UNIT 1Identity and perspectives
tense choices and aspect · 4 lessons
Lesson 1Identity and perspectives · Understand & notice
Goal: Identify useful language for identity and perspectives in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about identity and perspectives. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for identity and perspectives; record or write a new personal example using tense choices and aspect.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Identity and perspectives · Build & practise
Goal: Use tense choices and aspect to communicate about identity and perspectives with a partner.
Practice: Partners take different roles in identity and perspectives. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for identity and perspectives; record or write a new personal example using tense choices and aspect.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Identity and perspectives · Explore in VR
Goal: Complete a collaborative role-play about identity and perspectives in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a identity and perspectives task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for identity and perspectives; record or write a new personal example using tense choices and aspect.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Identity and perspectives · Reflect & demonstrate
Goal: Demonstrate progress on identity and perspectives and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about identity and perspectives. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for identity and perspectives; record or write a new personal example using tense choices and aspect.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 2Presenting ideas at work
signposting and emphasis · 4 lessons
Lesson 5Presenting ideas at work · Understand & notice
Goal: Identify useful language for presenting ideas at work in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about presenting ideas at work. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for presenting ideas at work; record or write a new personal example using signposting and emphasis.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Presenting ideas at work · Build & practise
Goal: Use signposting and emphasis to communicate about presenting ideas at work with a partner.
Practice: Partners take different roles in presenting ideas at work. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for presenting ideas at work; record or write a new personal example using signposting and emphasis.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Presenting ideas at work · Explore in VR
Goal: Complete a collaborative role-play about presenting ideas at work in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a presenting ideas at work task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for presenting ideas at work; record or write a new personal example using signposting and emphasis.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Presenting ideas at work · Reflect & demonstrate
Goal: Demonstrate progress on presenting ideas at work and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about presenting ideas at work. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for presenting ideas at work; record or write a new personal example using signposting and emphasis.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 3Negotiating and problem-solving
conditionals and negotiation language · 4 lessons
Lesson 9Negotiating and problem-solving · Understand & notice
Goal: Identify useful language for negotiating and problem-solving in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about negotiating and problem-solving. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for negotiating and problem-solving; record or write a new personal example using conditionals and negotiation language.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Negotiating and problem-solving · Build & practise
Goal: Use conditionals and negotiation language to communicate about negotiating and problem-solving with a partner.
Practice: Partners take different roles in negotiating and problem-solving. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for negotiating and problem-solving; record or write a new personal example using conditionals and negotiation language.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Negotiating and problem-solving · Explore in VR
Goal: Complete a collaborative role-play about negotiating and problem-solving in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a negotiating and problem-solving task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for negotiating and problem-solving; record or write a new personal example using conditionals and negotiation language.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Negotiating and problem-solving · Reflect & demonstrate
Goal: Demonstrate progress on negotiating and problem-solving and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about negotiating and problem-solving. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for negotiating and problem-solving; record or write a new personal example using conditionals and negotiation language.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 4Stories with impact
past perfect and narrative forms · 4 lessons
Lesson 13Stories with impact · Understand & notice
Goal: Identify useful language for stories with impact in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about stories with impact. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for stories with impact; record or write a new personal example using past perfect and narrative forms.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Stories with impact · Build & practise
Goal: Use past perfect and narrative forms to communicate about stories with impact with a partner.
Practice: Partners take different roles in stories with impact. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for stories with impact; record or write a new personal example using past perfect and narrative forms.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Stories with impact · Explore in VR
Goal: Complete a collaborative role-play about stories with impact in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a stories with impact task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for stories with impact; record or write a new personal example using past perfect and narrative forms.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Stories with impact · Reflect & demonstrate
Goal: Demonstrate progress on stories with impact and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about stories with impact. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for stories with impact; record or write a new personal example using past perfect and narrative forms.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 5News and critical reading
reporting verbs and stance · 4 lessons
Lesson 17News and critical reading · Understand & notice
Goal: Identify useful language for news and critical reading in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about news and critical reading. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for news and critical reading; record or write a new personal example using reporting verbs and stance.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
News and critical reading · Build & practise
Goal: Use reporting verbs and stance to communicate about news and critical reading with a partner.
Practice: Partners take different roles in news and critical reading. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for news and critical reading; record or write a new personal example using reporting verbs and stance.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
News and critical reading · Explore in VR
Goal: Complete a collaborative role-play about news and critical reading in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a news and critical reading task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for news and critical reading; record or write a new personal example using reporting verbs and stance.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
News and critical reading · Reflect & demonstrate
Goal: Demonstrate progress on news and critical reading and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about news and critical reading. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for news and critical reading; record or write a new personal example using reporting verbs and stance.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 6Culture and belonging
advanced relative clauses · 4 lessons
Lesson 21Culture and belonging · Understand & notice
Goal: Identify useful language for culture and belonging in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about culture and belonging. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for culture and belonging; record or write a new personal example using advanced relative clauses.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Culture and belonging · Build & practise
Goal: Use advanced relative clauses to communicate about culture and belonging with a partner.
Practice: Partners take different roles in culture and belonging. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for culture and belonging; record or write a new personal example using advanced relative clauses.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Culture and belonging · Explore in VR
Goal: Complete a collaborative role-play about culture and belonging in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a culture and belonging task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for culture and belonging; record or write a new personal example using advanced relative clauses.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Culture and belonging · Reflect & demonstrate
Goal: Demonstrate progress on culture and belonging and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about culture and belonging. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for culture and belonging; record or write a new personal example using advanced relative clauses.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 7Technology and society
modal deduction · 4 lessons
Lesson 25Technology and society · Understand & notice
Goal: Identify useful language for technology and society in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about technology and society. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for technology and society; record or write a new personal example using modal deduction.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Technology and society · Build & practise
Goal: Use modal deduction to communicate about technology and society with a partner.
Practice: Partners take different roles in technology and society. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for technology and society; record or write a new personal example using modal deduction.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Technology and society · Explore in VR
Goal: Complete a collaborative role-play about technology and society in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a technology and society task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for technology and society; record or write a new personal example using modal deduction.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Technology and society · Reflect & demonstrate
Goal: Demonstrate progress on technology and society and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about technology and society. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for technology and society; record or write a new personal example using modal deduction.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 8Education and opportunity
passive and causative forms · 4 lessons
Lesson 29Education and opportunity · Understand & notice
Goal: Identify useful language for education and opportunity in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about education and opportunity. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for education and opportunity; record or write a new personal example using passive and causative forms.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Education and opportunity · Build & practise
Goal: Use passive and causative forms to communicate about education and opportunity with a partner.
Practice: Partners take different roles in education and opportunity. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for education and opportunity; record or write a new personal example using passive and causative forms.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Education and opportunity · Explore in VR
Goal: Complete a collaborative role-play about education and opportunity in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a education and opportunity task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for education and opportunity; record or write a new personal example using passive and causative forms.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Education and opportunity · Reflect & demonstrate
Goal: Demonstrate progress on education and opportunity and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about education and opportunity. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for education and opportunity; record or write a new personal example using passive and causative forms.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 9Difficult conversations
hedging and tact · 4 lessons
Lesson 33Difficult conversations · Understand & notice
Goal: Identify useful language for difficult conversations in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about difficult conversations. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for difficult conversations; record or write a new personal example using hedging and tact.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Difficult conversations · Build & practise
Goal: Use hedging and tact to communicate about difficult conversations with a partner.
Practice: Partners take different roles in difficult conversations. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for difficult conversations; record or write a new personal example using hedging and tact.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Difficult conversations · Explore in VR
Goal: Complete a collaborative role-play about difficult conversations in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a difficult conversations task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for difficult conversations; record or write a new personal example using hedging and tact.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Difficult conversations · Reflect & demonstrate
Goal: Demonstrate progress on difficult conversations and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about difficult conversations. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for difficult conversations; record or write a new personal example using hedging and tact.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 10Sustainability and change
mixed conditionals introduction · 4 lessons
Lesson 37Sustainability and change · Understand & notice
Goal: Identify useful language for sustainability and change in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about sustainability and change. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for sustainability and change; record or write a new personal example using mixed conditionals introduction.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Sustainability and change · Build & practise
Goal: Use mixed conditionals introduction to communicate about sustainability and change with a partner.
Practice: Partners take different roles in sustainability and change. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for sustainability and change; record or write a new personal example using mixed conditionals introduction.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Sustainability and change · Explore in VR
Goal: Complete a collaborative role-play about sustainability and change in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a sustainability and change task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for sustainability and change; record or write a new personal example using mixed conditionals introduction.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Sustainability and change · Reflect & demonstrate
Goal: Demonstrate progress on sustainability and change and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about sustainability and change. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for sustainability and change; record or write a new personal example using mixed conditionals introduction.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 11Persuasion and discussion
concession and argument structure · 4 lessons
Lesson 41Persuasion and discussion · Understand & notice
Goal: Identify useful language for persuasion and discussion in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about persuasion and discussion. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for persuasion and discussion; record or write a new personal example using concession and argument structure.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Persuasion and discussion · Build & practise
Goal: Use concession and argument structure to communicate about persuasion and discussion with a partner.
Practice: Partners take different roles in persuasion and discussion. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for persuasion and discussion; record or write a new personal example using concession and argument structure.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Persuasion and discussion · Explore in VR
Goal: Complete a collaborative role-play about persuasion and discussion in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a persuasion and discussion task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for persuasion and discussion; record or write a new personal example using concession and argument structure.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Persuasion and discussion · Reflect & demonstrate
Goal: Demonstrate progress on persuasion and discussion and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about persuasion and discussion. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for persuasion and discussion; record or write a new personal example using concession and argument structure.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
UNIT 12Lead a collaborative project
review: accuracy, range and coherence · 4 lessons
Lesson 45Lead a collaborative project · Understand & notice
Goal: Identify useful language for lead a collaborative project in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about lead a collaborative project. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for lead a collaborative project; record or write a new personal example using review: accuracy, range and coherence.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Lead a collaborative project · Build & practise
Goal: Use review: accuracy, range and coherence to communicate about lead a collaborative project with a partner.
Practice: Partners take different roles in lead a collaborative project. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for lead a collaborative project; record or write a new personal example using review: accuracy, range and coherence.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Lead a collaborative project · Explore in VR
Goal: Complete a collaborative role-play about lead a collaborative project in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a lead a collaborative project task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for lead a collaborative project; record or write a new personal example using review: accuracy, range and coherence.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection
Lead a collaborative project · Reflect & demonstrate
Goal: Demonstrate progress on lead a collaborative project and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about lead a collaborative project. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for lead a collaborative project; record or write a new personal example using review: accuracy, range and coherence.
Teacher support: Encourage follow-up questions, connected answers and independent repair strategies.
Check progress: Check task completion, comprehensibility, interaction, vocabulary range and accuracy at the learner’s current level. Record evidence and one next step.
Timing for 25, 45 and 60 minutes
25 minutes: 3 min warm-up · 5 min model · 10 min task · 5 min feedback · 2 min exit check
45 minutes: 5 min warm-up · 8 min model · 20 min task · 8 min feedback · 4 min reflection
60 minutes: 5 min warm-up · 10 min model · 30 min collaborative task (including a comfort break) · 10 min feedback · 5 min reflection