UNIT 1Subtle meaning and interpretation
ambiguity and layered meaning · 4 lessons
Lesson 1Subtle meaning and interpretation · Understand & notice
Goal: Identify useful language for subtle meaning and interpretation in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about subtle meaning and interpretation. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for subtle meaning and interpretation; record or write a new personal example using ambiguity and layered meaning.
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
Subtle meaning and interpretation · Build & practise
Goal: Use ambiguity and layered meaning to communicate about subtle meaning and interpretation with a partner.
Practice: Partners take different roles in subtle meaning and interpretation. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for subtle meaning and interpretation; record or write a new personal example using ambiguity and layered meaning.
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
Subtle meaning and interpretation · Explore in VR
Goal: Complete a collaborative role-play about subtle meaning and interpretation in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a subtle meaning and interpretation task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for subtle meaning and interpretation; record or write a new personal example using ambiguity and layered meaning.
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
Subtle meaning and interpretation · Reflect & demonstrate
Goal: Demonstrate progress on subtle meaning and interpretation and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about subtle meaning and interpretation. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for subtle meaning and interpretation; record or write a new personal example using ambiguity and layered meaning.
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 2Rhetoric and persuasive voice
rhetorical patterns and deliberate style · 4 lessons
Lesson 5Rhetoric and persuasive voice · Understand & notice
Goal: Identify useful language for rhetoric and persuasive voice in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about rhetoric and persuasive voice. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for rhetoric and persuasive voice; record or write a new personal example using rhetorical patterns and deliberate style.
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
Rhetoric and persuasive voice · Build & practise
Goal: Use rhetorical patterns and deliberate style to communicate about rhetoric and persuasive voice with a partner.
Practice: Partners take different roles in rhetoric and persuasive voice. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for rhetoric and persuasive voice; record or write a new personal example using rhetorical patterns and deliberate style.
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
Rhetoric and persuasive voice · Explore in VR
Goal: Complete a collaborative role-play about rhetoric and persuasive voice in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a rhetoric and persuasive voice task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for rhetoric and persuasive voice; record or write a new personal example using rhetorical patterns and deliberate style.
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
Rhetoric and persuasive voice · Reflect & demonstrate
Goal: Demonstrate progress on rhetoric and persuasive voice and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about rhetoric and persuasive voice. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for rhetoric and persuasive voice; record or write a new personal example using rhetorical patterns and deliberate style.
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 3Complex listening across accents
connected speech and idiomatic inference · 4 lessons
Lesson 9Complex listening across accents · Understand & notice
Goal: Identify useful language for complex listening across accents in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about complex listening across accents. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for complex listening across accents; record or write a new personal example using connected speech and idiomatic 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
Complex listening across accents · Build & practise
Goal: Use connected speech and idiomatic inference to communicate about complex listening across accents with a partner.
Practice: Partners take different roles in complex listening across accents. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for complex listening across accents; record or write a new personal example using connected speech and idiomatic 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
Complex listening across accents · Explore in VR
Goal: Complete a collaborative role-play about complex listening across accents in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a complex listening across accents task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for complex listening across accents; record or write a new personal example using connected speech and idiomatic 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
Complex listening across accents · Reflect & demonstrate
Goal: Demonstrate progress on complex listening across accents and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about complex listening across accents. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for complex listening across accents; record or write a new personal example using connected speech and idiomatic 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 4Literary and cultural discussion
stylistic variation · 4 lessons
Lesson 13Literary and cultural discussion · Understand & notice
Goal: Identify useful language for literary and cultural discussion in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about literary and cultural discussion. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for literary and cultural discussion; record or write a new personal example using stylistic variation.
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
Literary and cultural discussion · Build & practise
Goal: Use stylistic variation to communicate about literary and cultural discussion with a partner.
Practice: Partners take different roles in literary and cultural discussion. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for literary and cultural discussion; record or write a new personal example using stylistic variation.
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
Literary and cultural discussion · Explore in VR
Goal: Complete a collaborative role-play about literary and cultural discussion in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a literary and cultural discussion task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for literary and cultural discussion; record or write a new personal example using stylistic variation.
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
Literary and cultural discussion · Reflect & demonstrate
Goal: Demonstrate progress on literary and cultural discussion and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about literary and cultural discussion. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for literary and cultural discussion; record or write a new personal example using stylistic variation.
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 5High-stakes negotiation
advanced pragmatics and strategic reformulation · 4 lessons
Lesson 17High-stakes negotiation · Understand & notice
Goal: Identify useful language for high-stakes negotiation in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about high-stakes negotiation. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for high-stakes negotiation; record or write a new personal example using advanced pragmatics and strategic reformulation.
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
High-stakes negotiation · Build & practise
Goal: Use advanced pragmatics and strategic reformulation to communicate about high-stakes negotiation with a partner.
Practice: Partners take different roles in high-stakes negotiation. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for high-stakes negotiation; record or write a new personal example using advanced pragmatics and strategic reformulation.
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
High-stakes negotiation · Explore in VR
Goal: Complete a collaborative role-play about high-stakes negotiation in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a high-stakes negotiation task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for high-stakes negotiation; record or write a new personal example using advanced pragmatics and strategic reformulation.
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
High-stakes negotiation · Reflect & demonstrate
Goal: Demonstrate progress on high-stakes negotiation and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about high-stakes negotiation. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for high-stakes negotiation; record or write a new personal example using advanced pragmatics and strategic reformulation.
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 6Synthesis across conflicting sources
source integration and qualification · 4 lessons
Lesson 21Synthesis across conflicting sources · Understand & notice
Goal: Identify useful language for synthesis across conflicting sources in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about synthesis across conflicting sources. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for synthesis across conflicting sources; record or write a new personal example using source integration 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
Synthesis across conflicting sources · Build & practise
Goal: Use source integration and qualification to communicate about synthesis across conflicting sources with a partner.
Practice: Partners take different roles in synthesis across conflicting sources. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for synthesis across conflicting sources; record or write a new personal example using source integration 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
Synthesis across conflicting sources · Explore in VR
Goal: Complete a collaborative role-play about synthesis across conflicting sources in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a synthesis across conflicting sources task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for synthesis across conflicting sources; record or write a new personal example using source integration 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
Synthesis across conflicting sources · Reflect & demonstrate
Goal: Demonstrate progress on synthesis across conflicting sources and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about synthesis across conflicting sources. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for synthesis across conflicting sources; record or write a new personal example using source integration 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 7Precision in professional contexts
lexical precision and collocation · 4 lessons
Lesson 25Precision in professional contexts · Understand & notice
Goal: Identify useful language for precision in professional contexts in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about precision in professional contexts. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for precision in professional contexts; record or write a new personal example using lexical precision and collocation.
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
Precision in professional contexts · Build & practise
Goal: Use lexical precision and collocation to communicate about precision in professional contexts with a partner.
Practice: Partners take different roles in precision in professional contexts. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for precision in professional contexts; record or write a new personal example using lexical precision and collocation.
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
Precision in professional contexts · Explore in VR
Goal: Complete a collaborative role-play about precision in professional contexts in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a precision in professional contexts task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for precision in professional contexts; record or write a new personal example using lexical precision and collocation.
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
Precision in professional contexts · Reflect & demonstrate
Goal: Demonstrate progress on precision in professional contexts and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about precision in professional contexts. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for precision in professional contexts; record or write a new personal example using lexical precision and collocation.
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 8Satire, metaphor and allusion
figurative and culturally embedded language · 4 lessons
Lesson 29Satire, metaphor and allusion · Understand & notice
Goal: Identify useful language for satire, metaphor and allusion in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about satire, metaphor and allusion. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for satire, metaphor and allusion; record or write a new personal example using figurative and culturally embedded language.
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
Satire, metaphor and allusion · Build & practise
Goal: Use figurative and culturally embedded language to communicate about satire, metaphor and allusion with a partner.
Practice: Partners take different roles in satire, metaphor and allusion. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for satire, metaphor and allusion; record or write a new personal example using figurative and culturally embedded language.
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
Satire, metaphor and allusion · Explore in VR
Goal: Complete a collaborative role-play about satire, metaphor and allusion in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a satire, metaphor and allusion task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for satire, metaphor and allusion; record or write a new personal example using figurative and culturally embedded language.
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
Satire, metaphor and allusion · Reflect & demonstrate
Goal: Demonstrate progress on satire, metaphor and allusion and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about satire, metaphor and allusion. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for satire, metaphor and allusion; record or write a new personal example using figurative and culturally embedded language.
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 9Mediation and sensitive discussion
mediation and diplomatic framing · 4 lessons
Lesson 33Mediation and sensitive discussion · Understand & notice
Goal: Identify useful language for mediation and sensitive discussion in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about mediation and sensitive discussion. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for mediation and sensitive discussion; record or write a new personal example using mediation and diplomatic framing.
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
Mediation and sensitive discussion · Build & practise
Goal: Use mediation and diplomatic framing to communicate about mediation and sensitive discussion with a partner.
Practice: Partners take different roles in mediation and sensitive discussion. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for mediation and sensitive discussion; record or write a new personal example using mediation and diplomatic framing.
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
Mediation and sensitive discussion · Explore in VR
Goal: Complete a collaborative role-play about mediation and sensitive discussion in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a mediation and sensitive discussion task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for mediation and sensitive discussion; record or write a new personal example using mediation and diplomatic framing.
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
Mediation and sensitive discussion · Reflect & demonstrate
Goal: Demonstrate progress on mediation and sensitive discussion and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about mediation and sensitive discussion. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for mediation and sensitive discussion; record or write a new personal example using mediation and diplomatic framing.
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 10Spontaneous expert panels
spontaneous discourse control · 4 lessons
Lesson 37Spontaneous expert panels · Understand & notice
Goal: Identify useful language for spontaneous expert panels in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about spontaneous expert panels. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for spontaneous expert panels; record or write a new personal example using spontaneous discourse control.
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
Spontaneous expert panels · Build & practise
Goal: Use spontaneous discourse control to communicate about spontaneous expert panels with a partner.
Practice: Partners take different roles in spontaneous expert panels. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for spontaneous expert panels; record or write a new personal example using spontaneous discourse control.
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
Spontaneous expert panels · Explore in VR
Goal: Complete a collaborative role-play about spontaneous expert panels in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a spontaneous expert panels task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for spontaneous expert panels; record or write a new personal example using spontaneous discourse control.
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
Spontaneous expert panels · Reflect & demonstrate
Goal: Demonstrate progress on spontaneous expert panels and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about spontaneous expert panels. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for spontaneous expert panels; record or write a new personal example using spontaneous discourse control.
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 11Editing for impact
editing, concision and rhythm · 4 lessons
Lesson 41Editing for impact · Understand & notice
Goal: Identify useful language for editing for impact in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about editing for impact. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for editing for impact; record or write a new personal example using editing, concision and rhythm.
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
Editing for impact · Build & practise
Goal: Use editing, concision and rhythm to communicate about editing for impact with a partner.
Practice: Partners take different roles in editing for impact. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for editing for impact; record or write a new personal example using editing, concision and rhythm.
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
Editing for impact · Explore in VR
Goal: Complete a collaborative role-play about editing for impact in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a editing for impact task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for editing for impact; record or write a new personal example using editing, concision and rhythm.
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
Editing for impact · Reflect & demonstrate
Goal: Demonstrate progress on editing for impact and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about editing for impact. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for editing for impact; record or write a new personal example using editing, concision and rhythm.
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 12An original capstone symposium
review: flexible, precise sustained performance · 4 lessons
Lesson 45An original capstone symposium · Understand & notice
Goal: Identify useful language for an original capstone symposium in a teacher-prepared dialogue or short text.
Practice: Teacher models a short exchange about an original capstone symposium. Learners identify key phrases, compare meaning, and rehearse a personal response.
Between sessions: Keep a phrase log for an original capstone symposium; record or write a new personal example using review: flexible, precise sustained performance.
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
An original capstone symposium · Build & practise
Goal: Use review: flexible, precise sustained performance to communicate about an original capstone symposium with a partner.
Practice: Partners take different roles in an original capstone symposium. Each asks follow-up questions, exchanges information and repeats the task with a new detail.
Between sessions: Keep a phrase log for an original capstone symposium; record or write a new personal example using review: flexible, precise sustained performance.
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
An original capstone symposium · Explore in VR
Goal: Complete a collaborative role-play about an original capstone symposium in a teacher-selected VR setting.
Practice: Small teams use a relevant virtual scene to solve a an original capstone symposium task. Rotate speaker, listener and observer roles. A browser/video role-play is the alternative.
Between sessions: Keep a phrase log for an original capstone symposium; record or write a new personal example using review: flexible, precise sustained performance.
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
An original capstone symposium · Reflect & demonstrate
Goal: Demonstrate progress on an original capstone symposium and respond to specific teacher feedback.
Practice: Prepare a short spoken or written response about an original capstone symposium. A peer names one clear strength and one next step; revise the response using the feedback.
Between sessions: Keep a phrase log for an original capstone symposium; record or write a new personal example using review: flexible, precise sustained performance.
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