A survival quiz where Sts have to choose what they would
do in a variety of situations involving animals and insects is
the context for Sts to learn about the second conditional for
hypothetical and imaginary situations. The lesson begins
with reading where Sts read and answer the questions in the
quiz and then ftnd out if they have chosen the best option.
Questions from the quiz are used to lead into Grammar
where the second conditional is analysed and practised. In
Vocabulary Sts learn the names of common animals, and
pronunciation focusses on how to pronounce the words
for animals in English which may be similar in Sts’ own
language. Finally, both the grammar and vocabulary are
recycled and practised in Speaking.






In this lesson Sts study the present perfect with for and
since to talk about unfinished actions or states. The context
is phobias and the lesson begins with Vocabulary where
Sts learn the words for some common phobias and words
related to fear. In Listening and Speaking Sts hear three
people talking about phobias they suffer from (all real
answers) and they then talk about people they know with
phobias. In Grammar, examples of the present perfect
are taken from the listening activity and analysed before
Sts go to the Grammar Bank. In Pronunciation Sts work
on sentence stress in present perfect sentences to prepare
them for the speaking activity, a survey in which Sts find
out how long their classmates have done certain things.
The lesson finishes with reading where Sts read about a
possible new cure for phobias.







The main focus of this lesson is how to describe your or
somebody else’s life. The lesson begins with Sts learning
the vocabulary for verb phrases often used in biographies.
There is then a pronunciation focus on the word stress in
these phrases, and on the h’J sound. This lexis is recycled
in reading where Sts read about the lives of the famous
reggae singer Bob Marley and his son Ziggy Marley. The
contrast between the verb forms used for the father (who
is dead) and his son, who is still alive, is used to show Sts
a fundamental difference between how the past simple
and the present perfect are used in English. In Listening
Sts hear about another famous son from the music world:
Enrique Iglesias (son of the Spanish singer Julio). The
lesson finishes with a speaking activity where Sts talk
about the life of an older person who they know well. This
leads into writing where Sts are asked to write a short
biography about either the person they have just talked
about or another member of their family.






R – Rob, J = Jenny
R How do I get to Greenwich Village on the subway? (repeat)
J Go to the subway station at Prospect Park. Take the B
train to West 4th Street.
R How many stops is that? [repeat)
J Six or seven.
R OK. And then? {repeat)
J From West 4th Street take the A train, and get o ff at 14th
R Could you say that again? [repeat)
J OK. From Prospect Park take the B train to West 4th Street,
and then take the A train to 14th Street. That’s only one
(? Where’s the restaurant? (repeat)
J Come out of the subway on Eighth Avenue, go straight
on for about 50 yards, and take the firs t left. That’s
Greenwich Avenue. The restaurant’s on the right. It’s called
‘The Tea Set’.
ft OK, thanks. See you later, [repeat)
J And don’t get lost!

R – Rob, J = Jenny
R Jenny! I’m here.
J Hi.
R I’m so sorry. There was a problem on the underground.
J We call it the subway here.
R Right. Anyway, the train stopped for about 20 minutes. I
tried to catl, but there was no signal.
J I’ve been here since seven forty-five.
R 1 know. I ran from the underground… subway station… I’m
so sorry.
J You’re always late. It’s funny, isn’t it?
R I said I’m sorry. Look, why don’t we go back inside the
J ! waited for an hour for you. I don’t want to stay here any

R Maybe we could… we could go for a walk. We could find
another restaurant.
J I don’t feel like a walk. It’s been a long day.
J But the night is still young. Maybe you have time to meet
up with Holly again.
R Holly?
J I’m sorry, I didn’t mean to say that.
R I don’t care about Holly.
J Forget it, Rob. Now if you don’t mind, I’d like to go home.
R Listen to me, Jenny. Holly is just a colleague.
J I said forget it. It’s OK.
R No, it isn’t OK. Look. I know I’m always late. And f know the
underground is the subway. But that’s not the point! I’m
not interested in Holly. I came to New York because of you.
The only person I’m interested in is you!