Never have I ever – in groups/pairs, students think of a set of statements and write them down to play a few rounds. The instructions are as follows: 1. Raise both your hands, showing your ten fingers; 2. Say one of the statements you wrote and check if your partners have experienced that; 3. If anyone in the class has done it, they should lower one of their fingers. 4. Repeat until more than half of the class has lowered more than five fingers. Examples to be used: Never have I ever eaten snake meat. Never have I ever stolen candies. Never have I ever gone to sleep without showering.

Based on their last lesson, students share whatever piece of information they remember about Alber Einstein and fact-check it in groups/pairs – the teacher monitors around and offers help if need/jots down any relevant comment.

Pre-listening stage – students read a bunch of words and try to guess the meaning in groups/pairs before matching them with the correct definition as follows: ○ feel contempt or hate - despise ○ an abstract idea; a general idea - concept ○ a set of principles on which practice is based - theory ○ a license conferring a right or title - patent ○ someone who excels and is exceptionally intellectual - genius ○ inspiring respect and admiration - prestigious ○ important, famous - prominent ○ a proposed or planned undertaking - project ○ the highest degree awarded by a graduate school - a doctorate ○ an expert or student of physics - physicist ○ a person who campaigns to bring about social change - activist ○ a rule expressed in symbols - a formula ○ science concerning the nature of matter and energy - physics ○ someone who believes violence is unjustifiable - pacifist While-listening stage – students watch a video about Albert Einstein for gist and pinpoint whether his discoveries are considered important these days. Listening for detail – students watch the video again and answer the following questions: ○ Which of these statements about Albert Einstein is true? – He died at the age of 76. ○ Which of these statements about Albert Einstein is not true? – He wrote the book "A Brief History of Time". ○ Which of the words below has a similar meaning to these words: idea, hypothesis, theory? –Concept. ○ Which of the words below has a different meaning to the word 'despise'? –Have a penchant for. ○ True, false, or it's not known: Einstein enjoyed working as a patent clerk. –False. ○ True, false, or it's not known: He was awarded a doctorate by the University of Zurich. –True. Post-listening – in groups/pairs, students discuss how Einstein's discoveries are important and relevant these days to decide on a top 5. They should keep notes as this top will be used in due time again.

Students read a few sentences and identify the simple past structure in terms of regular and irregular past verbs as follows: Marker sentences to be used – what do they have in common: ○ He found the line of work very dull and hated doing so. ○ He was born in Germany. ○ He didn’t write "A Brief History of Time". CCQs: - Do they refer to a present-time experience? - How do you know? - Is found a regular or irregular past verb? Meaning & Form – students complete a guided discovery task (see supplementary materials) as follows: Simple past - regular verbs: 1. Checking understanding 2. Multiple choice 3. Gap fill Simple past - irregular verbs: 1. Checking understanding 2. Multiple choice 3. Gap fill Pronunciation – students acknowledge and identify the correct pronunciation of regular past verbs in terms of the suffixes (-d, -ed) with the following marker sentences: ○ Albert Einstein created one of the most important physics formulas - created (extra syllable) ○ He worked as a university professor for many years - worked (unvoiced) ○ He died peacefully in his hometown - died (voiced).

Students prepare a slice of life about Albert Einstein and write a short story or biography – the teacher encourages students to use sequencers to tell their story. The teacher sets up the filmmaking project by showing students the steps to follow: 1. Write your story; 2. Proofread it and decide what type of story it will be (biographical, fact-based, etc); 3. Decide how to film your documentary (it is suggested to use Splice for filming); 4. Film your story in groups/pairs; 5. Edit your video; 6. Post it on Padlet – don't forget to choose a relevant title for it. Students watch the films and provide their peers with some feedback.