A2-->B1/B1+ Sample Curriculum.xlsx

	A	B	C	D	E	F
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2	B1 --> B1+: Lower Intermediate Course
3	Trimester A: 7 September - 20 December
4	Trimester B: 7 January - 28 March
5	Trimester C: 7 April - 7 August
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7		=	Grammar
8		=	Vocabulary
9		=	Reading
10		=	Speaking
11		=	Writing
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13	Relevant Students: Dario, Riccardo, Beatrice, Giuseppe
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16	Week	Lesson	Topics + Lesson Goals	Materials	Lesson Plan	Homework
17	UNIT 2 7	A	## Describing People ## New words early, late, tall, short, slim, overweight, muscular, curly, straight, blonde, ponytail, long, bald, beard, moustache, neat, messy, ugly, handsome, beautiful, teenager, child, young adult, middle-aged, nerdy, strange		Warmer: What did you look like as a teenager? Did you look like this? (show picture of nerdy kids?) No? Describe to me what you looked like Lesson: Choose one of the pictures to show --> what can you tell me about these people? What do they look like? --> who is tall? who is overweight? who is slim? who is middle aged? who is young? who has straight hair? who has curly hair? Go along like this, alternating between listening and prompting, until we've exhausted all of the vocabulary Closer: Who was the strangest person / group of people for you? Why? What would you say to them if you were early to a party, and they were the only ones there?	Choose a person in your life. Describe them in as much detail as possible. What physical characteristics define them? What personality characteristics?
18		B	## Reading lesson using a B1 graded story on the Devil	(Devil is in the details story) https://learnenglish.britishcouncil.org/general-english/story-zone/a2-b1-stories/devils-details-a2/b1	Warmer: Story telling with past forms: "what is the best trip you have ever taken?" Did you grow up going to church? Did you ever believe in the devil? Lesson: Try out some rare reading comprehension: "the devil is in the details" It's probably too long for a B1 student, so we can start at "I'm sorry" After reading it, ask these questions: "What happened in the story?" "Was Victoria happy with her life?" "What were her problems?" "Why did Victoria leave her mouth open in shock?"	Finish reading the story for homework and write a response
19		C	## Obligation, prohibition, suggestion		1. Lead in by talking about free time. Ask if anyone knows what to say when you don't have a choice, when you need to do something. 2. Explain "have to" and "must," along with American alternative "got to." Give up the example sentence from the table (on left). Make sure to hit: - Americans use exclusively have to and got to, or "gotta" - Have to is a normal verb that is used in all tenses whereas there is only must and mustn't. - Can't is often used as well in place of mustn't 3. No obligation: don't have to -----> completley different than mustn't 4. Prohibition: You musn't eat that, or don't eat that or you can't eat that. 5. Should / shouldn't - explain it's what we use when we think something is the right or wrong thing to do. - it's a modal verb, so there is only should and shouldn't. - ought and ought to mean the same thing.	Think about the coming week. write about what you have to do, what you don't have to do, what you should do and what you can't do. you can get as creative with it as you want, as long as you practice the grammar forms!
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21	8	A	## conversation café to get us talking topics: freedom of being a kid vs. obligations of being an adult - what could you and couldn't do as a kid? - what didn't you have to do that now you have to do? - what kind of things did adults say you should do as you were growing up? did you follow these suggestions? practice fluency through free-discussion practice accuracy through using obligation, prohibition, and suggestion forms in conversation	(psycology article about childhood and adulthood) https://www.psychologytoday.com/us/blog/the-age-overindulgence/202104/the-big-challenge-jumping-adolescence-adulthood	Warmer: do you miss being a kid? what has been your favorite period of life so far? Lesson: Lead in with the psycology article. Don't answer vocabulary questions, have him read it by himself and jot down what he understands, then we discuss. 15 mins. Discussion: - do you agree with the article, that early adulthood is a challenging jump to make? Focused practice: - what could you and couldn't do as a kid? what examples do you remember? (prohibition) - what didn't you have to do that now you have to do? do you like the increase in responsibility? (obligation) - what kind of things did adults say you should do as you were growing up? did you follow these suggestions? (suggestion) Free practice: Prepare and give a 6 minute monologue to your child self. Say whatever you want to him/her, including giving advice about passing through adolesence / adulthood, giving warnings, ect. 7 minutes to prepare (15 mins total)	Take a look at other articles on adolescence from 'Psychology Today.' Read a couple, choose one and write a response to it. Summarize in a few sentences what you understood from the article, then think about: Do you agree with the points made in the article? Do you have a different understanding? Does the article reflect your experience, or not?
22		B	## Family & Friends ## New words aunt, cousin, couple, daughter, grandfather, grandmother, grandson, granddaughter, great-grandfather, husband, nephew, niece, parent, pet, son, uncle, wife, best friend, close friend, classmate, colleague, neighbor, roommate, mother-in-law keep in touch with, get along well with, don't get along with, have a lot in common with, I'm close with		Warmer: What is more important to you, family or friends? Tell me about them! Lesson: Ask students to briefly fill in their family tree. Aunt -- Cousins -- Mom -- Nephews … Then, do the same thing with non-family relationships, like neighbors, colleages, close friends. Make a seperate list for these relationships. Explain the meaning of each word as we map the relationships out. Explain the 5 phrasal verbs and explain that we can use them to talk about family and friends Who are you closest with? Which relationship do you struggle the most with? Historically, is family easy for you or has it been a point of difficulty?	For next week, do a bit of writing about your family. Describe as many of them as you can -- grandparents, cousins, nephews, brothers-in-law, brothers and sisters, uncles, aunts, ect. Tell me if you get along well with them, what they look like (describing words), if you're close, ect. Get to about 1/3 - 1/2 of a page and then stop.
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24	9	A	## Talking about family and friends	https://www.abc.net.au/news/science/2016-01-20/150-is-the-limit-of-real-facebook-friends/7101588	Warmer: Any funny story about your family or your friends? (using our new past forms). Most embarrasing christmas? Most cringe family vacation? Craziest thing your friend has done? Lesson: Call back the personality vocabulary for this lesson. What are your family + friends like, personality-wise? Make sure they go through each relationship so they can practice the vocabulary Read article on friendship. Students don't need to understand every word, just the general points. Do you agree with the article? Do you think we have more friends today than in the past? Or do you think that our modern approach to friendship is shallow?	Tell me about your network of friends. Are you someone who focuses more on having many weak relationships, aquaintances or casual friends, or on having a very few number of very close friends? How has your "relationship style" evolved as you've gotten older? Tell me about it in 1/3-1/2 page and then upload it to the Drive.
25		B	Teach various uses of the future and give student some focused practice + writing practice in their use ## Future Forms: present continuous, be going to, will / won't ## A / an, the, no article		Warmer: what future plans are you excited about? Lesson: See p. 22 of notebook for lesson on teaching future forms. Practice with each subject -- it'll be, you'll be, I'll be, they'll be Closer: Students give examples of ways they might use Will Work on future form exercises together Before we go, ask students to pay attention to promises, instant decisions, and offers throughout the week. I'll ask about it in the next lesson.	Think about the future of someone you love -- your kid, your girlfriend, your best friend, your neighbor. Imagine how their life will play out over the next ten years. Write an account of how their life will go. What specifically will happen to them over the next ten years, what will they do?
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27	10	A	## Speaking practice talking about our future plans and future predicitons ## Reading a BBC article on future predictions	Readers of BBC -- Future Predictions https://www.bbc.com/news/magazine-16536598	Warmer: What promises, instant decisions, and offers did you make this week? Lesson: What are your arrangements for this evening? Your intentions for the rest of the year? Your predictions for the planet for 2028? Closer Take 10 minutes checking out the article on future predictions. Have students discuss their thoughts on the article.	Think about all that could change in the next 30 years. Write a list of 3 predictions for the future that you actually think is more likely than not to happen. For example "We're going to stop aging so everyone can live forever." For each prediction, write 2-3 sentences under it explaining in more detail what you think will happen and why.
28		B	## Clothes ## New words shirt (button-down), t-shirt, jacket, rainjacket, umbrella, pants, jeans, dress, skirt, earings, neckless, bracelet, tattoos, backpack, underwear, swimsuit, sweater, shorts, shoes, hat, purse, glasses, belt	Italian Fashion Website https://www.asos.com/it/uomo/	Warmer Do you consider yourself "fashionable?" What do you like to wear to a party? Anything you never leave the house without? Lesson Go to the website on Italian fashion and start clicking around. Whenever we run across a word that the learner doesn't recognize, we write it down on the board. For 10-15 minutes have fun with it, then zero in on the language that we haven’t covered yet. Fill out the worksheet to test their memory. Or, if there's no time, skip it and save it for next lesson and go to the activity below. On a new page, write down "When it's raining people usually wear..." "When it's snowing people usually wear..." "When it's hot and sunny people usually wear..." "When it's mild people usually wear..."	What are some of your favorite outfits of all time? Take a few minutes to think about 3-4 outfits you've loved to wear, either now or in the past, and describe to me every article and accessory that goes or that went with each one.
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30	11	A	## Fashion & how we like to dress ## Watching a couple of different videos on the fashion world	Fashion predictions for 2024 https://www.youtube.com/watch?v=HsTs2-06cQk Fashion in Milan https://www.youtube.com/watch?v=CvPMyhngAEQ	Warmer What are your typical outfits that you wear? Lesson What do you think about "fashion" as a social phenomenon? What do you think someone who is fashionable looks like? Is it true that people in Milan are extra-interested in fashion compared to other Italians? Watch the video on people's fashion in Milan. Ask questions about specific articles of clothing that they're wearing. Where do you think fashion is evolving towards? What are your fashion predictions (doubles as extra future practice) Play the video on fashion predictions in 2024 (skip to about 2:45) What do you think about what the youtuber has to say?	You're creating a new fashion company to sell cutting-edge fashion. Your fashion line needs to be new and original, appealing to the customer-base of 2024. What kind of clothes would you sell? Describe your clothing line, for men and women, as if you're trying to attract investors to your new buisness.
31		B	## Present perfect & continuous forms ## Introducting past perfect & past continous		Warmer: "How long have you been learning English for now?" "How long have you been working at your job?" "How long have you been dating your partner?" Lesson: Part 1 See if learners can successfully use the form back to me & can guess what it is and when it's used. Have them give me more examples of how to use it. Use1: how long / for / since & action verbs Mention that we can only use it for action verbs. For non action verbs, we still use the present perfect. Use 2: actions that have been going on very recently. They have usually just stopped. Guided practice: -- "find out what I've been doing for fun this week!" -- "ask me how long I've been doing something!"	Exercises for homework
32		C	## Do some more practice with present perfect continuous	Jobs vocab flashcards (A, B or C)	Warmer: Pull up the jobs flashcards --> what job has this person been working? --> do this for each Lesson: Part 1 How have you been eating recently? How have you been sleeping recently? What is a project you were doing for a while that you recently finished? Part 2: roleplay --> let's pretend we're old friends who haven't seen each other in 3 months. --> let's catch up using the present perfect continuous! (20 mins)	Using the speaking practice as inspiration, turn your friends encounter into a script that could be used for TV or a film. Who are the characters? Is it you and a real friend? Or two fictional people? Write a half page of dialogue about two friends who haven't seen each other in 4 months. Using the past perfect continous, they can say things like "have you still been playing tennis on the weekends?" or "I've started watching 'un raggio di sole' for 3 hours every evening." When you're done, put your script up on drive!
33				End Unit 2 Date: ~ Nov 21 Review: family and friends vocab, describing people vocab, clothing vocab present perfect continuous grammar, future forms grammar, obligations grammar
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