EMPOWER

Upper intermediate

School: ……………………………… Date of preparation: ........./........./20......

Class: ……………………………….. Date of teaching: ......... /......... /20…
Week: ………………………………. Period: ………………………………..

Unit 03:
Lesson 2
2B (If it runs towards you, don’t run away) + 2C (Everyday English)

I. Objectives:
By the end of this lesson, pupils will able to:
 read and understand interviews about challenges
 understand a text about dangerous animals
 use future time clauses and conditionals with if, unless, as soon as, provided, as long as
correctly
 understand a person telling a story about a tiger
 use a lexical set of words related to animals and the environment correctly
 give advice to a visitor to their country
 understand informal conversations about taking photos
 use appropriate phrases to agree, compliment someone and respond to compliments
 use correct intonation in question tags
 compliment each other

II. Language contents

- Vocabulary:
 Animals and the environment: at risk, creature, endangered, environment, extinct, habitat,
hunt, natural, protected, rare, species
- Structures:
 Future time clauses and conditionals
- Pronunciation:

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 EMPOWER
Upper intermediate

 Sounds and spelling: g

 Agreeing using question tags

III. Core competencies & Personal qualities

- Building up interests and good habits in learning English
- Building up responsive and independent-working characteristics to be a life-long learner
- Presenting communicative through learning activities in classrooms
- Being collaborative and supportive in teamwork

IV. Teaching methodology

- Audio-lingual, blended learning, direct instruction, individualized instruction, peer teaching and
demonstrations.

V. Resourses and materials

- Teacher’s aids: student’s book, online assessment, interactive ebook, online practice, online
workbook, teacher’s book, presentation plus, online access for teachers, class DVD, class audio
CDs, Print tests.
- Students’ aids: pupil’ book, notebook, activity book, pen/ pencil, eraser.

VI. Procedures

Stage Step Teacher’s activity Student’s activity

1 Warm – up - Books closed. - Talk with the

- Books closed. teacher
- In pairs, students write down each - Give out results of
letter of the alphabet and then write one homework
animal beginning with each letter, or as
many letters as they can.

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 EMPOWER
Upper intermediate

- Give students two minutes for this.

- Then, ask each pair in turn to name an
animal for consecutive letters of the
alphabet.
- If they name an animal they gain a
point. If they can’t name an animal and
another pair can, that pair gains two
points.
- Write any animal that some students
don’t know on the board and elicit
information from the class to identify
it.
- If you have a small class, ask students
to think of animals individually.
2 1 READING - Listen to the T
a. - Answer the T’s
- Ask students to discuss the questions questions
in pairs, or small groups.
- You may wish to elicit examples of
wild places, for example desert, forest,
Pre- teaching
mountain, etc.
( Presentation)
- If necessary, elicit or pre-teach face
(meet, see, encounter).
- Encourage students to give reasons
for their answers.
- Monitor and help as necessary. Check
ideas together as a class
3 While – b.
teaching Ask students to look at the pictures and - Do the exercises
name the animals. Discuss the through the T’s

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 EMPOWER
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questions. As a class, ask students to instructions

give examples of their ideas. - Interact in English
as much as possible
c.
- Students read the text to check their
answers. Tell the class that they are
reading to check their ideas, not for
detailed information. Check answers as
a class.

d
- Ask students to read the text again
and tick the correct sentences.
- Read through the sentences with the
class first.
- You may wish to elicit or pre-teach
weapon (something used to protect
yourself or hurt others), and vulnerable
(easily hurt).
- Check answers as a class.
Answers
1✓
2✓
3✗
4✓
5✓
6✗

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 EMPOWER
Upper intermediate

As a class, ask students to look at the

options and choose what they think the
text is. Ask for reasons for their choice.
Answer
c The style is quite chatty and there are
humorous comments.

f
- Students look at the pictures with
ideas for surviving attacks and say
which animals are shown.
- Read through the different possible
ways of dealing with an attack and ask
students to choose which they think are
the best and why.
- They can discuss this in pairs, or
small groups.
- Check ideas as a class.

g
- Ask students to turn to SB p.127 and
read the texts to check their answers.
- Ask students to discuss the question
in 1b in pairs, and give reasons for their
choice.
- Take feedback as a class.
Answers
1a
2 b, c
3b

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 EMPOWER
Upper intermediate

2 GRAMMAR: Future time clauses

and conditionals
a. Write the beginnings below on the
board and ask students to complete
them with their own endings. It is not
important for students to remember the
exact wording from the text; the focus
is on eliciting the correct verb forms.
Take feedback as a class. Then read
the full sentences 1–5 with the class.
Bears will only fight if …
They won’t attack people unless …
Bears will usually move away as soon
as …
Provided you stay absolutely still, the
bear …
As long as you don’t panic, a shark …
- Put students into pairs or small groups
to discuss questions a–e.
- Monitor and help where necessary.

b. Students work individually to find

another example of each of the words
and phrases. They compare answers
with a partner. Check answers as a
class.

c.
- Students read the information in the

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Grammar Focus on SB p.136.

- Play the recording where indicated
and ask students to listen and repeat.
- Students then complete the exercises.
- Check answers as a class, making sure
that students are using the correct verb
forms after the conditional time
clauses.
- Tell students to go back to SB p.24.

d. Ask students to complete the

sentences in pairs. Monitor and help as
necessary. Take feedback as a class.

3 LISTENING and VOCABULARY:

Animals and the environment
a.
- Ask students to look at the picture and
say what the animal is.
- Read through the task with the class
and put students into pairs.
- Students try to guess the story of the
hunter and the tiger from the words.
- Monitor and help as necessary. Ask
for ideas as a class.
- Students vote on which story is most
likely to be correct.

b.
- Play the first part of an interview

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 EMPOWER
Upper intermediate

about the book.

- Take feedback as a class, and discuss
whose ideas were the closest.

c.
- Read through the questions with the
class for students to tell you which one
Miles does not answer.
- Play the recording again for students
to check.
Answer: 3

d.
- Tell students they are going to hear
the second part of the interview.
- Read through the items in the task and
play the recording for students to tick
which are mentioned.
- Check answers as a class.
Answers: 3, 4

e.
- Individually, students decide if they
think Miles would agree or disagree
with the statements and then compare
their answers with a partner.
- Check their ideas and reasons as a
class.

f.

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- Read through the words in the box

with the class and check understanding.
- Elicit whether we can use the words
to talk about animals or places.

g.
- Ask students to work individually to
complete the sentences and then
compare their answers with a partner.
- Play the recording for students to
check answers.
Answers
1 natural habitats
2 creature
3 hunt, environment
4 at risk
5 rare
6 endangered species, protected, extinct

4 SPEAKING
a. Tell students that they are going to
give advice to a person visiting their
country. Read through the points to
think about with the class. Give
students five minutes to write down
ideas about the different points.

b. Read through the task and the words

in the box. Look at the examples in
speech bubbles with the class to give

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 EMPOWER
Upper intermediate

them ideas of the language to use. Give

students a few more minutes to prepare
their advice.

c. Put students into pairs to role-play

the visitor and advice giver. When they
finish, they should change roles.
Monitor and note down examples of
good language use and any common
errors. Take feedback as a class, to deal
with the errors and give examples of
good language and interesting points
that you noted.

2C: EVERYDAY ENGLISH

What a great shot!

1. LISTENING
a. Ask students how they usually take
photos (for example on a
phone/tablet/with a camera). Then ask
them to discuss the questions in pairs.
Take feedback as a class, and ask for
comments from their conversations.

b. Students look at the photo and say

what they can see. You may wish to
elicit or pre-teach the word tripod (a
support for a camera with three legs).
Ask questions 1 and 2 and extend by

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 EMPOWER
Upper intermediate

asking where the class think the girls

are and why they might be there.

c.
- Play Part 1 of the video or the audio
recording for students to check their
answers to 1b.
Answers
1 She’s measuring the height of the
tripod.
2 It’s difficult.

d.
- Read through the statements about the
recording and ask students if they are
true or false.
- Students do the task in pairs. Play the
recording again for students to listen
and check answers.
Answers
1T
2 F – she can’t get the right height or
close enough.
3T
4T

2 CONVERSATION SKILLS
Agreeing

a.

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 EMPOWER
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- Say or write some short statements on

the board including a negative, e.g.
Photography’s a fascinating hobby.
This isn’t an interesting picture. It’s
quite difficult.
- Ask how students could agree with
these statements, e.g. You’re right, I
agree with you.
- Then tell the class they have to listen
to the recording again to hear how
Tessa responded to Becky’s comment:
It’s quite difficult.
- Play the recording for students to
listen and check the answer.

b.
- Ask the students to choose the correct
words in 1 and 2 as a class.
- Point out that a question tag can be
used to agree with both a positive and
negative statement.
- If necessary, give some examples: It’s
a lovely photo, isn’t it? It isn’t an
interesting shot, is it?
Answers
1 agree
2 interesting

c.
- Individually, students complete the

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sentences.
- Check answers as a class.
Answers
1 isn’t
2 were

d.
- Ask students to complete the rule.
- Check answers as a class.
Answers
negative, positive

e.
- Refer students back to 2c and point
out the change of adjectives used to
make the exchange more interesting:
lovely/charming, clear/helpful.
- Read through the adjectives in the
box, clarifying where necessary:
soaking (completely wet), breathtaking
(incredible to see).
- In pairs, students complete the
exchanges using the correct adjective
and question tags.
- Check answers as a class.
Answers
1 soaking, aren’t
2 breathtaking, isn’t
3 welcoming, were
4 worried, doesn’t

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 EMPOWER
Upper intermediate

3 PRONUNCIATION: Tone in
question tags
a.
- Say the statements with question tags
from 2c or 2e.
- Ask students to say whether your
intonation was the same with all of
them.
- Play the recording for students to
decide whether the intonation rises or
falls in the examples, and what the
difference in meaning is.
- Check answers as a class.
Answer: down, not really a question.

b. In pairs, students practise the

conversations in 2e. Monitor and
correct students’ intonation as
appropriate. You can drill this as a
class, or divide the class in half – As
and Bs responding to each other.

c. Read through the task and adjectives

with the class. Look at the examples in
the speech bubbles and then ask
students to make similar exchanges
with a partner. Monitor and correct
intonation or question tags if necessary.
Note any interesting descriptions and

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Upper intermediate

mention to the class in feedback.

4 LISTENING
a. Ask students to look at the photo and
tell you what they can see. You may
wish to elicit or pre-teach approach (a
way of doing something). Discuss the
question as a class.

b. In pairs, students compare the two

photos, saying what is similar and what
is different about them, and which they
think is the better picture and why.

c. Play Part 2 of the video or audio

recording for students to decide what
Becky and Tessa think about the
photos. Check answers as a class.
Answer
Tessa thinks her own photo is not bad.
Becky thinks her own photos are pretty
boring, nothing special.

d.
- Read through the questions with the
class.
- Play the video or audio recording
again for them to note down their
answers.
- If necessary, pause the recording after

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 EMPOWER
Upper intermediate

each answer has been given to allow

students time to note their answers.
- With a stronger group you may not
need to do this.
- Students compare answers with a
partner before checking as a class.

5 USEFUL LANGUAGE: Giving

compliments and responding
a. Play the recording for students to
complete the conversation. Check
answers as a class.

b. Discuss the questions as a class.

Answers
1 yes
2 neutral

c.
- Ask students to work in pairs, to
match the compliments to the words
and phrases.
- Check answers as a class. Nominate
students to read out the sentences,
using intonation and stress to make
them sound exciting.
Answers
1b
2a
3d

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 EMPOWER
Upper intermediate

4c

d. Read through the responses in the

speech bubbles with the class and ask
which are grateful and which are
neutral. Model the responses for the
students to repeat for practice.

e. Put students into pairs and read

through the task with the class.
Encourage students to use the stress
and intonation they practised in giving
the compliments and the responses.
Monitor and correct students’
intonation as appropriate. Ask a
stronger pair to repeat their
conversation for the class.
4 Post - teaching b. Students do a mingle activity to
compliment different students. To do - Listen to T and give
this, they stand up and walk round, so their answers
that they talk to as many students as
possible. Join in and keep the students
moving. If you have a very large class,
this may not be practical. Put students
into smaller groups to do the mingle
activity. As you mingle with the
students, keep notes of examples of
good language use and interesting
examples, as well as any common
errors to deal with during full group

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Upper intermediate

feedback.
5 Wrap – up - Summary the lesson - Listen to the T
- Homework: - Do homework at
 Workbook 2B home
 Photocopiable activities:
Grammar p.187, Vocabulary
p.207
 Workbook 2C
 Photocopiable activity:
Pronunciation p.238
 Unit Progress Test
 Personalised online practice
- Goodbye

VII. Reflection
a. What I liked most about this lesson today:
………………………………………………………………………………………………………
b. What I learned from this lesson today:
………………………………………………………………………………………………………
c. What I should improve for this next time:
………………………………………………………………………………………

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