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Channel Posts
A1-A2 Keep It or Leave It?
Speaking activity
Individual work
- The teacher assigns one or more cards to each student.
- The student reads the summer habit and decides whether they would keep it in autumn or leave it for summer.
- They explain their choice using the sentence starters provided.
- The teacher can model an answer before the activity. For example:
- Encourage students to give a simple reason and, if possible, add one extra detail.
Pair/group work (including breakout rooms)
- The teacher assigns one or more cards to each pair or group.
- Students take turns reading the summer habits and deciding whether they would keep them in autumn or leave them for summer.
- They compare their choices, explain their reasons and ask simple follow-up questions.
- Encourage students to find habits they agree and disagree about before moving on to the next card.
| 2 |  +3A1 The Advice Line
Lesson plan
Short overview of the lesson:
- Spot the differences between two bedroom pictures and discuss which is better for sleep.
- Read a chat between two friends and identify how should/shouldn't is used to give advice.
- Complete controlled practice activities using the target language.
- Match everyday problems with the best piece of advice.
- Play a Genially game by giving advice and collecting coins.
- Learn and practise phrases for responding to advice.
- Role-play a phone call, giving and responding to advice on everyday problems.
- Complete activities for further practice and revision of the target language. | 151 |
| 3 |  +3B1–B2 The Little Treat Economy
Lesson plan
Short overview of the lesson:
- Discuss different little treats and personal spending habits.
- Compare opinions about treating yourself and small purchases.
- Watch a video about the Little Treat Economy and complete gist and detail tasks.
- Discuss whether little treats improve our mood or encourage overspending.
Judge different spending habits in the Little Treat Court.
- Play a Genially game and choose the best treats for different people and budgets.
- Complete an extra listening task about treating yourself responsibly.
- Create a mini advert for a new little treat.
- Plan a £50 monthly treat budget and explain your choices. | 172 |
| 4 |  A2-C1 The Great Summer Swap
Speaking activity
Individual work
- The teacher gives the student one or more cards.
- The student reads the summer activity and its autumn alternative, then decides whether to accept or refuse the swap.
- They explain their choice using the sentence starters provided.
- Encourage the student to give a reason and add one extra detail.
Pair/group work (including breakout rooms)
- The teacher gives each pair or group several cards. Students take turns reading the summer activity and its autumn alternative. Each student decides whether to accept or refuse the swap and explains why.
- Students compare their choices and ask follow-up questions. Encourage them to find swaps they agree and disagree on before moving to the next card. | 204 |
| 5 |  +1А2-В2 5 Autumn Warm-Ups
Speaking activity
What It Is:
- 5 autumn-themed speaking warm-ups
- Suitable for A2–B2
- Visual, low-pressure activities for easy conversation
- Designed for quick lesson openings
How to Start:
- Choose one activity
- Display it on the screen
- Decide: pairs, small groups, or whole class
- Give students a moment to look at the options
How Students Work:
- Choose options that feel true for them
- Explain their choices
- Compare answers
- Ask and answer follow-up questions
Teacher’s Role:
- Set a short time limit
- Monitor and listen
- Encourage students to give reasons and examples
- Note useful language or common issues
Level Tips:
- A2: model one example and accept short, simple answers
- B1: encourage reasons, examples, and comparisons
- B2: push for more detailed explanations, reflection, and follow-up questions | 266 |
| 6 |  +3B2-C1 The Age of AI Slop
Lesson plan
Short overview of the lesson:
- Watch a short video about AI-generated content filling online spaces and discuss personal reactions.
- Decide which images were created by humans and which were AI-generated.
- Read a short discussion about AI slop and identify its main warning signs.
- Notice and categorise useful functional language for agreeing, disagreeing, qualifying, prioritising and making distinctions.
- Create an AI Slop Detector using a set of possible red flags.
- Use the detector to judge different examples in the AI Content Court.
- Discuss borderline cases and justify group verdicts using the target functional language.
- Take part in a budget-based game and choose solutions for reducing low-value AI content online.
- Complete a speaking-focused homework task by ranking, evaluating or defending opinions about AI-generated content. | 236 |
| 7 |  B1-C1 What Counts As...
Speaking activity
Individual work
- The teacher assigns one or more cards to the student.
- The student looks at the concept on the card, decides what they think counts and what doesn’t, and explains where they draw the line.
- The teacher can model an answer before the activity.
- Encourage the student to give 2–3 examples of what would and wouldn’t count and explain their reasoning.
Pair/group work (including breakout rooms)
- The teacher assigns one or more cards to each pair or group.
- One student looks at the concept and explains where they would draw the line. - The other students say whether they agree and share where they would draw the line.
- Students take turns giving their answers, comparing where they draw the line, and discussing any grey areas before moving on to the next card. | 259 |
| 8 |  A2-B1 What Do You Do When
Speaking activity
Individual work
- The teacher assigns one or more cards to the student.
- The student looks at the situation on the card and thinks about what they usually do when this happens.
- They then describe their typical reaction using the sentence starters provided.
- The teacher can model an answer before the activity.
- Encourage the student to give 2–3 things they might do and add a simple reason or extra detail.
Pair/group work (including breakout rooms)
- The teacher assigns one or more cards to each pair or group.
- One student looks at the card and explains what they usually do in that situation.
- The other students listen and share what they do in the same situation.
- Students take turns answering, asking follow-up questions and comparing their habits.
- Encourage them to find out which of their answers are similar and which are completely different before moving on to the next card. | 218 |
| 9 |  +1A1-A2 Fortune Cookies. Prepositions Of Time
Grammar Activity
How to use:
- Divide the students into pairs or small groups (or play one-to-one).
- Display the fortune cookies on the screen or hand out printed versions.
- Students take turns choosing and opening a cookie to reveal an everyday sentence.
- They read the sentence aloud and complete it with the correct preposition of time (at, on, or in).
- Encourage students to say the whole sentence, not just the missing preposition.
- Award a coin (or point) for each correct answer.
- If the answer is incorrect, give another student or team a chance to answer and win the coin.
- Continue until all the cookies have been opened or time runs out.
- At the end, count the coins. The player or team with the most coins wins. | 207 |
| 10 |  +3A2 Online Drama, Real Problems
Lesson plan
Short overview of the lesson:
- Look at a phone full of morning notifications and discuss which apps and messages really matter.
- Rate eight everyday online situations from "not a problem" to "big drama" and explain your choices.
- Match online actions to pictures and learn the key vocabulary.
- Complete social media posts with the new words and discuss the questions behind them.
- Listen to six voice notes about online problems and match each speaker to their situation.
- Decide which problem is the most serious, which is a misunderstanding, and who should say sorry.
- Sort phrases into "showing understanding" and "giving advice", then build full answers to each problem.
- Choose THIS or THAT in a fun comparison round and play tic-tac-toe with lesson questions.
- Optional: watch two short videos and write helpful comments for the people in them.
- Complete optional extra tasks for further practice.
- Use the Quizlet set for at-home revision. | 260 |
| 11 |  +3A1 It Is Study Time
Lesson plan
Short overview of the lesson:
- Learn study phrases.
- Practise using the new vocabulary.
- Decide which study habits are good and which are difficult.
- Have a discussion.
- Play a “Bank Game”.
- Learn about study techniques.
- Discuss follow-up questions.
- Create a mind map.
- Complete optional follow-up tasks for extra practice.
- Use the Quizlet set for at-home revision. | 258 |
| 12 | A1 It Is Study Time
Lesson plan
Short overview of the lesson:
- Learn study phrases.
- Practise using the new vocabulary.
- Decide which study habits are good and which are difficult.
- Have a discussion.
- Play a “Bank Game”.
- Learn about study techniques.
- Discuss follow-up questions.
- Create a mind map.
- Complete optional follow-up tasks for extra practice.
- Use the Quizlet set for at-home revision. | 1 |
| 13 |  +3B1-B2 Summer Reflection
Speaking Club
✅Before the lesson, students will:
Watch a short video about how to think about the end of summer
Learn useful vocabulary using a Quizlet set
Complete a pre-session worksheet to prepare their ideas and one summer story
✅During the speaking club, students will:
Sum up their summer in a single adjective and explain their choice
Compare what they planned to do this summer with what actually happened
Share unexpected moments and things that surprised them, both good and bad
Play Summer Bingo and ask each other follow-up questions about real experiences
Discuss how summer on social media differs from the summer people actually live
Explore regrets and missed opportunities, and work out what really got in the way
Write a short letter of advice to their Summer Self and exchange it with another group
Reflect on the summer using sentence stems, then set their INS and OUTS for the autumn
✅Tips for each format:
PDF presentation (teacher): Use for simple, low-tech lessons or as a reliable backup. Ideal for screen sharing or printing key slides.
Canva presentation (teacher): Use for a more dynamic session with animations and built-in videos. Best for keeping energy levels high and students engaged.
Teacher's Notes: Follow step-by-step during the lesson for guidance, timing, and extra tips. Helpful for smooth transitions between stages.
Pre-Session Worksheet: Send before the lesson for preparation. Students bring their completed notes to the session and use them throughout.
Miro board: Use for interactive, collaborative tasks. Duplicate frames for pairs or groups and let students work simultaneously in a shared space. | 286 |
| 14 |  A2-B1 My Go-To Kit
Speaking activity
Individual work
- The teacher assigns one or more cards to the student. The student reads the situation on each card and creates their personal go-to kit for it. They choose 2–3 useful items and explain the specific purpose of each one using the sentence starters provided.
- The teacher can model an answer before the activity. For example:
“For a long flight, my go-to kit includes headphones, a neck pillow and a jumper. I take headphones to listen to music, a neck pillow so that I can sleep more comfortably, and a jumper in case it gets cold.”
- Encourage the student to explain why each item is useful and add a practical detail.
Pair/group work (including breakout rooms)
- The teacher assigns one or more cards to each pair or group. Students look at the situation and create their go-to kits individually. They then take turns presenting their items and explaining their purpose.
- Students ask follow-up questions and compare their kits. Encourage them to notice which items they have in common, discuss their different choices and decide which kit is the most practical.
Extra ideas
- Students find three items that appear in both of their kits.
- Students combine their ideas and create one shared kit containing only three items.
- Other students ask follow-up questions, e.g. “What do you use it for?”, “Why is it useful?” or “What could you use instead?”
- Students guess what their partner has included before hearing their answer.
- Students rank the items in their kit from “quite useful” to “absolutely essential”. | 244 |
| 15 |  +3A1 My Day on Repeat
Lesson plan
Short overview of the lesson:
- Look at pictures and talk about different parts of the day.
- Learn and practise useful vocabulary for daily routines.
- Read about Maya’s daily routine and complete comprehension tasks.
- Discover how the Present Simple affirmative works.
- Learn and practise spelling rules for he / she / it.
- Complete controlled grammar practice with daily routine sentences.
- Play interactive grammar games.
- Talk about personal routines and find similarities and differences with a partner.
- Build and describe a character’s routine as a group.
- Complete extra grammar and writing tasks for further practice. | 265 |
| 16 |  +3A1 Nice to Meet You
Lesson plan
Short overview of the lesson:
- Look at the emojis and practise have got and has got.
- Read the dialogue and study the rules for have got.
- Practise using affirmative and negative forms, questions, and short answers through engaging grammar tasks.
- Play a quiz game and choose the correct answers.
- Have fun playing the board game and practising have got!
- Do a “Conversation Builder” activity.
- Complete a “Find Someone Who” task.
- Work with a partner and do a “Common Ground Race” activity.
- Complete optional follow-up tasks for extra practice. | 256 |
| 17 |  +3A2-B1 When Plans Go Wrong - Gerunds and Infinitives 2.0
Lesson plan
We recommend starting with Holiday Escapes, which introduces the main gerund and infinitive patterns, before moving on to When Plans Go Wrong, which expands on them and provides further grammar practice in holiday-related situations.
Short overview of the lesson:
- Decide which holiday problems they would make disappear on a given budget.
- Complete grammar tasks and formulate rules for using gerunds and infinitives.
- Practise choosing the correct verb forms and discuss holiday red and green flags.
- Read four reviews and correct all the mistakes they find.
- Discover their travel personality by completing a series of statements.
- Optionally, play a Genially Connect Four game to practise gerunds and infinitives.
- Plan a weekend away with a partner using the given cards, making compromises and practising the target grammar.
- Complete extra activities for further practice.
- Use the revision activities to review and recycle the topic in future lessons. | 238 |
| 18 |  +1A2-B1 Adjectives ending -ed/-ing Battleship Game
Grammar activity
Have fun with this popular game while practising adjectives ending in -ed and -ing.Simply share the link with your student or students (who can play together in pairs in breakout rooms). Each student should open the game on their own device.
❓To view a demo video and understand the game rules, just click on the link and then press the question mark button. | 208 |
| 19 |  B1-C1 My Red Line
Speaking activity
Individual work
- The teacher assigns one or more cards to the student. The student looks at the picture, thinks about what would make them leave immediately, and explains their personal red line using the sentence starters provided.
- The teacher can model an answer before the activity.
- Encourage the student to give 2–3 different examples, explain why something would be a red line, use the sentence starters provided, and say what they could tolerate and what would make them leave.
Pair/group work (including breakout rooms)
- The teacher assigns one or more cards to each pair or group. One student looks at the picture and shares something that would make them leave immediately. The others say whether they agree and share their own red lines.
- Students take turns giving their answers and comparing how much they would tolerate before moving on to a new card. | 230 |
| 20 |  +3A1 New Faces, New Stories
Lesson plan
Short overview of the lesson:
- Look at four Instagram profiles and guess information about each person.
- Learn the context: four new people are joining a photography workshop and send voice messages to introduce themselves.
- Listen to the voice messages and complete comprehension tasks.
- Play "Welcome Aboard!" — introduce yourself to different themed groups using notification prompts.
- Play "Identity Switch" — flip a card and introduce yourself as a brand-new identity.
- Complete "Mind the Gap!" — ask questions to find missing information about a new group member.
- Create your own profile card and write an introduction about yourself.
- Complete the extra tasks for further practice. | 262 |
