CLASS TO CLASS JUNIOR INTERMEDIATE

2nd term 2024

2nd Term (10th May – 11th July)
Mon & Wed: 15 Classes Book: Gold Experience B1 - 2nd Ed. (Student’s book)
Tue & Thu: 14 Classes Reader: The OC
Term test:

REMEMBER: Start the lesson showing the the ClassHub and reflecting on what you’ve done the previous class. Check if they’ve sent/done Homework and
insist on it if they haven’t.
Round off the lesson by showing the current class on the ClassHub so as to reflect on what has been done and also, to show and explain them the Homework.
Remember we are trying to raise awareness about the work done in class.
Have a look at the following Class to Class pearl necklace approach to see what is the skill to be developed in each class:

Thematic unit and linguistic/conceptual content of the plan: Technology

General objectives of the unit: - To acquire vocabulary related to technology in the (smart) home and to be able to communicate with others more effectively. -
To understand, learn and use the future structures and tenses accurately. - To understand the meanings and collocations phrasal verbs have and their word order. -
To learn more about the COVID pandemic at home with technology.
LESSON 1
PHASE TIME DEVELOPMENT
Warm up: H5P – Smart Home of the Future:
Teacher goes with the group through this short video answering the prompts that come up.
Afterwards, reflecting questions like the following may be asked:
Warm up 10 min  Do you like that house?
 Would you want to live in a Smart Home? Why? Why not?
Do you think Smart Homes could help people with the pandemic situation around the world? How?
Vocabulary Introduction Genially: https://view.genial.ly/60479bcef1847b0d919321a2/horizontal-infographic-review-jr-int-unit-
3-mind-map-technology
a) The mind-map is divided into three categories: TECHNOLOGY IN THE HOME – PHRASAL VERBS – SMART
HOMES.
b) In the correspondent category, students have to complete the missing letters of the following words:
c) Technology in the Home: coffee maker, dishwasher, fridge-freezer, kettle, microwave, remote control, smart TV, washing
machine.
Vocabulary d) Phrasal Verbs: go off, plug in, set up, shut down, switch/turn on/off, turn up/down.
30-40
e) Smart Homes: air conditioning, battery, central heating, charge (a device), connect, download, electricity, file sharing, install,
Mind-map min machine, online, robot, tap (a button/an icon), upload.
f) Elicit previous knowledge to help them complete the mind-map. Allow 7-10 minutes to complete it and help students by acting
out or providing a clear definition in case they don’t remember a word (or using the tip from Genially when there is one).
g) Vocabulary Pictionary! -Making use of the board and Zoom’s whiteboard features, teacher gives a student a word and they
have to draw that word within a time limit whilst the rest try to guess it. You may choose for them to play in groups, give points,
etc. WORDLIST: coffee maker, dishwasher, fridge-freezer, kettle, microwave, remote control, smart TV, washing machine,
go off, plug in, set up, shut down, switch on, switch off, turn up, turn down, air conditioning, battery, charge, connect,
download, electricity, install, machine, online, robot, upload
Student’s Book: p. 37 ex. 3 + Explore Language
In order to practice the vocabulary they’ve just learnt, students do activity 3 from the Student’s book p. 37.
Practice 10 min For the Explore Language chart, go through it and make students provide examples of sentences with phrasal verbs to show which
can be separated and which can’t.
Student’s Book: p. 37 ex. 6
Students do activity 6 from the Student’s book p. 37.
Practice 10 min Once everything is complete, clear out doubts and if no questions come up, ask students to put their material away and to save the
file in the case of the ones attending online.
Wordwall Wordwall: Vocabulary Hangman: https://wordwall.net/play/12018/364/303
Game 10 min
 Online HWK: H5P - Smart House Ad
Homework: 5 min  Online HWK vocabulary
LESSON 2
Warm up 10 min Warm up Wordwall: Match the music format players with their time: https://wordwall.net/play/12033/535/836
The group has to put all the music formats (gramophone, cassettes, CDs, mp3, etc) in chronological order.
 After the game and checking the answers, teacher asks the group if they know about all these formats and, if they do, where from.
Music Throughout the Years: Reading Genially: https://view.genial.ly/6052494a055c030d8c770a3a/presentation-jr-int-unit-3-
Reading 40-45 music-throughout-the-years-reading
Genially min The group starts the presentation learning about the impact the “streaming era” of music has caused on the music industry. They
discuss this issue before moving on to the reading activities from student’s book p. 34-35 (ex. 2-5) (presented on the Genially).
Speaking: National Unplugged Day
The beginning of the student’s book p.40 shows the information for the National Unplugged Day (it is also as a resource in the
Pre-writing 5-10 min Classhub).
Students are asked to share their opinions and insights regarding this event and if they would like to take part in it (questions from
ex.1)
Wordwall: Match up the response! - https://wordwall.net/play/12039/349/361
Wordwall 10 min Students compare the original email from Jamie (from p.40) with the disorganized parts of Mia’s response (also from p.40) in
order to place the correlating paragraphs and parts together in the right order.
Student’s Book: p. 40-41 ex. 5
UoE/ Writing The group reads the exam tip: email and read through Mia’s response together to find the specific phrases that are very useful to
Practice 10 min give advice and make suggestions.
Encourage students to provide more useful phrases for giving advice and making suggestions.
 Online HWK reading
 Online HWK writing
Homework: 5 min  Online HWK writing: Your time to write!
 Forum: Do you know who these two women are? Do you know what links them together? (forum with a picture of Lindsay
Lohan and Jamie Lee Curtis signaling for next class’ movie activity)
LESSON 3
TERM TEST I ERROR ANALYSIS
The group works with the most important and repetitive errors that appeared in Term Test I. Profit from the different activities by
remarking the reasons why students generally make those mistakes.
Warm up 20 min Warm up: Going back to last class’ forum and seeing who got it right
Teacher checks the previous class’ forum and congratulates anyone who got the movie Freaky Friday (or any of the actresses'
names) right
Movie Handout: Freaky Friday
20-30
Movie Handout The group works through a handout that introduces the grammar point of the unit: Talking about the Future (will – going to –
min present simple – present continuous).
Grammar 10-15 Grammar PPT Presentation: Future
Presentation min The group goes through the PPT learning about the different ways of talking about the future.
Student’s book: p. 36 ex. 1
Practice 10 min Student’s complete this activity that also includes the explore grammar chart.
Student’s Book: p. 36 ex. 2
Practice 5 min Students watch the video and complete the activity
Student’s Book: p. 36 ex. 3
Practice 5 min Students complete the activity by choosing the correct future form.
Student’s Book: p. 36 ex. 4
Practice 10 min Students complete the article by choosing the correct future form.
Encourage reading aloud when correcting.
Closing 5 min Closing Questions: The future of music
 Close off the class by asking the following questions:
 Do you think we are going to see more of these hologram artists in the future?
 Would you go to one of those concerts?
Questions
 What will happen to music?
Do you think known artists (mention a few) are going to become hologram artists or do virtual concerts? What about the COVID-
19 situation?
Homework: 5 min  Online HWK grammar
LESSON 4
Warm up Wordwall: Choose the right object for each person: https://wordwall.net/play/12044/015/996
Warm up part 2 5-10 min The group plays a game where they have to quickly decide on the best object for each person that appears
Student’s book: p.38 exam tip
Pre-Listening 5-10 min The students pay attention to the advice from the exam tip and make predictions based on the questions and pictures.
Student’s book: p.38 ex. 3
Listening 10 min Students listen to the audio and, when correcting, teacher checks the predictions and the group sees if anybody got some right.
Explore Student’s Book: p. 38 explore grammar (ex. 5)
Grammar 5-10 min Teacher goes with the group through the chart encouraging students to provide more phrases to give advice and make suggestions.
Student’s book: p.38 ex. 6
Practice 5-10 min Students practice the use of words and phrases to make predictions in ex. 6.
Final Task: App Entrepreneurs Pitches + Groups
 Students watch a video from ex. 3 from the Student’s Book p. 42 to be introduced to the final task.
 Teacher (with the help of a flyer) then explains that they will also be designing new apps that Oxford College students can use
(encourage creativity).
Final Task  Teacher gives some minutes for students to think about the pitch for their app (name, objective/necessities that other apps
Introduction 15 min cannot fulfill, some pros) and the best ideas (3 groups Minimum if 15 students, but don’t encourage many groups) will be
pitched spontaneously to the rest of the group.
 Students then join the team that will develop the app that they like the most.
 Students are tasked to get in contact with their groups and work together to do research and plan their apps they will
have 2 classes time to do RESEARCH.
 Online HWK listening:
 Online HWK grammar: Advice and Suggestions
 Final Task JAMBOARD: Research + PLAN (project picture p. 42 for guidelines). SHOW THIS TO STUDENTS SO
Homework: 5 min THEY HAVE A CLEAR IDEA OF WHAT THEY NEED TO DO
LET STUDENTS KNOW THEY WILL HAVE A TOPIC TEST ON CLASS 6

LESSON 5
Warm up H5P: Samsung - Next Generation Robotics: https://www.youtube.com/watch?v=3H6g19EhXQQ
Warm up 5 min The group goes through this video answering the prompts that appear on screen.
 Speaking – Discussion questions
The teacher asks the group a series of questions to discuss regarding technology and robots at (smart) homes:
 Do you think those robots are good for humans? Why/Why not?
 Would you have a robot in your house?
Pre-listening 5-10 min  Do you think everybody will have robots at their homes at some point? Is that good?
 If you had a robot, what would you like it to do for you?
Which of these words would you use to describe your imaginary robot? Why?
calm convenient creative human intelligent time trust useful
Student’s Book: p. 39 ex. 3
Listening 5-10 min The group listens to an audio about a discussion and have to complete with the correct words (Giving and asking for opinions,
agreeing and disagreeing)
Speaking – Pair Discussion Video - https://www.youtube.com/watch?v=wv_nEUnhFFE (CHECK CLASSHUB URL FOR
Pair Discussion TIMESTAMPS) (4:59 to 7:41)
Video 5 min Before watching the video, read the exam tip from p. 39 so that students are aware of the dynamic of a pair discussion activity.
Students watch the video paying attention to the conversation.
Speaking – Pair Discussion Tips Genially: https://view.genial.ly/604f7c45de172e0d22a71acb/horizontal-infographic-lists-
speaking-pair-discussion-tips
Speaking 10-15 tips about what to do and what not to do in this type of activity are showcased.
Genially min The presentation also shows a list of useful phrases and structures to use in this activity to communicate your message in a
better and more efficient way.
Speaking – Pair Discussion Practice
Students take turns to practice pair discussion. The pairs will be formed from 1 online student and 1 onsite student. Encourage the
10-15 use of the phrases seen and make them remember that, at its core, this is a conversation between two people, so it should feel
Practice and be as natural as possible.
min
After they finish, quickly go over the strong positives that the students showed while they spoke.
Try to have as many as possible (it depends on students' participation)
Wordwall: Speaking Practice: https://wordwall.net/resource/12082661
10-15 Students get a card from a deck that may contain a) a speaking personal question b) a picture to describe or c) a question about
Practice
min vocabulary or grammar from this unit
Final Task: making progress + Plan
 Teacher goes to the Jamboard to check students’ progress. They ask their students if they have any doubts or any questions and
gives tips to those who are a bit lost.
10-15  Those who are on the right track can, in a more detailed way, plan how they are going to present their app to the rest. They will
Final Task
min have to make a flyer and some type of presentation because they will “present it” to a “wide audience.”
Teacher mentions they will all vote for the winning app at the end of the unit.

Homework: 5 min  Online HWK speaking: Picture Description (Smart Homes)

LESSON 6
Warm up Wordwall: Put the Sentences in the correct Order: https://wordwall.net/play/12704/710/690
Warm up 10 min The group plays a sentence-making game focused on using the future forms correctly whilst also utilizing the correct
vocabulary from this unit in order to quickly revise for the topic test.
TOPIC TEST 30 min TOPIC TEST 2: TECHNOLOGY
H5P: Good Presentation vs Bad Presentation: https://www.youtube.com/watch?v=V8eLdbKXGzk
After the activity, teacher asks the group some questions to reflect on both presentations:
10-15  How did you feel watching the first presentation? How about the second one?
Listening
min  Did you notice important changes between the presentations? Which ones?
 Do you agree with the advice the students gave the presenter?
 What do you think about the presentation projected onto the blackboard? Was it useful?
Looking back with hindsight on Kenza and Mohammed’s pair discussion: https://www.youtube.com/watch?v=wv_nEUnhFFE
Teacher goes back to this Speaking video and the group analyses the way both candidates speak during this activity and if now
Post-Listening 5 min they notice some small details (that make the candidates participate in a better or worse way) that they weren’t able to notice
before.
Genially – Apps to make great presentations: https://view.genial.ly/606771abb2064f0d447b0812/presentation-presentacion-
tech-simple
10-15
Genially Teacher presents a Genially where students can briefly take a look a different apps to make great presentations and gives time for
min them to ask any questions regarding the presentations they have to make. Teacher explains that by this point, students should
already be preparing their presentations because, in the following class, they will be sharing their apps to the rest of the group.
Final Task Teacher reminds students they will have to make a flyer and a presentation where they all speak because they will “present it” to a
Preparations 5 min “wide audience.”
Students NEED TO HAND IN their presentation & flyer BEFORE THE CLASS 7.
Homework: 5 min There’s an assignment on the Class Hub for them to upload their files.
OPTIONAL CLASS
Unit Check
Warm up 55-60  Game 1 (15-20 min) - Grammar Quizizz: Future Tenses Practice | Grammar - Quizizz
Unit Check min  Game 2 (10-15 min) - Vocabulary Kahoot: https://create.kahoot.it/details/2b32ce4f-0109-4aa9-946a-90960fb65b36
 Game 3 (15-20 min) - Sentence order Wordwall: https://wordwall.net/play/13837/835/517
Discussion Questions – How to talk to a wide audience
To introduce the video, teacher asks the group some questions about public speaking or speaking to a group of people:
Discussion
5-10 min - Is anyone afraid of speaking to large groups of people?
questions
- Have you had to give a presentation or a speech to people and you were nervous? If so, what did you do to get through it?
- Are you scared of giving your presentation about the apps in the Final Task? Why/why not?
Handout 5 - Public Speaking Tips + Video: https://www.youtube.com/watch?v=MnIPpUiTcRc
The group watches a video and when the video says to write down the main ideas in the worksheet (1:51), teacher hands out
Speaking tips 10 min Handout 5 so that everyone can work in their respective groups or as the whole class in order to find better ways of presenting
their apps to other people. Encourage a sharing process.
Final Task: Presentation Preparations
Final Task
5 min Teacher tells students that, after learning how to give a good presentation, they need to get together in their groups to organize how
Preparations
they will deliver their presentations: who will start, who will talk on which part and so on.
 Online HWK Unit Check
Homework 5 min REMIND STUDENTS THAT BY NOW, THEY SHOULD HAVE ALREADY SENT THEIR FLYERS AND
PRESENTATIONS BUT THAT THIS IS THE LAST CLASS TO DO SO.
LESSON 7
Final Task 50-60 Final Task Presentations – Oxford College Electronic Show (OCES)
OCES min The groups take turns to come to the board and present their app. If they are online students, teacher pins their video next to the
 presentation so they can clearly be seen by everyone.
REMEMBER TO KEEP IN MIND COVID RESTRICTIONS AND DISTANCING
Voting Phase: Poll
Voting Phase 5-10 min The group votes anonymously on the app they liked the most.
OCES Winner
Winner + Post
5-10 min Teacher declares the winning app and after a short celebration, takes a picture of the winning team with the logo on the board to
on ClassHub
post on ClassHub. Short text to congratulate them.
Classhub check up
Classhub check 10-15
Teacher checks up on the whole of the Classhub to see who, coming to the end of topic 3, needs to catch up with contents and
up min online activities (not just from topic 3, but from everything).
 Online HWK Review: Units 1-3
Homework: 5 min  Forum: Take a look at what’s to come (Video): https://www.youtube.com/watch?v=YO7gKsuYL6o
Thematic unit and linguistic/conceptual content of the plan: Sports
General objectives of the unit: - To acquire vocabulary related to sports and to be able to communicate with others more effectively. - To understand and learn
present perfect and use it with past continuous accurately. - To understand that some nouns and verbs have the same spelling and that some do not. - To learn
more about sports in connection with the Olympic Games (Tokyo 2020 in 2021).
LESSON 8
Phase Time Development
Warm up: H5P – Olympic Games will go on: https://www.youtube.com/watch?v=PZZ1syv2u3o
Teacher starts the class by giving students the introduction of the new topic: Sports. Together they watch a video and answer the
prompts that pop up.
After the video, teacher asks students a couple of questions to get the ball rolling:
Warm up 5 min  Do you like sports? Which ones?
 Have you watched the Olympic Games?
 Have you ever participated in a sports competition?
If you could participate in the Olympic Games, which one would you choose?
Wordwall: Match the people with the most suited sport for them: https://wordwall.net/play/13889/459/553
Warm up part 2 10 min Students work together to match people with the correct sport for each of them. This game is aimed at activating previous
vocabulary.
Vocabulary 30-40 Vocabulary Introduction Genially: https://view.genial.ly/6069c63bb2064f0d447b2301/horizontal-infographic-review-copia-jr-
Mind-map min int-unit-2-mind-map-communication
a) The mind-map is divided into four categories: SPORTS NOUNS – SPORTS VERBS – SPORTS EQUIPMENT -
COMPETITION.
b) In the correspondent category, students have to complete the missing letters of the following words:
Sports nouns: changing rooms, coach, court, locker, match, prize, race, and track.
 Sports verbs: beat, catch, collect, compete, hit, kick, lose, practise, race, score, train, win.
Sports equipment: goggles, helmet, net, racket, trainers, wetsuit.
Competition: Athlete, champion, competitor, fan, final, goal, medal, player, point, record, result, stadium.
c) Elicit previous knowledge to help them complete the mind-map. Allow 7-10 minutes to complete it and help students by acting
out or providing a clear definition in case they don’t remember a word (or using the tip from Genially when there is one).
d) Vocabulary Pictionary!
Making use of the board and Zoom’s whiteboard features, teacher gives a student a word and they have to draw that word within
a time limit whilst the rest try to guess it. WORDLIST: changing rooms, coach, court, locker, match, prize, race, track, beat,
catch, collect, compete, hit, kick, lose, practise, score, train, win, goggles, helmet, net, racket, trainers, wetsuit, athlete,
champion, competitor, fan, final, goal, medal, player, point, record, result, stadium.
Student’s Book: p. 49 ex. 1-2 + Explore Language
In order to practice the vocabulary they’ve just learnt.
Practice 15 min For the Explore Language chart, go through it and make students provide examples of other nouns that are identical or similar
as their verb forms.
Student’s Book: p. 49 ex. 3
Practice 10 min Students do activity 3 from the Student’s book p. 49.
Once everything is complete, correct the exercise using the audio from exercise 4.
Homework: 5 min Online HWK Vocabulary: Sports
LESSON 9
Wordwall: Decipher the Sports Anagrams: https://wordwall.net/play/13889/651/563
Warm up 5-10 min The group has to solve the anagrams of the different sports to check the correct spelling, not only of the most popular sports but
also of the more uncommon ones.
Student’s Book: p. 48 ex. 2
Warm up part 2 5 min Students watch the video as they listen to the speakers and need to match them with the sports they have done.
Grammar 20-25 Grammar PPT Presentation: Present Perfect
Presentation min The group goes through the PPT learning about Present Perfect and its uses, combined with adverbs of frequency.
Explore Student’s Book: p. 48 ex. 1
Grammar 5-10 min After having the presentation, students complete the explore grammar chart with the correct form of the verbs.
Student’s Book: p. 48 ex. 3
Practice 10 min Students listen to the audio and complete the sentences with the correct forms of the present perfect tense.
Genially Game: Put the verbs in the past participle form and provide examples:
https://view.genial.ly/6069e902aecacf0d773190b7/interactive-content-deporte-genial-vibrant
Genially Game 10 min A student is shown the verb (hidden) and must provide the past participle form and make a sentence using that verb.
When finished, clicking the OC logo will go forward to another slide to show all the words without the blur.
Student’s Book: p. 48 ex. 5
Practice 5-10 min Students complete the conversations with the correct present perfect form.
Homework: 5 min Online HWK Grammar
LESSON 10
Warm up Questions: becoming an athlete
Teacher starts the class by asking some questions that can activate sports vocabulary:
Warm up part 1 5 min Do any of you play or do sports in a semi-professional or professional way?
If yes, what is the biggest challenge that you face everyday?
If no, have you ever wanted to? What do you think sporty people need to do to become some of the best in the world?
Warm up part 2 H5P - Tamari Davis, 14-year old fastest girl on the planet (2017)
H5P 5-10 min Students watch a video about this young athlete and answer the listening comprehension questions that appear in the video.
Student’s Book: p. 50 Exam Tip
Student’s Book 5 min Teacher reads the exam tip and prepares students with the strategy for exercise 3
Student’s Book: p. 50 ex. 4
Student’s Book 10 min Students work on exercise 4. Teacher plays the audio twice and guides students while correcting to check the correct answers with
the text.
Explore Student’s Book: p. 50 Explore Grammar
Grammar 5-10 min Teacher goes through the box with the group and discusses any questions or doubts that students may have.
Student’s Book: p. 50 ex. 6
Practice 10 min Students practice identifying which tense to use in each case and using the correct words respectively.
Handout – London 2012 Olympic Games
Practice 20 min Students work with the handout to practice everything they have seen so far in this topic.
Genially Game 15 min Quizizz: Past Simple vs Present Perfect: https://quizizz.com/admin/quiz/60b4e83157b343001cf1c1de
 Online HWK Listening
Homework: 5 min  Online HWK Grammar: Past simple and Present Perfect
 Forum – The Olympic Fever
LESSON 11
10-15 Warm up: Handout - 5 Of The World's Strangest Sports
Warm up Students work with a video while doing different listening comprehension activities.
min
Quick Game: Sports and their Equipment [Student’s Book: p. 46 (ex. 1)]
Pre-reading 5-10 min Students are shown a picture with different equipment that usually does not work together well and they have to think about what
sports do not require any equipment and then what unusual sports can use some of them combined.
Student’s Book: p. 46 (ex. 4)
Student’s Book 5-10 min Teacher reads the text with the students and together they match the pictures with the correct sports. Clear out any words that are
not clear. Also, students work very quickly with the Exam Tip.
Student’s Book: p. 46 (ex. 6)
Student’s Book 10 min Teacher gives students time to read about the five different students and match them with the most suitable sports. When
correcting, explore why the correct answer is the most suitable.
Student’s Book: p. 46 (ex. 7)
Student’s Book 5-10 min Students carefully look in the text for the words that phrases that fit the definitions.
Speaking Practice – Kibasen and Shoulder Wars
Practice 10 min Students practice answering a personal question related to these sports and then two students will have to describe the pictures
before moving on to the Speaking section of Topic 4.
Student’s Book: p. 51 (ex. 1)
Practice 5 min Students have to write down notes about what they can see from the picture very quickly and then the group compares the answers.
Student’s Book: p. 51 (ex. 2-3)
Students match the correct answers with the questions and then listen to a girl describing a picture and they have to mention what
Practice 10 min she does not describe.
When finished, briefly discuss how well her description was while also taking into account the duration of it (30 seconds).
Student’s Book: p. 51 Exam Tip (no activity) + Explore Language
Speaking tips +
Working with the Exam tip and Explore Language parts from this page, students are reminded of some of the techniques and
Useful 5-10 min phrases to effectively describe a picture. Teacher may want to go back to the Genially from Topic 2 to revise on some tips (if time
Language
allows it).
 Online HWK Reading: Taking Part
Homework: 5 min Online HWK Speaking: Picture Description (Sports)
LESSON 12
Warm up part 1: Sports Fans Advertisement
Students read the ad and share some anecdotes about their times practising sports. Teacher can encourage the sharing moment with
10-15
Warm up part 1 these questions:
min  Do you regularly practise sports?
Do you have a special anecdote to share with the group?
Warm up part 2: Jessica’s Sports Article
Warm up part 2 10 min Students read Jessica’s article and find which paragraphs deal with the same topics asked by the instructions of the ad.
Article Writing Genially Presentation: https://view.genial.ly/60a7c653f631260d39c05aa6/horizontal-infographic-review-jr-int-
Article Writing 15-20 article-writing
Genially min Teacher goes through the Genially with students to learn more about how to write articles. Clear out any doubts that students may
have.
Explore Student’s Book: p. 52 (ex. 4-5)
10-15
Language + Teacher shows students the language box and reinforces the notion of linking ideas in a text to have a more effective message.
Practice min Clear out any doubts as regards the linking words used in both the exercises and the examples from the text.
Student’s Book: p. 53 (ex. 6)
Practice 10 min Students practise using linking words in different sentences.
Final Task: OC Sports Magazine Presentation
Final Task
Introduction 5-10 min Teacher presents the Final Task. Students are going to write an article with different drafts about an uncommon sport assigned
randomly. Teacher also mentions that, in class 6, students will design the cover for their edition of the magazine together.
Final Task: OC Sports Magazine – Assigning Sports: https://wordwall.net/embed/9efab49b5f6f4935942c87a427f98a4a?
themeId=28&templateId=8
Final Task
Preparation 10 min Teacher uses a wordwall wheel to randomly assign everyone a sport they are going to have to write their articles about. There are
more than enough sports to assign everyone. If anyone is absent, teacher spins the wheel at the end for them and notes everything
down so that those absent students know what they have to write about.
 Online HWK Final Task: OC Sports Magazine Article DRAFT I -ENCOURAGE THE INCLUSION OF PICTURES
Homework 5 min  “Start thinking about the cover for the magazine!”
LESSON 13
Warm up: Incredible Moments in Swimming (Video + Speaking): https://www.youtube.com/watch?v=7erXxFEt4O4
 Have you ever tried swimming? Do you like it?
Warm up 5-10 min  Do you watch swimming competitions?
 Have you ever swum in a river/lake/sea? Is it different than a swimming pool? Why?
10-15 Writing – Article Analysis Presentation
Analysis Students work together to fix some mistakes and try to improve the article.
min
Writing File – Article (SB: pp. 152-153)
10-15
Writing File Teacher goes with the students through the Writing File from the book to revise and look at more tips and things to keep in mind
min when writing an article. Teacher should take this moment to check up on any doubts the students may have.
Final Task: Draft I Feedback
Final Task: 10-15 Teacher gives students time to check their feedback and ask any questions from Draft I so that everything is clear for the final
Feedback min version.
 Final Task: Magazine Cover Creation
Teacher and group work together to make a great cover for their magazine. Teacher can utilize Canva or any other graphic design
Final Task: 10-15 app and should encourage lots of creativity from the group.
Cover min Make sure to upload that picture to the “Our Sports Magazine Cover!” resource in the Classhub when finished.
You may spend more time on this part if students are very excited to do this.
Video: “The 10 Weirdest Olympic Events”: https://youtu.be/gxgTKKotTRo
The group watches a video about “weird” Olympic Events with the task of paying attention and counting how many of those events
they know about.
Afterwards, the group reflects on the idea that those sports shown are not that weird compared to some sports that students got for
Speaking 10 min the Final Task:
Why do you think these sports are not weird for us but are weird for people from the US? (where the video was created)

5-10  Online HWK Final Task: OC Sports Magazine Article DRAFT II

Homework:
min  Online HWK: Writing
LESSON 14
Warm up: The Flail: https://youtu.be/BBTQvMXFb7s?t=268
5-10 (Teacher memorizes this activity before the start of the class to be able to do it with the group without watching the video)
Warm up
min Since this topic is about sports, this warm up involves the teacher and the students briefly starting the class by moving together
at the same time to get everyone ready to work.
Student’s Book: p. 54 (ex. 2)
Students watch a video about three teenagers from the US that have made sacrifices in order to play professionally. Students watch
the video looking for adjectives used to describe the sport. Afterwards, teacher asks the group:
 Do you think the routine these teenagers (and their families) and other athletes follow is fair and/or nice?
Listening 10 min
 What are the advantages and disadvantages of practising and playing a sport at a professional level as a teenager?
I have asked you at the beginning of the topic if you do sports regularly. Those of you who do (and maybe the ones who don’t play
sports too), have you considered playing professionally and becoming full-time athletes in the future? How much would you be
willing to sacrifice?
5-10 Student’s Book: p. 54 (ex. 3)
Listening
min Students watch the video again and decide if the statements are True or False.
Menti: The Origins of the Olympic Games
Menti 10 min
Students participate in the menti related to the origins of Olympic games
Handout - A bit of History on the Olympic Games
Listening 25 min
Students work with different exercises connected with three videos related to the history of the Olympics.
Virtual 15-20 Virtual visit to The Olympic Museum in Switzerland: https://historyview.org/library/olympic-museum/
Excursion min Teacher goes with the students through the museum and take a look at some of the more interesting parts of it:
Level 2 – The Gallery
Level 2 – Coubertin Club (1 and 2)
Level -1 – Art Gallery
After (or while the group is taking) the virtual visit, teacher checks forum “Olympic Fever” from class 3 and then asks students
who haven’t answered the forum some questions related to the Olympic Games:
Have you ever watched Olympic Competitions as a spectator? If so, which ones? What do you remember?
Would you like to go and watch (more) Olympic Competitions as part of the audience? Which ones would you choose?
 Who are some of the athletes you remember from competitions? Have they won a medal at the Olympics?
Online HWK Final Task: OC Sports Magazine Article [FINAL VERSION]
Homework: 5 min Remember to encourage students to include pictures.
LESSON 15
Our edition of the OC Sports Magazine!
Teacher shows the magazine and makes short comments on the overall performance, highlighting the good points.
Final Task 15-20 One by one, students quickly read their articles and, in the end, teacher opens up a poll where students will vote on the article they
Showcase min liked the most.
To close off this moment, the group reflects on the many different ways of writing an article (comparing the different sports each
student had to write about) and what they think made the winning article so special.
2nd Term Revision
Using different games from Kahoot, Wordwall and more, the group plays together to revise the different units for the 2 nd term test:
1st Game: Future Forms Grammar Quizizz (TO BE PLAYED ON THEIR OWN) (15 min)
2nd Term 50-55
https://quizizz.com/admin/quiz/58516b9da0d204c349b82993/future-forms
Revision min
2nd Game: Vocabulary Kahoot (15-20 min) https://create.kahoot.it/details/1e669d8c-b537-4d6a-b9db-5f0613233758
3rd Game: Present Perfect vs. Past Simple Quizizz (TO BE PLAYED IN GROUPS) (15 min)
https://quizizz.com/admin/quiz/60b13a551a3ddf001f0a1704/present-perfect-vs-past-simple
Classhub Checkup
Classhub
5 min If there is enough time, teacher goes with students through topics 3 and 4 in the Classhub to check students’ work, if everything is
Checkup
fine and if there aren’t any questions from the group.
 Online HWK: Unit Check
Homework 5 min  Forum: What is in the spotlight?
REMIND STUDENTS TO STUDY HARD FOR TERM TEST II!

2021 Integration Week Project: English-Speaking Countries

LESSON 1
Phase Time Development
Warm up Quizizz: Let's refresh our knowledge of the UK: https://quizizz.com/admin/quiz/60e3224f7499a9001ba1c46f
Warm up 15-20 min Students play a Quizizz Game (synchronously) in order to check what they remember about the United Kingdom and to learn about
new cultural characteristics.
Genially – English-Speaking Countries: https://view.genial.ly/60e356b15f17a70d74b01fbf/interactive-content-english-speaking-
countries
Teacher presents students with the next activity: Place markers on all the English-speaking countries. Students are not expected to
Listening 10-15 min mark every country, just to see how many they know and where those countries are on a map. After that, the group watches a video
about English as a global language and, after the video, students check how many they got right and how many they were missing.
On the second slide, teacher invites students to google what ‘Lingua Franca’ means and to share why they think English is considered
a Lingua Franca today.
ESC Project 10-15 min English-Speaking Countries (ESC) Project introduction
Introduction Teacher presents this mini-project students will be working on in the following classes. Students will be divided into groups and they
will do research on a specific English-speaking country that will be randomly assigned to them. Teacher shows the UK Jamboard
 (model) so that students get an idea of what to prepare. However, creativity is encouraged.
In Lesson 3, the groups will be sharing their findings with the rest of the class.
ESC Project Setup – Picking your Country + Jamboard
ESC Project
10 min Using the Wordwall - Pick your Country to do Research on! (https://wordwall.net/resource/18748614/pick-your-country-do-
Setup
research), students (through teacher’s screen) choose randomly the country that they will be working on.
ESC Project Work: Breakout Rooms
Teacher sets up breakout rooms for all of the rooms and explains that, in this class, students have to work with the first 2 slides from
the Jamboard ONLY: Flag/Location and Geography/History. Teacher encourages as much involvement as possible, giving students
the liberty to add, modify and create as they want.
ESC Project
25 min The schedule should work like this:
Work
- 10 minutes of breakout rooms to work on Flag/Location.
- 2 minutes in main session to check up and clear out doubts.
- 10 minutes of breakout rooms to work on Geography/History.
- 2 minutes in main session to check up and clear out doubts.
Show the students the homework in the virtual classroom.
Homework: 5 min  Catch up with previous homework! (you may remind students to participate in the forum: What is in the spotlight?)

LESSON 2
Warm up: Handing out Term Test II marks (+ Report Cards)
Warm up:
5-10 min Teacher starts the class by allowing students to check their marks for the Term Test. Remind students that they will be able to take a
Exam Marks look at all their corrections in Lesson 3.
Warm up part 2: The Flail (Returns): https://youtu.be/BBTQvMXFb7s?t=268
(Teacher memorizes this activity before the start of the class to be able to do it with the group without watching the video)
Warm up part 2: 5 min Teacher checks students’ memory about this game while also having a new round of this coordination exercise (if this was skipped
before the term test)

ESC Project Work: Breakout Rooms

Teacher sets up breakout rooms for all of the rooms and explains that, in this class, students have to work with the remaining slides
from the Jamboard. Teacher encourages as much involvement as possible, giving students the liberty to add, modify and create as
they want.
The schedule should work like the one from last class:
- 10 minutes of breakout rooms to work on Slide 3.
- 2 minutes in main session to check up and clear out doubts.
ESC Project - 10 minutes of breakout rooms to work on Slide 4.
70 min - 2 minutes in main session to check up and clear out doubts.
Work
- 10 minutes of breakout rooms to work on Slide 5.
- 2 minutes in main session to check up and clear out doubts.
- 10 minutes of breakout rooms to work on Slide 6.
- 2 minutes in main session to check up and clear out doubts.
- 10 minutes of breakout rooms to work on Slide 7.
- 2 minutes in main session to check up and clear out doubts.
- 10 minutes of breakout rooms to work on Slide 8.
 Is English actually a Lingua Franca?
Closure 5 min Teacher goes back to the idea of English as a Lingua Franca and asks students if their idea about this has changed after working with
the group and country they got.
LESSON 3
TERM TEST II ERROR ANALYSIS
ERROR 45-50
The group works with the most important and repetitive errors that appeared in Term Test I. Profit from the different activities by
ANALYSIS min
remarking the reasons why students generally make those mistakes.
English-Speaking Countries Project Presentations
ESC Project 30 min The groups share the research they have done about the different countries using the Jamboard as a guide. If time is not enough, the
groups should focus on the most important details they have found.
KAHOOT:
Checking
10 min Prepare a short Kahoot (10 questions aprox) with the main information for your students’ presentations so as to check their attention.
attention
Canadian Culture Workshop Presentation (Flyer)
Teacher presents the workshop that students will have the following class with a flyer that shares some details.
The group also thinks of many different questions that they can ask the presenter and post them in the forum: “Do you have any
Workshop 10 min questions for the Canadian presenter?”

REMEMBER TO UPDATE ZOOM INFO ON THE CLASS HUB FOR THE WORKSHOP AND SHOW STUDENTS
WHERE IT’S AVAILABLE.