them if they have ever participated in this kind of research and if
they enjoy answering questionnaires and surveys.
Discussing buying habits Divide the class into groups of four and give each student in the group a copy of
Handout 16. Tell them that they are going to participate in a survey on consumer
Handout 16: Consumer Buying Survey buying habits. They should answer the questions individually and then collate their
(one for each student) answers and present them in the form of a bar chart (one color bar for Yes answers, a
different color bar for No answers). Give students time to answer the survey items and
Presenting the results graphically collate their results as a group and then have each group present its results to the
class. Finally, collate the results of the entire class and write their results on the board
or have students represent the results graphically.
 to explain
 to describe
 to narrate
 to persuade

outline.
partner.
final review.


Post Computer: Request
Activity Procedure
Reviewing the computer lesson Ask the class if the letter they read would have persuaded them to complete Trotter
Inc.’s questionnaire.


a. 1. …you have been selected as one of 10,000 homeowners…
Workbook: Pages 30, 31 2. … and have our questionnaire back in the mail within ten days.
3. My intuition tells me that you’re the kind of person who sees things through and
doesn’t procrastinate.
4. Ultimately, no one benefits more from this information than you, the customer.
5. … you will take this opportunity to assert yourself and voice your opinion…
6. … along with a small gift to show our appreciation for your assistance.
b. They claim that the questionnaire will be analyzed by an independent consulting
firm.
c. and d. Accept all logical answers.
e. Students show the letters they have written to a partner and offer each other
feedback on punctuation, spelling and appropriateness of language. Give students
time in class or at home to correct their work. Take in students’ work for assessment
and return to them for final corrections. Exhibit the edited letters on a notice board.
Role-playing Ask students:

Do you think that companies sometimes go too far in exaggerating the qualities of their
Handout 17: Advertising Standards products?
(one copy for Student A and one for Student B) Do you think industries that produce make-up and health products tend to mislead the
public more than most?
Tell students that they are going to role-play an interview between a skin-care
manufacturer and a journalist. Divide the class into pairs and give one student the copy
labeled Student A and the other student the copy labeled Student B. Read through the ad
with the students and ask them if they think it is convincing. Then tell them to read
through the points that each of them should raise in their interview. Give them time to
prepare their roles, and then have them act out the interview. Finally, ask for volunteers to
perform their role-play in front of the class.


Pre Computer: Maybe I Can
Activity Procedure
Introducing the topic of the computer lesson Ask students how they would describe the tone of the reading text. Elicit from them
that its tone could be described as “bullying”. Ask them if they think that Brendon’s
approach to Gerald could also be described as bullying.
Write the phrase Office Bully on the board and ask students if they have heard of the
phenomenon of people using their strength or power to intimidate co-workers. Explain
that bullying was once thought to go on only among schoolchildren, but is now also
considered to be a problem at work. Discuss with students whether office bullying is
something that is common in their country.
Introducing the Additional Reading section Have students open their workbooks to page 33. Elicit from the students what an office
nightmare could be. Elicit that the article is about the phenomenon of bullying in the
Workbook: Pages 32, 33 workplace.
Go through the Global Reading questions with the class. Refer students to the Close
Reading questions and ask them to read the first two sentences of the second
paragraph and work out what the discourse marker therefore refers to. Ask them if
they can find a similar discourse marker for expressing result in paragraph 5.
Ask them to find sentences in the text that begin with if and ask them why this
structure is used. Elicit that it is used to introduce advice. Tell them to read the text
again at home and do the Comprehension Questions that follow for homework.
Key:
Global Reading:
1. Some kind of bad problems at work.
2. Bullying in the workplace.

3. To offer advice on what to do if you are bullied by a colleague or superior at work.
Close Reading:
1. Those that bully do so because of personal problems of their own that they have yet
to resolve.
2. hence
3. advice


Unit 3: Business as Usual

Post Computer: Maybe I Can
Activity Procedure
Reviewing the computer lesson Ask students if they would describe the boss in the computer lesson as an office bully.
Encourage them to justify their answers.
Workbook Appendix: Page 98

a. 1. Employee and boss.
2. He wants him to work on the weekend.
Workbook: Pages 31, 32 3. He’s going away for the weekend.
4. He suggests asking Hans to work instead of him.
5. He realizes he will be fired if he doesn’t agree.
b. Request: Would you mind working this weekend. Refusal: I ‘m sorry but there’s no
way I can make it. Agreement: Maybe I can manage after all.
c. Students check each other’s dialogues in pairs and then role-play them.
Workbook: Page 34 Additional Reading Comprehension Questions:

1. The author’s three humorous suggestions are: Push the bully out of an 11th-floor
window; hide in the restroom; join the witness protection agency and hide in some
remote part of the world.
2. Big, gorilla type; big slug; on the prowl (like a predator).


Pre Computer: Subjunctive Mood: After Verbs, More Common Errors: So vs.
Such
Activity Procedure
Introducing the subjunctive mood after verbs Write the sentence on the board: I really must insist that you come in. Ask students if
they can identify the form used in the sentence. Elicit that it is the subjunctive mood.
Brainstorm other verbs that they know which take the subjunctive, such as: demand,
recommend, suggest, advise, agree, propose.
Expanding on the computer lesson and practicing the Tell students that they are now going to do a role-play about office bullying. Divide the
grammar point class into pairs and give a copy of the handout to Student A and a copy to Student B.
Explain that each of the students must imagine that they are being bullied at work and
Handout 18: Office Bully ask their partner for advice. Then tell them to read through the points that each of
(one copy of for Student A and one copy for Student them should bear in mind during their role-play. Encourage them to use the
B) subjunctive mood when they give each other advice. Give them time to prepare their
roles, and then have them act out their parts. Finally, ask the class what advice they
would offer in each of the cases outlined in the role-play.
Introducing the differences between so and such Write on the board:

He’s such a bully; his behavior is so aggressive!
Elicit that there is no difference in meaning between so and such, simply a difference in
use. Elicit from students that we use so before adjectives and adverbs and such before
nouns, even if they are preceded by an adjective. Go round the class and ask each
student to give you a sentence using both structures.


Post Computer: Subjunctive Mood: After Verbs, More Common Errors: So vs.
Such
Activity Procedure

Who is speaking in each of the animations? (two coworkers, two female friends)
Workbook Appendix: Page 90 Where are the speakers in each of the animations? (an office, an outdoor café)

a. 1-h, 2-d, 3-a, 4-g, 5-b, 6-c, 7-e, 8-f
Workbook: Pages 35, 36 b. a
c. 1. It’s so interesting/amazing/simple
2. such a good book/makes such good sense
3. such a success
d. Students check each other’s dialogues and then role-play them.
e. Students show the marketing copy they have written to a partner and offer each
other feedback on how to make it more effective. Have them turn what they have
written into an advertisement or leaflet. Give them time in class or at home to edit
their work, and encourage them to illustrate it graphically. Take in students’ work
for assessment and return to them for final corrections. Exhibit the edited copy on a
notice board.


Pre Computer: Business 3
Activity Procedure
or in pairs.


Post Computer: Business 3
Activity Procedure
end is the winner.
context.

Unit 4: The Great Outdoors

Workbook
Pages
Canada (includes writing activity)  Predicting content of the unit

A video clip of a travelogue about Canada.  Listing countries noted for their natural beauty
 Discussing what you know and don’t know about Canada 37,38
 Analyzing the travelogue genre
 Describing a foreign country
A Nature-Lover's Vacation (includes writing  Talking about holiday preferences

activity)  Participating in a questionnaire to find out if you enjoy outdoor activities
An article about vacationing in America’s national  Discussing whether you are a nature lover 38,39
parks, where people can go fishing, hiking and  Considering the pros and cons of an outdoor holiday
biking along the scenic paths.
I Miss California  Planning how you would survive in the desert

A female teacher is complaining about the  Discussing the effect of climate on mood 39,40
weather to a colleague.  Listing phrases to show frustration and using them in a short role-play
More Common Errors: Parallel Structures  Preparing a role-play based on the speaking section
Presentation and practice of common errors in the  Reviewing and using parallel structures to talk about the great outdoors
41-43
use of parallel structures.  Answering global and close reading questions about a reading text on
eco-tourism

Travel 3  Using context clues to define a word

Presentation and practice of vocabulary  Creating word maps
associated with the topic of travel.  Writing and sharing sentences with vocabulary words


Pre Computer: Canada
Activity Procedure
Introducing the topic of the computer lesson Write the title of the unit The Great Outdoors on the board. Ask students what they
think the unit will be about. Elicit that it will be about vacations involving nature and
Workbook: Page 37 outdoor activities. Ask them if they have ever been on such a vacation and if they enjoy
activities such as camping and hiking. Encourage them to share their experiences.
Handout 19: Canada Here We Come!
(one for each student) Brainstorm with students which countries are noted for their natural beauty. List the
countries on the board and elicit that Canada is a country particularly noted for its
beautiful scenery and outdoor attractions. Tell students that they are going to find out
how much they and their classmates know about Canada. Divide the class into small
groups and give each student in the group a copy of Handout 19. Have students
complete the handout, listing what they know and what they would like to know about
Canada. Give them time to complete the handout and then have each group share its
ideas with the rest of the class.
Analyzing the genre of a travelogue Tell students they are going to watch a video travelogue about Canada. Ask them if
they know what a travelogue is. Elicit that it is a talk or film about travel or a particular
person’s travels. Elicit the kind of information they would expect to find in a travelogue
about Canada and write their answers on the board (people, natural attractions, cities,
culture, etc.). Have students work in pairs to write a short description of a country,
including information from the categories on the board, but not mentioning the name
of the country in their description. Each pair then reads out their description and the
other students have to guess which country is being described.
 to explain

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

final review.


Post Computer: Canada
Activity Procedure
Reviewing the computer lesson Ask students if the travelogue of Canada confirmed what they knew about the country
and if they learned anything new. Ask them who they think made this particular
Workbook Appendix: Page 92 travelogue and if they think it was slanted in any way. Elicit that it seems to have been
made by the Canadian Tourist Authority and is intended to present a very positive
picture of the country.

a. 1. Any title that implies Canada’s diversity.
Workbook: Pages 37, 38
2. Landscape, people, cities
3. The last sentence includes the phrase “we Canadians”.

4. Protecting Canada’s environment

b. Students show the travelogue they have written to a partner and offer each other
feedback on how to make it more effective. If they have access to a recording
device, they can record their travelogues. Give them time in class or at home to
edit their work and encourage them to illustrate it graphically. Take in students’
work for assessment and return it to them for final corrections. Exhibit the edited
travelogues on a bulletin board.
Discussing holiday preferences Ask students if they would like to go on vacation to Canada and encourage them to
justify their answers. Then divide the class into pairs and give each student a copy of
Handout 20: My Kind of Vacation
(one for each student) Handout 20. Explain to students that they should read about the different kinds of
vacations listed in the handout and decide which they would like to go on. They should
also add a destination not listed on the handout which they would like to go to. Once
students have completed the handout, they should compare answers with their
partner. Give them time to complete and discuss their answers, then have them report
back to the class what they have learned about their partner’s holiday preferences.


Pre Computer: A Nature-Lover's Vacation
Activity Procedure
Asking and answering questions about outdoor Tell students they are going to find out some more about their fellow students’ leisure
pursuits interests by completing a questionnaire about outdoor pursuits. Give each student a
copy of Handout 21. Have students get up and walk around the class, asking each
Handout 21: Are You an Outdoor Type? other the questions on the handout. They should try to find at least one person who
(one for each student) can answer “yes” to each of the questions.
Set a time limit of 10 minutes for the activity, or stop when the first student completes
the handout. (You can introduce an element of competition and tell students that the
first person to complete the handout is the winner.) Encourage them to share what
they have learned about each other and take a class survey of some of the statements.
Discussing the advantages and disadvantages Ask the students:

of outdoor vacations Are you a nature lover?
Encourage them to explain their answers. Tell students that they are going to read
about holidays for nature lovers. Tell them to work in pairs and list the advantages and
disadvantages of an outdoor vacation. Once students have had time to make their lists,
encourage them to share their ideas with the class and write their ideas on the board.
Possible advantages: fresh air, beautiful scenery, healthy exercise, chance to see
wildlife
Possible disadvantages: bad weather, wild animals, uncomfortable sleeping
arrangements
 to explain

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

final review.


Post Computer: A Nature-Lover's Vacation
Activity Procedure
Reviewing the computer lesson Review the computer lesson by asking the class if they agree with the advantages and
disadvantages of outdoor vacations mentioned in the text.
Workbook Appendix: Pages 92, 93


a. 1. fresh air 2. luxury hotel 3. national park 4. guided nature walks 5. winding trail
Workbook: Pages 38, 39 6. scenic path 7. chilly night 8. unwelcome visit 9. cold stream 10. tropical drinks
b. Students show the marketing copy they have written to a partner and offer each
other feedback on how to make it more effective. Give them time in class or at
home to edit their work and then ask for volunteers to read their work out to the
class. Take in students’ work for assessment and return it to them for final
corrections. Students can then use the edited copy to create a travel brochure with
pictures and graphics.
Making decisions and discussing them Tell the class they are going to see how well they would cope in the great outdoors.
Divide students into groups of four and give each student in the group a copy of
Handout 22: Survive! Part A/Did You Survive? Part B Handout 22, Part A. Explain that they should imagine that their plane has just crashed
(one for each student) in the desert. They should first decide whether to stay and wait to be rescued or go off
in search of help. Then they should look at the items on their list and decide as a group
which would be the most important to have. Give students time to discuss their ideas.
Then encourage the groups to share their answers with the rest of the class. Finally,
give them a copy of Handout 22, Part B and tell them to check their answers against
the recommendations of a survival expert. When students have checked their
answers, discuss with the class if they are surprised by the recommendations and if
they agree with them or not.


Pre Computer: I Miss California
Activity Procedure
Introducing the topic of the computer lesson Ask students:

What climate do you prefer: extreme heat or extreme cold?
Ask if anyone has ever experienced living in a country with a very different climate
than his or her own. Encourage students to share their experiences. If no one has
traveled much, ask if they think that climate can have strong effect on mood and that
climate difference can be a factor in feeling homesick.
Expressing frustration Tell students to imagine they are on vacation and the weather is uncomfortably hot or
cold. Brainstorm with students different phrases they could use to express their
frustration and write them on the board, e.g.:
I can’t stand it!
This is awful!
I’ve had it!
This is too much!
Have students use this phrase as the basis of a short role-play in which they are
tourists on holiday in bad weather. Give them time to prepare and practice their parts
and then ask for volunteers to perform in front of the class.


Post Computer: I Miss California
Activity Procedure
What does Miss Wu miss about California? (the warm climate)
Workbook Appendix: Page 93 What phrases does she use to express her frustration? (“This is awful. I’ve had it with
this weather.”)

a. 1. She is a teacher.
Workbook: Pages 39, 40 2. The children in the school are affected because they are always home sick.
3. A colleague
4. The climate
5. The previous year the heating wasn’t working properly.
b. Students role-play the dialogue.
c. Divide the class into pairs and tell them to choose one of the cartoons from their
workbooks. Have them prepare and write a short role-play based on the cartoon.
Give them time to prepare and practice their role-plays, then ask for volunteers to
perform in front of the class. Ask students if they have ever been in a situation
similar to the ones in the cartoon. Encourage them to share their experiences.


Pre Computer: More Common Errors: Parallel Structures
Activity Procedure
Reviewing parallel structures Write on the board a sentence that uses a parallel structure, e.g., I like hiking, camping
and fishing. Ask the class why it is not acceptable to say: I like hiking, camping and to
fish.
Elicit that when several sub-phrases or clauses in a sentences are governed by the
same verb, they should all take the same form. Tell the class that failure to observe
this rule can lead to grammatical error.
Divide the class into pairs and tell them to write at least three sentences using
different parallel structures on the subject of the great outdoors. When the two
minutes is up, have students share their answers with the class.
Additional Reading Tell students to open their workbooks to the Additional Reading text. Tell them that
they are going to read a text on eco-tourism. Ask them if they have ever heard the
Workbook: Pages 42, 43 term before. If nobody is familiar with the term, ask students to try to guess the
meaning by trying to work out what the prefix eco- means. Have them read the first
and last paragraphs to confirm their guess. Elicit that eco is short for ecology and
therefore, eco-tourism must be tourism that is good for the ecology. (Global Reading)
Write the idiom, “a wolf in sheep’s clothing”, on the board and ask students what they
think it means. Elicit that a wolf in sheep’s clothing is someone with bad intentions
who disguises those intentions by pretending to be much more harmless than he/she
really is.
Ask students what the title of the additional reading text suggests about the writer’s
attitude toward eco-tourism. Elicit that he seems to be critical of it and probably thinks
it is fraudulent.

Have students answer the Close Reading questions; tell them that the text contains a
number of different discourse markers that help the reader understand the writer’s
ideas. Have them complete the table in the workbook in pairs and report back to the
class.
List the different markers on the board and discuss their meanings with the class.
FUNCTION DISCOURSE MARKERS
Contrast = however
rephrasing = in other words
effect = consequently
adding information = in addition
drawing a conclusion = in sum
Tell students that this text is also interesting because the writer makes use of a
number of parallel structures. Have the class find and underline four examples of
parallel structures. Ask students how these structures contribute to the text. Elicit that
parallel structures help emphasize and balance the writer’s words. Draw their
attention to the use of quotation marks for the words “eco-façade” and “greening”.
Discuss the meaning of these words and the effect quotation marks have on the
reader. Elicit that the writer uses quotation marks in order to be ironic. Ask students to
find two more similar examples in the text. Tell them to read the text again at home
and do the comprehension questions that follow.
Key:
Global Reading
1. Eco-tourism involves responsible travel to natural areas with the aim of conserving
the environment, improving the welfare of local people, and generating greater
awareness of local concerns.
2. It suggests that he does not approve of eco-tourism.
Close Reading
1. See above.
2. lines:3-5, 12-13, 21-22, 27-28. The writer uses parallel structures to make his writing
more emphatic.
3. untouched, off the beaten track, exotic, virgin. The author places words in quotation

marks to indicate that he is suspicious of them.
Homework tasks Explain/Demonstrate workbook activities - Page 41



Post Computer: More Common Errors: Parallel Structures
Activity Procedure
Reviewing the computer lesson Review the content of the computer lesson by asking students:
What is the relationship between the two people in the dialogue? (They are friends.)
Workbook Appendix: Page 93 What are they discussing? (what they do in their spare time)
Ask students to discuss with a partner what they do in their own spare time. Have
them tell the class what they have found out about their partner. Try to elicit parallel
structures from students, e.g., Juan enjoys walking, swimming and cooking. Maria likes
to dance, travel and study English.

a.1-a, 2-a, 3-a, 4-b, 5-b
Additional Reading Comprehension Questions
Workbook: Page 44 1. Eco-tourism involves responsible travel to natural areas with the aim of conserving
the environment, improving the welfare of the local people, and generating greater
awareness of local concerns.
2. No, the author does not consider eco-tourism to be environmentally friendly.
3. Eco-tourism often damages the environment instead of protecting it, it damages
local economies, and it demeans local culture.
4. Students show the paragraphs they have written to a partner to see if they agree
with each other’s views. Encourage them to give each other feedback on how to
make their arguments more effective. Give them time in class or at home to edit
their work and then ask for volunteers to read their work out to the class. Take in
students’ work for assessment and return it to them for final corrections.


Pre Computer: Travel 3
Activity Procedure
or in pairs.


Post Computer: Travel 3
Activity Procedure
end is the winner.
context.

Unit 5: Exceptional Women

Workbook
Pages
Career Plans (includes writing activity)  Using parallel structures to talk about leisure activities
A video clip where a father and his adult daughter  Discussing what makes a woman exceptional
discuss her career plans and how they are  Doing a quiz to find out what you know about exceptional women from 45-47
different than what he expected. history
 Understanding the phrase, put someone on a pedestal
Mystery Girl (includes writing activity)  Exploring the phenomenon of cartoon superheroes
A story in which Mike, a detective, asks his friend  Creating a superhero
Dana for help.  Discussing which superhero best relates to your culture 48-50
 Answering global and close reading questions on an additional reading
text called: The Myth of Superwoman
You're So Aggressive!  Discussing aggression in your culture

A man and a woman are complaining about each  Taking a questionnaire to see how aggressive you are
other’s personalities. 51, 52
 Listing what makes you angry
Negation: Review  Using negation to talk about the role of women

Review of structures to express negation: negation  Discussing controversial statements about women 53, 54
of nouns and verbs, negative pronouns, objects of  Analyzing the role of women in your society
negative verbs.

Crime 4  Using context clues to define a word

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


Pre Computer: Career Plans
Activity Procedure
Introducing the topic of the unit Tell the students that they are going to explore the topic of Exceptional Women. Ask:
What makes a person “exceptional” in your society?
Brainstorm the qualities they would expect in an exceptional person (brave, forthright,
fearless, resourceful, etc.).
Ask students to think of an exceptional woman that they know – it can be someone
from history, a present-day celebrity or someone they know personally such as their
mother or sister. Ask them to discuss in pairs the reasons for their choice and what
makes that particular woman exceptional.
Establishing background knowledge of the topic Divide the class into pairs and give one student the copy labeled Student A and the
other student the copy labeled Student B. Explain that they are going to place bets on
Handout 23: Exceptional Women Quiz a series of questions about exceptional women and on the basis of their answers, win
(one for Student A and one for Student B) or lose the bet. The winner is the one who answers the most questions correctly.
 to explain
 to describe
 to narrate
 to persuade

outline.
partner.
final review.


Post Computer: Career Plans
Activity Procedure
Where does the video take place? (in an apartment)
Workbook Appendix: Page 96 What is the relationship between the speakers? (father and daughter)
What is the problem? (The father is worried about his daughter’s career plans)
What is your impression of the daughter? Would you say that she is exceptional?

a. Emily: determined, idealistic, proud, selfless
Workbook: Pages 45-47 Father: egoistic, pragmatic, stubborn, concerned
b. Students show the paragraphs they have written to a partner to see if they agree

with each other’s views. Ask for volunteers to read their work out to the class and
initiate a short discussion on the characters of Emily and her father.
c. 1. He thinks she’s making a mistake.
2. She thinks that Emily should do what she believes is right.
3. He should be proud that he has raised a daughter who wants to help society.
4. His attitude is accepting.
d. Students show the scenes they have written to a partner and compare what they
have written. Encourage them to give each other feedback how to make their
scenes more dramatic. Give students time in class or at home to edit their work and
then ask for volunteers to read their work out to the class. Students can also choose
to act out the scenes they have written. Take in students’ work for assessment and
return it to them for final corrections.


Pre Computer: Mystery Girl
Activity Procedure
Introducing the topic of the computer lesson Tell students they are going to explore the phenomenon of cartoon superheroes. Elicit
some of the class’ favorites and why they like them. Ask:
What is the attraction of superheroes like Spiderman?
Handout 24: Create a Superhero What purpose do they fulfill in our imagination?
(one for each pair)
Divide the class into pairs and give each pair one copy of Handout 24. Tell students
they are going to create their own superhero. Read through the handout with them
and use one of the examples they gave to elicit information about each section, e.g.
Spiderman wears a red outfit that looks like a web and wears a mask to retain his
anonymity. In his private life, he is a shy photojournalist. Give students time to create
their superhero, and then have them share their creation with the class. Take a class
vote on which superhero would best relate to the needs of their culture.
Additional Reading Tell the students that they are going to read an article called The Myth of Superwoman.
Have students answer the Global Reading questions in pairs and then share their
Workbook: Pages 48-50 answers with the class. Then have students answer the Close Reading questions
individually and share their answers with the class. The students will read the entire
text and do the Comprehension Questions on page 51 for homework.
Key:
Global Reading:
2. The writer is probably a woman because she says: “We wonder exactly where we fell
short.” (line 6).
3. The writer has in mind women who feel frustrated because they cannot live up to
the Superwoman myth.

Close Reading
1. “It” refers to the exact moment when women failed the test of being a
“Superwoman”.
2. “This” refers to the author’s reference to women “feeling guilty” for not achieving
what is expected of them.
3. The writer repeatedly asks when the Superwoman myth began. The repetition
underlines the author’s sarcastic attempt to show how impossible the very notion of
“Superwoman” is for any hard-working person to achieve.
4. “It’s time to…”
5. 1-d, 2-e, 3-f, 4-b, 5-a, 6-c
 to explain
 to describe
 to narrate
 to persuade
outline.

partner.
final review.



Post Computer: Mystery Girl
Activity Procedure

Who is Mystery Girl? (a superwoman in the Wonder Woman mold)
Workbook Appendix: Pages 96, 97 What special powers does she have? (She can fly.)
What is the relationship between Mystery Girl and her guest? (He is a police detective
who needs her help to catch a dangerous escaped convict.)


a. Skin: clear, dark, light, pale
Workbook: Page 48 Eyes: clear, dark, deep-set, piercing, protruding
Nose: protruding, straight, pert
Hair: blond, curly, dark, dyed, glossy, light, messy, straight, wavy
Lips: full, glossy, sensuous
b. Students compare the descriptions they have written with a partner. Encourage them to give each
other constructive criticism on word order and punctuation. Give them time in class or at home to
edit their work and then ask for volunteers to read their descriptions out to the class. Take in
students’ work for assessment and return it to them for final corrections.

Workbook: Page 51 1. The Superwoman myth is the idea that women can be loving wives, wonderful mothers and career
women all at the same time and manage such conflicting roles with no effort whatsoever.
2. It is a myth because it has no basis in reality and is impossible to achieve.
3. People buy into the myth because it is promoted by the mass media.
4. To be aware that the myth is impossible to achieve and even people who appear to achieve it are
as fallible and human as we ourselves.


Pre Computer: You're So Aggressive!
Activity Procedure
Introducing the topic of the computer lesson Ask:

In light of what we have been discussing in the previous lessons, do you think that in
Handout 25: How Aggressive Are You? many cases where a man might be described as assertive, a woman is often considered
(one for each student) aggressive?
Ask student what they would do if they were waiting in line and someone pushed in
front of them. Elicit other students' response to this situation. Tell them they are going
to interview each other to determine how aggressive/assertive they are in certain
situations. Divide the class into pairs and give each student a copy of Handout 25. Give
students time to interview each other. Then have them share their answers with the
class and try to determine if there is any one situation where aggression levels are high
across the whole class. Ask students to reflect on what this says about their culture.
Ask:
Are we an aggressive society?
Where is that aggression seen the most?
Listing and sharing ideas Write on the board a quote from the computer lesson:
When you’re too nice people don’t respect you.
Ask students to spend two minutes discussing this statement. Take a class poll to see
whether the majority of students agree or disagree.


Post Computer: You're So Aggressive!
Activity Procedure
Reviewing the computer lesson Review the computer lesson dialogue by asking the questions you asked in the
previous lesson:
Workbook Appendix: Page 97 What is most probably the relationship between the two people in the dialogue?
(married couple or boy/girlfriend)

a. 1. Accept all logical answers.
Workbook: Pages 51, 52 2. It makes people respect you.
b. Complaint: Sometimes you're so aggressive.
Disagreement: I'm not aggressive. You're just passive.
Agreement: That's true.
d. Students practice their dialogues.


Pre Computer: Negation: Review
Activity Procedure
Bridging the computer lessons Write the first statement on the board:
A woman’s place is in the home.
Ask students whether they agree or disagree with this statement and why.
Tell students that they are going to be reviewing negation. Ask students for ways of
making the statement “A woman’s place is in the home” negative, e.g.:
A woman’s place is not in the home.
A woman’s place is never in the home.
A woman’s place is not at all in the home.
A woman’s place is seldom/hardly ever in the home.
Discuss with the class how negative sentences can also be inverted for emphasis e.g.:
Seldom is a woman’s place in the home.
Discussing and sharing opinions Divide the class into small groups and give each student a copy of Handout 26. Have
students discuss the controversial issues in their groups and then mark what the
Handout 26: Controversial Issues general opinion of their group is. Have them elect a group spokesperson and secretary
(one for each student) and once they have discussed and marked their opinions, encourage them to share
their answers with the class.
Reviewing negation in English Have students read through the statements from Handout 26 again and mark the
different examples of negation that they can find. Ask them to give you alternative
examples using the structures from the handout.


Post Computer: Negation: Review
Activity Procedure
What is the setting for the animation? (a boy’s football team before a match)
Workbook Appendix: Page 98 Who is talking and what is his reason for talking? (The coach is talking to the team to
try and motivate them before the match.)

a. 1-b, 2-b, 3-b, 4-a, 5-b
Workbook: Pages 53, 54 b. 1. at all 2. neither 3. nor 4. ever 5. never 6. anyone 7. neither 8. nor
9. someone 10. never 11. no one 12. anyone
c. Students compare the dialogues they have written with a partner. Encourage them
to give each other constructive criticism on grammar and punctuation. Give them
time in class or at home to edit their work and then ask for volunteers to perform
their dialogues in front of the class.


Pre Computer: Crime 4
Activity Procedure
or in pairs.


Post Computer: Crime 4
Activity Procedure
end is the winner.
context.

Unit 6: Truth and Lies

Workbook
Pages
News  Predicting the content of the unit

A radio news review of a president’s speech  Doing a brainteaser on the topic of telling the truth 55, 56
announcing his decision to retire at the end of his  Discussing the image of politicians and politics
term of office.
Violations May Damage Treaty (includes  Writing false dictionary definitions to play in a word game
writing activity)  Discussing the nature of business scandals and what causes them
An article about five customs officials who have 56, 57
been charged with bribery in connection with the
exportation of microfilm products to Tarzania.
My Friend  Role playing the continuation of a dialogue

58
Two students are having a disagreement  Discussing the nature of friendship in relation to telling the truth
Subjunctive Mood: After Adjectives  Reviewing the subjunctive for speculation

Presentation and practice of the subjunctive mood  Playing a game that explores business ethics and practices using the
after adjectives. subjunctive for speculation
 Answering global and close pre-reading questions in order to prepare for 59-61
an Additional Reading text about lying
 Arguing the pros and cons of learning to drive with a professional or
amateur teacher

Corruption  Using context clues to define a word

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


Pre Computer: News
Activity Procedure
Leading into the computer lesson Write the title of the unit, Truth and Lies, on the board and elicit the possible topics the
unit might touch on: truth and lies in politics, business and friendships. Ask:
Workbook: Page 55 What do you think of politicians?
Do they generally tell the truth?
What is the general view of politicians in our country?
Do they have a positive or negative image?
Can you explain the reason(s) for this?
Which politician(s) do you admire?
Which of our politicians is the best public speaker?
Solving a puzzle Tell students they are going to do a brainteaser or puzzle connected to the unit topic.
Divide the class into groups of four and give each student in the group a copy of
Handout 27: Two Tribes Handout 27. Have them read the handout and complete it individually and then share
(one for each student) their answers as a group. Appoint a group secretary and spokesperson for each group.
Once students have discussed and answered the handout, invite them to share their
answers with the class. Then have students turn their handouts upside down and read
the solution to the puzzle. Ask students if they found the brainteaser easy or difficult
and if it reminds them of any similar puzzles or tests they have taken in the past.


Post Computer: News
Activity Procedure
Who is the radio broadcast about? (President Stirling)
Workbook Appendix: Page 100 What is the main reason for the broadcast? (to announce the president’s retirement
from politics)

a. 1. Opinion 2. Fact 3. Fact 4. Fact 5. Opinion 6. Opinion 7. Fact
Workbook: Pages 55, 56 b. 1. Stirling mentions “the events of the past century”.
2. Yes. He says that “we must recall the mistakes we have made so that we don’t
repeat them”.
3. Not to lose sight of basic values; to recall our mistakes and not repeat them; and
to pass on all that we have learned to our children.


Pre Computer: Violations May Damage Treaty
Activity Procedure

Have there been any famous scandals involving business in our country?
What was the nature of the scandal?
What are the usual reasons for companies breaking the law?
What do you think should be done to companies that break internationally accepted
trade agreements and regulations?
Activating the vocabulary of the computer lesson Explain to students that they are going to play a version of the popular radio game,
Call My Bluff. Elicit from students what this could mean (to attempt to deceive
Handout 28: Call My Bluff someone). Divide the class into four groups and give each group one of the pages of
(one for each student) the handouts. Explain that the handout has the correct definition and place to write
two incorrect definitions. Their task is now to write two incorrect definitions of the
same word in a dictionary style using the real definition as a model. Once the groups
have prepared their incorrect definitions, tell them to practice on their fellow group
members so that they can deliver these definitions with confidence. This is vital to
their success. When all the teams are ready, act as the quiz host and ask each group in
turn to read out each of their three definitions to the other teams, one of which is
correct and two of which are wrong. If the opposing teams guess the right definition
correctly, they get a point. If they guess a wrong definition, the challenging team gets
a point. The winning team is the one with the most points.
 to explain
 to describe

 to narrate
 to persuade
Depending on the language level of your students, you may decide to provide
sentence starters to support their completion of the writing task.
outline.
partner.
After students have updated their drafts according to the peer review, have them
type and submit their writing on the computer.

final review.


Post Computer: Violations May Damage Treaty
Activity Procedure

Where would you expect to read a story like this? (in a newspaper)
Workbook Appendix: Page 101 What is the violation about? (Coltech bribing customs officials)
Which countries are involved? (Tarzania and Canada)
Which treaty is in danger of being damaged? (No treaty is mentioned, only that the
scandal might damage business relations between the two countries.)

a. 2
Workbook: Pages 56, 57 b. Accept all logical answers.

c. 1-d, 2-e, 3-b, 4-c, 5-a

d. 1. step down 2. pending 3. comply with 4. deficit 5. fabricated
Simulating a preliminary hearing to a court case Before class, photocopy and cut up Handout 29. Tell students that they are now going
to do a role play based on the Coltech scandal. Divide the class into groups of five and
Handout 29: The Coltech Scandal-The Story give each group a set of the five role cards. Tell the students to divide the roles
Continues. between them and then individually prepare what they are going to say based on the
(one set of role cards for each group of 5) notes on the role card. After they have prepared their roles, tell them that they are
going to take part in an enquiry into the scandal. The presiding judge will then begin
the role play. Stop the role-play when the judge is ready to reach a verdict on whether
or not the scandal should go to court. Then ask all the judges to deliver their rulings to
the class explaining their reasons.


Pre Computer: My Friend
Activity Procedure

What is the nature of true friendship?
What do you expect from a true friend?
Would you ever lie to preserve a valuable friendship or withhold the truth for fear of
damaging the friendship?
Have students complete the sentence: A true friend is…


Post Computer: My Friend
Activity Procedure
Reviewing the computer lesson Review the computer lesson by asking the questions from the previous lesson:
Where does the dialogue take place? (in a classroom or lecture hall)
Workbook Appendix: Page 102 What is the relationship between the two people in the conversation? (friends)
Why is one of them so upset? (Their teacher or lecturer has given them too much
homework.)
What makes him more upset after talking to the other person in the dialogue? (He gets
no sympathy from his friend)

a. 1. It takes place at school.
Workbook: Pages 58 2. She is complaining about the amount of homework she has been given.
3. No, he isn’t.
b. 1-U, 2-C, 3-U, 4-C, 5-S, 6-U, 7-S, 8-C, 9-U
c. Students exchange dialogues with a partner and role-play them.


Pre Computer: Subjunctive Mood: After Adjectives
Activity Procedure
Reviewing the subjunctive for speculation Write on the board the sentence:
If I were in this situation, I would tell the truth.
Elicit that it is in the subjunctive mood and that it is used to indicate that the speaker is
speculating on an “unreal” or hypothetical situation.
Expanding on the computer lesson and practicing the Photocopy the three pages of Handout 30 and cut them up into cards before class. Tell
subjunctive students that they are now going to practice the subjunctive by exploring the issue of
scruples in business. Elicit the meaning of the word scruples (ethical or moral principles
Handout 30: Business Scruples that govern a person's thoughts and actions). Divide the class into groups and give
(one set of 27 cards for each group) each group a set of cards. Demonstrate the game by taking a role card and asking one
of the students what they would do in the given situation. Be sure that they use the
subjunctive in their reply, e.g. If I were in this situation, I would…. Explain that students
take turns turning over a card and speculating what they would do in the situation
written on the card. The other students then discuss the matter and give their
opinions.
Additional Reading Tell the students that they are going to read an article called “Are You Economical with
the Truth?” in the Additional Reading section. Elicit that to be economical with the
Workbook: Pages 59-61 truth is a euphemism (nice way of saying something) for lying. Refer them to the Global
Reading questions and ask them to read the first and last paragraphs of the text on
page 61 and guess what they think the text might be about. Tell them to skim the text
and decide if the “tone” of the writing is any indication of how seriously the writer
treats the subject. Refer students to the Close Reading questions, ask them to find the
word particularly in the second paragraph and decide what function it plays in the
sentence. Elicit that it is used to stress how important it is for the compulsive liar to
seek professional help. Ask students to read paragraph five and find the sentence that

begins with In fact…. Elicit that it is used here to add emphasis to what the writer is
saying. Draw students' attention to the dash (-) that the writer uses in the first
paragraph. Tell them to find other examples of this punctuation mark and try to find
out its purpose in the text. Finally, tell students that there are some examples of the
subjunctive in the article and have them underline them. Tell them to read the text
again at home and do the comprehension questions that follow.
Global Reading:
1. To be economical with the truth is a euphemism for lying.
2. The article is about lying, why we do it and how to tell when someone is lying to you.
3. The writer treats the subject fairly, but not overly seriously.
Close Reading:
1. It adds emphasis.
2. It adds emphasis.
3. adding emphasis – line 22; insert examples – line 34; define meaning – lines 5-6, line
18
4. white lies, fibs, prevarication, economical with the truth, whopper, untruth,
deception, misled, fabrication, attempt to deceive
5. line 1, line 8, line 21


Post Computer: Subjunctive Mood: After Adjectives
Activity Procedure
Reviewing the content of the computer lesson Review the content of the computer lesson by asking students:
What is the relationship between the people in the dialogue? (husband and wife)
Workbook Appendix: Page 102 Where does the conversation take place? (in their kitchen)
What might be inferred about the wife’s opinion of her husband’s driving abilities? (It
may leave something to be desired or she genuinely believes in her opinion.)
Discuss if anyone in the class learned to drive with a parent and if they would advise it.
Discuss briefly with students the pros and cons of learning to drive with a parent and if
they side with the wife or the husband. Ask if any have “driving test” stories to tell the
class.

a. The government is determined that the Coltech scandal be covered up.
Workbook: Page 59 Isn’t it amazing that so many people turn a blind eye.
It’s vital that people realize that the government is behind…
What’s so amazing is that so many fall for their nonsense.
Is it any wonder that they get away with…
I was surprised to find that they’re owned…
b. 1. annoying, irritating, infuriating
2. pleased, overjoyed, ecstatic
3. uncomfortable, embarrassed, mortified
4. important, pressing, crucial
5. uneasy, disturbed, distressed
Workbook: Page 62 Additional Reading Comprehension Questions:

1. A therapist
2. It can be justified when children lie in order to test the power of language or when

they want to what can be manipulated in their environment.

3. Yes, they lie eventually to get out of trouble or get something they want.
4. body language; variation in voice pitch or rate of speech; making contradictory
statements; overly strong insistence that they are telling the truth


Pre Computer: Corruption
Activity Procedure
or in pairs.


Post Computer: Corruption
Activity Procedure
end is the winner.
context.

Unit 7: Believe It or Not

Workbook
Pages
Call-In  Discussing the meaning of words such as paranormal and intuition

A radio call-in program in which listeners talk  Reading a joke about female intuition and discussing if such a
about their experiences relating to intuition. phenomenon exists
63-66
 Analyzing the genre of radio-call ins
 Answering global and close reading questions about an additional
reading text on women’s intuition
Personal (includes writing activity)  Expressing your opinion of the paranormal by playing aboard game
A letter in which Beth tells Valerie about Vanessa’s  Reviewing the content of a personal letter
67, 68
party.
So Gullible  Analyzing what makes an effective ghost story

A woman is telling her friend about her new  Writing the ending to a ghost story 69
boyfriend.  Discussing the meaning of the word gullible
More Common Errors: Like vs. Mind  Interviewing each other to find out how gullible you are
Presentation and practice of common errors in the  Reviewing the difference between like and mind for offers and requests
use of like vs. mind.  Playing a repetition game to practice like and mind 70

Believe It or Not  Using context clues to define a word

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


Pre Computer: Call-In
Activity Procedure
Introducing the topic of the unit Tell the students that they are going to explore the topic of belief, particularly belief in
the paranormal. Ask:
What is the paranormal?
Elicit some examples of paranormal phenomena: ghosts, UFOs, telepathy, X Files, etc.
Put the students in pairs and ask them to discuss to what extent they believe in the
paranormal and if they have had an experience that cannot be rationally explained.
Give them time to discuss the issue before reporting back to the class.
Using a joke to discuss feminine intuition Write on the board:

I had a hunch that something was wrong.
Handout 31: Feminine Intuition Elicit meaning of “hunch” as a synonym for “feeling” or “intuition”. Ask:
(one for each student) What is intuition? (Instinctive knowing without the use of rational processes.)
Does anyone believe in the commonly held belief that women are more intuitive than
men? If so, why?
Tell the class they are going to read a joke about women’s intuition. Ask:
Do they think it is going to be sexist?
Divide the class into groups and give each group a copy of Handout 31 and ask them to
read the joke and find out. Give them time to explore the questions in their groups
before reporting back to the class.
Additional Reading Have students open their workbooks to the Additional Reading section on pages 64,
65. Have them answer the Global Reading questions in pairs and then share their
Workbook: Pages 64,65 answers with the class. Then have them answer the Close Reading questions
individually and then share their answers with the class.
Key:
Global Reading:

1. It suggests that women’s intuition is something that society attributes to women as

compensation for their second-class status.
2. To persuade people that “women’s intuition” is a sexist term that originates from
patriarchal, chauvinistic attitudes toward women and is no longer acceptable.
3. To offer an example.
4. No, it is not the conclusion.
Close Reading:
1. The practice of telling women that they are more intuitive than men.
2. To add emphasis
3. The Zuni men’s ability to make rain.
4. 1-e, 2-d, 3-g, 4-f, 5-b, 6-a, 7-c



Post Computer: Call-In
Activity Procedure
Did you enjoy the radio program?
Workbook Appendix: Page 106 Did you find it interesting?
Do you usually enjoy listening to programs about this kind of subject?
Analyzing the genre of radio call-ins Ask:

What kind of radio format is a call-in program?
Does anyone listen to this kind of program? What is it about?
Has anyone actually called in to a program of this type?
What did they call in about?
What is the main purpose of this sort of program?

a. 1. Intuition
Workbook: Pages 63, 64 2. A program in which listeners can call in and relate their experiences.
3. She is used to taking time over making decisions and planning her life carefully.
4. The message of the woman’s story is that sometimes it is wise to follow your
intuition.
b. 1. change 2. reflect 3. acting on 4. anticipate 5. analyze 6. listen 7. share 8. fulfill
9. making 10. implement
c. Students show what they have written to a partner and discuss each other’s
experiences of intuition. Encourage students to share their experiences with the
Workbook: Page 66 class.

1. b. This paragraph closes the argument by returning to the warning the author gives
at the end of paragraph one.
2. The Greeks and, specifically, Aristotle.
3. Plato
4. The concept of women’s intuition suggests that intuition is an exclusively female
characteristic and implies that women are unable to think rationally or logically. The
concept helps perpetuate the unequal status of women in society and prevents
them from making a significant contribution to the development of the human race.
The author believes we are living in such dangerous times that we cannot afford to
waste the potential of half of the human race in this way.


Pre Computer: Personal
Activity Procedure
Introducing the topic of the computer lesson Before class, photocopy Handout 32 on to A3 paper. Tell students they are going to
play a board game to prompt discussion of the paranormal. Divide the class into groups
Handout 32: Do You Believe…? of four and give each group a copy of Handout 32. Each group also needs counters and
(one for each group of four students + counters, dice) dice. Students take turns throwing dice and moving around the board. Each time a
player lands on a square, he/she gives his/her opinion on the issue. After the turn-
taker has finished, the rest of the group can give their opinion on the issue before
moving on to the next player. Once all the issues have been discussed, ask the class if
anyone found out something interesting about their fellow students’ opinions or
experiences.
 to explain
 to describe
 to narrate
 to persuade


outline.
partner.
final review.


Post Computer: Personal
Activity Procedure

What does the title suggest about the contents of the letter? (It’s for Valerie’s eyes
Workbook Appendix: Page 107 only, although there is little to suggest why, other than that the letter is addressed to
her.)
Why did Beth write the letter? (She wanted to know Valerie’s opinion about her
strange experience.)
What is the relationship between Beth and Valerie? (close friends)

a. 1. Valerie 2. Vanessa 3. Sandy 4. Rick 5. Rick 6. Moira 7. Moira

Workbook: Pages 67, 68 b. 1. They don’t believe in the supernatural.

2. They insisted because they thought it would provide useful insights into the
paranormal.
3. She recognized it from her dreams.
4. To illustrate the difference between the paranormal and the supernatural.
5. She was convinced she had seen her walking about the house for the past two
years.
Expanding on the computer lesson Tell the class that they are going to write a ghost story. The winning story will be the
one that scares the class most of all. Remind the students of the elements that make
Handout 33: Create a Ghost Story up a good supernatural story that were covered in the workbook (location, characters,
(one for each pair) weather/atmosphere, etc.). Divide the class into pairs and give each pair a copy of
Handout 33. Tell them to read the first paragraph individually and then note down
immediately afterwards the answer to the question:
What happened to the man’s wife and children?
Students write their paragraph explaining what had happened. Sum up by reading all
the versions of the story and let the class vote on which is the scariest.


Pre Computer: So Gullible
Activity Procedure
Introducing the topic of the computer lesson Tell students they are going to listen to and take part in a dialogue called So Gullible.
Elicit the meaning of the word gullible (naive and easily tricked or deceived into
believing something). Ask the class if they think that many cases of the supernatural or
paranormal are simply a result of people being gullible.


Post Computer: So Gullible
Activity Procedure
Reviewing the computer lesson Ask students if they think that Dana from the computer lesson really does sound as
gullible as her friend thinks. Ask the class if her friend might be reacting so negatively
Workbook Appendix: Page 108 out of jealousy rather than concern.

a. 1. friends
Workbook: Page 69 2. Frankie is a boy Dana just met.
3. She means that jokes often reflect what we really think about something.
b. I was offended…,Why on earth…, Now I’m really insulted…, I can’t believe…, You’ve
got a nerve.
c. Students compare the dialogues they have written with a partner. Encourage them
to give each other constructive criticism on choice of language. Give students time in
class or at home to edit their work and then ask for volunteers to perform their
dialogues in front of the class.
Asking and answering questions Divide the class into pairs and give each student a copy of Handout 34. Have students
interview each other and mark their partner’s answers. Then have them total the score
Handout 34: How Gullible Are You? and tell their partner how gullible they are. Finally, have them ask their partner if they
(one for each student) agree with the score. Tell the class you are now going to divide them into three groups:
Gullible, Not So Gullible and Never Gullible. Have them stand up and form the three
groups to find out what percentage of the class is gullible. To encourage them, be the
first person to form the Gullible group! If you think the class might feel uncomfortable
with this extension to the exercise, simply sum up by inviting individuals to share their
reactions to the result. Ask:
How accurately do you think the questionnaire evaluates the degree of gullibility?


Pre Computer: More Common Errors: Like vs. Mind
Activity Procedure
Introducing the use of like vs. mind Write on the board:

Would you mind closing the window?
Directly underneath it, write the question:
Would you mind my closing the window?
Elicit the difference between the two (The first is a polite request and the second is
asking permission). Ask students how both questions could be changed into an offer by
using like instead of mind. (Would you like to close the window? Would you like me to
close the window?) Explain that these two words can sometimes be confused,
particularly in questions with would.
Practicing like vs. mind Tell the students they are going to play a game using like and mind. On two separate
pieces of paper write the following questions:
Would you mind my leaving early today? (permission)
Would you like me to give you a lift home? (offer)
Hand them to two students on opposite sides of the room. Tell the students to
memorize the questions and then whisper the questions into the ear of the person
nearest them. They in turn whisper what they have heard into the next person’s ear
and so on around the room. At the end, ask the last two students what they
understood they heard. Then tell the class what was originally written on the two
pieces of paper. They should get a surprise! If they get it right, try the game again with
more complicated questions!


Post Computer: More Common Errors: Like vs. Mind
Activity Procedure
Where are the speakers? (the woman is at home, the man is outside)
Workbook Appendix: Page 108 What does the woman want? (she wants the man to do some shopping for her)
In pairs, have students practice making polite requests using “would you mind” and
polite invitations using “would you like”

a. 1. Invitation or offer 2. Request for permission 3. Polite request 4. Invitation or offer
Workbook: Page 70 5. Request for permission 6. Polite request
b. 1. You just did! 2. Not at all! 3. I’d love to! 4. Please do! 5. Don’t mention it!
c. 1. would you like? 2. you like. 3. you don’t mind? 4. you like to come?


Pre Computer: Believe It or Not
Activity Procedure
dictionary definition – tap into prior knowledge students might have of the
word/topic. Then for each discussed word have students write and then orally share a
sentence for each. You can choose to have students share their sentences with the
class, in groups, or in pairs.
their list and compose a sentence for each. When students are finished, pair them
with a partner from the other half the class. Student pairs should now have two
different lists. Ask students to share their words with their partner and determine the


Post Computer: Believe It or Not
Activity Procedure
end is the winner.
context.

Unit 8: Strong Feelings

Workbook
Pages
Soap Opera (includes writing activity)  Discussing how people react to strong emotions in their culture
A radio soap opera in which a detective informs a  Interviewing each other to find out your Emotional Quotient
woman that her jealous ex-husband has escaped 71-73
 Discussing the conventions of soap opera and sharing your favorite
from prison and that she may be in great danger. television programs
Ghost Castle (includes writing activity)  Understanding the phrases: “crime of passion” and“ mitigating
circumstances”
A story about Caspar and Gloria Churchill, who are
staying at Gloria’s relatives’ castle in Scotland.  Reading about different crimes of passion and deciding on a suitable
74-76
Caspar has a bad feeling about the castle. punishment
 Answering global and close reading questions on an Additional Reading
text about anger management
Good-Bye!  Sharing your opinions on the role of the emotions in the arts
A woman is telling her ex-boyfriend that she is  Listing different ways to say good-bye
getting married. 77, 78
 Role-playing a situation where you say good-bye
 Thanking your classmates for helping you learn English
More Infinitives: As Connectors  Listing verbs for expressing beliefs and opinions
Presentation and practice of the use of infinitives  Using the infinitive after the passive to make general statements about
as connectors. your country and its people
78
More Infinitives: After Passive
Presentation and practice of the use of infinitives
after the passive.

The Supernatural  Using context clues to define a word

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


Pre Computer: Soap Opera
Activity Procedure
Introducing the topic of the unit Tell the students that they are going to explore the topic of strong emotions. Ask:
Which emotions do you think of when you imagine strong emotions?
Elicit joy, anger, love, grief, jealousy. Write students’ suggestions on the board. Ask:
What is our society’s attitude towards expressing emotion?
Are we reserved like the British or passionate like the Italians?
Where do we find strong emotions acceptable, even welcome? (theater, opera and
cinema)
Asking and answering questions about behavior Write EQ on the board: and ask:
What abbreviation does this remind you of?
Handout 35: How High is your EQ? Elicit IQ (Intelligence Quotient). Ask:
(one for each student) If IQ measures intelligence, then what does EQ measure?
Elicit Emotional Quotient. Tell the class they are going to interview each other to find
out their partner’s EQ. Divide the class into pairs and give each individual a copy of
Handout 35. Give them time to read the questions and make sure they understand
them. Encourage them to ask each other for examples as they deal with each of the
questions. Give them time to ask each other the questions and offer examples from
their lives before reporting back to the class. Ask:
Were there any questions that were particularly difficult or uncomfortable?
Do you think that this kind of test has any validity?
Does anyone really disagree with the result?
Introducing the topic of the computer lesson Ask students which kind of television programs center around strong feelings. Elicit
that soap operas generally deal with dramatic situations that evoke strong feelings.
Ask: Does anyone know what the most popular soap operas are at the moment?
Put students in pairs and ask them to discuss the soap operas they like on television. If

they don’t watch soaps, have them find out why. Give them time to explore the issue
before reporting back to the class.
 to explain
 to describe
 to narrate
 to persuade
outline.
partner.


final review.


Post Computer: Soap Opera
Activity Procedure
What is the situation in the soap opera you listened to? (A woman is being terrorized
Workbook Appendix: Pages 110, 111 by her violent ex-husband.)
What do you think the outcome of this particular episode will be? (Given that the
woman is probably a main or leading character, probably her ex-husband is caught and
returned to jail or else killed by the police. Alternatively the woman’s character might
be due to be “written out” of the program, in which case she might be murdered or
made to disappear.)

a. 1. Detective Lasko 2. Margot 3. Nick Spinelli 4. A detective 5. Nick Spinelli 6.
Workbook: Pages 71-73 Detective Lawrence

b. 1-b, 2-a, 3-d, 4-c, 5-e

c. 1. jealous ex-husband 2. blonde woman 3. curly beard 4. calm appearance 5.
desperate measures
d. 1. a = Article A, b = Article B 2. a = Article A, b = Article B 3. ex-/former husband;
busted=convicted; tied the knot= married; badly shaken= distressed; the box=
television; cops= police; overseas =abroad; in the clink= behind bars; knocked the
wind out of =shaken; name= moniker
e. 1. two weeks
2. It was rich and luxurious.
3. The words “on business” are in quotation marks, hinting that the paper does not
really believe that he was on legitimate business.
4. A bouncer – security guard outside a dance hall or nightclub.
5. The eye-witness account.
6. Article B is a broadsheet newspaper like “The New York Times” which claims to
report more objectively in neutral language. Article A is very sensational and
informal in tone and therefore gives the impression that it is less reliable.


Pre Computer: Ghost Castle
Activity Procedure
Introducing the topic of the computer lesson Write the expression a crime of passion on the board and elicit that a crime of passion
is one which is committed in the heat of the moment when the perpetrator is under
Handout 36: Make the Punishment Fit the Crime extreme emotional stress.
Ask students if they understand the term mitigating circumstances (circumstances that
a judge takes into consideration when sentencing someone, such as the fact that he
stole because he needed to feed his family or killed in self-defense). Tell students they
are going to play the role of judges who have to decide how to sentence individuals
who have committed crimes of passion. Divide the class into groups of four and give
each student a copy of Handout 36. Read out one of the cases to the class and ask the
class to point out any mitigating circumstances that may make the sentence more
lenient. In their groups, they discuss each case on its merits and record their sentence.
Once all the cases have been discussed, ask one member from each group to report
back to the class. They will pass sentence and describe the mitigating circumstances
that led them to their verdict.
Additional Reading Have students open their workbooks to the Additional Reading section. Tell them they
are going to read an article called “Seeing Red”. Have them answer the Global Reading
Workbook: Pages 75, 76 questions in pairs and then share their answers with the class. Then have students
answer the Close Reading questions individually and then share their answers with the
class. Have the students read the text and answer the Comprehension Questions for
homework.
Key:
Global Reading:
1. Accept any logical answer. Explain that “to see red” is an idiom meaning to get

angry.
2. The article is about anger management.
3. The purpose of the article is to help people manage their anger.
4. The tone is somewhere in between formal and informal.
Close Reading:
1. Beginning with a question engages the reader and focuses him/her on the main idea
of the paragraph.
2. Lines 16, 21, 27
3. Lines 4, 7, 27 and 28 all contain sentences that begin with “if” - the function of the
structure is to give advice.
4. How can you prevent yourself from getting angry?
 to explain
 to describe
 to narrate
 to persuade

outline.
partner.
final review.



Post Computer: Ghost Castle
Activity Procedure
Reviewing the computer lesson Have students report on the moral of the story in one sentence. (Trust what your
intuition is telling you and act on it!)
student writing or within a class journal. Students can also add images, photographs,
or drawings to their printed submissions before they are displayed.

a. 1. Caspar is described as having a “funny (strange) feeling”, irrational, frantic,
Workbook: Page 74 stubborn.
2. The characters argue with each other; building suspense to see if Caspar’s
intuition is correct and Gloria is proven wrong (we always suspect she is).
3. The setting is a “cold night”. A “long journey” suggests exhaustion. The wind

whistles through the walls and the climax takes place in the dark, heightening the
sense of horror and mystery.
4. The castle is described as full of “creepy shadows” cast by the candle flames.
b. The paragraph comes between the first and second sentences in paragraph two.
c. Students compare the endings they have written with a partner. Encourage them to
give each other feedback on spelling and punctuation. Give them time in class or at
home to edit their work and then ask for volunteers to read their endings out to the
class. Take in students’ work for assessment and return it to them for final
corrections.
Workbook: Page 77
1. To help people understand and control their angry feelings.
2. The writer believes that it is something you can learn to control.
3. They have a low tolerance for frustration and expect the world to conform to their
point of view.
4. physiological; socio-cultural; family history
5. Relaxation; cognitive restructuring; good communication; thinking before you act;
humor
Asking and answering questions about responding to Ask the class if they are familiar with the term weepy. Explain that it is slang for a book
the arts or movie that evokes such strong feelings that the reader or audience is reduced to
tears. Ask:
Handout 37: Do You Cry at the Movies? What is the “weepiest” movie you have ever seen?
(one for each student) Do you like sad, movies?
What is the attraction or value of films that manipulate your emotions?
Tell students that they are going to discuss the role of the emotions in the arts. Ask:
Can art change society or is it merely a means to entertain?
Divide the class into pairs and give each student a copy of Handout 37. Give them time
to ask each other the questions and discuss the issues before reporting back to the
class. Circulate and help with vocabulary and join in where the discussion seems to be
flagging. Have students report back and prompt the discussion by asking:
Which of the questions excited the most discussion? Why?
Did anyone find that their partner’s argument changed his or her opinion on any of the

issues?


Pre Computer: Good-Bye!
Activity Procedure
Introducing the topic of the computer lesson Tell the students that one scenario which is very common in soap operas is saying
goodbye. Tell the students that Shakespeare wrote: Parting is such sweet sorrow. Ask:
What do you think he meant by this line?
Elicit that parting is sorrowful but the emotions it evokes can also be positive because
we are reminded of the love we feel for the person we are leaving, particularly if we
know we are going to see them again soon. Brainstorm for different ways to say good-
bye (goodbye, farewell, so long, see you, later, bye, take care, see you around, etc.) Ask
them to categorize the phrases as formal and informal. Elicit situations in which you
might say goodbye: at the end of term, going on vacation, leaving a job, going on a
business trip, leaving your children at school, etc. Have students work in pairs to
prepare a short role-play for one of the scenarios. Once they have prepared and
practiced their role-play, invite volunteers to perform in front of the class.
Homework tasks Explain/Demonstrate workbook activities: Page 77, 78


Post Computer: Good-Bye!
Activity Procedure
Reviewing the computer lesson Review the content of the computer lesson by asking:
Where does the dialogue take place? (a restaurant)
Workbook Appendix: Page 112 Where would you expect to hear such a dialogue? (in a soap opera – the dialogue is not
very realistic)

a. 1. They once dated.
Workbook: Page 77 2. She wants to tell Brian that she is getting married.
3. He thought she was going to break up with Fred.
4. She thinks he’s a very good friend.
b. You’re what? Are you serious?
c. Accept all correct answers.
d. Students exchange dialogues and act them out.


Pre Computer: More Infinitives: As Connectors, After Passive
Activity Procedure
Introducing and practicing the infinitive after passives Write on the board:
People think that the castle is haunted.
Ask students to change the structure into the passive. Elicit:
The castle is thought to be haunted.
Explain that the infinitive can be used in this way to express an opinion or belief that is
generally held to be true. Brainstorm for other words that can be used to express
opinions or beliefs and write them on the board: agree, allege, assume, consider,
know, report.
Write this statement on the board:
British people are believed to be emotionally reserved.
Ask how many agree with it. Elicit from students similar structures about their country
and its people.


Post Computer: More Infinitives: As Connectors, After Passive
Activity Procedure
Reviewing the computer lesson Review the content of the computer lesson by asking:
What is the setting for the animations? (a kitchen, a diner)
Workbook Appendix: Page 112 Who are the speakers? (a couple, two tourists)
What is a character in the first animation threatened with? (getting fired from his job)
Who does the equestrian statue in the second animation commemorate? (Marie
Groner, a woman whose bravery is known to have saved countless lives)

a. and b. Accept all logical answers and correct grammar errors.
Workbook: Page 78


Pre Computer: The Supernatural
Activity Procedure
dictionary definition – tap into prior knowledge students might have of the
word/topic. Then for each discussed word have students write and then orally share a
sentence for each. You can choose to have students share their sentences with the
class, in groups, or in pairs.
their list and compose a sentence for each. When students are finished, pair them
with a partner from the other half the class. Student pairs should now have two
different lists. Ask students to share their words with their partner and determine the


Post Computer: The Supernatural
Activity Procedure
end is the winner.
context.

Unit 9: Learning and Technology

Workbook
Pages
Learning and Technology  Brainstorming vocabulary related to learning and technology, and
The topic of learning and technology is introduced. introducing the vocabulary of the computer lesson
Students are exposed to and practice words and  Introducing, identifying, and producing relative clauses
phrases on the topic. Relative clauses are  Writing sentences from vocabulary words and guessing which
presented and practiced. vocabulary words are missing from other students' sentences 79, 80
 Forming sentences with relative clauses and identifying whether they
are defining or non-defining relative clauses
 Discussing different educational technologies and putting them in
chronological order
Next Generation Online  Mingling with classmates to complete a questionnaire about learning
The comprehension strategy, understanding and technology
purpose, is presented and practiced. Students read  Introducing and discussing the topic of Massive Online Open Courses 81
an online ad about online courses. They then talk (MOOCS)
about taking an online course.  Identifying author's purpose and writing examples of kinds of texts
written to inform, persuade or entertain
Taking an Online Class  Discussing the advantages and disadvantages of taking online courses
Students watch a video of two students discussing  Role-playing a conversation about taking online courses
taking a class. One is attending lectures and the  Writing and filming a conversation about the advantages and 82, 83
other is doing the course online. They then write disadvantages of taking online courses
about the advantages and disadvantages of taking
a course online and give their opinion.

Campus Writing Lab  Brainstorming difficulties students often have with their studies, and
Students watch a video of two women discussing a suggesting ways to address them
problem about starting a paper. They then take  Discussing whether students prefer studying alone or in a group 84, 85
part in the conversation and in a branching  Sequencing sentences to create two dialogues
conversation on the topic.
An MBA in Music Business  Introducing and discussing the topic of MBAs

Students read a Web page and an e-mail about an  Playing a board game on learning and technology
MBA course in Music Business. They then write an  Playing a game to reinforce key vocabulary from the computer lesson 86
e-mail response to the e-mail they read on behalf
of the university.
Game-based Learning  Discussing game-based learning

Students listen to part of a lecture on game-based  Discussing and using idioms that contain the word game
87
learning. They then summarize what they learned  Doing an information gap to learn about educational technologies
for a friend who is interested in the topic.


Pre Computer: Introduction
Activity Procedure
Introduction to the topic of the unit Write these quotations on the board:
“Technology can become the ‘wings’ that will allow the educational world to fly farther
and faster than ever before—if we will allow it.” (Jenny Arledge, Edtech consultant)
“We need to embrace technology to make learning more engaging. Because when
students are engaged and they are interested, that's where learning takes place.”
(Anonymous)
Then ask the class:

What do you think of these two quotes?
What are the quotes about? (They should respond along the lines that the quotes are
about technology and learning or technology and education.)
Do you agree with the quotes? Does anyone disagree?
Do you agree that when students are engaged and interested that’s when learning
takes place?
Tell the class that these quotes relate to the topic of the next unit. Ask them what they
think the topic is. Elicit that is Learning and Technology.
Tell students to work in pairs and write a statement of their own about what
technology and learning means to them. When students are finished, ask each pair to
read their statement to the whole class.
Brainstorming vocabulary related to learning and Divide the class into pairs. Tell them they have two minutes to generate a list of as
technology, and introducing the vocabulary of the many words as they can think of connected to the topic of Learning and Technology.
computer lesson The aim is to see which pair can think of the most words.

When two minutes are up, ask each pair how many words they wrote down. Ask the
pair with the most words to write their words on the board. Spend a few minutes
discussing the words on the board and checking which words the other pairs thought
of.
Write the following vocabulary words or phrases on the board. Make reference to
ones mentioned by students.
1. course credit
2. distraction
3. forum
4. game-based learning
5. helpline
6. pace
7. prerequisite
8. prestigious
9. procrastinate
10. real time
11. rigorous
12. transfer
13. verified certificate
14. virtual environment
15. writing lab
From this list, ask students which items they don't know. What do they think these
words or phrases mean? At this stage, don’t explain what the items mean. The
purpose here is to raise awareness. Tell students to look out for these items in the
computer lesson, and learn and understand what they mean.
Introducing, identifying, and producing relative clauses Explain that the language focus for this unit is relative clauses. Ask if anyone can tell
you briefly what a relative clause is and give you an example.
If no one gives a satisfactory definition or example, dictate the following four

sentences (but not the explanation in parentheses) and ask students to write them
down. (Even if a student has given a good explanation, you can still proceed with the
activity):
1. Universities that offer online courses are becoming increasingly popular.
(relative clause: that offer online courses)
2. Online courses are only for the highly motivated. (no relative clause)
3. Harvard University, which is one of the top universities in the world, is offering
many free online courses. (relative clause: which is one of the top universities in
the world)
4. The course that I took last semester was very difficult. (relative clause: that I
took last semester)
Divide students into pairs and ask them to identify which of the four sentences contain
a relative clause, and what the relative clause is.
Ask a pair to share their answers with the class. Provide students with the correct
answers if they need them. Inform them that the computer lesson will go into more
detail about relative clauses.
Dictate these sentence starters to students:

1. The best / worst language learners are people . . .
2. You should(n’t) study in a place . . .
3. You should(n’t) eat food . . .
4. We (don’t) like days . . .
5. We (don’t) like movies . . .
Working in the same pairs, tell students to complete each sentence with something
that they both agree on. Circulate among students and check that they are starting the
endings of the sentences with a relative pronoun (that, which, who, where, when)
Now, instruct each pair to join another pair and quickly compare what they wrote to
complete the five sentence starters above.
Homework tasks Explain/Demonstrate workbook activities – Pages 79, 80


Post Computer: Introduction
Activity Procedure
Reflecting on and reviewing the computer lesson Encourage students to reflect on the computer lesson. Ask,
Which words were new to you?
Workbook Appendix: Pages 140-142 Did you understand the explanation about relative clauses?
What text did you read? (an e-mail)
What was it about? ( a student was writing for information about an online course)
Reviewing and practicing vocabulary introduced in the Divide students into groups of three, and give each group five words from the
computer lesson vocabulary list in the computer lesson. Ask groups to write a sample sentence for each
of their vocabulary words. Once they have finished, ask them to read each of their
sentences aloud to the class, but instruct them to leave out the vocabulary word in
each of the sentences. The class will have to guess the missing vocabulary words.
Reviewing the language point: Writing sentences and Ask the class if they have any questions about relative clauses. Address these questions
creating scenarios to distinguish between defining and yourself or encourage other students to address them.
non-defining relative clauses
Tell the class that you are going to do an activity to reinforce the distinction between
defining and non-defining relative clauses.
Write the following sentences on the board or dictate them for students to write
down:
a. My brother, who is a computer programmer, came to see me last month.
b. My brother who is a computer programmer came to see me last month.
Ask the class which sentence contains a defining relative clause (b) and which contains
a non-defining relative clause (a). Tell the class that the scenario is that I have three
brothers. Keeping this scenario in mind, which sentence above (a or b) would be more

appropriate? The answer is b, as I need to make it clear which brother came to visit
me.
Write the following sentences on the board or dictate them for students to write
down:
a. My friend Kate who's a journalist moved to Italy last week.
b. My friend Kate, who's a journalist, moved to Italy last week.
Again, ask the class which sentence contains a defining relative clause (a) and which
contains a non-defining relative clause (b).
Tell the class that the scenario is that I only have one friend named Kate. Keeping this
scenario in mind, which sentence above would be correct? The answer is b, as I do not
need to distinguish between different Kates. The information given between commas
(who's a journalist) is additional.
Tell the class you want them to write a similar pair of sentences to the ones you wrote.
They should also decide what scenario the sentences are describing; in other words,
whether the scenario would be best described by a defining or non-defining relative
clause. Give students a few minutes to write their sentences. Circulate and help where
necessary.
Next, divide students into pairs and have them share their sentences and scenarios
with their partners. Partners need to figure out which sentence is correct considering
the scenario.
Reviewing the language point of the computer lesson: Before the lesson, make one copy of Handout 38. Cut out the sentences and then the
Relative clauses individual words on the handout. Put the words of each sentence into one of seven
separate envelopes. Divide students into seven groups and give each group an
Handout 38: Word Order Game envelope.
(one copy for the class )
Tell students that they are going to be forming sentences using all of the words in the
envelope. Explain that after a group has formed a complete sentence, they should
write the sentence on a separate piece of paper and underline the relative pronoun.

Next, they should write whether the sentence contains a defining or non-defining
relative clause.
As soon as one group completes a sentence, they should exchange their envelope of
words with another group. (You may want to keep a sentence in reserve for a group
that finishes early.) When groups have finished, review the sentences with the whole
class, calling on students to tell whether a sentence has a defining or non-defining
relative clause, and to point out relative pronouns.
Expanding on the topic of the computer lesson: Write the following examples of “educational technology” on the board, but in the
Sequencing educational technologies wrong order:
Ask students to work in pairs to figure out or guess when each technology was
invented, and arrange them in chronological order.
Answer Key:
1890 - blackboard
1900 - pencil
1925 - film projector
1930 - overhead projector
1940 - ballpoint pen
1950 - headphones
1960’s - whiteboard
1984 - personal computer (PC)
1991 - interactive whiteboard
2013 - smart phones
Elicit from students how each of these technologies impacted on education. Take a
class poll as to which technology was the most influential.

a. 1. Procrastinate 2. Humanities 3. Potential 4. verified certificate 5. Proof
Workbook: Pages 79, 80 6. Distraction 7. prestigious
b. 1. Non-defining relative clause, 2. Defining relative clause, 3. Defining relative
clause, 4. Non-defining relative clause, 5. Non-defining relative clause, 6. Defining
relative clause, 7. Non-defining relative clause, 8. Defining relative clause
c. 1. I signed up for an animation class that is on Tuesdays.

2. I am studying in university, where I am taking courses in the humanities.

3. I have to take a software engineering course, which is a prerequisite for my
major.


Pre Computer: Next Generation Online
Activity Procedure
Introducing the topic of the computer lesson Write the title of the computer lesson on the board: Next Generation Online
Ask the class what they think this lesson is going to be about. Take a few suggestions; if
no one gives the correct answer, tell students that the focus is on online courses.
Ask:
Has anyone taken a purely online course?
How did you find out about it?
What did you think about the course?
If you haven’t taken an online course, would you like to take one? Why or why not?
If you were to take an online course, what would it be?
Mingling with classmates to complete a questionnaire Photocopy Handout 39. Give one handout to each student.
Tell students to read the questions on the handout and make sure they understand
Handout 39: Learning and Technology Questionnaire
them. Instruct students to walk around the class, asking each other the questions.
They should talk to as many students as possible within a time limit of five to ten
minutes. When students find someone who answers yes to a question, they write that
person’s name in the table and move on to the next person. The goal is to meet and
talk to as many people as possible within the time limit in order to put one name by
each of the questions. Students can write a person’s name only once.
As a follow-up, when everyone is seated again, ask students to share what they have
learned about their classmates.

Expanding on the computer lesson: discussing Ask the class if anyone has ever heard of the term MOOC. Do they know what it
Massive Online Open Courses (MOOCs) means?
(A MOOC is a Massive Online Open Course. It is an online course that is usually free,
open to anyone, and can potentially have a huge number of enrolled participants.)
Divide students into pairs and ask them to write a list of five MOOCs that they would
like to register for. Encourage students to share their answers with the class. Discuss
with students whether they think particular topics might be more suitable for online
learning than others.
Introducing the personalized speaking activity Remind students that this lesson contains a personalized speaking activity in which
they need to talk about taking online courses. Brainstorm with students the best way
to do this:
1. Read the online ad again.
2. Do the preparation activities.
3. Take some notes.
4. Record their answer.
5. Listen to their answer and decide if they want to try again.
6. Click “Submit” to send their recording to the teacher.
Homework tasks Explain/Demonstrate workbook activities – Pages 81


Post Computer: Next Generation Online
Activity Procedure
Reflecting on and reviewing the computer lesson Review the computer lesson by asking:
What did you read? (An ad for online courses)
Workbook Appendix: Pages 142, 143 Which courses were being advertised? (Evolution of Social Behavior, Computer
Graphics, How to Write a Novel)
Which of these courses would you like to study?
Remind the class that in Step 1 of the lesson, there was a focus on Understanding
Purpose. Tell the class that you want to do a quick recap of this section.
Ask students:
What are some of the different purposes authors can have for writing? (Purposes
mentioned in the computer lesson are to persuade, instruct, inform, entertain,
complain, and describe.)
Can an author have more than one purpose? (Yes)
Why is it useful to know an author’s purpose? (It helps in the comprehension of a text.
It also helps us analyze and evaluate a text and form an opinion about it.)
Reviewing the concept of author’s purpose In pairs, ask students to decide on the purpose of the following:
An instructional booklet describing how to operate a smart phone. (inform)
An article in which the author argues that blended learning is better than distance
learning. (persuade)
A Sci-Fi story about how people will live in a world run by robots. (entertain)
Ask students to think of their own examples of texts that inform, persuade, or

entertain.
Reviewing the personalized speaking activity Ask volunteers to tell the class whether they've taken online courses and what they
think about them. After reviewing students’ recordings and/or class presentations,
point out any common errors for students to watch out for in the future as well as
positive aspects of their work.

a. 1. entertain
Workbook: Page 81 2. complain
3. inform
4. persuade


Pre Computer: Taking an Online Class
Activity Procedure
Introducing the topic of the computer lesson, and Write the title of the computer lesson on the board: Taking an Online Class
discussing the advantages and disadvantages of online
classes Divide the class into two groups, Group A and Group B. Next, divide Group A into pairs,
and tell them to think of at least three advantages to taking online classes. Then,
divide Group B into pairs, and tell them to think of at least three disadvantages to
taking online classes.
Give pairs about five minutes to come up with their ideas. Then put opposite pairs
together (a pair from Group A and a pair from Group B). Let them share their ideas and
have a brief discussion.
Role-playing a conversation about taking online Before the lesson, make as many copies of Handout 40 as you have pairs of students.
courses Cut them in half for Student A and Student B. Divide the class into pairs and explain
that students are going to take part in a role-play activity. Give one student in each
Handout 40: Learning and Technology Role-Play pair the part labeled Student A, and explain that he/she is interested in taking an
(one for every pair of students) online course. Give the other student the part labeled Student B, and explain that
he/she is going to answer Student A's questions. Tell students that afterwards,
partners will swap roles. While students are practicing their role-plays, walk around
the classroom listening and helping. When students have completed the activity, ask
for volunteers to perform their role-play in front of the class.
Introducing the personalized writing activity Remind students that this lesson contains a personalized writing activity in which they
need to give their opinion of online learning.
Brainstorm with students the best way to do this:
1. Watch the video again


3. Take some notes.
4. Write their answer.
5. Check their answer for grammar, spelling and punctuation.
6. Click “Submit” to send their work to the teacher.


Post Computer: Taking an Online Class
Activity Procedure
Where did the video take place? (on a college campus)
Workbook Appendix: Page 144 Who are the characters? (two students, Chloe and Daniel)
What are they discussing? (taking online courses)
Who takes which kind of courses? (Chloe: in class, Daniel: online)
What is the interesting twist at the end of the video? (Chloe wants to sign up for an
online course and Daniel wants to take a live course with Chloe)
Writing and filming a conversation about the Tell students that they are going to create their own video dialogue similar to the one
advantages and disadvantages of online courses they watched in the computer lesson. They will do this using their cellphones.
Write two headings on the board: Advantages and Disadvantages. Ask the class to
brainstorm the advantages and disadvantages of taking online courses. They discussed
this at the end of the last face-to-face lesson, and they wrote about this in the
computer lesson, so they should have several ideas. As they tell you their ideas, write
them on the board under the appropriate headings.
Online Learning
Benefits Disadvantages
You can learn almost anything you want. Some students find it difficult to adapt
to the online learning environment.
You can learn from the comfort of your
home. Technical issues or lack of equipment
can undermine the whole learning
It's generally more affordable than
experience.
taking traditional courses.
Some students are not computer literate

You save on gas or transportation costs. enough.

Online courses boost your resume. You need to be a good time manager to
do an online course and some students
You can often learn at your own pace.
lack this skill.
Online courses take a lot of self-
motivation, and many students lack this.
Divide the students into groups of four. Their task is to write a script of two people
having a discussion about the advantages and disadvantages of online courses. The
dialogue they create should be no longer than a minute-and-a-half (about one page).
As a guideline, each person in the dialogue should speak between 4 to 6 times.
Once groups have written their dialogues, they should practice them and learn their
lines. Two students should be the actors, one student the director, and the other
student the cameraperson.
If there's time, the groups can swap roles so that each person takes a role speaking and
gets a chance to film. So in the end, each group might have more than one version of
the dialogue.
When the class comes back together, have each group of four join another group. The
two groups should show each other their films and provide constructive feedback. If
possible, arrange a class screening of the films using a projector and computer.
If students do not have cellphones or are unable to film each other for another reason,
have the groups act out their script in front of the class.
Reviewing the personalized writing activity When you’ve completed your review of the students’ writing submissions in the


a. 1. Signing up for online courses this semester
Workbook: Pages 82, 83 2. Seriously
3. He's surprised because he feels studying from home is a benefit.
4. Boring
5. a) the excitement of the university environment;
b) the interaction between the teacher and other students
6. He finds it hard to concentrate in the classroom.
7. That it's interesting how people's learning styles can be so different.
8. She may switch from taking her courses online to taking them at the university.


Pre Computer: Campus Writing Lab
Activity Procedure
Introducing the topic of the computer lesson Write the title of the computer lesson on the board: Campus Writing Lab
Ask the class what they think happens in a campus writing lab. Don’t confirm or refute
the answers, but tell the class to pay attention to this when they are doing the
computer lesson, and find out if they were correct in their guesses.
Discussing the common problems students have and Explain to the class that they are going to watch a video conversation between two
how to solve them students, one of whom is having a problem with her studies. Ask the class what kind of
problems they had or have in their studies. Possible answers:
Finding it hard to focus
Not knowing how to get started on an essay
Procrastinating
Not understanding the material
Finding it hard to remember information
Difficult terminology
Too many distractions
Write students ideas on the board and ask them what kind of tips they would give
someone to help them study better. Possible answers:
Find a study partner
Join a study group
Go to the library
Phone a student helpline
Write an outline
Plan a schedule
Use a tutor

Quiz yourself
Discussing whether students prefer studying alone or Ask the class to brainstorm the pros and cons of studying in a group and the pros and
in a group cons of studying alone. Write a few of the ideas on the board.
Here are some ideas to get the class thinking:
Studying in a group Studying alone

Advantages Disadvantages Advantages Disadvantages
 You are forced to  A study group is  There are fewer  You don't have
pull your weight. only as strong as distractions, peers or friends
 Through having to its weakest  You can learn at around to push
individual. your own pace. you.
explain concepts to
others, you  You can spend a lot  It can be lonely.
reinforce the of time off topic,
concept for talking about
yourself. things that are not
relevant.
Next, divide the class into groups of four. Tell them to share with the group whether
they like studying alone or in a group and why.


Post Computer: Campus Writing Lab
Activity Procedure
Can you remember how the campus writing lab helps students? (It has tutors who can
Workbook Appendix: Page 144 help students brainstorm ideas and give them feedback on their writing.)
Do you remember how Angela felt at the beginning of her conversation with Lianne?
(discouraged)
How did Angela feel at the end of the conversation? (encouraged)
Sequencing sentences to create two dialogues Before the lesson, make copies of Handout 41. Divide the class into pairs, and give
each pair a handout. Ask pairs to cut out the sentences from the handout and put
Handout 41: Mixed Up Dialogues them in the correct order, to make two different dialogues. Next, have partners role-
(one for each pair of students) play the dialogue, taking turns being each speaker.
Key:
Dialogue 1
I'm trying to write a paper for my sociology class, but I'm having a hard time getting
started.
You should visit the campus writing lab. They've helped me in the past.
I don’t have enough time to go there. The paper is due tomorrow.
No problem, the lab also offers real-time online tutoring. Check out their Web site.
Perfect! Perhaps they’ll have an online tutor who can help me immediately.
Let’s see if one's available now.
Dialogue 2
I really need to study for our biology midterm, but I can't seem to focus.
Why don’t you come with me to the class study group tonight? We're meeting at the
library.

I didn’t know there was a study group for this class.

I've been going to it all year. It's been really helpful.
I also need to work on the course terminology.
We use part of each meeting to quiz each other on the course terminology.

a. 1. Students who need help with academic writing
Workbook: Pages 84, 85 2. a) Upload a draft of your paper and discuss it with a tutor over video chat.
b) Upload a draft of your paper and get written feedback from a tutor.
3. If you have a few quick questions
4. E-mail may not be as efficient as live chat because the answer won't be
immediate.
5. She will check out the online writing center.
b. 1. c
2. d
3. e
4. b


Pre Computer: An MBA in Music Business
Activity Procedure
Introducing the topic of the computer lesson Ask the class what the term MBA stands for (Masters of Business Administration).
Then briefly discuss these questions:

Does anyone in the class have an MBA?
Do you know someone who has an MBA?
Do you know that you can do an MBA in Music Business?
What do you think an MBA in Music Business is?
Do you think an MBA is a useful qualification? Why? Why not?
Would you do an online MBA? Why? Why not?
Ask students what they need to provide when submitting an application to college.
Elicit the following: academic record/transcripts, letter of application, letter of
recommendation
Reviewing the content of the unit so far Before class, photocopy Handout 42. Make sure you have one die for each board and
three different colored markers. To make the game more challenging, tell students
that whoever rolls a 6 must go back to the beginning and whoever rolls a 5 must miss a
Handout 42: Learning and Technology Board Game turn.
(one copy for each small group)
Divide the class into groups of three. Give out Handout 42. Tell the students that they
are going to play a board game which reviews the content of the unit so far.
To play, students place their markers on Start. One at a time, players roll the die, move
their marker the number of spaces indicated, and answer the questions or follow the

instructions. If they answer a question incorrectly, they must return their marker to
the previous space.
Introducing the integrated writing activity Remind students that this lesson contains an integrated writing activity in which they
need to write an e-mail informing someone about whether or not she has been
accepted into the MBA in Music Business program.
1. Read the texts again
3. Take some notes.


Post Computer: An MBA in Music Business
Activity Procedure
Reviewing and reflecting on the computer lesson Review the computer lesson with the class. Ask:
What did you read in the computer lesson? (a Web page and an e-mail)
Workbook Appendix: Pages 145 - 147 What were they each about? (Web page for an MBA program in music business; e-
mail recommendation to get into MBA program)
What did you find out about an MBA in Music Business?
Did you learn anything that surprised you about the music business?
Do you think that Maggie Mariani will be accepted into the MBA program?
Playing a game to reinforce key vocabulary from the While reading the texts in Step 2 of the computer lesson, students had a chance to
computer lesson explore the key words and phrases in the texts. Tell them that you are going to play a
game now to review and reinforce these words.
1. Divide the students into groups of four.
2. Read one of the definitions from the 10 listed below (but not the answer in
parenthesis).
3. If a team knows what the word or phrase is, they should raise their hand. They
then have a chance to say what word or phrase they think you are defining.
4. If they are correct, they get one point. If they are incorrect they get minus two
points.
5. If a team guesses incorrectly, the turn passes to the next team. Again, the
same points apply as per number 4 above.
6. If students are having difficulty guessing the word, tell them what part of
speech it is.
7. The team with the most points at the end is the winner.

Definitions:
1. ability to have conversations and communicate with people (interpersonal
communication skills – noun phrase)
2. a short-term job that a student or recent graduate takes in order to get
experience in the area they want to work in (internship – noun)
3. ability to be easily changed (flexibility – noun)
4. large in size or amount (extensive – adj.)
5. amount of ability or skill (proficiency – noun)
6. without errors, perfect (impeccable – adj.)
7. staff member at a university who gives support and guidance to members of a
student organization (faculty advisor – compound noun)
8. ability to solve problems in creative ways (ingenuity – noun)
9. involving people working together to complete a task (collaborative – adj.)
10. act of openly supporting something or someone (endorsement – noun)
Reviewing the integrated writing activity When you’ve completed your review of the students’ writing submissions in the

a. 1. To inform Ivan about Colman's MBA program in Music Business
Workbook: Page 86 2. All students in the program are required to take it


Pre Computer: Game-based Learning
Activity Procedure
Introducing the topic of the computer lesson Tell the class that the topic of the computer lesson is Game-based learning.
Divide the students into groups of four and tell them to answer and discuss these
questions:
What do you think game-based learning is?
Has anyone experienced game-based learning?
Do you think game-based learning is just a fad or is it really effective?
What is the role of failure in game-based learning?
Introducing and discussing idioms that contain the Ask the class if anyone knows any idioms with the word game in it (remind them that
word game an idiom is an expression which cannot be literally translated)
Divide the class into groups of four and give each group two of the idioms below. In
their groups, they need to write a definition for each idiom.
1. be ahead of the game (being early; having an advantage in a competitive situation;
having done more than necessary)
2. at this stage of the game (at a particular place in a process)
3. fair game (a person or thing that is considered a reasonable target for criticism,
exploitation, or attack)
4. all fun and games (playing around; doing worthless things)
5. give the game away (to spoil a surprise or a joke by telling someone something
that should have been kept secret)
6. a whole new ball game (a completely different situation, often one that is difficult
or that you know little about)

7. the game is up (used to tell someone that you know what their secret activities or
plans are and that these cannot continue)
8. a game plan (a strategy worked out in advance, especially in sport, politics, or
business)
9. still in the game (remain a contender for success despite setbacks or difficulties)
10. play the waiting game (delay an action or decision so as to force an opponent to
move or to gain additional information)
Students can use any available resources to write their definition for the idioms you
have given them. Circulate and help where needed.
Introducing the integrated speaking activity Remind students that this lesson contains an integrated speaking activity in which they
will need to summarize what they've learned about game-based learning for a friend
who is interested in the topic. Explain that they will be scored both for their delivery,
and for how accurately they used the information provided in the computer lesson.
1. Listen to the lecture again
3. Take some notes.
Homework tasks Explain/Demonstrate workbook activities – Page 87


Post Computer: Game-based Learning
Activity Procedure
Reviewing and reflecting on the computer lesson Ask students what they thought about the computer lesson. Facilitate a discussion
around these questions:
Workbook Appendix: Pages 147 - 149 Which two features of game-based learning did the speaker talk about? (experience
and failure)
Were you easily able to follow the lecture?
What new words or phrases did you learn?
Did you change your mind about game-based learning now that you know more about
it?
Learning about educational technologies Before the lesson, make copies of Handout 43. Divide the class into pairs. Explain that
students will read about two different educational technologies. Give one student in
Handout 43: Educational Technology each pair the copy labeled Student A and the other student the copy labeled Student
(one for each pair of students) B. Before distributing the handouts to the pairs, remind students not to show each
other their page.
Tell students that after they finish reading their text, students should ask their partners
the questions on their page. Ask: What is the purpose of the writer of both texts? (to
inform).
When pairs have finished, call on one pair to summarize their texts. Then ask the class
to list ways the two technologies are different and the ways in which they are similar.
Reviewing the integrated speaking activity Ask volunteers to summarize for the class what they've learned about game-based
learning. After reviewing students’ recordings and/or class presentations, point out
any common errors for students to watch out for in the future as well as positive

aspects of their work.

a. 1. Competition, 2. Engagement, 3. Immediate Reinforcement, 4. Self-correction
Workbook: Page 87 b. To inform the reader about why game-based learning is successful
Additional Reading: Have the students open their workbooks to page 89 and read the title of the text. Ask
them what they know about mentoring. Go through all the questions in the Global
Practicing reading techniques
Reading and Close Reading one after the other, making sure all the students explain
how they arrived at their answers. After this first reading, tell students they will read
the text again at home and answer the Comprehension Questions for homework.
Workbook: Pages 88-90 Explain that the strategies used in the lesson should make the text more accessible and
help them with the comprehension questions.
Key:
Global Reading questions:
1. A speaking exchange program in Brazil
2. To get readers thinking about the topic
3. It describes how the Speaking Exchange program works.
4. The benefits of Speaking Exchange
5. To introduce a similar program and describe a particular success story
Close Reading questions:

1. Speaking Exchange
2. After
3. That both sides benefit
4. Because of Mitra's virtual mentoring program, Khan and Fewings began a close
relationship.
5. a) Fewings became Khan's English tutor; b) Fewings became Khan's mentor in life
Comprehension Questions:
1. To connect young Brazilian students in language schools with elderly Americans
living in retirement homes.
2. A professor in India who started a virtual mentoring program

3. Very far away in distance, lifestyle, and culture

4. How the relationship developed between Khan and Fewings
5. Not realistic or almost unattainable
6. a) Senior citizens enjoy the company of students; b) Students practice their
English. c) Students learn about American culture; d) Such programs bring together
people from different cultures, perspectives, and ages.

Unit 10: Entrepreneurs

Workbook
Pages
Introduction  Generating lists of words, terms, and expressions related to

The topic of entrepreneurs is introduced. Students entrepreneurship
are exposed to and practice words and phrases on  Reviewing four types of conditionals: zero, first, second and third 91, 92
the topic. Mixed conditionals are presented and  Playing a drawing game to review vocabulary from the computer lesson
practiced.  Constructing sentences with mixed conditionals
Tech Start-up Hub  Figuring out what a start-up hub is, and brainstorming the kinds of
The comprehension strategy, identifying rhetorical services it provides
devices, is presented and practiced. Students read  Introducing rhetorical devices
93
a poster for Tech Start-up Hub and talk about  Analyzing rhetorical devices
whether they would consider working at the hub.  Giving a business pitch using rhetorical devices
 Doing an information gap on the biographies of two entrepreneurs
Eye on Business  Sequencing pieces of dialogue to create a video script

Students watch a video of a TV interview with an  Discussing elements of a good paragraph
94, 95
entrepreneur. They then write about a business  Discussing the kinds of businesses students would want to open
they would like to start.  Performing a SWOT analysis on students' business ideas
Setting Up a Business  Brainstorming key elements in a business plan

Students watch a video of two people discussing  Discussing the characteristics of an entrepreneur
96, 97
setting up a new business. They then take part in a  Role playing a discussion between someone who wants to start a
branching conversation on the topic. business and an experienced business person

Make It Happen Crowdfunding  Discussing the concept of crowdfunding

Students read a Web page, an online ad, and a  Figuring out the meanings of idioms related to money and finance, and
blog about crowdfunding. They then speak as the using them in sentences 98
creator of a new product being interviewed.  Playing a game to review key vocabulary from the computer lesson
 Giving a presentation on a project in need of crowdfunding
The ABC of Starting a Business  Introducing expressions related to business

Students watch a slide show of a lecture about starting  Generating a list of advice for someone starting a business
a new business. They write about what advice they  Playing a game on the topic of entrepreneurs
99
would give to someone starting a business, based on  Thanking each other for enhancing the learning experience
what they learned in the lecture.  Reflecting on the content of the course by having students share how
they felt about the course


Pre Computer: Introduction
Activity Procedure
Introducing the topic of the unit Write entrepreneur on the board.

Ask the class what an entrepreneur is. Take some suggestions.
(An entrepreneur is someone who starts his/her own business, especially when this
involves seeing a new opportunity.)
Ask if there are any entrepreneurs in the class. Does anyone know an entrepreneur?
Allow a discussion to develop.
Then tell the class that the topic of the next unit is Entrepreneurs.
Generating lists of words, terms, and expressions Divide students into pairs. Tell the class that in their pairs they have two minutes to
related to entrepreneurship generate a list of as many words, terms, or expressions they can think of that are
connected to the topic of Entrepreneurs. When they have finished, ask the pair with
the longest list to write their words, terms, or expressions on the board. Spend a few
minutes discussing the items and checking what additional words, terms, or
expressions other pairs came up with.
The following list of vocabulary items comes from the computer lesson. Write this list
on the board. Make reference to any of the items on the list that were mentioned by
the students in the previous task.
1. budget
2. business plan
3. chain store
4. crowdfunding
5. entrepreneur
6. expand a business

7. expense
8. funding
9. investor
10. loan
11. networking
12. pitch
13. profit
14. retailer
15. startup
16. passionate
Explain any unfamiliar words briefly and tell students to look out for these items in the
computer lesson, where they will get a more detailed explanation and opportunity to
practice.
Reviewing four types of conditionals: zero, first, Ask:

second and third What are conditionals? (Sentences that contain the word if.)
Why do we use conditionals? (to talk about hypothetical situations)
What kinds of conditionals do you know?
Review the following and ask students to give examples of each:
ZERO CONDITIONAL
The zero conditional is often used to refer to general truths. The tense in both parts of
the sentence is the present simple. In zero conditional sentences, the word if can
usually be replaced by the word when without changing the meaning.
If you invest wisely you make money.
FIRST CONDITIONAL
The first conditional refers to a possible condition and its probable result. In these
sentences, the if-clause is in the present simple, and the main clause is formed with
will and the base form of the verb.

If you don’t open a new business, you’ll regret it.
SECOND CONDITIONAL
The second conditional is used to refer to a hypothetical condition and its probable
result. In second conditional sentences, the if clause uses the past simple, and the
main clause is formed with would and the base form of the verb.
If you went to some networking events, you would make more contacts.
THIRD CONDITIONAL
The third conditional is used to refer to an unreal past condition and its probable past
result. In third conditional sentences, the if clause uses the past perfect, and the main
clause is formed with would have and the past participle or the third form of the verb.
If they had approved our loan, we would have expanded the business.
Tell the class that sometimes we used mixed conditionals to talk about conditions and
results which take place at different times, e.g.:
If we had prepared a business plan last year, we would be in better financial shape
today.
Explain that the computer lesson will go into this grammar point in more detail.


Post Computer: Introduction
Activity Procedure
Reviewing and reflecting on the computer lesson Ask students what they thought of the computer lesson.
Did they experience any particular challenges?
Workbook Appendix: Pages 150, 151 What were some of the new words they learned?
Are they clear about how mixed conditionals differ from other types of conditionals?
Playing a drawing game to review vocabulary from the Remind students that in the pre-computer lesson you introduced some words related
computer lesson to entrepreneurship, whose meaning they had to find out in the computer lesson. You
are now going to have students review these items by playing a game.
Divide the class into four teams. Each team will have a turn to send a member of their
team to the front of the classroom. You will give this member a word written on a
piece of paper. They will have one minute to draw something on the board that will
help their team guess the word. The person drawing cannot speak or mime. They also
may not draw any letters or numbers. If their team guesses the word in one minute,
they score one point. If after one minute the team cannot guess the word, the other
teams can try to guess. They should write their answer on a piece of paper and give it
to you. If another team guesses the right answer they score one point. Once you have
gone through all the words, the team with the most points is the winner.
Below are the 16 words from the computer lesson that you should use in the game.
Remember, write each word on a piece of paper and hand it to a student as he or she
comes up to draw on the board.
1. budget (noun - plan used to decide how much money can be spent and the way it
will be spent)
2. business plan (compound noun - written document that explains in detail how a

business will achieve its goals)

3. chain store (compound noun - one of a series of stores owned by one company
and selling the same products)
4. crowdfunding (noun - act of raising money through the collection of donations
from random, unconnected people, usually over the Internet)
5. entrepreneur (noun - someone who starts a business and is willing to risk loss to
make money)
6. expand a business (expression – take an existing business and make it bigger)
7. expense (noun - amount of money you need to spend to pay for something)
8. funding (noun - money given for a certain purpose, such as a program or project)
9. investor (noun - someone who gives money to a business, in hopes of making
money from that business later)
10. loan (noun - money a bank lends to someone which is paid back)
11. networking (noun - connecting with other people to exchange information and
cultivate relationships)
12. pitch (verb - present an idea to try and persuade someone to do something)
13. profit (noun - money a business makes after they pay all business costs)
14. retailer (noun - company that sells affordably-priced products that are produced
and distributed in large quantities and appeal to a wide variety of consumers)
15. startup (noun - small company that is just beginning)
16. passion (noun - an extreme interest in or wish for doing something)
Constructing sentences with mixed conditionals Divide the class into pairs. Give a copy of Handout 44 to each pair. Explain that there
are six sentences on the page, divided up into condition and result clauses. Tell
Handout 44: Mixed Up Conditionals students to cut them out and arrange them to make logical mixed conditional
(one for each pair of students) sentences. When the task is completed, have students read their sentences to the
class.

a. 1. Entrepreneur 2. start-ups 3. Profit 4. Funding 5. Loan 6. Crowdfunding 7.
Workbook: Pages 91, 92 business plan 8. networking 9. investors
b. 1. Our business plan wasn't good enough so we didn’t get investors.
2. You should use social media to start advertising.
3. I have my clothing business today only because I took a risk.

c. 1. If there was enough money in the budget, Martha would hire another engineer.
2. If Tim hadn’t been the one to run the crowdfunding campaign, it wouldn’t have
been a success.


Pre Computer: Tech Start-up Hub
Activity Procedure
Introducing the topic of the computer lesson Ask the class if they know what a hub is. Elicit that it is the central part of a wheel and
more commonly used nowadays to describe the center of any kind of activity or focal
point.
Tell students that the title of the next computer lesson is Tech Start-up Hub. Ask them
what they think this is. What kind of service would such a hub provide?
Introducing rhetorical devices Write the following question, which appears in the computer lesson, on the board:
Have you ever dreamed of expanding your business but didn’t know how?
Ask the class if they think that the person who wrote this is expecting an answer. Elicit
or explain that this is what we call a rhetorical question, a question that is asked to get
the audience’s attention. Explain that this is one of many techniques that we use to
make our message stronger when we are talking or writing. Tell the class that they will
learn three more rhetorical devices in the computer lesson: alliteration, ethos and
hyperbole.
Write the following sentences on the board and ask students what makes each
sentence memorable.
Buy Bella’s beautiful bags! (All the words begin with the same letter. This is an example
of alliteration.)
Invest in us and you will never live to regret it! (The claim is very exaggerated. This is an
example of hyperbole.)
We have been providing quality service for over 150 years. (This sentence inspires
confidence. It is an example of ethos.)
Ask the class why rhetorical devices are often used in advertising. Elicit that they help

make the advertisers’ message memorable and convincing. Tell the class that in the
computer lesson there is a more detailed explanation about rhetorical devices and why
we use them.
Introducing the personalized speaking activity Tell students that this lesson contains a personalized speaking activity in which they
need to share their opinions on the Tech Start-up Hub they will read about. Brainstorm
with students the best way to do this:
1. Read the poster again
3. Take some notes.


Post Computer: Tech Start-up Hub
Activity Procedure
Reviewing and reflecting on the computer lesson Review the computer lesson by asking the following questions:
What is the Tech Start-up Hub?
Workbook Appendix: Pages 153, 154 How does it help entrepreneurs?
Elicit the following:
It provides a work space.
It’s a venue for business and networking events, as well as seminars.
It’s a place to meet team members and potential investors.
It provides a mentorship service.
It offers courses.
It provides free tea and coffee.
It provides high-speed Wi-Fi and free phone calls.
Identifying rhetorical devices Remind the class that they learned about rhetorical devices in the computer lesson.
Ask:
Why do we use rhetorical devices?
Elicit that we often use rhetorical devices to persuade our readers or listeners, and
because it makes message more interesting and exciting.
Write the following sentences on the board. Ask students what rhetorical device each
of the sentences uses.
- A big black bug bit a big black dog. (alliteration)

- Do you want to be a failure for the rest of your life? (rhetorical question)
- I am so hungry I could eat a horse. (hyperbole)
- Doctors all over the world recommend this type of treatment. (ethos)

Explain that you are going to introduce another rhetorical device, the tricolon. Write
the following sentences on the board or dictate them for students to write down:
Your careers will be determined largely by the quality of your speaking, the quality of
your writing, and the quality of your ideas… in that order. (MIT Professor Patrick Henry
Winston)
Tell me and I forget. Show me and I remember. Involve me and I learn.(Chinese

proverb)
Discuss what makes these quotations memorable. Explain that each sentence makes
use of a rhetorical device called a tricolon. A tricolon consists of three parallel clauses
that come in quick succession one after the other.
Giving a business pitch using rhetorical devices Ask the class if they know what a “business pitch” is. Elicit that a business pitch is a
presentation by one or more people to an investor or group of investors, though it can
also be an e-mail, letter, or even an impromptu conversation. The goal of a business
pitch is generally to secure the resources and funding necessary to move forward with
a business plan or to continue with an already established business or venture.
Tell the class that working in groups of three or four, they will prepare a brief pitch for
a business idea. The purpose of the pitch is to persuade potential investors to invest in
their startup. Here are the guidelines:
 The pitch must be brief – no more than one minute.
 In their pitch, students must use one or more of the rhetorical devices they have
learned about: alliteration, rhetorical question, hyperbole, ethos or tricolon.
 Every member of the group must speak.
Divide the students into groups of three or four and give students 10 minutes to
prepare their pitch.
Circulate and assist where needed. When students are ready, let each group give their
pitch. Allow one or two questions from listeners.
When all groups have finished, have an open discussion about the pitches. Was it

difficult to use one of the rhetorical devices? Did the rhetorical device they used create
the right effect? Which business idea did they like most?
Reviewing the personalized speaking activity Ask volunteers to share with the class their opinions on the Tech Start-up Hub. After
reviewing students’ recordings and/or class presentations, point out any common
errors for students to watch out for in the future as well as positive aspects of their
work.
Information gap on biographies of entrepreneurs Before class, photocopy Handout 45, one for each pair of students. In class, divide
students into pairs. Give one student in each pair the page labeled Student A, and the
Handout 45: Entrepreneur Biographies other student the page labeled Student B. Explain that each student has a biography of
(one for each pair of students) an entrepreneur. Instruct students to read their articles, and then question their
partner to find out about his or her entrepreneur. While students are working in pairs,
circulate and help with any vocabulary or comprehension issues that may arise. Give
students time to ask and answer each other's questions. Then review their answers
with the class.

a. POSSIBLE ANSWERS
Workbook: Page 93 1. Come to a comfortable, cooperative, co-working space
2. Do you really want to work in isolation? Have you overstayed your welcome in the
local cafes?
3. Spend one day in the Work-Hub Club, and you'll never want to work anywhere
else again.
4. As one of the first work hubs in the country, Work-Hub Club knows exactly what
you need.


Pre Computer: Eye on Business
Activity Procedure
Introducing the topic of the computer lesson Tell students that they are going to watch a clip from a TV program called Eye on
Business. Ask students what they think the program will be about. Elicit that the
program will probably be some kind of factual business related report or interview.
Ask students if they enjoy reading business magazines, or listening to business related
podcasts or TV shows. On the board, write a list of popular shows and publications
that deal with business and finance.
Ordering pieces of dialogue to create a video script Photocopy Handout 46, making one copy for every three students. Divide the class
into groups of three. Tell students that on the handout is a video script from the
Handout 46: Mixed Up Script computer lesson, but the sentences are jumbled up. Instruct students to cut out the
(one handout for every three students) strips of paper along the broken lines and separate the parts. They should work
together in their groups to put the pieces of dialogue in the correct order.
When students have finished, have volunteers act out the script in front of the class.
Introducing the personalized writing activity Remind students that this lesson contains a personalized writing activity in which they
need to write about what kind of business they would open if they could open their
own.
1. Watch the video again
3. Take some notes.

Discussing elements of a good paragraph Tell the class that effective writing is divided into paragraphs and that you are going to
review with them some advice for writing good paragraphs.
Write the following questions on the board for students to discuss.

1. What is a paragraph?
2. What is unity in a paragraph?
3. What is coherence in a paragraph?
4. What is a topic sentence?
5. How do we decide when to start a new paragraph?
Divide students into small groups and give them 10 minutes to discuss all the
questions. Go around the class and let different groups give feedback on each
question.
Possible Answers:
1. What is a paragraph?
A paragraph is a collection of related sentences dealing with a single topic, or
developing one main idea. Paragraphs help break up the text into easy-to-read
sections.
2. What is unity in a paragraph?
Unity in a paragraph means that the entire paragraph focuses on one single idea. The
entire paragraph should concern itself with a single focus. If it begins with one focus or
major point of discussion, it should not end with another or wander between different
ideas.
3. What is coherence in a paragraph?
Coherence is one of the main factors that makes it easy for a reader to understand
what a writer is trying to say. If a paragraph is coherent, the words, phrases, and
sentences move smoothly and logically from one to the other. The ideas in a coherent
paragraph are connected together in such a way that the reader is able to see a
consistent relationship between them.
4. What is a topic sentence?
The first one or two sentences of a paragraph express in a general way the topic that
the paragraph is going to deal with. Every paragraph has one single, controlling idea

that is expressed in its topic sentence.

5. How do you decide when to start a new paragraph?
Generally, you should start a new paragraph when you begin a new idea or point. If
you have an extended idea that spans multiple paragraphs, each new point within that
idea should have its own paragraph.
Encourage students to refer to this advice in their writing tasks throughout the unit.
Homework tasks Explain/Demonstrate workbook activities – Page 94, 95


Post Computer: Eye on Business
Activity Procedure
What kind of program did you watch? (a TV interview)
Workbook Appendix: Pages 154, 155 Who was being interviewed? (the owner of a bike shop)
What was the name of the business discussed in the computer lesson? (Frames and
Fenders)
Why is it called this? (Both these words are associated with bicycles. A frame is the
central structure of a bicycle. A fender is the part mounted over the wheel to prevent
mud and water splashing on the rider.)
Do you think this is a good name?
What rhetorical device is used in this name? (alliteration)
Reviewing the personalized writing activity When you’ve completed your review of the students’ writing submissions in the
Performing a SWOT analysis on a business idea and Tell students they are going to take the business idea they wrote about in the
discussing it with a fellow student computer lesson and do a SWOT analysis on it.

Explain or elicit that SWOT stands for Strengths, Weaknesses, Opportunities and
Threats. A SWOT Analysis is a useful technique to help identify the internal and
external factors that will affect a company’s future performance. Draw the following
chart on the board to help students organize their ideas:
Helpful Harmful
Internal Strengths Weaknesses
External Opportunities Threats
Once students have completed their own SWOT, they should share their work with a
partner and discuss each other’s ideas. Finally, discuss with the class how useful they
found this activity.

b. 1. start-up costs, 2. venue, 3. overhead, 4. garage and yard sales, 5. flea market
Workbook: pages 94, 95 c. 1. POSSIBLE ANSWERS: furniture, games, toys, jewelry, books
2. flea market business, 3. She found items in her family's basement., 4. thought of
an idea
5. because she became a successful flea market vendor


Pre Computer: Setting Up a Business
Activity Procedure
Introducing the topic of the computer lesson Tell the class that the title of the computer lesson is Setting Up a Business. Explain that
one of the most important parts of setting up a new business is creating a good
business plan.
Elicit or explain that a business plan is a guide or roadmap for your business that
outlines your goals and explains how you plan to achieve those goals.
Brainstorm with the class the key elements in a business plan, such as:
a description of the business and a mission statement
an outline of who will hold what positions in the business
information about the financial aspects of the business
a description of how you will sell and market your product or service
Expanding on the topic of the computer lesson by Initiate a class discussion on the characteristics of an entrepreneur. Elicit the following
discussing the characteristics of an entrepreneur adjectives:
disciplined
confident
not afraid of failing
hard-working
determined
creative
enthusiastic
competitive
flexible

Discuss whether anyone can be an entrepreneur or whether it takes a special skill set
and mindset.


Post Computer: Setting Up a Business
Activity Procedure
What does the younger man in the video want to do? (set up his own business)
Workbook Appendix: Page 155 What two questions does the older man ask the younger man? (If he has a business
plan, If he knows how he wants to market himself)
What advice does the older man give? (He suggests the younger man set aside money
from the budget for advertising)
Role-playing a discussion between someone who Before class, photocopy Handout 47, one for each pair of students, and cut it into two
wants to start a business and an experienced business role cards. Tell students they will be role-playing a discussion between someone who
person wants to start a business and an experienced business person. Divide the class into
pairs and give one student in each pair the role card for Student A and the other the
Handout 47: Entrepreneurs Role-Play role card for Student B. Have them do the role play, then instruct them to switch roles.
(one for each pair of students) Give students time to prepare and practice their role-play. When they are ready, ask
for volunteers to perform their role-play in front of the class.

a. 3, 5, 2, 4, 6, 1, 7
Workbook: Pages 96, 97 b. 1. Yes, I do, but it would be great if you could review it with me. 2. Sure, I'd be
happy to help. 3. Well, you should probably set aside some of your budget for
advertising.
c. 1. Requesting help, 2. Giving advice, 3. Requesting help, 4. Giving advice, 5.
Offering help
d. 1. Melvin wants Leo to help him find investors. 2. Leo will try to help Melvin find
investors but doesn’t want to make any promises.


Pre Computer: Make It Happen Crowdfunding
Activity Procedure
Introducing the topic of the computer lesson Explain that eventually, most start-up businesses will come to the point where they
have to depend on investors. Write the word “crowdfunding” on the board and ask the
class if they are familiar with this term. Elicit or explain that crowdfunding is when a
project or venture is funded by raising many small amounts of money from a large
number of people, typically via the Internet. People who fund the project or venture
are offered a reward or incentive in exchange for their money.
Ask:
Have you ever tried to raise money for a project by crowdfunding?
Have you ever invested in a project on a crowdfunding Web site?
Do you think crowdfunding is a good idea? Why/Why not?
Tell students that they are going to read three texts about a crowdfunding project.
Introducing expressions to talk about money Ask the class if they know any idioms that relate to money or finance. If students can't
think of one, write the following sentence on the board:
Our business needs an investor with deep pockets.
Elicit or explain that having deep pockets means that you have a lot of financial
resources.
Write the following list of idioms on the board, without the explanation in
parentheses. In pairs, students should work together to find out the meaning of any
idioms that are unfamiliar to them. They should then write at least 5 sentences using
different idioms from the list. Give students about 10 minutes to write their sentences.
Then tell them to walk around the room and share their sentences. After a few

minutes of mingling, bring the whole class together. Answer any questions they might
have about the idioms.
List of idioms:
1. feather your nest (to make yourself rich, especially in a way that is unfair or
dishonest)
2. feel the pinch (When someone feels the pinch, they begin to suffer from a lack
of money.)
3. golden handshake (a large payment made to someone when they leave their
job, either when their employer has asked them to leave or when they are
leaving at the end of their working life, as a reward for very long or good
service in their job)
4. gravy train (If someone is on the gravy train, they have found an easy way to
make money, one that requires little effort and is without risk.)
5. hard up (If you are hard up, you have very little money.)
6. on the house (Something which is on the house is offered free of charge,
usually in a bar or restaurant.)
7. keep the wolf from the door (to have just enough money to be able to eat and
live)
8. laugh all the way to the bank (A person who makes a lot of money easily,
especially through someone else's stupidity, is said to laugh all the way to the
bank.)
9. make a mint (If someone is making a mint, they are making a lot of money.)
10. nest egg (an amount of money that has been saved or kept for a special
purpose)
11. on a shoestring (If you do something on a shoestring, you do it with very little
money.)
12. slush fund (an amount of money that is kept for dishonest or illegal activities in
politics or business)
13. splash out (If you splash out on something, you spend a lot of money on it.)
14. pay through the nose (to pay too much money for something)
15. to hold the purse strings (to control the spending of a family's or an
organization's money)
Introducing the integrated speaking activity Remind students that this lesson contains an integrated speaking activity in which they

will need to speak about a crowdfunding project, which they will read about in the
lesson resources. Explain that they will be scored both for their delivery, and for how
accurately they used the information provided in the computer lesson. Brainstorm
with students the best way to do this:
1. Read the texts again
3. Take some notes.


Post Computer: Make It Happen Crowdfunding
Activity Procedure
Reviewing and reflecting on the computer lesson Review the lesson by asking:
What were the three different kinds of texts that you read? (Web page, online ad, blog)
Workbook Appendix: Pages 156-158 What was the connection between the three texts? (All revolve around getting funding
for the HEADSTRONG bike helmet)
What do you think of the Headstrong Bike helmet? Would you invest in this project?
Playing a game to review and reinforce key vocabulary Tell students that they are going to play a game to review key vocabulary from the
from the computer lesson computer lesson:
1. Divide students into groups of four.
2. Read one of the definitions from the 15 listed below.
3. If a team knows what the word or phrase is, they should raise their hands. They'll
then have a chance to say what word or phrase they think you are defining.
4. If they are correct, they get one point. If they are incorrect they get minus two
points.
5. If a team guesses incorrectly, the turn passes to the next team. The same point
system applies.
6. If students are having difficulty guessing the word, tell them what part of speech it
is.
7. The team with the most points at the end is the winner.
Definitions:
1. interesting and useful (nifty – slang adj.)
2. showing great enthusiasm or interest in something (avid – adj.)
3. refers to special information about a particular subject (the scoop – slang
expression)

4. describes an amount that you think will be accurate based on other information
used to calculate it (estimated – adj.)
5. describes something that is completely different from other things (one-of-a-kind –
expression)
6. ride or test of a new car or product to see how it works and if you like it (test drive
– compound noun)
7. smooth and shiny (sleek – adj.)
8. certain kind of light that uses less energy than other lights (LED - acronym – stands
for "light emitting diode")
9. device in a wall into which an electric cord can be plugged (wall socket –
compound noun)
10. estimated total price customers pay for a product (projected retail price –
compound noun)
11. describes a person who did something early (early bird – compound noun)
12. event to promote a specific idea or goal (campaign – noun)
13. promise to pay a certain amount of money towards a specific goal (pledge – verb)
14. date or time by which you need to get something done (deadline – noun)
15. give something, such as money, to help a person or organization (donate – verb)
Giving a presentation on a project in need of Divide the class into small groups and give each group a copy of Handout 48. Tell
crowdfunding students that they will be planning a presentation to try and get crowdfunding for a
project. Explain that they should read through the handout, and then begin planning
Handout 48: Plan a Crowdfunded Project their project. Tell them that they can find information relevant to the presentation on
(One for every small group) the handout. Make sure students know that each group will present their project to
the class and try to persuade the other students to invest in their project. While
students are working on their project, walk around the room offering assistance where
needed. When students are ready, encourage them to take turns giving their
presentations. All members of the group should take part in the presentations. Allow
time for other students to ask questions and give constructive feedback.
Reviewing the integrated speaking activity Ask volunteers to tell the class about the HEADSTRONG bicycle helmet. After reviewing
students’ recordings and/or class presentations, point out any common errors for
students to watch out for in the future as well as positive aspects of their work.


a. Accept all logical answers.
Workbook: Page 98


Pre Computer: The ABC of Starting a Business
Activity Procedure
Introducing the language of the computer lesson Tell the class that the topic of the computer lesson is: The ABC of Starting a Business
Write this phrase on the board and ask the class what they think it means. Elicit or
explain that The ABCs of something means the basic information or principles about a
subject.
Explain that you are going to teach some expressions related to business, some of
which appear in the computer lesson. Write the following on the board and ask
students work in pairs to explain what each means.
Don’t work in a vacuum!

Get your finances in shape!
Create a buzz!
Spread the word!
Don’t let a bump in the road set you back!
Face your problems and ride them out!
Have pairs join with other pairs to compare answers. Discuss with the class whether
they think these are good pieces of advice.
Generating a list of advice for someone starting a Ask students what advice they would give to someone starting a business. Write these
business ideas on the board.
Introducing the integrated writing activity Remind students that this lesson contains an integrated writing activity in which they
need to write what advice they would give someone starting a new business.

1. Watch the slideshow again

3. Take some notes.


Post Computer: The ABC of Starting a Business
Activity Procedure
Reviewing and reflecting on the computer lesson Review the computer lesson by asking the students to summarize what Sally Santos
believes are the ABCs of starting a small business. Elicit:
Workbook Appendix: Page 159 Base your business on something you’re passionate about.
Conduct market research.
Create a business plan.
Make sure your finances are in shape.
Don’t work in a vacuum – find mentors and colleagues.
Create a buzz.
Be flexible.
Ask the class if they agree with her advice and whether there is anything else that
they think is important to remember when starting a new business.
Playing a board game on the topic of entrepreneurs Before class, photocopy Handout 49. Make sure you have one die for each board and
three different colored markers, one for each student. To make the game more
challenging, tell students that whoever rolls a 6 must go back to the beginning and
Handout 49: Entrepreneurs Board Game whoever rolls a 5 must miss a turn.
(one for each group)
Divide the class into groups of three. Give out Handout 49. Tell the students that they
are going to play a board game which reviews the content of the unit.
To play, students place their markers on Start. One at a time, players roll the die,
move their marker the number of spaces indicated, and answer the questions or
follow the instructions. If they answer a question incorrectly, they must return their
marker to the previous space.

Reviewing the integrated writing activity When you’ve completed your review of the students’ writing submissions in the

a. 1. D, 2. F, 3. C, 4. E, 5. A, 6. B
Workbook: Page 99
Additional Reading: Have the students open their workbooks to page 101 and read the title of the text.
Ask them what they know about co-working. Go through all the questions in the
Practicing reading techniques
Global Reading and Close Reading one after the other, making sure all the students
explain how they arrived at their answers. After this first reading, tell students they
will read the text again at home and answer the Comprehension Questions for
Workbook: Pages 100-102 homework. Explain that the strategies used in the lesson should make the text more
accessible and help them with the comprehension questions.
Key:
Global Reading questions:
1. POSSIBLE ANSWER: Co-working spaces
2. It describes in general what a co-working space is and how it works.
3. What makes the location and atmosphere of Hubud unique
4. Digital Nomads
5. It serves as a testimonial to Hubud's success and may inspire the reader to visit
Hubud.
Close Reading questions:

1. A place you wouldn’t expect to find a co-working space
2. a) since monkey's swing from trees they are referring to the literal meaning;

b) the expression means to stop by for an informal or unplanned visit

3. Many people work at Hubud barefoot (they don’t wear shoes).
4. The percentage tells us the amount of people working at Hubud who consider
themselves digital nomads.
5. The ability for digital nomads to work depends only on a reliable Internet
connection.
6. Although there are so many people working on exciting projects it can be lonely to
do it on your own.
7. People start to work together on projects.
8. To express two related ideas. One is to explain why people come to Hubud (for the
Internet) and the other is to explain why people stay at Hubud (for the community).
Comprehension Questions:
1. People who are self-employed or starting their own business
2. Many people choose to work at co-working spaces because they provide all the
equipment they need and it's less lonely than working from home or in cafes.
3. Hubud is an unusual co-working space because it's located on an island in the
middle of the ocean.
4. Accept all logical answers. Example: Hubud's atmosphere is very relaxed. With the
beach nearby and the buildings made from bamboo and wood, it almost seems like
a vacation.
5. A digital nomad is someone who isn’t tied down to any specific physical workplace.
He or she can work anywhere with a reliable Internet connection.
6. Hubud's co-founder, Peter Wall, says the reason for Hubud's success is the sense of
community that people find there.
Reviewing the content of the course: A Trivia Quiz Tell students that they are going to design a trivia quiz based on the content of the
course. Explain that the quiz will help them review material for the test. Divide the
class into five groups and ask each group to write four questions based on the content
of the course. Group 1 will concentrate on Units 1-2, Group 2 on Units 3-4, Group 3 on
Units 5-6, Group 4 on Units 7-8, and Group 5 on Units 9-10. Tell students that the
questions should be simple trivia questions or language-based questions. Check the
questions and listen to the answers. Make sure the questions are clear and capable of
being answered quickly and easily. When everyone has their questions, place the

teams around the classroom facing each other and take up your position at the board.
Instruct each group to direct one of their four questions to each of the other groups.
Your role is to play quiz host, keep score, and make sure fair play is observed at all
times. Enjoy!
Expanding on the computer lesson Tell students that the course is nearly over and it would be appropriate to say good-
bye. Parting is traditionally a time for saying thank you, and so you thought to give the
students the opportunity to thank each other. Thank the class yourself for what they
Handout 50: Thanks for the Memories have taught you and tell them how much you have enjoyed teaching them. Mention
(one for each student) names if you can and specific instances where students have either helped you
understand something better or helped you to get your point across. Give each
student a copy of Handout 50 and give them time to read through it and fill in names.
When everyone is ready, have them stand up and talk to one another freely. Stand
back and give yourself credit for creating such a pleasant working atmosphere where
people can learn and meet each other.
Reflecting on the learning process End the lesson by giving students the opportunity to reflect on the course and their
overall learning experience. Give each student a copy of Handout 51 and tell them to
answer the questions. Then have them compare their answers with a partner.
Handout 51: Reflection Encourage them to discuss their learning experiences and make suggestions about
(one for each student) how the course could be improved in the future. Collect the handouts so that you can
analyze their answers in more detail.

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Advanced 3

Unit 2: Overcoming Difficulties 19

Unit 3: Business As Usual 37

Unit 4: The Great Outdoors 53

Unit 5: Exceptional Women 73

Unit 6: Truth and Lies 90

Unit 7: Believe It or Not 107

Unit 8: Strong Feelings 123

Unit 9: Learning and Technology 142

Unit 10: Entrepreneurs 173

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Lesson Plans | Advanced 3

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Just Clowning Around  Sharing opinions about relationships

Close Relationship  Comparing attitudes toward humor

Subjunctive Mood: Review  Discussing the etiquette of turn-taking

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Relationships 3  Using context clues to define a word

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Homework tasks Explain/Demonstrate workbook activities - Pages 7-10

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Reviewing the computer lesson Review the computer lesson by asking:

Checking homework tasks in pairs or small groups Key:

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4. True. He agrees to her suggestions.

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2. line 25, line 34, line 55

Homework tasks Explain/Demonstrate workbook activities - Pages 10, 11

Additional Reading: Comprehension Questions - Page 13

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Checking homework tasks in pairs and small groups Key:

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Homework tasks Explain/Demonstrate workbook activities: Page 14

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Checking homework tasks in pairs or small groups Key:

Expanding on the computer lesson - introducing Ask the class:

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Homework tasks Explain/Demonstrate workbook activities - Pages 15, 16

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Reviewing the computer lesson Review the computer lesson by asking:

Checking homework tasks in pairs or small groups Key:

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Unit 1: Cultural Differences

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Unit 2: Overcoming Difficulties

IFL Broadcast  Discussing connotations of the term “person with disabilities”

A Bit Deaf  Listing possible problems of people with disabilities

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Disabilities  Using context clues to define a word

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Unit 2: Overcoming Difficulties

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Homework tasks Explain/Demonstrate workbook activities - Pages 17, 18

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Unit 2: Overcoming Difficulties

Reviewing the computer lesson Review the computer lesson by asking:

Checking homework tasks in pairs or small groups Key:

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