Even though the activity sequences were quite diverse, there are some features which make them similar to each other. Following Leaver and Stryker’s (1989) recommendations on content-based courses, each lesson sequence had (1) a subject-matter core, revolved around (2) authentic texts, the learners could (3) acquire new information and the sequences were deemed (4) appropriate to the specific needs of my students. The similarities also manifested in the activities: First, each sequence starts with a warmer, which in most cases invites the students to personalise the topic (e.g., The life cycle of a T-shirt) or predict what the sequence is going to be about (e.g., Cherry wine). Then, with the aim of introducing the topic, students are shown some authentic material, which is, in most cases, a video – either a video clip (e.g., Get free, High on Humans), a talk (e.g., What makes a good life), an animation (e.g., The life cycle of a T-shirt) or a commercial (e.g., Open your World); or a text, e.g., a poem (e.g., Glasgow Snow) or an article (e.g., The Happy Broadcast). After watching or reading the authentic materials, they are given comprehension questions and are also asked to work on some language point, mostly on vocabulary. Then, in order to discuss the materials they watched or read, they are given questions. Afterwards, in most cases, students are encouraged to further familiarize themselves with the issue at hand, by either researching it (e.g., they have to research possibilities of recycling clothes in The life cycle of a T-shirt), or analysing figures about them (e.g., they have to learn about the dangers of loneliness in later life from an infographic in What makes a good life). Each activity sequence concludes with a project, where students either need to create something to present a topic (e.g., they create infographics in Dear Future Generations) or they have to engage in a form of service-learning (e.g., they are asked to interview their grandparents or elderly acquaintances in What makes a good life). In all these cases, they were encouraged to develop their knowledge about various global, local and intercultural issues, develop their cooperative skills, creative and critical thinking skills, their communicative and research skills, and their attitudes of openness and global-mindedness. The worksheets used for the research project can be found in Appendix I.