2025-01-31

Upper Secondary B2 Exam

  • Lesson Aims

    • By the end of the lesson, students will be able to
      • use time linkers when talking about the past, such as in telling a story
      • pronounce words with silent consonants properly
    • and will have practiced
      • speaking parts 1 and 2 of the exam.

  • Materials

    • page 56 ex. 4-9
    • page 212-213

  • Plan

    • speaking cards
    • banana cards taboo
    • time linkers
    • Writing Report

  • Homework

    • write the report from page 57/ex. 7

  • Language Spotlight

    • reluctant
    • in terms of
      take someone on
    • recommend + should + bare infinitive
      • I recommend you should study every day.
      • I recommend that the council should build a new multi-screen cinema complex.
    • suggest + gerund
      • I suggest studying every day.
      • I suggest offering special discounts on theatre and concert tickets.

2025-01-24

Upper Secondary B2 Exam

  • Lesson Aims

    • By the end of the lesson, students will be able to use narrative tenses and time linkers, as well as phrasal verbs, to tell a story about their past.

  • Materials

    • page 55

  • Plan

    • Warmer
      • Wordwall
    • Past tenses and time linkers
      • Language focus page 55
      • Bored Games
        • focus on narrative tenses and phrasal verbs

  • Homework

    • Review pages 58-59

  • Language Spotlight

    • narrative tenses
      • phrasal verbs
        • turn down
        • turn up
        • sort sth out
        • turn out
        • show off
        • put out
        • work out
        • shop around
        • look out
        • make smth out
        • broke down
        • tear up
        • put off

2025-01-17

Upper Secondary B2 Exam

  • Lesson Aims

    • to discuss coping techniques and provide practice of
      • listening Part 1: Multiple choice
      • reading and use of English Part 6: gappped text
    • By the end of the lesson, students will be able to
      • use phrasal verbs and other expressions with ‘take’ to create a fictional story

  • Materials

    • pages 52-54

  • Plan

    • Word Wall Warmer
    • check unit 3 review
    • listening
    • vocabulary page 52
      • Dixit for semi-controlled practice
    • Use of English page 54
      • Pre-teach
          1. Character arc – /ˈkærəktər ɑːrk/
        • Definition: The transformation or development of a character throughout a story, showing how they change emotionally or morally.
          1. Protagonist – /prəˈtæɡənɪst/
        • Definition: The main character in a story, often the one the audience is meant to sympathize with or follow.
          1. Clause – /klɔːz/
        • Definition: A grammatical unit that contains a subject and a predicate, which can stand alone as a sentence or be part of a larger sentence.
          1. Quantifiable – /ˈkwɒntɪfaɪəbl/
        • Definition: Something that can be measured or expressed in numerical terms.
          1. Narrative – /ˈnærətɪv/
        • Definition: The way a story is structured and presented, including the sequence of events and the perspective from which it is told.
          1. Fronted adverbials – /ˈfrʌntɪd ædˈvɜːbiəlz/
        • Definition: Words or phrases placed at the beginning of a sentence to describe the action that follows (e.g., “Suddenly,” “In the distance”).
          1. Tested and measured – /ˈtɛstɪd ənd ˈmɛʒəd/
        • Definition: Evaluated systematically using objective criteria or standards.
          1. Parroting – /ˈpærətɪŋ/
        • Definition: Repeating words, phrases, or ideas without understanding them, often used to describe rote learning.
          1. Commerce – /ˈkɒmɜːs/
        • Definition: The activity of buying and selling goods or services, or metaphorically, the use of ideas or skills for profit or practical applications.
        • This version includes precise definitions to support understanding and context for your students.

  • Homework

    • nothing extra beyond revision

  • Language Spotlight

    • resemble
    • take up
    • to take pride in something
    • to be taken to hospital
    • to take a joke
    • to take the infinitive
    • oblivious
    • take control
    • Character arc
    • Protagonist
    • Clause
    • Quantifiable
    • Narrative
    • Fronted adverbials
    • Tested and measured Parroting
    • Commerce
    • emphasis

2025-01-10

Upper Secondary B2 Exam

Lesson Aims

  • to discuss coping techniques and provide practice of
    • speaking Part 1
    • speaking Part 2
  • By the end of the lesson, students will be able to
    • use vocabulary to talk about films and explain why they liked or disliked a particular film
    • use so and such to talk about the specifics of why they like something
    • use participle adjectives and adverbs to complete word formation tasks
    • write a review

Materials

  • pages 47-51
  • Exam Trainer Reviews

Homework

  • Unit 3 review pages 44-45 (without writing)
  • Ready For Grammar page 212-213

2024-12-21

Upper Secondary B2 Exam

Lesson Aims

  • By the end of the lesson, students will:
    • Introduced to part 1 writing: essays
    • Practice writing thesis statements, topic sentences and conclusions
    • Discuss Christmas clichés and share personal experiences using appropriate vocabulary.
    • Create and present a Christmas film plot using descriptive and narrative language.
    • Express and justify opinions about holiday traditions and films using persuasive language.
    • Use holiday-themed vocabulary and idiomatic expressions related to Christmas.
    • Developed creative storytelling skills by collaboratively crafting narratives using Untold: Adventure Awaits and story cubes.
    • Practiced speaking fluency through active participation in role-playing and storytelling discussions, using appropriate descriptive and narrative language.
    • Enhanced problem-solving and critical thinking skills by resolving in-game challenges and making decisions that influence the storyline.
    • Strengthened teamwork and collaboration by working in groups to create cohesive and engaging stories.
    • Used new vocabulary and idiomatic expressions relevant to adventure and storytelling, expanding their linguistic range in a creative context.

Homework

  • Write the essay from page 43 and email it to me

Incidental Language

  • topic sentences written in class
    • here is the prompt
      • There is little that individuals can do to help the environment. Do you agree?
    • Here’s our plan
      • Intro: …
        • intro the problems—pollution, household waste, overpopulation 
      • Body Paragraph 1:
        • On the one hand—difficulties in making a difference
        • hard to stop global warming cause of politics | takes a long time
        • hard to prevent household waste cause everything packaged in plastic (it’s everywhere)
        • hard to stop overpopulation because there are already lots of people | cultural aspects (poverty)
      • Body Paragraph 2:
        • On the other — things we can do to solve the problems
        • recycling, planting trees
        • buy in bulk, reuse packaging, lobby politicians/businesses 
        • education/adoption 
      • Concl: … 
    • Here are the two topic sentences:
      • On the one hand we have to find solutions to the environmental crisis, though it is challenging. 
      • On the other hand there are several things we can do straight away to make an impact.
    • Alternatively
      • Although individuals may want to help the environment, making a meaningful impact is challenging due to large-scale issues like political barriers, widespread plastic use, and deeply rooted social and cultural factors.
      • Despite these challenges, individuals can still contribute to environmental protection through actions such as recycling, supporting eco-friendly businesses, and raising awareness through education and advocacy.

Here is the Teacher’s Guide to the exam. You can find the writing marking ruberic and glossary in the writing section.

Teacher’s Guide

Happy Holidays!!