Page 9 - English Language Newsletter 2026/2025

Teacher’s Book

The Teacher’s Book provides step-by-step lesson plans covering all the course material. Each
lesson plan is clearly structured into stages:

• Starting the lesson

• Presentation

• Practice
• Finishing the lesson

Additional ideas for Extension, TPR and future skills activities, as well as suggestions on how
to support or challenge mixed-ability students, provide an excellent toolkit for busy teachers

who may lack time for planning. The Introduction includes recommended procedures for

effective use of projects and also contains tips on working with mixed-ability groups.

Lesson 1
ocabula
ry
V
Unit walkthr
Unit walkthrough Vocabulary
ough
, pa
s
rts 1 and 2
L Lesson 1, parts 1 and 2 • Have students tell you what they think they will learn
e
s
on 1
Lessons 8–9 Objectives e s in this unit. Direct students to the unit objectives at
Objectiv
the bottom of the page and have them read them. Ask
Literacy sections • Lesson aims: to learn and use words related to the students how they think this unit will help them with
for dedicated Recorded text for environment their English.
reading and writing modelling pronunciation Model text • Target language: protect the environment, climate • Repeat, sign or write the answers on the board,
skills practice change, save water, plant trees, switch off lights, depending on the needs of any deaf/hard of hearing
students. If possible, keep the unit objectives on display
waste energy, recycle, pollution, destroy the in every lesson and point to them at regular intervals
Lesson 9
Lesson 9
Lesson 9, part 1
Lesson 8
Lesson 8, part 1 Lesson 9, part 1 1 1 rainforests, pick up rubbish, use renewable energy,
Literacy: r
eports
Literacy: reports to indicate where you are in the unit.
Reading tip Reading 1 Look at the diagrams. Do you think they are a helpful way to present Writing W riting global warming • Place the Unit 1 flashcards (The environment) or poster
Reading
To understand the main idea of information? Why?/Why not?
1 Before you read Look at the title and the a report, read the title and the Is it important to help the environment? Young people and the environment on the board. Point to each item and say the word.
first paragraph. Use the diagrams

Materials
diagrams. What do you think this report is about? to help you understand the
2 1.20 Listen and read. information quickly. Don’t know 2% 11% These diagrams show how students answered a Materials Students repeat after you. Refer to How to work with
No
survey about the environment. 453 students, between
Plastic pollution in the sea Yes 87% the ages of 13 and 14, were asked two questions.
Firstly, the survey asked students if it was important • Unit 1 flashcards (protect the environment, climate posters (see page 19).
0 10 20 30 40 50 60 70 80 90 100
A report by the Ellen MacArthur Foundation has shown that by 2050, there will be What’s the best way to help the environment? to help the environment. Most students (87%) change, save water, plant trees, switch off lights,
3% Don’t know
said yes. Secondly, the survey asked what the best
more plastic in the sea than fish! This will cause problems for the whole planet. 9% Planting trees way to help the environment was. 32% of students • In classes with deaf/hard of hearing students, create
said recycling while 24% said saving energy. 18%
Firstly, the report showed that we are making It told businesses and governments to 14% Picking waste energy, recycle, pollution, destroy the
twenty times more plastic than we were making work together to protect the oceans. up rubbish 32% said saving water and 14% said picking up rubbish. Writing tip to a 'Word Wall' for the unit, using either the flashcards
50 years ago. However, only 5% of these plastics It said that in the future they should Recycling However, only 9% of students said planting trees. rainforests, pick up rubbish, use renewable energy,
are recycled, so this means that a lot is thrown only use plastics that can be recycled In conclusion, this survey shows that most young with corresponding word cards or the poster with word
away. Secondly, the report said that every year and it said that plastic should never 18% Saving water people are interested in helping the environment. help students
8 million tonnes of plastic pollution goes into the end up in the sea as rubbish. 24% Saving energy Also, they think that recycling and saving energy global warming) cards stuck onto it. This will be a helpful visual aid, e.g.
ocean. Small pieces of plastic can kill fish and are 1200 Bar chart to show approximately 1,124 mt Survey of 453 students, aged between 13 and 14 years ear y s are the best ways to help. deal with • Unit 1 poster: The environment
dangerous to turtles and seals.
how much plastic we make
and After you read This report is important because it shows how 2050 Million tonnes 1100 1000 900 800 700 600 2 How to write... a report important • notebooks to point to the target language on the wall as it comes
o
een 13 and 14
y
g
ed betw
v
453 students, a
f
e
Sur
Before you read
up in the unit.
Read the How to write... box. Then read the report in Activity 1 and match the
serious the plastic problem is.
paragraphs with the descriptions.
grammar,
today
one
activities for Ratio of plastics to fish in the ocean 400 500 300 200 100 0 50 years ago 15 mt 311 mt Today 2050 • Use a clear title which explains what the report is about. 1 Paragraph a Describes the survey lexical or • photocopiable 1 • Ask them which part of the unit they think will be the
results in detail.
• Use expressions such as this survey shows … to explain
most interesting and why.
b Explains what the
2 Paragraph
the results.
clearly staged 1:5 >1:1 Words in context • Don’t include your own opinion – just present the facts. 3 Paragraph c Says what the composition Global Scale o f English (G SE) • Repeat, write or sign their answers, depending on
two
survey results show.

• Use phrases such as firstly, secondly and
Global Scale of English (GSE)
in conclusion.
survey was about.
three
foundation tonne piece
reading 3 After you read Read again. Are these sentences business government end up 3 box to help you. points the needs of any deaf/hard of hearing students in the
Write a report on a survey about endangered animals. Use the How to write…
true or false? Say why.
practice 1 This report is about how much plastic we will need to make in the future. 1 Look at the diagrams and • Reading: Can scan several short informational texts

2 There is more plastic in the sea than fish at the moment. write a plan, using Is it important to What’s the best way to help endangered class.
3 We made twenty times less plastic 50 years ago than we do today. the information in Activity 2. 2. help endangered animals? Not using Don’t know: 4% on the same theme to find relevant information
animals?
4 Only 5% of plastics are thrown away. 2 Write your report. Don’t know: 4% Picking up plastic: 9% (GSE 57).
No: 4%
5 Every year, 8 million tonnes of plastic pollution ends up in the sea. 3 Read and check your report. . Yes: 92% rubbish: 12%
6 The report says that businesses and governments must both help with this problem. Protecting their
4 How do the diagrams help us to understand the text? tip tip Writing 4% Making our gardens homes: 42% • Speaking: Can express their opinions on familiar Practice
while and however 4% safe: 15% Supporting wildlife
5 Work in pairs. How serious do you think the plastic pollution problem is? To contrast two different things, 0 10 20 30 40 50 60 70 80 90 100 92% charities: 18% topics, using simple language (GSE 41). Can repeat
What could you do to help? use while or however. Survey of 342 students, aged between 13 and 14 years
28 twenty-eight Activity Book, Unit 1 Activity Book, Unit 1 twenty-nine 29 phrases and short sentences, if spoken slowly and Class Book
Lesson 9, part 2
Lesson 8, part 2
Words and expressions clearly (GSE 22). Can talk about everyday activities
using simple language (GSE 32).
which students try to guess Scaffolded step-by-step instruction
Lessons 10–11 their meaning from context for the writing task 1 1 1 1
s
s
smen
t for L
e
rning
As Assessment for Learning (formative assessment) t) Our planet
ea
s
smen
e
e as
(formativ
s
Review section for consolidation in the form of External exams Setting aims and criteria: lesson objectives
WOW!
presentation
a comments website for the WOW! Magazine practice section WOW! World of Wonder! Magazine
Monitoring students’ learning: Lollipop stick Welcome Book Club Culture Over to you!
W W
technique (see page 17)
WOW! Get ready for... Lesson 10 Lesson 10 Lesson 11 Lesson 10 Lesson 11 Get Get ready for... ... 1 1 Peer learning: pairwork; Think-pair-share You told us that you’re
Lesson 11
1 WOW! Over to you!Over to you!Over to you!
worried about our planet’s
eady
for
r
future. Why is the weather
changing? What are we
at the pictures. How many
This is YOUR page! W
e want to hear from YOU
This is YOUR page! We want to hear from YOU. e want to hear from YOU. . B1 Preliminary for Schools Reading Part 5 tip Exam Lesson 12 (optional) technique (see page 17) doing to our world? Look
This is YOUR page! W
Send us your comments and photos like the people below!
Send us your comments and photos like the people below!
Send us your comments and photos like the people below!
fi

what it’s about. Then look at each
things on our planet?
1 2 comments 2 5 comments 1 Read the whole text first to find out fi Independent learning: Summative and thought- words do you know for ... ...
gap and try to choose the correct
Maryam, 13, Oman 20 minutes ago Faris, 14, Oman 5 minutes ago provoking questions technique (see page 17) Ali has a question for you. ...
I like all your ideas for how to save energy I helped to clear rubbish off the beach word to fit thhe space. Make sure you Can you think of any answers
fi
un c
orner
choose your aanswer. Then make sure
F
at school. Our school is very green! We use last month just like Manar did. At school, we Green turtles read the whoole sentence before you to his question?
renewable energy from the sun for all our lights made an amazing statue out of some of the the other three words don’t fit. When fi Fun corner
and computers. things we found. I think that’s a good way of
showing people how much rubbish we throw you’ve answeered all the questions, Question
3 4 comments away and how read throughh the whole text again to WOW W W W WOW! W WOW! WOW! WOW! W W! W! W! W! W! W! ! ! W! W! W! W! W! W! W! W! W! W! W! W W W WO OW! W W WOW! WOW! WOW WO OW! WOW! W WO OW!
check that it makes sense. Unit 2
dangerous it is
Leo, 13, United Kingdom 1 hour ago for sea animals. 1 A on ... ...
on 1
s
e
rt 1
, pa
s
I thought the story about the cyclone was Green turtles live on the Great Barrier Reef (1) … C in 1 In pairs, make a story. Choose and complete the sentences.
really exciting. I hope I never have an experience Australia and lay their eggs in the sand on the B a bout D for L Lesson 1, part 1
like that. There were some floods in our town last 2 A letter C description
year and that was quite scary. It rained so much beaches nearby. A (2) … has found that the rising B report D story rock climbing. Last week, I went … sandboarding.
temperatures mean that 99 percent of all turtles
that the water came over the top of the river and 4 3 comments 3 A because s C also Ali 3 minutes ago ...
destroyed a lot of homes. are born female. The temperature around the What can we do to protect our
Harriet, 14, Canada 1 hour ago turtle eggs decides whether the turtle is born male B a lthouggh D but I hadn’t climbed very high before planet?
I liked the article about the
I went surfboarding / paragliding /
endangered animals. Pandas are so cute! or female. This won’t be a problem immediately 4 A might B s houldnn’t C must D mustn’t I fell and hurt myself. helped me because After I had been sandboarding, Starting the lesson In this unit I will … ...
water skiing. It was a busy day!
(3) … turtles don’t start to lay eggs until they are
I got some money for my birthday last year 25 to 35 years old. But it will be a serious problem 5 A c limatee C heating he / she is . ... ...
and I gave it to a
panda charity. in the future. Scientists say that we (4) … do B change e D warming • learn words for the environment
My money helps something now to stop global (5) … . If we don’t 6 A excitedd C excellent • Write Our planet on the board. Ask What problems and natural disasters.
do this, green turtles may become (6) ….
to protect pandas. B extinct D example I met my friend, . • use modal verbs and reported
Maybe I’ll help a After he / she had helped me, does our planet have? Students raise their hands to
penguin next year! tip Exam he / she . Then we I like him / her because he / she is questions and commands.
. He’d / She’d had a
B1 Preliminary for Schools Listening Part 1 went for a walk in a … busy day, too. Next, we decided to go … offer ideas. • read a diary about a frightening ...
Don’t choosse the first picture that experience.
fi
o
you hear. You may hear all of them
2 1.22 Listen. For each question, choose the during the rrecording – you must • For classes with deaf/hard of hearing students, write • learn about how climate change ... ...
1 Read the comments on the WOW! 3 Think about the WOW! correct picture. listen carefuully to understand which valley. wood. diving. abseiling. can cause problems for animals.
Magazine. Who has helped an endangered question again. Discuss in groups. is the correcct answer to the question. the ideas on the board in a mind map. • work in a group to write an action
animal and how? Are your answers different now? 1 What’s the weather like A B C plan to help an endangered
animal.
2 Work in pairs and answer the W W W WO OW! WOW! W W! W! W! W! W! ! ! W! W! W! W! W! W! W! W! W! W! W! W W W WOW! WOW! W WOW! W W WOW! WOW! WO OW! WOW WOW W WO OW! WOW! Question at the moment? We stopped to buy We’d already eaten The scenery was . We • learn how to give advice.
a
lunch, but we were still
questions. Then write your comments about because we hadn't eaten hungry. So we stopped could see the bay in the
the WOW! Magazine and read them to the 2 What new thing are Saleh A B C lunch. to buy . north / south. Presentation • read and write reports.
class. and Basim going to do to ... ... ...
1 Which reading text did you like best help the environment?
and why?
2 Did you learn anything new about the Ali 3 minutes ago 3 What did Razan do A B C We really enjoyed ourselves! My favourite part of the day was • Explain that in this lesson students will learn to talk 14 fourteen
What can we do to protect
environment?
this afternoon?
3 What are you going to do in the future to our planet? ... about the environment.
save energy and water?
31
31
30 thirty Activity Book, Unit 1 Go to Progress path on page 102. Activity Book, Unit 1 n i it t t 1 1 1 thirty-one 2 Tell your stories to the class. Act out the story in pairs. • Write environment on the board for the benefit of
Lesson 10
Lesson 11
thirty-one
Last week, I went rock ? ?
? ? climbing. I hadn’t climbed very high any deaf/hard of hearing students.
Collaborative task for engaging and motivating Fun tasks and games to recycle ? ? before I fell and hurt myself. 34
revision; additional self-assessment activity: 3 Now make a story with these extreme sports.
Progress path at the end of every unit language in an enjoyable way go-karting mountain biking caving ninety-seven 97
15
9