UNIT 1Voice, tone and register
register and stylistic choices · 4 lessons
Lesson 1Voice, tone and register · Understand & notice
Goal: Identify useful language for voice, tone and register in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about voice, tone and register. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for voice, tone and register; record or write a new personal example using register and stylistic choices.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Voice, tone and register · Build & practise
Goal: Use register and stylistic choices to communicate about voice, tone and register with a partner.
Practice: Partners take different roles in voice, tone and register. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for voice, tone and register; record or write a new personal example using register and stylistic choices.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Voice, tone and register · Explore in VR
Goal: Complete a collaborative role-play about voice, tone and register in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a voice, tone and register task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for voice, tone and register; record or write a new personal example using register and stylistic choices.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Voice, tone and register · Reflect & demonstrate
Goal: Demonstrate progress on voice, tone and register and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about voice, tone and register. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for voice, tone and register; record or write a new personal example using register and stylistic choices.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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 2Complex ideas made clear
complex noun phrases and clarity · 4 lessons
Lesson 5Complex ideas made clear · Understand & notice
Goal: Identify useful language for complex ideas made clear in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about complex ideas made clear. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for complex ideas made clear; record or write a new personal example using complex noun phrases and clarity.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Complex ideas made clear · Build & practise
Goal: Use complex noun phrases and clarity to communicate about complex ideas made clear with a partner.
Practice: Partners take different roles in complex ideas made clear. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for complex ideas made clear; record or write a new personal example using complex noun phrases and clarity.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Complex ideas made clear · Explore in VR
Goal: Complete a collaborative role-play about complex ideas made clear in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a complex ideas made clear task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for complex ideas made clear; record or write a new personal example using complex noun phrases and clarity.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Complex ideas made clear · Reflect & demonstrate
Goal: Demonstrate progress on complex ideas made clear and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about complex ideas made clear. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for complex ideas made clear; record or write a new personal example using complex noun phrases and clarity.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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 3Evidence and argument
hedging, stance and qualification · 4 lessons
Lesson 9Evidence and argument · Understand & notice
Goal: Identify useful language for evidence and argument in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about evidence and argument. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for evidence and argument; record or write a new personal example using hedging, stance and qualification.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Evidence and argument · Build & practise
Goal: Use hedging, stance and qualification to communicate about evidence and argument with a partner.
Practice: Partners take different roles in evidence and argument. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for evidence and argument; record or write a new personal example using hedging, stance and qualification.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Evidence and argument · Explore in VR
Goal: Complete a collaborative role-play about evidence and argument in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a evidence and argument task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for evidence and argument; record or write a new personal example using hedging, stance and qualification.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Evidence and argument · Reflect & demonstrate
Goal: Demonstrate progress on evidence and argument and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about evidence and argument. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for evidence and argument; record or write a new personal example using hedging, stance and qualification.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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 4Leading and facilitating
inversion and emphasis · 4 lessons
Lesson 13Leading and facilitating · Understand & notice
Goal: Identify useful language for leading and facilitating in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about leading and facilitating. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for leading and facilitating; record or write a new personal example using inversion and emphasis.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Leading and facilitating · Build & practise
Goal: Use inversion and emphasis to communicate about leading and facilitating with a partner.
Practice: Partners take different roles in leading and facilitating. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for leading and facilitating; record or write a new personal example using inversion and emphasis.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Leading and facilitating · Explore in VR
Goal: Complete a collaborative role-play about leading and facilitating in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a leading and facilitating task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for leading and facilitating; record or write a new personal example using inversion and emphasis.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Leading and facilitating · Reflect & demonstrate
Goal: Demonstrate progress on leading and facilitating and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about leading and facilitating. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for leading and facilitating; record or write a new personal example using inversion and emphasis.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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 5Intercultural communication
pragmatics and politeness · 4 lessons
Lesson 17Intercultural communication · Understand & notice
Goal: Identify useful language for intercultural communication in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about intercultural communication. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for intercultural communication; record or write a new personal example using pragmatics and politeness.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Intercultural communication · Build & practise
Goal: Use pragmatics and politeness to communicate about intercultural communication with a partner.
Practice: Partners take different roles in intercultural communication. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for intercultural communication; record or write a new personal example using pragmatics and politeness.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Intercultural communication · Explore in VR
Goal: Complete a collaborative role-play about intercultural communication in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a intercultural communication task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for intercultural communication; record or write a new personal example using pragmatics and politeness.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Intercultural communication · Reflect & demonstrate
Goal: Demonstrate progress on intercultural communication and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about intercultural communication. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for intercultural communication; record or write a new personal example using pragmatics and politeness.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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 6Abstract ideas and ethics
advanced modality · 4 lessons
Lesson 21Abstract ideas and ethics · Understand & notice
Goal: Identify useful language for abstract ideas and ethics in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about abstract ideas and ethics. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for abstract ideas and ethics; record or write a new personal example using advanced modality.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Abstract ideas and ethics · Build & practise
Goal: Use advanced modality to communicate about abstract ideas and ethics with a partner.
Practice: Partners take different roles in abstract ideas and ethics. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for abstract ideas and ethics; record or write a new personal example using advanced modality.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Abstract ideas and ethics · Explore in VR
Goal: Complete a collaborative role-play about abstract ideas and ethics in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a abstract ideas and ethics task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for abstract ideas and ethics; record or write a new personal example using advanced modality.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Abstract ideas and ethics · Reflect & demonstrate
Goal: Demonstrate progress on abstract ideas and ethics and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about abstract ideas and ethics. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for abstract ideas and ethics; record or write a new personal example using advanced modality.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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 7Academic reading and synthesis
cohesion and synthesis · 4 lessons
Lesson 25Academic reading and synthesis · Understand & notice
Goal: Identify useful language for academic reading and synthesis in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about academic reading and synthesis. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for academic reading and synthesis; record or write a new personal example using cohesion and synthesis.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Academic reading and synthesis · Build & practise
Goal: Use cohesion and synthesis to communicate about academic reading and synthesis with a partner.
Practice: Partners take different roles in academic reading and synthesis. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for academic reading and synthesis; record or write a new personal example using cohesion and synthesis.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Academic reading and synthesis · Explore in VR
Goal: Complete a collaborative role-play about academic reading and synthesis in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a academic reading and synthesis task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for academic reading and synthesis; record or write a new personal example using cohesion and synthesis.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Academic reading and synthesis · Reflect & demonstrate
Goal: Demonstrate progress on academic reading and synthesis and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about academic reading and synthesis. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for academic reading and synthesis; record or write a new personal example using cohesion and synthesis.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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 8Professional writing
nominalisation and precision · 4 lessons
Lesson 29Professional writing · Understand & notice
Goal: Identify useful language for professional writing in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about professional writing. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for professional writing; record or write a new personal example using nominalisation and precision.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Professional writing · Build & practise
Goal: Use nominalisation and precision to communicate about professional writing with a partner.
Practice: Partners take different roles in professional writing. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for professional writing; record or write a new personal example using nominalisation and precision.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Professional writing · Explore in VR
Goal: Complete a collaborative role-play about professional writing in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a professional writing task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for professional writing; record or write a new personal example using nominalisation and precision.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Professional writing · Reflect & demonstrate
Goal: Demonstrate progress on professional writing and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about professional writing. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for professional writing; record or write a new personal example using nominalisation and precision.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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 9Humour, implication and idiom
figurative language and inference · 4 lessons
Lesson 33Humour, implication and idiom · Understand & notice
Goal: Identify useful language for humour, implication and idiom in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about humour, implication and idiom. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for humour, implication and idiom; record or write a new personal example using figurative language and inference.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Humour, implication and idiom · Build & practise
Goal: Use figurative language and inference to communicate about humour, implication and idiom with a partner.
Practice: Partners take different roles in humour, implication and idiom. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for humour, implication and idiom; record or write a new personal example using figurative language and inference.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Humour, implication and idiom · Explore in VR
Goal: Complete a collaborative role-play about humour, implication and idiom in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a humour, implication and idiom task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for humour, implication and idiom; record or write a new personal example using figurative language and inference.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Humour, implication and idiom · Reflect & demonstrate
Goal: Demonstrate progress on humour, implication and idiom and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about humour, implication and idiom. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for humour, implication and idiom; record or write a new personal example using figurative language and inference.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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 10Crisis and diplomacy
nuanced conditional structures · 4 lessons
Lesson 37Crisis and diplomacy · Understand & notice
Goal: Identify useful language for crisis and diplomacy in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about crisis and diplomacy. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for crisis and diplomacy; record or write a new personal example using nuanced conditional structures.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Crisis and diplomacy · Build & practise
Goal: Use nuanced conditional structures to communicate about crisis and diplomacy with a partner.
Practice: Partners take different roles in crisis and diplomacy. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for crisis and diplomacy; record or write a new personal example using nuanced conditional structures.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Crisis and diplomacy · Explore in VR
Goal: Complete a collaborative role-play about crisis and diplomacy in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a crisis and diplomacy task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for crisis and diplomacy; record or write a new personal example using nuanced conditional structures.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Crisis and diplomacy · Reflect & demonstrate
Goal: Demonstrate progress on crisis and diplomacy and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about crisis and diplomacy. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for crisis and diplomacy; record or write a new personal example using nuanced conditional structures.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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 11Long-form discussion
discourse management · 4 lessons
Lesson 41Long-form discussion · Understand & notice
Goal: Identify useful language for long-form discussion in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about long-form discussion. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for long-form discussion; record or write a new personal example using discourse management.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Long-form discussion · Build & practise
Goal: Use discourse management to communicate about long-form discussion with a partner.
Practice: Partners take different roles in long-form discussion. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for long-form discussion; record or write a new personal example using discourse management.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Long-form discussion · Explore in VR
Goal: Complete a collaborative role-play about long-form discussion in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a long-form discussion task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for long-form discussion; record or write a new personal example using discourse management.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Long-form discussion · Reflect & demonstrate
Goal: Demonstrate progress on long-form discussion and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about long-form discussion. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for long-form discussion; record or write a new personal example using discourse management.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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 12Research and public presentation
review: audience, precision and flexibility · 4 lessons
Lesson 45Research and public presentation · Understand & notice
Goal: Identify useful language for research and public presentation in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about research and public presentation. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for research and public presentation; record or write a new personal example using review: audience, precision and flexibility.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Research and public presentation · Build & practise
Goal: Use review: audience, precision and flexibility to communicate about research and public presentation with a partner.
Practice: Partners take different roles in research and public presentation. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for research and public presentation; record or write a new personal example using review: audience, precision and flexibility.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Research and public presentation · Explore in VR
Goal: Complete a collaborative role-play about research and public presentation in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a research and public presentation task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for research and public presentation; record or write a new personal example using review: audience, precision and flexibility.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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
Research and public presentation · Reflect & demonstrate
Goal: Demonstrate progress on research and public presentation and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about research and public presentation. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for research and public presentation; record or write a new personal example using review: audience, precision and flexibility.
Teacher support: Use demanding sources, nuance, contrasting registers and precise reformulation.
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