2025-03-10

  • Lesson Aims

    • Listen to a conversation to get ideas about how to set up a business.
    • Share ideas about what’s important when starting a business.
    • Identify verb patterns and use verb expressions to talk about passions, plans and ideas.
  • Materials

    • pages 4-5
  • Plan

    • finish exercises 4-6
    • Follow-up Activity: Verb Patterns in Action
      • Step 1: Categorize More Verbs
        • Write additional verbs and verb expressions on the board and ask students to categorize them into the correct columns of the table. Examples:
          • enjoy, avoid, consider → Verb + -ing
          • remind, teach, encourage → Verb + someone + infinitive with to
          • hope, plan, decide → Verb + infinitive with to
      • Step 2: Sentence Transformation Challenge
        • Give students a list of sentences using verb patterns. Ask them to rewrite each sentence using a different verb pattern while keeping the meaning similar. Examples:
          • Original: She started learning how to design an app. (Verb + -ing)
            • Transformed: She decided to learn how to design an app. (Verb + infinitive with to)
          • Original: He avoids speaking in front of large audiences. (Verb + -ing)
            • Transformed: He refuses to speak in front of large audiences. (Verb + infinitive with to)
          • Original: They suggested taking a short break before continuing. (Verb + -ing)
            • Transformed: They advised us to take a short break before continuing. (Verb + someone + infinitive with to)
          • Original: I managed to complete the project before the deadline. (Verb + infinitive with to)
            • Transformed: I succeeded in completing the project before the deadline. (Verb + preposition + -ing)
          • Original: She agreed to help with the event. (Verb + infinitive with to)
            • Transformed: She offered to help with the event. (Verb + infinitive with to)
          • Original: They kept working late to finish the report. (Verb + -ing)
            • Transformed: They continued to work late to finish the report. (Verb + infinitive with to)
          • Original: We discussed moving to a bigger office. (Verb + -ing)
            • Transformed: We considered moving to a bigger office. (Verb + -ing)
          • Original: He reminded me to send the email. (Verb + someone + infinitive with to)
            • Transformed: He asked me to send the email. (Verb + someone + infinitive with to)
          • Original: I can’t stand waiting in long queues. (Verb + -ing)
            • Transformed: I dislike waiting in long queues. (Verb + -ing)
          • Original: She promised to call me later. (Verb + infinitive with to)
            • Transformed: She guaranteed to call me later. (Verb + infinitive with to)
      • Step 3: Personalization – My Plans and Ideas
        • Have students write five sentences about their passions, plans, or business ideas, using at least one verb from each category. Then, they share their sentences in pairs and give feedback on their use of verb patterns.
      • Step 4: Interactive Speaking – Business Brainstorm
        • In small groups, students discuss:
          • What kind of business would you start if you could?
          • How would you help others in your business?
          • What skills do you need to start a business?
        • Encourage them to naturally use verb expressions from the lesson while speaking.
  • Homework

    • Learning Hub

2025-03-10

  • Lesson Aims

    • Language development
      • Recognizing how linking words affect meaning.
        • Applying them correctly in writing.
        • Using both, neither, either accurately in various sentence structures.
        • Developing fluency in expressing contrast and agreement in written English.
      • Skills development
        • Speaking
      • Exam practice
        • speaking
  • Materials

    • Expert IELTS pages
      • 90 Vocabulary
      • 91 Speaking
  • Plan

    • check page 90
    • page 91 speaking
  • Homework

    • page 93 (from last lesson)
    • page 96
  • Language Spotlight

    • prevent crime from happening
      • prevent crime
    • attract missing persons
      • help locate missing persons
    • they can see all your move
      • … track your movements
    • prevent catch the possibility of crime like fire and terrorism
      • it can help prevent other crimes such as arson or terrorism
    • most of people
      • most people

2025-03-07

  • Lesson Aims

    • speaking long turn
    • listening part 2 sentence completion
    • vocabulary: The World of Work
  • Materials

    • Ready for B2
      • pages
        • 67, 68, 69
  • Homework

    • pages 58-60 (unit review)
  • Language Spotlight

    • I would depend on who I would learn.
      • … I would teach.
    • cooperate with other people
      • team playert
    • She writes something.
      • She is writing something.
    • They are making a special mechanism (pronunciation.)
      • mechanism /ˈmekənɪzəm/

2025-03-06


- Here’s an IELTS Writing Self-Check Prompt that will help ChatGPT provide more accurate and structured feedback. Include everything here in the prompt, including the sample essays. Alternatively, create a file to upload to ChatGPT for it to reference when you ask it to check your writing.
    - I have written an IELTS Writing Task [1 or 2] response. Please evaluate my answer based on the official IELTS marking criteria: Task Achievement, Coherence & Cohesion, Lexical Resource, and Grammatical Range & Accuracy. Use the official IELTS band descriptors when assessing my writing. Compare my response to the sample essays provided and analyze whether my writing is stronger or weaker in each category.
    - Provide an overall assessment of my response, highlight my strengths and weaknesses in each marking area, and suggest improvements. Point out any grammar, vocabulary, or structure mistakes and recommend specific ways to improve my score. If possible, estimate my band score based on my response.
    - Here is my essay: 
        - [Paste your response here].
    - Here are sample essays for comparison:
        - Sample Band 7 Essay (Task 2 Example):
            - Many people argue that social media has had a negative impact on communication, making interactions less meaningful. While there are concerns about the quality of online communication, I believe that social media has strengthened relationships by allowing people to stay connected regardless of distance.
            - One key benefit of social media is that it enables instant communication across the globe. For example, platforms like WhatsApp and Facebook allow families separated by thousands of kilometers to remain in touch daily. This was not possible in the past, as traditional letters and phone calls were less convenient and more expensive. As a result, people now have more opportunities to maintain relationships.
            - On the other hand, some argue that online interactions are superficial. Many individuals prioritize quantity over quality, engaging in brief conversations rather than deep discussions. For instance, while social media enables frequent contact, it does not always encourage meaningful conversations, leading to feelings of isolation. However, this depends on how individuals use the technology rather than the technology itself.
            - In conclusion, although social media can sometimes lead to shallow interactions, it provides significant benefits by keeping people connected. I believe that its positive impact on relationships outweighs the drawbacks, provided that users make a conscious effort to engage in meaningful communication.
        - Sample Band 6 Essay (Task 1 Example - Report on a Graph):
            - The bar chart compares the number of tourists visiting three different cities between 2010 and 2020. Overall, the number of visitors increased in all three locations, with City A experiencing the most significant growth.
            - In 2010, City A had around 2 million visitors, while City B and City C had 3 million and 2.5 million, respectively. By 2015, City A’s tourist numbers had doubled to 4 million, surpassing City B, which saw only a slight rise to 3.5 million. City C also experienced a moderate increase to 3 million.
            - By 2020, the number of tourists in City A had reached 6 million, making it the most popular destination among the three. Meanwhile, City B remained relatively stable at 4 million, and City C saw a slight increase to 3.5 million.
            - Overall, City A saw the most dramatic increase in tourism, while City B had the least growth.
  • Language Spotlight

    • Speaking Part 1
      • I can drive around one hour to the German border.
        • Active: It’s nice to live just an hour from the German border.
        • Passive: The German border is just an hour’s drive away.
      • Wykorzystać
        • make use of that fact
        • Take advantage of that fact
        • Exploit that fact
        • Leverage that fact (formal)
        • Utilize that fact (formal)
        • Capitalize on that fact (formal)
      • zaleszenie
        • wooded area (not wooden)
        • forested area
      • I always lived in the same part of the country, which is the west part.
        • I’ve always lived in the western part of the country.
      • When the house was builted I lived in a block of flats.
        • I lived in a block of flats while the house was being built.
      • Many countries in Europe have started to be less safe for visitors. (not natural)
        • Many countries in Europe are starting to become less safe.
      • You can use the sea. (not natural)
        • You can make use of the sea.
        • … spend time at …
        • … visit …
      • pierogi
        • dumplings
      • I’m not very happy because …
        • I’m not very happy to try new things because …
        • It’s not easy for me to …
        • I don’t like to ..
      • już
        • already
    • Part 2
      • Some worker from the BMW dealer called me.
        • representative
        • sales person
        • employee
      • I get there. They did something with my car.
        • stories
          • narrative tenses
            • past
              • simple
              • continuous
              • perfect
                • They had put new rims on the car!
            • present perfect
          • present tenses
            • (good–they bring the action to the forefront)
      • I see my car is with new rims.
        • I see my car has new rims.
        • They had put new rims on the car!
      • I was positively shocked. (collocation)
        • positively surprised
        • absolutely shocked
      • It was the best present I get.
        • It was the best present I’ve ever got.
      • I got used wheels and it was broken.
        • I got used wheels and they were broken.
      • I had to give them back to the seller.
        • I had to get a refund.
      • wady fabryczne
        • manufacturer defects
      • węsze
        • narrower
      • tarwa
        • was rubbing [on]
      • uzkodzenie
        • damage
      • xx
        • spare tire
    • Part 3
      • Para moda
        • young couple
        • bride and groom
      • gośćie
        • guests
      • Between friends they give them presents.
        • Among friends, when they give each other presents, they set a budget.
      • remember to paraphrase the question
      • … give money every year …
        • donate
        • give to a cause
      • podatki
        • taxes
      • People really like charity here.
        • … like to give to charity organizations
      • rak
        • cancer
      • rozliczenie
        • tax return
      • Goverment is trying to do the best for itself.
        • The government is looking out for itself / it’s own best interests.
      • Political marketing
        •  It refers to the strategies and techniques used by political parties, candidates, and organizations to promote their messages, influence public opinion, and win elections. It includes activities like campaign advertising, social media outreach, public relations, and voter engagement efforts.
      • Działania żondu
        • activities
      • They can decide with the mistake when and where to put the money.
        • They may make an error in deciding when and where to allocate the funds.
    • Part 2 (new)
      • The trip took place …
        • A trip I once took to … was nice.
        • I took a trip to … once.
      • We wanted to spend our free time with skiing.
        • We wanted to spend our free time skiing.

2025-03-05

  • Lesson Aims

    • Reading (Flow chart completion; Sentence completion)
    • Speaking (Part 2: Long turn)
  • Materials

    • Two-Minute talks pages 61-63 ()Photocopiable © 2007 DELTA PUBLISHING from IELTS Resource Pack by Jon Marks)
    • Expert IELTS pages
      • 87-89
  • Plan

    • Check HW
      • Intro to unit 6
      • Expert IELTS
        • pages 88-89 (reading task)
    • Speaking Part 2 practice (worksheets)
  • Homework

    • Expert IELTS pages
      • 90 and 93 (Language)
  • Language Spotlight

    • On every photo there’s a person who’s a professional detective.
      • In every …
    • The people discuss something about crime.
      • They are discussing a case.
    • You shouldn’t touch evidence with your bare fingers.
      • Evidence shouldn’t be contaminated with bare hands.
    • Vocabulary
      • skim a text
      • criminology
      • post-mortem
      • notorious
      • bandit
        • member of a gang of armed thieves
      • intrigued
      • rodents
        • pests
      • throwbacks
        • similar to someone/something from the past
      • discredited (adj)
        • disgraced
      • tainted
        • tarnished
        • flawed
        • impure
        • polluted
      • discarded
        • dimismiss
        • throw away
      • discipline
        • teach
        • punish

2025-03-05

  • Lesson Aims

    • Listen to a conversation to get ideas about how to set up a business.
    • Share ideas about what’s important when starting a business.
    • Identify verb patterns and use verb expressions to talk about passions, plans and ideas.
  • Materials

    • pages 4-5
  • Plan

    • finish exercises 4-6
    • Follow-up Activity: Verb Patterns in Action
      • Step 1: Categorize More Verbs
        • Write additional verbs and verb expressions on the board and ask students to categorize them into the correct columns of the table. Examples:
          • enjoy, avoid, consider → Verb + -ing
          • remind, teach, encourage → Verb + someone + infinitive with to
          • hope, plan, decide → Verb + infinitive with to
      • Step 2: Sentence Transformation Challenge
        • Give students a list of sentences using verb patterns. Ask them to rewrite each sentence using a different verb pattern while keeping the meaning similar. Examples:
          • Original: She started learning how to design an app. (Verb + -ing)
            • Transformed: She decided to learn how to design an app. (Verb + infinitive with to)
          • Original: He avoids speaking in front of large audiences. (Verb + -ing)
            • Transformed: He refuses to speak in front of large audiences. (Verb + infinitive with to)
          • Original: They suggested taking a short break before continuing. (Verb + -ing)
            • Transformed: They advised us to take a short break before continuing. (Verb + someone + infinitive with to)
          • Original: I managed to complete the project before the deadline. (Verb + infinitive with to)
            • Transformed: I succeeded in completing the project before the deadline. (Verb + preposition + -ing)
          • Original: She agreed to help with the event. (Verb + infinitive with to)
            • Transformed: She offered to help with the event. (Verb + infinitive with to)
          • Original: They kept working late to finish the report. (Verb + -ing)
            • Transformed: They continued to work late to finish the report. (Verb + infinitive with to)
          • Original: We discussed moving to a bigger office. (Verb + -ing)
            • Transformed: We considered moving to a bigger office. (Verb + -ing)
          • Original: He reminded me to send the email. (Verb + someone + infinitive with to)
            • Transformed: He asked me to send the email. (Verb + someone + infinitive with to)
          • Original: I can’t stand waiting in long queues. (Verb + -ing)
            • Transformed: I dislike waiting in long queues. (Verb + -ing)
          • Original: She promised to call me later. (Verb + infinitive with to)
            • Transformed: She guaranteed to call me later. (Verb + infinitive with to)
      • Step 3: Personalization – My Plans and Ideas
        • Have students write five sentences about their passions, plans, or business ideas, using at least one verb from each category. Then, they share their sentences in pairs and give feedback on their use of verb patterns.
      • Step 4: Interactive Speaking – Business Brainstorm
        • In small groups, students discuss:
          • What kind of business would you start if you could?
          • How would you help others in your business?
          • What skills do you need to start a business?
        • Encourage them to naturally use verb expressions from the lesson while speaking.
  • Homework

    • Learning Hub