PROGRESS CHECK 1 • Provide guidance on how to approach

UNIT 1 & 2 each sentence. Encourage students to

consider the meaning of the sentence and
Student’s Book, pages 26-27 how the chosen word should fit logically.
Lesson outcome • Have students complete each sentence
using words formed from the given
• Revise knowledge learned in unit 1 & 2
letters. Give them some time to finish the
Lead-in exercise.
• After completing the activity, encourage
My Influence Map
students to share their answers. Facilitate
• Provide students with blank sheets of
a discussion where students explain why
paper and ask them to draw a large circle
they chose a particular word and how it
in the center representing themselves.
fits the context.
• Around the circle, have them draw
Answers
smaller circles and write down the names
1. generous 2. humorous 3. selfish
of people or TV shows that influence 4. enthusiastic 5. diligent
them.
Fast finishers
• Students can then draw arrows from the
smaller circles to the center circle to Ask students to expand on the sentences
represent the type of influence (positive, provided in the activity by adding more details or
negative, teaches, entertains). creating a short paragraph. They can use the
given word and build a story or scenario around
01
it, showcasing their creativity and writing skills.
• Instruct students to work individually to
03
circle the word with a different stress
pattern. • Instruct students to work individually to
• Set a time limit for this part of the activity identify and correct the errors in each
to keep it focused and engaging. sentence.
• After completing the activity, review the • Give students a few minutes to complete
answers as a class. Discuss any challenges the activity.
students faced and clarify any • Lead a discussion where students share
misunderstandings. their corrected sentences with the class.
• Encourage students to volunteer to give Discuss the corrections together, focusing
their answers and explain their reasoning on the reasons behind each correction
for their choices. and reinforcing the correct use of
Answers possessive adjectives and possessive
1. B 2. A 3. D 4. C 5. D pronouns.
02 Answers
• Teacher explains the activity's objective: 1. its => theirs
to use the given letters to complete 2. him => his
sentences that describe different people 3. it => its
4. hers => her
or situations. Emphasize the importance
5. their => his
of understanding the context of each
sentence to choose appropriate words.
 04 • Teacher provides feedback and
• Explain that they need to match each corrections as needed.
question with the correct response from Answers
the list provided. Emphasize that they 1. E 2. C 3. D 4. A 5. B
should consider the context and content
of each question and response to make 06
the correct matches. • Tell students what they will listening to the
• Allow students sufficient time to work on conversations and chose the correct
the activity independently. Monitor the picture.
progress of the students and be available • Ask students to predict what they might
to provide assistance or answer any hear based on the images. Encourage
questions they may have. them to take notes while listening,
• Review the answers collectively. Provide focusing on key points and details.
feedback on any mistakes and offer • Play the recording the first time.
explanations where needed. Encourage • Have students work individually to answer
students to ask questions if they are questions in a few minutes.
unsure about any of the matches. • Discuss the answers as a class, clarifying
Answers any misunderstandings.
1. d 2. f 3. b 4. a 5. c 6. e • Play the recording again for specific
sections students found challenging,
Extra activity
allowing them to focus on those parts.
Interview Role-Play
Answers
Assign each student a character or role to play
1. A 2. C 3. C 4. A 5. B 6. C
(e.g., a famous historical figure, a fictional
character, a professional occupation). Students Extra activity
then pair up and take turns interviewing each Divide the class into small groups. Each group
other based on their assigned roles, matching picks a career suitable for extroverts (e.g.,
questions with appropriate responses based on teacher, tour guide) and prepares a short
their characters' perspectives. presentation highlighting the job duties, skills
05 required, and salary range.

• Briefly introduce each of the activities 07

listed on the worksheet. You can show • Let students form pairs or small groups.
pictures or videos of people doing the • Dedicate some class time for students to
activities. brainstorm potential talk show topics.
• Once the students have a good Encourage a variety of categories such as:
understanding of the activities, give them ▪ Hobbies and interests: Music,
sufficient time to match the suitable gaming, sports, fashion, art, etc.
activities. ▪ School life: Favorite subjects,
• After the students have completed the extracurricular activities, college
activity, elicit answers from different applications, future careers, etc.
students around the class. Encourage ▪ Current events: Social media
students to volunteer to share their trends, environmental issues, pop
answers and their reasoning for their culture phenomena, etc.
choices.
 • Let each group choose their own topic
• Remind students about the roles of host
and guest(s). Students can brainstorm
interview questions (host) and
responses/stories (guests) specific to
their chosen topic.
• Each group performs their talk show in
front of the class. The host welcomes the
guests, asks their prepared questions, and
keeps the conversation flowing. Guests
answer in character and share their
perspectives in an engaging way.
• Have a class discussion after all the
performances. Discuss what topics were
most interesting and why.
Answers
Suggested interview questions
1. As a teenager, do you think it’s good to have a
boyfriend or a girlfriend?
2. What do you think about teenagers who dye
their hair blue, green, or another crazy color?
3. Do you think it's a good idea to give teenagers
a lot of freedom?
4. Do you think teenagers today should show
more respect for adults (teachers, parents,
brothers, sisters)?
5. Do you think teenagers should work?
6. How do you feel if teenagers sometimes use
bad language?
7. What important things can parents do for
teenagers?
8. What can parents do to help teenagers avoid
depression?
Homework
Activity book, Progress Check 1 page 24-25,
exercises I, II, III, IV, V