This document provides information about an English class, including the teacher and coordinator names, required materials, classroom rules, evaluation criteria, and grading policy. The class will be evaluated based on listening, reading, speaking, and writing assessments. Students will be graded on bringing required materials, their presentation, working in order, completing homework, and class participation. Maintaining organization, following rules, and engaging in class are emphasized.
Accommodating Englishes in high-stakes proficiency tests: A study of the list...SaranSHIROZA
Shiroza, S. (2023). Accommodating Englishes in high-stakes proficiency tests: A study of the listening component in the Common Test for University Admissions in Japan. Paper presented at the 21st Asia TEFL International Conference. Aug. 17–20. Daejeong, Korea.
Today! is a four-level English course for young learners ages 9-14. It uses a communicative approach to teach grammar and vocabulary through everyday situations. Each level features British students interacting in domestic and school settings to present useful language in context. Lessons include input on grammar, vocabulary, and expressions, followed by activities to develop speaking, listening, and writing skills through tasks like role plays and writing descriptions. The course also introduces aspects of British culture and includes cross-curricular content.
Essential Teacher Knowledge by Jeremy Harmer (z-lib.org).pdfyencarromero2
This document provides an overview of core concepts in English language teaching. It covers essential topics such as grammar, including parts of speech, clauses, questions, verbs and verb tenses; pronunciation including the phonemic alphabet, sounds, stress and intonation; vocabulary including word formation, collocation, idioms and strategies for remembering words; and methodology including how people learn languages, student-centered teaching, motivation, introducing and practicing new language skills. It aims to outline important knowledge for effective English language instruction.
This document appears to be the table of contents for an English language textbook for 8th grade students in Ukraine. It lists 5 units that will be covered in the book: 1) Living Together, 2) A Birthday Party, 3) Media Messages, 4) The World of Sport, and 5) SG - School is Good. Each unit includes sections for new vocabulary, grammar lessons, everyday English phrases, reading passages, vocabulary exercises, and assessment activities. The introduction provides an overview of the textbook's layout and goals to help students learn to communicate on everyday topics in English.
This document appears to be the table of contents for an English language textbook for 8th grade students in Ukraine. It lists 5 units that will be covered in the book: 1) Living Together, 2) A Birthday Party, 3) Media Messages, 4) The World of Sport, and 5) SG - School is Good. Each unit includes sections for new vocabulary, grammar lessons, everyday English phrases, reading passages, vocabulary exercises, and assessment activities. The introduction provides an overview of the textbook's layout and goals to help students learn to communicate on everyday topics in English.
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This document provides information about an English class, including the teacher and coordinator names, required materials, classroom rules, evaluation criteria, and grading policy. The class will be evaluated based on listening, reading, speaking, and writing assessments. Students will be graded on bringing required materials, their presentation, working in order, completing homework, and class participation. Maintaining organization, following rules, and engaging in class are emphasized.
Accommodating Englishes in high-stakes proficiency tests: A study of the list...SaranSHIROZA
Shiroza, S. (2023). Accommodating Englishes in high-stakes proficiency tests: A study of the listening component in the Common Test for University Admissions in Japan. Paper presented at the 21st Asia TEFL International Conference. Aug. 17–20. Daejeong, Korea.
Today! is a four-level English course for young learners ages 9-14. It uses a communicative approach to teach grammar and vocabulary through everyday situations. Each level features British students interacting in domestic and school settings to present useful language in context. Lessons include input on grammar, vocabulary, and expressions, followed by activities to develop speaking, listening, and writing skills through tasks like role plays and writing descriptions. The course also introduces aspects of British culture and includes cross-curricular content.
Essential Teacher Knowledge by Jeremy Harmer (z-lib.org).pdfyencarromero2
This document provides an overview of core concepts in English language teaching. It covers essential topics such as grammar, including parts of speech, clauses, questions, verbs and verb tenses; pronunciation including the phonemic alphabet, sounds, stress and intonation; vocabulary including word formation, collocation, idioms and strategies for remembering words; and methodology including how people learn languages, student-centered teaching, motivation, introducing and practicing new language skills. It aims to outline important knowledge for effective English language instruction.
This document appears to be the table of contents for an English language textbook for 8th grade students in Ukraine. It lists 5 units that will be covered in the book: 1) Living Together, 2) A Birthday Party, 3) Media Messages, 4) The World of Sport, and 5) SG - School is Good. Each unit includes sections for new vocabulary, grammar lessons, everyday English phrases, reading passages, vocabulary exercises, and assessment activities. The introduction provides an overview of the textbook's layout and goals to help students learn to communicate on everyday topics in English.
This document appears to be the table of contents for an English language textbook for 8th grade students in Ukraine. It lists 5 units that will be covered in the book: 1) Living Together, 2) A Birthday Party, 3) Media Messages, 4) The World of Sport, and 5) SG - School is Good. Each unit includes sections for new vocabulary, grammar lessons, everyday English phrases, reading passages, vocabulary exercises, and assessment activities. The introduction provides an overview of the textbook's layout and goals to help students learn to communicate on everyday topics in English.
The document provides information about Cambridge English exams and the Common European Framework of Reference for Languages (CEFR). It discusses the six main levels of the CEFR from A1 to C2 and describes the exams associated with each level, including sample exam formats, durations, and scoring. The CEFR was developed in the 1990s to serve as a standardized way to describe language ability across Europe and facilitate the recognition of language qualifications.
Ena121 & 131 grammar lecture 1 word classes & clause elementsElisabeth Wulff Sahlén
This document provides an agenda and information for language skills and practical English grammar courses. It introduces the instructor and covers topics like introductions, roll call, word classes including nouns, verbs, adjectives and adverbs. Students are instructed to review clause elements like subjects and verbs on their own before the first seminar. The document also includes information about course content, materials, assessments, and miscellaneous course details.
The document discusses several key documents for the English language curriculum in Malaysia, including:
- The curriculum framework which outlines the overall content taught at primary and secondary levels.
- The Detailed School-Based Curriculum which contains themes, language skills, grammar, functions and vocabulary to be taught each year.
- The Scheme of Work (SoW) which provides a detailed plan of what to teach each year, drawn from the Detailed School-Based Curriculum. It includes lesson plans, skills focus, assessments and more.
The document then examines examples of SoWs for different year levels, explaining the typical lesson cycles and skills focus. It also discusses how the learning standards in the SoW relate to
The document outlines the agenda and discussion topics for a meeting focused on developing timetable models and identifying objectives for an educational program. It includes discussions around organizing student learning into strands, courses, modules and other structures over time periods like semesters and years. Examples of possible timetable structures are provided for different learning areas like English. The group will look at accommodating student and teacher needs, as well as flexibility, measurable outcomes and other factors to consider in the timetable models.
This document appears to be the cover and contents page of an English textbook for 9th grade students in Ukraine. It provides information about the authors, recommends the textbook for use in secondary schools, and lists the experts who reviewed and approved it. The contents section lists the units and chapters in the textbook, including topics like personal biographies, careers, literature, music, feelings, travel and regions of Ukraine. It encourages students to read the various texts to improve their vocabulary, grammar, and cultural understanding.
This document appears to be the cover and contents page of an English textbook for 9th grade students in Ukraine. It provides information about the authors, recommends the textbook for use in secondary schools, and lists the experts who evaluated it. The contents section lists the units and chapters in the textbook, including topics like personal biographies, careers, literature, music, feelings, travel and regions of Ukraine. It encourages students to read different texts to improve their English skills and provides explanations of the lesson components to help with independent study.
This document appears to be the cover and contents page of an English textbook for 9th grade students in Ukraine. It provides information about the authors, recommends the textbook for use in secondary schools, and lists the experts who reviewed and approved it. The contents section lists the units and chapters in the textbook, including topics like personal biographies, careers, literature, music, feelings, travel and regions of Ukraine. It encourages students to read the various texts to improve their vocabulary, grammar, and cultural understanding.
Implementación del material de inglés en su capacitación a docentes en el área de inglés por el Ministerio de Educación de Ecuador. Amplia descripción del material utilizado para la enseñanza de inglés en las unidades educativas fiscales del período 2018.
This document outlines the course schedule and requirements for a Masters in Teaching English program. It includes 4 sections for the first semester covering disciplinary topics, teaching methodology, common culture, and professional experience. Some key classes discussed are literature, civilization, grammar, teaching methods, second language acquisition, and doing an action research project with a classroom tutor. The document also provides examples of potential research topics and instructions for students to set up blogs to share teaching materials.
This document summarizes language learning systems in different countries. It discusses:
1. The language learning process in the US, which typically involves optional language classes in middle school and required classes in high school, most commonly Spanish, French, and German.
2. The language learning system in Japan, which focuses on English grammar and reading over communication, and has large class sizes.
3. Sweden's language education, which introduces English in grades 2-5, adds a modern language like French or Spanish in grade 6, and offers language classes through high school, with a focus on vocabulary and reading.
This document provides information about three English courses offered at Saurashtra University:
1. Foundation Course in English 1 (FCE 1) is a 3-credit introductory English course covering basic grammar, vocabulary, reading, writing and communication skills through 8 units over 45 hours. Student performance is evaluated through assignments, tests and a semester exam.
2. Core Course in English 1 (CCE 1) is an advanced 3-credit course focusing on the short story genre through assigned readings, examinations of elements and analyses. Students are evaluated on their understanding of forms and comprehension/analysis of texts.
3. Core Course in English 2 (CCE 2) is also an advanced 3-credit course
K-12 Most Essential Learning Competencies (MELC) Grades 1-10 and SHS CoreEngineerPH EducatorPH
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Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
This document provides an introduction and overview of the Cool Kids English language learning series for primary school students. It summarizes that Cool Kids uses discovery learning, communicative language teaching, and inductive grammar instruction. It presents topics of interest to engage students and promotes the four language skills. Key features include theme-based units, characters to guide learning, focus on meaningful contexts, attention to creativity, and an emphasis on values. The Student's Book and Workbook are designed to be clearly organized and promote independence. Additional resources for teachers include the Digital Book, extra materials, and suggestions for lessons.
This document reports on a case study that examined students' responses to teaching English through an integrated-skills approach. The study involved 6 students at an English course in Bandung. Through observations and interviews, the study found that most students preferred the integrated-skills approach over a separated-skills approach. They felt it was more interesting and enjoyable to learn reading, writing, speaking, and listening skills together in a continuous sequence rather than separately. The integrated approach also helped students learn and use English in a more meaningful way that simulated real-world contexts.
introduction to IELTS academic - Handout.pptxDziemDg
This document provides an introduction to the IELTS exam, including an overview of its format and scoring system. It discusses the main components of IELTS - the Listening, Reading, Writing and Speaking tests. For each test section, it outlines the timing, number and types of questions, and assessment criteria. It also introduces common listening and reading skills and strategies needed to succeed on the exam, such as distinguishing main ideas from specific details. Finally, it discusses basic pronunciation, sentence writing skills and sentence types.
This document provides guidance for implementing English Language Development (ELD) instruction in Granite School District. It includes:
1. Suggested time allocations and content areas for ELD instruction, including 45 minutes daily focused on oral language, grammar, reading, vocabulary and writing.
2. Guidance on grouping English Learner students by proficiency level and selecting instructional programs and practices to use during ELD, such as Imagine Learning English and Sheltered Instruction Observation Protocol.
3. Procedural checklists and lists for implementing ELD using the Imagine It! and Go Math! curricula, including identifying available materials and supports for each proficiency level.
4. Examples of how to
EF4I Unit 7A - Education and First conditional.pptxPremLearn
The document provides an outline for an English lesson plan on university education. It includes discussion questions, readings, listening exercises, grammar lessons, speaking practices, and a vocabulary quiz focused on the pros and cons of attending university. Various countries' university systems are also compared. The lesson plan aims to improve students' English language skills while discussing issues related to higher education.
This document contains a daily lesson log for a kindergarten class from November 21-25, 2022. The content focus is on comparing and contrasting different families. Each day includes arrival and routine activities, meeting times to discuss the day's messages, a work period with supervised and independent activities, a story time, and transition periods between activities. The supervised activities relate to the content focus and include tasks like roleplaying family members, identifying letters, and games involving numbers and money.
1) The document is the contents page for Student's Book 1 of an English language textbook for Grade 1 students.
2) It lists the units and lessons covered in the book, including vocabulary, grammar, stories, and other sections.
3) The contents page provides an overview of what is included in each unit to help students and teachers navigate the material.
Natural Science is a subject that can make you discover the world around you. You will learn many interesting things, and the teacher is sure you will love it. The document outlines the teachers, materials needed, course contents organized by term and unit, classroom behavior rules, assessment criteria broken down by content and attitude, how attitude and notebooks will be evaluated, and an initial student evaluation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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This document provides an agenda and information for language skills and practical English grammar courses. It introduces the instructor and covers topics like introductions, roll call, word classes including nouns, verbs, adjectives and adverbs. Students are instructed to review clause elements like subjects and verbs on their own before the first seminar. The document also includes information about course content, materials, assessments, and miscellaneous course details.
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This document appears to be the cover and contents page of an English textbook for 9th grade students in Ukraine. It provides information about the authors, recommends the textbook for use in secondary schools, and lists the experts who reviewed and approved it. The contents section lists the units and chapters in the textbook, including topics like personal biographies, careers, literature, music, feelings, travel and regions of Ukraine. It encourages students to read the various texts to improve their vocabulary, grammar, and cultural understanding.
This document appears to be the cover and contents page of an English textbook for 9th grade students in Ukraine. It provides information about the authors, recommends the textbook for use in secondary schools, and lists the experts who evaluated it. The contents section lists the units and chapters in the textbook, including topics like personal biographies, careers, literature, music, feelings, travel and regions of Ukraine. It encourages students to read different texts to improve their English skills and provides explanations of the lesson components to help with independent study.
This document appears to be the cover and contents page of an English textbook for 9th grade students in Ukraine. It provides information about the authors, recommends the textbook for use in secondary schools, and lists the experts who reviewed and approved it. The contents section lists the units and chapters in the textbook, including topics like personal biographies, careers, literature, music, feelings, travel and regions of Ukraine. It encourages students to read the various texts to improve their vocabulary, grammar, and cultural understanding.
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This document outlines the course schedule and requirements for a Masters in Teaching English program. It includes 4 sections for the first semester covering disciplinary topics, teaching methodology, common culture, and professional experience. Some key classes discussed are literature, civilization, grammar, teaching methods, second language acquisition, and doing an action research project with a classroom tutor. The document also provides examples of potential research topics and instructions for students to set up blogs to share teaching materials.
This document summarizes language learning systems in different countries. It discusses:
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This document provides information about three English courses offered at Saurashtra University:
1. Foundation Course in English 1 (FCE 1) is a 3-credit introductory English course covering basic grammar, vocabulary, reading, writing and communication skills through 8 units over 45 hours. Student performance is evaluated through assignments, tests and a semester exam.
2. Core Course in English 1 (CCE 1) is an advanced 3-credit course focusing on the short story genre through assigned readings, examinations of elements and analyses. Students are evaluated on their understanding of forms and comprehension/analysis of texts.
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Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
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Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
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This document reports on a case study that examined students' responses to teaching English through an integrated-skills approach. The study involved 6 students at an English course in Bandung. Through observations and interviews, the study found that most students preferred the integrated-skills approach over a separated-skills approach. They felt it was more interesting and enjoyable to learn reading, writing, speaking, and listening skills together in a continuous sequence rather than separately. The integrated approach also helped students learn and use English in a more meaningful way that simulated real-world contexts.
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2. Guidance on grouping English Learner students by proficiency level and selecting instructional programs and practices to use during ELD, such as Imagine Learning English and Sheltered Instruction Observation Protocol.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
B1.docx syllabus for level B1 for headway 5th
1. Arkon Syllabus –Headway Pre-Intermediate 5th
Ed.
Course: English for Teens and Adults
Level: B1
Lesson Duration: 1 hour 30 minutes
Study Load: 5 months (20 weeks) / 60 lessons / 90 hours
Materials: Headway Pre Intermediate 5th edition
● Student’s Book
● Workbook
● Teacher’s Book
● DVD & audio CD
For information and guidance, read the YL Syllabus Overview (create a separate document)
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Lesson Students Book Extra activities / materials
Suggested
Homework:
Workbook Pages
Date completed + notes
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1
Lesson
1
U1 pages 9-11
• Grammar (brief review of tenses) 6
Lesson
2
U1 pages 12-13
• Practice (Who’s x Whose)
• Listening and Speaking
7,8
2. Lesson
3
U1 pages 14-15
• Reading and Speaking
• Vocabulary (interested and interesting) 9
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2
Lesson
4
U1 pages 16-17
• Vocabulary (prepositions)
• Everyday English
10
Lesson
5
U1 pages 18
• Writing (filling out a form)
11
Lesson
6
U2 pages 19-21
• Grammar (simple present) 12,13
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3
Lesson
7
U2 pages 22-23
• Practice (have x have got)
(state verbs)
• Vocabulary and Speaking
14
Lesson
8
U2 pages 24-25
• Reading and Speaking
15
Lesson
9
U2 pages 26-27
• Listening and Speaking
• Everyday English 16
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4
Lesson
10
U2 pages 28
• Writing (linking words) 17
Lesson
11
U3 pages 29-31
• Grammar
18
Lesson
12
U3 pages 32-33
• Practice
19
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5
Lesson
13
U3 pages 34-35
• Reading and Listening
20
Lesson
14
U3 pages 36-37
• Vocabulary and Speaking
• Everyday English
21
Lesson
15
U3 pages 38
• Writing
22,23
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16
U4 pages 39-41
• Grammar
24,25
4. k
6
Lesson
17
U4 pages 42-43
• Practice (some, any, no)
26
Lesson
18
U4 pages 44-45
• Reading and Speaking
27
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7
Lesson
19
U4 pages 46-47
• Vocabulary and Listening
• Everyday English
28
Lesson
20
U4 pages 48
• Writing
Stop and Check:
Workbook pages 30, 31
29
Lesson
21
U5 pages 49-51
• Grammar
• Practice
32,33
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8
Lesson
22
U5 pages 52-53
• Practice (future)
• Listen and Speaking
34
Lesson
23
U5 pages 54-55
• Reading And Speaking
35
Lesson
24
U5 pages 56-57
• Vocabulary and Speaking
• Everyday English
36
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25
U5 pages 58 38
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9
• Writing
Lesson
26
U6 pages 59-61
• Grammar (Present Perfect: for, since)
39
Lesson
27
U6 pages 62-63
• Practice (Present Perfect: always, ever, never)
• Vocabulary and Pronunciation
40
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0
Lesson
28
U6 pages 64-65
• Reading and Speaking (Roman Empire)
41
Lesson
29
U6 pages 66-67
• Listening and Speaking
• Everyday English (family tree)
42
Lesson
30
U6 pages 68
• Writing
43
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1
1
Lesson
31
Midterm Test / Speaking Test
Lesson
32
U7 pages 69-71
• Grammar (what is it like?)
• Practice
44,45
Lesson
33
U7 pages 72-73
• Practice (comparatives, superlatives)
46
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2
Lesson
34
U7 pages 74-75
• Reading and Speaking (Art Interpretation)
47
Lesson
35
U7 pages 76-77
• Vocabulary and Speaking (synonyms, antonyms)
• Everyday English (what’s on?)
48
Lesson
36
U7 pages 78
• Writing (relative pronoun)
49
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3
Lesson
37
U8 pages 79-81
• Grammar (Have to, Must x Should)
• Practice
50,51
Lesson
38
U8 pages 82-83
• Practice (Have to, Must x Should)
52
Lesson
39
U8 pages 84-85
• Reading and Speaking
53
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4
Lesson
40
U8 pages 86-87
• Vocabulary and Speaking (clothes and parts of the
body)
• Everyday English (illnesses)
54
Lesson
41
U8 pages 88
• Writing (formal email)
Stop and Check:
Workbook pages 56,57
55
7. Lesson
42
U9 pages 89-91
• Grammar (Past Perfect)
• Practice
58,59
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5
Lesson
43
U9 pages 92-93
• Practice (conjunctions)
60
Lesson
44
U9 pages 94-95
• Reading and Speaking
61
Lesson
45
U9 pages 96-97
• Vocabulary and Speaking (feelings)
• Everyday English (so, such)
62
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Lesson
46
U9 pages 98
• Writing (book/film review)
63
Lesson
47
U10 pages 99-101
• Grammar (Passive Voice)
64,65
Lesson
48
U10 pages 102-103
• Practice
• Vocabulary and Speaking (words that go together)
66
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7
Lesson
49
U10 pages 104-105
• Reading and Speaking (football)
67
Lesson
50
U10 pages 106-107
• Vocabulary and Speaking (Chewing Gun)
• Everyday English (Phone Numbers)
68
Lesson
51
U10 pages 108
• Writing (facebook)
69
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Lesson
52
U11 pages 109-111
• Grammar (Present Perfect Continuous)
• Practice
70,71
Lesson
53
U11 pages 112-113
• Practice
• Listening and Speaking
72,73
Lesson
54
U11 pages 114-115
• Reading and Speaking (collectors)
74
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Lesson
55
U11 pages 116-117-118
• Vocabulary and Speaking (Birth)
• Everyday English
• Writing (notes)
75
9. 1
9
Lesson
56
U12 pages 119-121
• Grammar (First Conditional: Will, Might)
• Practice
76
Lesson
57
U12 pages 122-123
• Practice (Second Conditional)
• Listening and Speaking
77,78
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Lesson
58
U12 pages 124-125
• Reading and Speaking (Risk and Chance)
79
Lesson
59
U12 pages 126-127-128
• Vocabulary and Speaking (Bring, Take / Come, Go)
• Everyday English
• Writing (Writing Mistakes)
80,81
Stop and Check:
82,83
Lesson
60
Final Test / Speaking Test