PROGRESS CHECK 3 02

UNITS 5 & 6  Instruct students that they will be working

on the definitions and words. Explain that
Student’s Book, pages 70-71 each definition describes a word, and the
first letter of the word is already given.
Lesson outcome  Give students time to work on the
 Revise knowledge learned in Units 5 & 6 definitions and match them to the words.
 Go through the definitions and words one
by one. Reveal the answer for each
Lead-in
definition and discuss why it is the correct
Shopping Trends
answer. The teacher can also ask students
 Divide the class into small groups, with
to provide their examples for each word.
each group focusing on a different
shopping trend (e.g.: online shopping, fast Answers
fashion, sustainable shopping, influencer 1. promotion 2. impulse buy 3. exclusive
marketing). 4. habitat 5. predator
 Instruct each group to research their Extra activity
assigned shopping trend, considering
 Divide students into pairs or small groups.
factors such as its origins, popularity,
 Instruct them to choose 3-4 words.
impact on consumer behavior, and ethical
 They need to write clear and concise
considerations.
definitions for each word, ensuring they
 Encourage students to gather evidence,
do not reveal too much information.
statistics, and real-life examples to
 Once finished, each group presents their
support their arguments.
definitions to the class, one by one.
01  The class tries to guess the word based on
the definition.
 Explain that for each set of words,
 Award points for correct guesses and
students need to identify the word whose
well-written definitions.
underlined part is pronounced differently
from that of the others. 03
 Have students work individually on  Have students look at the task in a minute.
identifying the word with the different Instruct them to note down any word that
pronunciation in each set. Set a time they find confusing.
limit to add a challenge element.
 Give students time to work on the task
 Review students’ answers individually.
individually.
Then have them swap papers for peer
 Go through the questions one by one.
review, or discuss the answers as a class.
Reveal the answer for each question and
 For incorrect answers, guide them to
discuss why it is the correct answer. Ask
identify the minimal pair and the
students to explain why the other answer
difference in sound.
choices are incorrect.
Answers
Answers
1. B 2. C 3. A 4. C 5. B
1. A 2. D 3. C 4. B 5. A
04 05
 Write the first examples on the board  The teacher goes through the words in the
(e.g.: “If we keep cutting trees, we will box and makes sure students understand
destroy wild animals’ habitat.”). Briefly their meaning.
explain the "if" clause (condition) and the  Instruct students that they will be
"main clause" (result). Quickly remind completing the text by using the correct
them of the basic structure: "If + clause form of the words in the box.
(condition in present simple), main clause  Have students work individually to finish
(result in future simple)." the task.
 Give students enough time to complete  Play the audio recording of the text for
the sentences using the first conditional students to check their answers and make
structure. corrections if needed.
 Go through each sentence one by one. Answers
Have volunteers share their answers and (1) purchasing (2) items (3) prices
discuss why they used that structure. (4) sales (5) delivery (6) choice
 If there are any mistakes, explain the
06
correct structure and the logic behind the
 Explain that students will work in pairs to
first conditional.
learn about kangaroos and parrots. Each
Answers pair will receive only one information card
(kangaroo or parrot). They will need to rely
2. Black rhinos will become extinct if people
on each other to gather all the
hunt for their horns.
information.
3. If you buy too many clothes in the store,
you will exceed your budget.  Instruct students to take turns asking
4. If you buy shoes online, the brand will questions from their card (e.g.: "What is
deliver them to your house. the typical habitat of parrots?").
 The student with the parrot card will
Extra activity answer those questions using the
information on their card.
 Provide short scenarios relevant to  Let students switch roles, with the other
teenagers, like forgetting homework or student asking questions.
planning a weekend trip.  Go through the answers together as a
 Divide students into small groups. class, discussing any interesting facts
 Have groups discuss possible outcomes if found during research.
certain actions are taken. Answers Student A
 Students write first conditional sentences
for each scenario.
 Groups share their sentences and discuss
their reasoning.
 Conclude with a reflection on considering
consequences before actions.
Student B

Extra activity
Who am I?
In pairs, students take turns giving clues about
their favorite animal without revealing the
animal's name. The other students guess the
animal based on the combined knowledge from
the question exchange.

Homework
Activity book, Progress Check 3, pages 68-69,
exercises I, II, III, IV, V