Objetivos
Adquirir un grado satisfactorio de dominio de la competencia comunicativa en lengua extranjera (inglés) en comprensión oral y escrita, expresión e interacción oral y expresión escrita, que permita una cierta autonomía en situaciones de la vida cotidiana y una iniciación en otras situaciones de comunicación menos habituales, de forma adecuada y en una lengua estándar.
Descripción
Module 1
Unit 1
In this unit students learn to discuss the present, past and future. They study with terminology related to trips, methods of transport and daily routine. Regarding grammar, students revise and consolidate all the verb tenses they have learnt in the previous modules: present simple, present continuous and past simple by their use in specific contexts.
Students practice listening through a series of short dialogues that have been adapted to the students’ language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.
The unit finishes with a test to review and consolidate all the language skills acquired through the unit.
1. Buying the perfect camper
Aims: to acquire and expand both structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items on the theme of travel.
2. Vehicles
Aims: to introduce and practice the grammar included in this lesson, as well as to expand both structures and vocabulary through a series of interactive exercises. Structures and functions include a review of present simple, present continuous and past simple. The vocabulary topic is travel, means of transport and everyday activities. Activities include: association of sentences and words with corresponding pictures, student-led listening and completing the gaps.
3. The car doesn’t work
Aims: to review and consolidate the grammar, structures and vocabulary covered through a series of interactive exercises. The structures and functions review includes: present simple, present continuous, past simple, a review of basic telephone conversations and personal information. The vocabulary section looks at: time expressions for the past and present, travel vocabulary, means of transport and everyday activities. There is listening practice to fill in the gaps, pronunciation of the ‘ch’ and ‘sh’ sounds, listening comprehension with an exercise to select the correct option, make sentences and choosing synonymous sentences.
4. Means of transport – Master class
Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. The main focus of these dialogues is teaching students how to talk about the different methods of transport in both the present and the past verb tenses. Students learn how to talk about advantages and disadvantages. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.
5. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 2
In this unit students learn to express possession, ask and speak about the recent past and discuss the weather. They use specific terminology to talk about the climate and temperature, as well as vocabulary useful for travelling (e.g.: “pack a suitcase”). Regarding grammar, students learn the present perfect to talk about recent actions in the past, as well as the appropriate use of the possessive pronouns and of the word “whose”.
Students practice listening through a series of short dialogues that have been adapted to the students’ language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.
The unit finishes with a test to revise all the skills acquired through the lessons.
6. On holidays
Aims: to learn, practice, acquire and expand both structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary focus is on talking about the weather and travel e.g. to pack a suitcase.
7. We’re off
Aims: to learn and practice grammar and useful sentences through a series of interactive exercises. The learner is presented with all forms of the present perfect for recent past actions, possessive pronouns, question words – ‘whose?’ Vocabulary topics are: talking about the weather and temperatures, travel vocabulary: to pack a suitcase etc. Activities in this lesson include: listening and writing to fill in the gaps, pronunciation practice with listening and repeating the long and short ‘i’ sounds, the association of sentences and words with corresponding pictures and fill in the gaps with the right word or option.
8. Living under extreme conditions
Aims: to review, practice and consolidate grammatical structures and vocabulary through a series of interactive exercises. Structures and functions covered are: present perfect for recent past actions, possessive pronouns, interrogative pronoun: ‘Whose?’ Vocabulary reviewed includes: talking about the weather and temperatures, travel vocabulary: to pack a suitcase etc. The revision activities include student-led click and answer exercises, gap-fills, true or false reading comprehension, choose the synonymous sentence and real life dialogue practice with a film dubbing exercise.
9. Travel – Master class
Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. The main focus of these dialogues is to learn how to describe pictures and imagine the story behind them. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.
10. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 3
In this unit students learn to express duration, movement, agreement and disagreement, as well as terms to express their emotions and feelings. They also practice vocabulary they can use when travelling and describing places. Regarding grammar, students revise the present perfect and learn the use of the adverbs “for/since”, with a general review of the rest of the verb tenses they have studied: present simple, present continuous, past simple, “going to” + infinitive. Students learn how to place adverbs in perfect tenses and prepositions of movement, as well as the difference in meaning between “been” and “gone”.
Students practice listening through a series of short dialogues that have been adapted to the students’ language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. In addition, students must write an email of around 150 words addressed to a friend following the instructions given. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.
The unit finishes with a test to revise all the skills acquired through the lessons.
11. Let’s go to the Isle of Wight
Aims: to acquire, learn and expand both structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary input focuses on talking about the weather.
12. How long has she lived in London?
Aims: to acquire and practice both the grammar and structures and vocabulary through a series of interactive exercises. Structures and functions covered are the present perfect with ‘for’ and ‘since’, present continuous, present simple, past simple, ‘going to’ + infinitive, adverbs, agreements and prepositions of movement. Vocabulary focus is on expressing feelings and emotions, travel plans, the difference between “gone” and “been” and public places. Activities: the association of sentences and words with corresponding pictures, fill in the gaps with correct word or option and student-led listening.
13. International human rights
Aims: to review and consolidate the grammar, structures and vocabulary covered in the lessons through a series of interactive exercises. Structures and functions: present perfect with ‘for’ and ‘since’, present continuous, present simple, past simple, ‘going to’ + infinitive, adverbs, expressing similarities, agreements and prepositions of movement. The vocabulary review is on: expressing feelings and emotions, travel plans, the difference between “been” and “gone” and also a focus on public places. Activities: pronunciation practice with listen and repeat, listen and choose the correct sound, true or false listening comprehension , fill in the gaps by choosing the correct word or option, click on the vocabulary, listen and complete the sentences, listening comprehension to choose the correct option and real life dialogue practice with a film dubbing exercise.
14. Movement – Master class
Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. The main focus of these dialogues is to learn how to talk about past experiences, specifically about moving to a new house. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.
15. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 4
In this unit students learn to express quantity and tell stories of personal experience, and they revise and see new vocabulary related to pieces of clothing, patterns and materials. Regarding grammar, students continue practising the present perfect and learn the adverbs yet, still, sometimes, never and already and the expression “Have you ever…?” to talk about life experiences. They also learn quantifiers such as too much/too many, a lot of and not enough.
Students practice listening through a series of short dialogues that have been adapted to the students’ language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie and, specifically, they practice the consonant sounds.
The unit finishes with a test to revise all the skills acquired through the lessons.
16. Having a breakdown
Aims: to acquire and learn new structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Presentation of new vocabulary: fabrics and textiles.
17. Fabrics
Aims: to acquire and practice the target grammar and some more structures through a series of interactive exercises. Structures and functions: present perfect with ‘yet’ and ‘already’, Have you ever..? to ask about past experiences and quantifiers: too much, too many, not enough. The vocabulary input is on clothes: cloth, materials etc, as well as farewells. Activities include the association of sentences and words with corresponding pictures; filling in the gaps with the corresponding word or option, listen and repeat, gap-fill-choose the correct word.
18. Dry cleaner
Aims: to review and consolidate both grammatical structures and vocabulary through a series of interactive exercises. Structures covered include: present perfect with ‘yet’ and ‘already’, ‘Have you ever..?’ to enquire about past experiences, quantifiers: ‘too much’, ‘too many’, ‘not enough’ and imperatives. Vocabulary focuses on some useful common expressions and ways to describe clothing. The activities provide vocabulary practice with the association of sentences and words with corresponding pictures, listening practice with fill in the gaps and comprehension questions and a pronunciation exercise to choose the correct sound. There is practice in writing sentences and filling in the gaps with the correct word or option, reading comprehension to choose synonymous sentences and the film dubbing exercise to give more, contextual practice.
19. Chain stories / Have you ever – Master class
Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. The main focus of these dialogues is talking about the weather in different places while looking at a weather map. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.
20. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 5
In this unit students learn to discuss the past and describe objects and different places and buildings in a city and learn to speak about the items found in these locations, as well as vocabulary related to shapes, materials and professions. Regarding grammar, students learn to discuss about the past using both past simple and present perfect. They also learn verbal periphrasis such as “to just + infinitive”, as well as time expressions such as “it’s been”, indefinite expressions, prepositions and prepositional expressions.
Students practice listening through a series of short dialogues that have been adapted to the students’ language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie and, specifically, they practice vowel sounds and must record an oral description of a family picture following the instructions given.
The unit finishes with a test to revise all the skills acquired through the lessons.
21. See you at home
Aims: to acquire and learn both structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary input is focused on: shapes, materials and more useful expressions.
22. What is it made of?
Aims: to learn and practice grammar as well as some more expressions. Structures and functions look a little more at some narrative tenses: present perfect vs. past simple and the use of time markers, present perfect with recent actions – ‘just’, as well as practice with: ‘something’, ‘anything’ and ‘nothing’. The vocabulary continues the previous themes of: shapes, materials and common expressions. Activities in this lesson are: association of sentences and words with corresponding pictures, choosing the correct word or option, listen and repeat, fill in the gaps and match the questions and answers.
23. I don’t remember the word in English
Aims: to revise and consolidate structures and vocabulary as well as grammar through a series of interactive exercises. Structures and functions reviewed include: describing objects when you don’t know the name, present perfect vs. past simple: use of time markers, present perfect for recent actions using ‘just’ and ‘something’, ‘anything’, and ‘nothing’. The vocabulary review gives more practice when talking about: shapes and materials. There is revision of the common expressions such as: ‘to look like’, ‘to make a decision’ and ‘to be made of’. Activities include: listening practice with a gap-fill exercise, pronunciation practice with repetition and identifying sounds, association of sentences and words with corresponding pictures, complete the sentences, choose the best word or option, listening comprehension: choosing synonymous sentences , and contextual practice with the real life dialogue – dub the film and choosing synonymous sentences.
24. Different places – Master class
Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. The main focus of these dialogues is talking about different places and jobs. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.
25. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 6
The lessons that form this unit include practices adapted to the students’ language knowledge and related to the topics that the students have learnt in the previous units. They revise the use of the “past simple” and “present perfect” and to use the appropriate time expressions. The unit introduces the use of the adverb “just” in the present perfect and the pronouns “something”, “anything” and “nothing”. Students learn vocabulary related to shapes, materials and verb patterns such as: “to look like”, “to make a decision” and “to be made of”. The content of this unit is introduced through contextualised and interactive activities. The unit finishes with a test to revise all the skills acquired through the lessons.
26. She’s left me!
Aims: to review and consolidate grammatical structures and vocabulary through a series of interactive exercises. The extended use of error detection exercises helps students to become aware of the typical errors made at this stage. Structures and functions seen in this lesson include: present perfect, past simple, ‘going to’ + infinitive, ‘something’, ‘anything’ and ‘nothing’. Vocabulary topics focus on shapes and materials with the addition of a review of common expressions .Activities in this lesson are the exercises based around the real life dialogue: listen and choose the best option, dub the film as well as focused reading and grammatical work with the error detection exercise.
27. Going to England
Aims: to review and consolidate structures and vocabulary as well as grammar through a series of interactive exercises. Structures and functions reviewed are: present perfect, past simple, ‘going to’ + infinitive, present continuous ‘, ‘something’ ‘anything’ and ‘nothing’. Vocabulary revision exercises focus on: clothes, materials and common expressions. There is a multiple choice listening comprehension as well as writing practice with gapped sentences and a letter to complete.
28. Glastonbury
Aims: to review and consolidate structures, vocabulary and grammar through a series of interactive exercises. Structures and functions include: present perfect, past simple, ‘going to’ + infinitive, present continuous, ‘something’, ‘anything’ and ‘nothing’. There is more vocabulary revision on the themes of: clothes, materials and the common expressions from past units. Activities are based on true or false reading comprehension, gap-fills and choosing the correct option.
29. Entertainment industry – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.
30. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 7
Students revise and consolidate the skills acquired in the previous units through a variety of exercises and activities. Student practice their pronunciation through a series of interactive activities in which they will have to listen and repeat. They also practise their listening comprehension skills. Students revise vocabulary related to travelling, camping, fabrics and clothing by completing a series of exercises that include, for example, word/sentence-picture association. Moreover, students enhance their reading and writing skills by reading a text about carpentry, answering to a series of questions and doing a dictation. The unit finishes with a test to revise all the skills acquired through the lessons.
31. Camping adventures 1 – Typical situation
A practical immersion in the language, whereby students will live through a real life situation, similar to one they would confront in the context of the language they are learning. In this typical situation students will listen to the adventures of a couple on a road trip. In order to achieve this successfully, students will be introduced to new vocabulary and then, they will have the opportunity to listen to the conversation using the vocabulary they have learnt and repeat the dialogue. After that, students will receive feedback on their pronunciation.
32. Camping adventures 2 – Typical situation
A practical immersion in the language, whereby students will live through a real life situation, similar to one they would confront in the context of the language they are learning. In this typical situation students will listen to the adventures of a couple on a road trip. In order to achieve this successfully, students will be introduced to new vocabulary and then, they will have the opportunity to listen to the conversation using the vocabulary they have learnt and repeat the dialogue. After that, students will receive feedback on their pronunciation.
33. Training for the marathon – Typical situation
A practical immersion in the language, whereby students will live through a real life situation, similar to one they would confront in the context of the language they are learning. In this typical situation students will listen to the adventures of a couple on a road trip. In order to achieve this successfully, students will be introduced to new vocabulary and then, they will have the opportunity to listen to the conversation using the vocabulary they have learnt and repeat the dialogue. After that, students will receive feedback on their pronunciation.
34. You know ambition counts – Dialogue
The student will listen to a series of questions which they can then answer freely by sending their answers to a teacher, on-line. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.
35. Carpentry as a hobby – Reading
In this lesson students read and listen to a written passage of text about DIY and carpentry and then answer a series of questions. These questions follow a sequential order and elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions as well as matching statements with their corresponding sections, an example for each is provided. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.
36. Carpentry as a hobby – Dictation
In this lesson students have to follow the dictation of a text about DIY and carpentry. Students practice first and foremost their listening and writing skills and within the latter a range of sub-skills from spelling to punctuation. Moreover, this dictation makes students practise and enhance their vocabulary, syntax, grammar and, when reviewing his/her work, proofreading. The written passage of text has been divided into different phrases or sentences and it is listened to by the student, who has to write it. Students can listen to the phrase or sentence as many times as they wish and even ask for help if needed. Once a paragraph has been completed, students re-read it while listening to the audio and move on to the next paragraph.
37. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 8
In this unit of the module B1 students practice all the mentioned language skills (vocabulary, listening, reading, writing, grammar and speaking). Students learn vocabulary to name foods and supermarket sections. This unit also includes linguistic immersion exercises in which students listen to a dialogue at the supermarket and learn how to give directions. The unit finishes with a test that consolidates all the knowledge acquired.
38. Supermarket – Specific vocabulary
After this session, learners will be able to:
– Recognize the sound and write the names of everyday items for sale in the different areas of a supermarket.
– Check understanding by responding to visual prompts and cues.
– Answer the question, What do we need?
39. Sections at the supermarket – Specific vocabulary
After this session, learners will be able to:
– Match the names and images of more familiar items.
– Name and write more everyday items at a supermarket.
– Answer the question, What do we need?
40. How much does it cost? – Specific vocabulary
The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.
After this lesson, learners will be able to:
– Ask for and say where items are in a supermarket.
– Follow basic conversations and directions to find the products you need.
41. What do we need from the supermarket? – Vocabulary practice
The learner will:
– Demonstrate their learning by completing the tests based on the materials in the units.
– Check the form, sound and spelling of the terms practiced is adequate.
42. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 9
This unit revolves around the topic of clothes shopping. Students revise vocabulary related to clothes shopping: pieces of clothing, patterns, designs and fabrics. They are put into a real-life situation in which they have to ask for specific pieces of clothing in a clothes shop. In addition, students read and answer to a series of questions related to a text about winter sports. This unit includes a variety of interactive activities so that students put into practice all the language skills: listening, reading, writing and speaking. The unit finishes with a test to revise all the skills acquired through the lessons.
43. Clothes shopping – Typical situation
A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.
44. Weather – Dialogue
The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.
45. Outdoor atmosphere – Additional vocabulary
This lesson provides students with additional materials to expand their knowledge of vocabulary to talk and describe different weather conditions. Vocabulary is presented in context and there are follow-up exercises that provide extended practice.
46. Frozen fun – Reading comprehension
In this lesson students read and listen to a written passage of text about winter sports and then answer a series of questions. These questions follow a sequential order and elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions as well as an exercise on finding the statement that best summarises the text as a whole. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.
47. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Module revision
End-of-module test.
48. Final test
In this last lesson of the course and as a way to revise, the student will come across a variety of exercises which will help consolidate and evaluate any knowledge which has been acquired throughout the duration of the course.
Module 2
Unit 1
In this unit students learn to express duration and to discuss continuous actions in the past. They revise and consolidate vocabulary previously studied focusing on terms about trips, airports and plans for the future. Students also learn expressions such as: “get on well”, “have you ever”, “how long does it take”, etc, as well as vocabulary about music, types of music, etc. Regarding grammar, students revise the verb tenses they have learnt in the previous courses: present simple, present continuous, present perfect, “going to” + infinitive and past simple, focusing on the use of the past simple to talk about actions in progress in the past.
Students practice listening through a series of short dialogues that have been adapted to the students’ language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.
The unit finishes with a test to revise all the skills acquired through the lessons.
49. Rock band
Aims: to acquire and learn structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary focus is on types of music and common expressions.
50. We’re going to perform at Glastonbury
Aims: to learn and practice the grammar as well as introduce some more useful phrases through a series of interactive exercises. The structures and functions covered are: past continuous for describing actions in the past, common expressions such as ‘get on well’, travel scenarios: check-in at the airport, ‘have you ever?’ to ask about past experiences and ‘how long does it take?’ to ask about duration. The vocabulary input continues on the themes of types of music, travelling and country settings. The activities seen in this lesson are: student-led listening, complete the sentences by filling in the gaps, listening to and repeating sentences and expressions, listening comprehension and multiple choice, listening practice with a fill in the gaps exercise as well as the association of sentences and words with corresponding pictures.
51. “Dark Night”
Aims: to revise and consolidate all grammatical structures and functions covered by the topics covered in the lessons through a series of interactive exercises. The structures and functions reviewed are: the past continuous for actions in the past and talking about the duration of journeys using ‘how long does it take?’ The vocabulary review deals with the themes from the previous lessons such as: types of music, common expressions like ‘get on well’, travelling and country settings. The range of activities include: pronunciation practice by listening and repeating as well as choosing the correct sound, completing the sentences, filling in the gaps, choosing the correct word or option and answering questions. There are also comprehension exercises such as choosing synonymous sentences and the real life dialogue film dubbing exercise.
52. How long does it take? – Master class
Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. The main focus of these dialogues is using appropriately the expression “How long does it take?” After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.
53. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 2
In this unit students learn to narrate stories and express obligation and conditions. They practice vocabulary about travelling to the country, parks and camping and, regarding grammar, they focus on the difference between past simple and past continuous. Students also learn the use of the modal verb “must/mustn’t” to prohibit and to talk about obligations, as well as the adverbs of manner and the pronoun “one”.
Students practice listening through a series of short dialogues that have been adapted to the students’ language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.
The unit finishes with a test to revise all the skills acquired through the lessons.
54. Camping in the countryside
Aims: to learn and acquire structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items on the theme of the countryside.
55. Cut that wire
Aims: To acquire, learn and practice the target grammar through a series of interactive exercises. Structures and functions seen in this lesson include: past continuous vs. past simple to talk about actions in the past, adverbs, expressing obligation and prohibition: modal verbs ‘must’ and ‘mustn’t’, adverbs of manner and the pronoun ‘one’. The vocabulary covered in this lesson is a review of colours and prepositions of place, as well as adding to the previous topic of parks and campsites. Activities: listen and repeat sentences and structures, student-led listening: click on the vocabulary, gap-fill: supply the correct word or verb tense, listening: follow the instructions and the association of sentences and words with their corresponding pictures.
56. Camping rules
Aims: to review and consolidate all the structures and vocabulary as well as the grammar covered in the previous lessons through a series of interactive exercises. Structures and functions: past continuous vs. past simple when narrating a simple story, adverbs, expressing obligation and prohibition using the modal verbs ‘must’ ‘mustn’t’ and the pronoun ‘one’. Vocabulary: common expressions, parks and campsites. Activities: listen and repeat the sentences, listen and choose the correct option, pronunciation: listen and repeat, choose the correct sound, fill in the gaps with the correct word or option, complete the gaps with the correct verb tense, a comprehension exercise to choose the synonymous sentences and a real life dialogue film dubbing exercise.
57. Free time – Master class
Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. This lesson focuses on free time activities. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.
58. Life outside – Additional vocabulary
This lesson provides students with additional materials to expand their knowledge of vocabulary to talk and describe different outdoor activities. Vocabulary is presented in context and there are follow-up exercises that provide extended practice.
59. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 3
In this unit students learn to explain causes and consequences and to define jobs and different objects. They revise and consolidate vocabulary previously studied and expand it with words and expressions about travelling and professions. The most used phrasal verbs and adjectives to describe the face are also introduced. Regarding grammar, students revise grammar points previously studied and learn the use of relative pronouns and of the conjunctions “so” and “because” to indicate causes and consequences, as well as new phrasal verbs.
Students practice listening through a series of short dialogues that have been adapted to the students’ language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.
The unit finishes with a test to revise all the skills acquired through the lessons.
60. You are not invited to the party
Aims: to introduce and learn structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary presentation introduces some of the key words for this lesson.
61. Why don’t you come in?
Aims: to acquire, learn and practice the target grammar through a series of interactive exercises. Structures and functions: relative pronouns, conjunctions ‘so’ and ‘because’ and an introduction to phrasal verbs. Vocabulary: common phrasal verbs, the face and jobs. Activities: student-led listening – click on the vocabulary, fill in the gaps, finish the sentences, listen and repeat, association of sentences and words with corresponding pictures and choose the best word or option.
62. I liked your new song
Aims: to review and consolidate structures and vocabulary as well as the grammar covered in the previous lessons through a series of interactive exercises. Structures and functions found in this lesson are: relative pronouns, conjunctions ‘so’ and ‘because’, synonyms and travel: checking in to a hotel. The vocabulary review is on: parts of the body, common phrasal verbs, jobs and the face. Activities include: listening to and repeating useful phrases, listening and reading then supplying the correct word or expression, pronunciation practice: listen, repeat, then choose the correct sound, choose the correct word or option, complete the sentences, listening to fill in the gaps, click on the vocabulary, a comprehension exercise to choose the synonymous sentences and real life dialogue to give extra practice by dubbing the film.
63. What must you do if…? – Master class
Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. This lesson focuses on daily obligations. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.
64. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 4
In this unit students learn to make suggestions and search for confirmation and conversational support. They study new terms about eating out in a restaurant and food. Regarding grammar, the lessons in this unit introduce a new way of making suggestions with the verb “should/shouldn’t” and the question tags.
Students practice listening through a series of short dialogues that have been adapted to the students’ language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.
The unit finishes with a test to revise all the skills acquired through the lessons.
65. Let me treat you to a drink
Aims: to learn and acquire structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. This lesson looks at food and restaurant vocabulary.
66. Shouldn’t I?
Aims: to learn and practice the grammar through a series of interactive exercises. Structures and functions: making suggestions using ‘should’ and ‘shouldn’t’ and comment tags. Vocabulary: food and restaurant vocabulary. Activities: student-led listening, click on the vocabulary and fill in the gaps.
67. I feel ill
Aims: to review and consolidate all structures, vocabulary and grammar covered in the previous lessons through a series of interactive exercises. Structures and functions: making suggestions using ‘should’ and ‘shouldn’t and comment tags. Vocabulary: food and restaurant vocabulary and complaining. Activities: listen and repeat useful sentences, listening choosing the correct option, pronunciation: listen and repeat and then select the correct sound, fill in the gaps with the correct word or option, student-led listening, complete the sentences, comprehension exercise to choose a synonymous sentence and real life dialogue practice with the film dubbing exercise.
68. Your ideal job – Master class
Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. This lesson focuses on manners and dress code in a job interview and the different professions. Students revise the use of should/shouldn’t. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.
69. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 5
In this unit students learn to request information, to await information and practice useful language for shopping. They acquire more vocabulary about shopping, containers and contents. Regarding grammar, students revise and consolidate grammar points such as question tags, how to make suggestions and verb tenses, and they learn the use of the infinitive and the gerund.
Students practice listening through a series of short dialogues that have been adapted to the students’ language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.
The unit finishes with a test to revise all the skills acquired through the lessons.
70. I fancy going to the United States
Aims: to learn and acquire structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary theme is shopping.
71. What has happened here?
Aims: to study and practice the grammar as well as some more phrases. Structures and functions: question tags, verbs followed by gerunds and infinitives and common expressions. Vocabulary: shopping, additional verbs, containers and contents. Activities: student-led listening, complete the sentences, association of sentences and words with corresponding pictures, listen and repeat as well as f ill in the gaps.
72. Your plans in life
Aims: to review and consolidate the structures and vocabulary as well as the grammar covered in the lessons through a series of interactive exercises. Structures and functions: question tags and verbs followed by gerunds and infinitives. Vocabulary: common expressions, shopping vocabulary, additional verbs, containers and contents. Activities: listen and choose the correct option , listen, repeat and then choose the correct sound, fill in the gaps with the right word or option, association of sentences and words with corresponding pictures, finish the sentences, listen and fill in the gaps, choose the synonymous sentence, real life dialogue: dub the film.
73. Road signs – Master class
Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. This lesson puts the main emphasis on talking about the meaning of different road signs. Students revise the use of should/shouldn’t. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.
74. Let’s get a takeaway – Additional vocabulary
This lesson provides students with additional materials to expand their knowledge of vocabulary on the subject of holidays. Vocabulary is presented in context and there are follow-up exercises that provide extended practice.
75. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 6
In this unit students find a revision of all the content studied in the previous lessons. Moreover, students revise the structures to express obligation and prohibitions. Students attend a class where a teacher poses questions and activities to the students. Students interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive dexway method, using text and voice to clarify and specific areas. The unit finishes with a test that is used to review and consolidate all the language skills acquired.
76. Falling in love
Aims: to revise and consolidate the structures, vocabulary as well as the grammar covered in the block through a series of interactive exercises. Structures and functions: expressing obligation and prohibition using the modal verbs ‘must’ and ‘mustn’t’, gerunds and infinitives, question tags and common expressions. Vocabulary: shopping vocabulary: try on, fit etc. Activities: listen to and watch a film, student-led listening, fill in the gaps and real life dialogue practice through dubbing the film.
77. The bill is wrong
Aims: to revise and consolidate the structures vocabulary as well as the grammar covered in the bock through a series of interactive exercises. Structures and functions: a review of past tenses – past simple and past continuous. Vocabulary: food and restaurants, complaining. Activities: listen and fill in the gaps, reading comprehension to complete a postcard by filling in the gaps.
78. eAfrican-American writers
Aims: to revise and consolidate the structures vocabulary as well as the grammar covered in the block through a series of interactive exercises. Structures and functions: phrasal verbs, expressing obligation and prohibition using the modal verbs ‘must’ and ‘mustn’t’ and making suggestions with ‘should’ and ‘shouldn’t’. Vocabulary: food and eating out. Activities: true or false reading comprehension, and a listening gap-fill.
79. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 7
Students revise and consolidate the contents of the level through a variety of exercises and activities. Interactive exercises include word/sentence-picture association. Students take part in a typical situation about activities in that are performed in their free time. This lesson is a practical immersion in the language where by the student lives through a real life situation going camping. They also practise their listening comprehension skills by listening to the typical situation and by carrying out a dictation exercise. Moreover, students attend a class where a teacher poses questions and activities to the student. The unit finishes with a test that is used to review and consolidate all the language skills acquired.
80. Travelling adventures – Typical situation
A practical immersion in the language, whereby students will live through a real life situation, similar to one they would confront in the context of the language they are learning. In this typical situation students will listen to the experiences of a couple travelling. In order to achieve this successfully, students will be introduced to new vocabulary and then, they will have the opportunity to listen to the conversation using the vocabulary they have learnt and repeat the dialogue. After that, students will receive feedback on their pronunciation.
81. At the Castle bed and breakfast hotel – Typical situation
A practical immersion in the language, whereby students will live through a real life situation, similar to one they would confront in the context of the language they are learning. In this typical situation students will listen to a couple checking into a bed and breakfast hotel. In order to achieve this successfully, students will be introduced to new vocabulary and then, they will have the opportunity to listen to the conversation using the vocabulary they have learnt and repeat the dialogue. After that, students will receive feedback on their pronunciation.
82. Near and far – Dialogue
The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.
83. Commuting and public transport – Reading
In this lesson students read and listen to a written passage of text that explains the pros and cons of commuting for work or school on a daily basis and using the public transport. These questions follow a sequential order and elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions as well as an exercise on finding the statement that best summarises the text as a whole. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.
84. Commuting and public transport – Dictation
In this lesson students have to follow the dictation of a text about the pros and cons of commuting for work or school on a daily basis and using the public transport. Students practice first and foremost their listening and writing skills and within the latter a range of sub-skills from spelling to punctuation. Moreover, this dictation makes students practise and enhance their vocabulary, syntax, grammar and, when reviewing his/her work, proofreading. The written passage of text has been divided into different phrases or sentences and it is listened to by the student, who has to write it. Students can listen to the phrase or sentence as many times as they wish and even ask for help if needed. Once a paragraph has been completed, students re-read it while listening to the audio and move on to the next paragraph.
85. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 8
This unit focuses on the topic of buying shoes and students learn vocabulary related to types of shoes and materials. By using this terminology in context, students discover how to describe products, give explanations about the differences between shoe types and their basic purposes. Students also practice how to ask for a refund or to exchange a faulty or unwanted item, as well as to ask about prices and methods of payment. Moreover, students enhance their writing skills by writing a short article of about 125 words narrating the biography of a relative. All the language skills are put into practice (reading, writing and speaking) thanks to the interactive activities that the unit includes. It finishes with a test to revise all the skills acquired through the lessons.
86. Types of shoes – Specific vocabulary
After this lesson, the learner will be able:
– Describe products and give explanations about the differences between shoe types and their basic purpose.
– Complete written exercises that demonstrate you are confidently capable of matching the written forms of expressions to the sounds and images that correspond to them.
– Test knowledge of the terms in the exercises and keep a record of pronunciation to monitor the progress made and encourage reflection.
87. Purchasing a pair of shoes – Specific vocabulary
After this lesson, the learner will be able:
– Give information about different products and their purpose.
– Say what the price of an item is and take payment.
– Order common expressions in conversations that provide a professional service to the client and record them.
– Complete written exercises that demonstrate you are capable of matching the written forms of designs to the sounds and images that correspond to them.
– Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor the progress you make and encourage reflection.
88. These shoes are broken! – Specific vocabulary
After this lesson, the learner will be able:
– Give explanations about the differences between products serving the same basic purpose.
– Describe products, refund or exchange faulty or unwanted goods and inform clients about purchase prices.
– Order expressions common in conversations that provide professional service.
– Complete written exercises that demonstrate you are capable of matching the written forms of designs to the sounds and images that correspond to them.
– Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor the progress you make and encourage reflection.
89. Footwear – Vocabulary practice
After this lesson, the learner will be able to:
– Demonstrate their learning by completing the tests that match the written forms of the words to the vocabulary used in describing shoes and purchasing shoes.
– Confidently take part in conversations between clients and a professional at work in a shoe shop.
– Check the form, sound and spelling of the terms practiced is adequate and keep a record of your pronunciation to monitor the progress you make and encourage reflection.
90. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 9
Students revise and consolidate the contents of the level through a variety of exercises and activities. Interactive exercises include word/sentence-picture association. Students take part in a typical situation about food shopping at the supermarket. This lesson is a practical immersion in the language where by the student lives through a real life situation at the supermarket. They also practise their listening comprehension skills. Moreover, students attend a class where a teacher poses questions and activities to the student about going out. The unit also includes a text about typical food in the USA and reading comprehension activities. The unit finishes with a test that is used to review and consolidate all the language skills acquired.
91. Food shopping – Typical situation
A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.
92. Going out – Dialogue
The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.
93. Potato salad – Reading comprehension
In this lesson students read and listen to a written passage of text that explains them how to prepare a potato salad and why it is a popular dish in the USA. After reading, students have to answer a series of questions that follow a sequential order and elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions as well as an exercise on finding the statement that best summarises the text as a whole. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.
94. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Module revision
End-of-module test.
95. Final test
In this last lesson of the course and as a way to revise, the student will come across a variety of exercises which will help consolidate and evaluate any knowledge which has been acquired throughout the duration of the course.
Module 3
Unit 1
In this unit students learn to make predictions and offers, use language for buying and for talking on the telephone. They study vocabulary about animals, informal language, phone expressions and verbs. Regarding grammar, students learn the verb tense future simple and the particles “will” and “won’t”, as well as the appropriate use of the comparative of equality: “as” + adjective + “as”.
Students practice listening through a series of short dialogues that have been adapted to the students’ language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.
The unit finishes with a test to revise all the skills acquired through the lessons.
96. Saying goodbye to the band
Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary is based on wild animals, colloquial language such as ‘mates’ and other, everyday expressions.
97. We’ll keep in touch
Aims: to acquire and practice the target grammar as well as other structures and vocabulary through a series of interactive exercises. Structures and functions: future simple ‘will’ and ‘won’t’ + infinitive, comparisons using ‘as + adj + as’. Vocabulary: animals, colloquial language, telephone expressions and more verbs. Activities: student-led practice, fill in the gaps, complete the sentences as well as the association of sentences and words with corresponding pictures.
98. I’ll call you
Aims: to review and consolidate the grammar, structures and vocabulary covered in the lessons through a series of interactive exercises. The review of structures and functions include: future simple’ will’ and ‘won’t’ + infinitive and comparisons using ‘as + adj + as’. Vocabulary: animals, colloquial language, telephone expressions and more verbs. Activities: listen and choose the best option, listen and repeat and then select the right sound, fill in the gaps with the correct word or option, student-led practice: click on the images, answer the questions, selecting synonymous sentences and real life dialogue practice with the film dubbing exercise.
99. What will you do tomorrow? – Master class
Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. This lesson puts the main emphasis on the use of the verb tense known as future simple (will). Students also practice the first conditional form. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.
100. Virtual world – Additional vocabulary
This lesson provides students with additional materials to expand their knowledge of vocabulary on the subject of technology and computing. Vocabulary is presented in context and there are follow-up exercises that provide extended practice.
101. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 2
In this unit students learn to discuss future plans and intentions, express sudden decisions and deal with purchases and money. They study vocabulary related to special events such as marriages and weddings. Regarding grammar, these lessons introduce the difference between the future simple (“will/won’t”) and the present continuous to talk about the future. Students also learn the use of “more/less” + adjective + “than” and more ways of making suggestions.
Students practice listening through a series of short dialogues that have been adapted to the students’ language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.
The unit finishes with a test to revise all the skills acquired through the lessons.
102. Getting married
Aims: to acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary presentation: weddings and honeymoon trips.
103. Who shall we invite?
Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises Structures and functions: comparisons using ‘more’ or ‘less’ than, ‘will’ vs. present continuous for future meaning and shall for offers and suggestions. Vocabulary: common expressions, weddings and more adjectives. Activities: click on the vocabulary, complete the sentences, listen and pay attention and the association of sentences and words with corresponding pictures.
104. Go ahead
Aims: to revise and consolidate the grammar, structures and vocabulary covered in the lessons through a series of interactive exercises. Structures and functions: comparisons using ‘more’ or ‘less’ than, ‘will’ vs. present continuous for future, ‘shall’ for offers and suggestions and travel: changing money. Vocabulary: weddings, common expressions and more adjectives. Activities: listen and choose the correct option, pronunciation: listen and repeat and then choose the corresponding sound, multiple choice exercises, listen and fill in the gaps, comprehension exercise to choose synonymous sentences and real life dialogue practice with dub the film.
105. Superstitions – Master class
Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. This lesson puts the main emphasis on talking about superstitions using the future simple. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.
106. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 3
In this unit students learn to discuss probability and deal with differing opinions. They study vocabulary related to furniture, rooms, common expressions and irregular superlatives. Regarding grammar, these lessons introduce the first conditional form and the superlative of regular and irregular adjectives.
Students practice listening through a series of short dialogues that have been adapted to the students’ language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.
The unit finishes with a test to revise all the skills acquired through the lessons.
107. What a marvellous surprise!
Aims: to learn and acquire structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary focus is on house and home.
108. What if…?
Aims: to learn and practice the target grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: first conditional for facts and general truths and the superlative form of short and irregular adjectives. Vocabulary: house and home, common expressions, irregular superlatives. Activities: student-led practice, gap-fill, association of sentences and words with corresponding pictures, choose the correct option and complete the sentences.
109. Let’s be reasonable
Aims: to review and consolidate the grammar, structures and vocabulary covered in the lessons through a series of interactive exercises. Structures and functions: first conditional for facts and general truths, short and irregular superlatives and adjectives .Vocabulary: house and home and common expressions. Activities: listen and answer, listen and repeat and then choose the corresponding sound, fill in the gaps with the correct word or option, complete the sentences, reading – select the correct option, student-led practice, listen and fill in the gaps, multiple choice, choose synonymous sentences and real-life dialogue practice with a film dubbing exercise.
110. The woman who… – Master class
Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. This lesson puts the main emphasis on the use of relative pronouns by describing a series of images. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.
111. Agatha Christie – Reading comprehension
In this lesson students read and listen to a written passage of text about the famous writer Agatha Christie and then answer a series of questions. These questions follow a sequential order and elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions as well as an exercise on matching definitions with words that appear in the text. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.
112. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 4
In this unit students learn to emphasize the result of an action and to express position. They revise and consolidate vocabulary related to housework and, in particular, verbs to cook: “fry”, “bake”, “boil”, etc. and to clean. Regarding grammar, students learn the difference of the active and the passive voice and how to change from one to the other. Students also practice the use of long superlatives and prepositions of place: “in/at/on”.
Students practice listening through a series of short dialogues that have been adapted to the students’ language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.
The unit finishes with a test to revise all the skills acquired through the lessons.
113. I can offer you a job
Aims: to learn and acquire structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary focus is on the home.
114. I owe you one
Aims: to learn and practice the target grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: active vs. passive e.g. ‘John is cleaning’ vs. ‘the room is cleaned ‘, talking about the agent in the passive e.g. the telephone was invented by Alexander Bell, the superlative form of long adjectives e.g. ‘the most interesting book’ and prepositions of place: in, at, on. Vocabulary: tasks around the home: cooking and cleaning verbs. Activities: listen and repeat the association of sentences and words with corresponding pictures, gap-fills and student-led listening practice.
115. I made biscuits
Aims: to review and consolidate the grammar, structures and vocabulary covered in the lessons through a series of interactive exercises. Structures and functions: active vs. passive, talking about the agent in the passive, the superlative form of long adjectives and prepositions of place: in, at, on. Vocabulary: tasks around the home: cooking and cleaning verbs. Activities: listening comprehension with a multiple choice exercise, pronunciation practice with listen, repeat and choose the right sound, multiple choice, student-led practice with a gap-fill exercise, complete the sentences, comprehension exercise to choose synonymous sentences and a real life dialogue exercise to dub the film.
116. Making phone calls – Master class
Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. This lesson puts the main emphasis on common expressions while talking on the phone in order to make orders, call a school, etc. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.
117. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 5
In this unit students learn to express purpose and practice useful language when travelling. They study vocabulary related to medicine and hospitals, feelings, airports and boarding a plane. Regarding grammar, students revise grammar points previously seen and learn the difference between some confusing verbs such as: “win/earn”, “lend/borrow”, “look at/watch”, “carry/wear”. They also focus on the infinitive of purpose and the use of the prepositions “to” and “for”.
118. A new barman
Aims: to learn and acquire new structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items.
119. Take it easy
Aims: to learn and practice the target grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: talking about illness e.g. headache, stomach ache etc., confusing verbs: win/earn, lend/borrow, look at/watch, carry/wear, infinitive of purpose – ‘to’ and ‘for’. Vocabulary: medication and expressing emotions. Activities: student-led practice with an exercise to click on the images, a multiple choice gap-fill exercise, association of pictures with structures, sentences and phrases as well as the opportunity to listen and repeat, fill in the gaps and listen and choose the correct option.
120. You will play again, won’t you?
Aims: to review and consolidate the grammar, structures and vocabulary covered in the lessons through a series of interactive exercises. Structures and functions: confusing verbs: win/earn, lend/borrow, look at/watch, carry/wear, meet/know, infinitive of purpose ‘to’ and ‘for’. Vocabulary: emotions and illness. Activities: listen, repeat and choose the corresponding sound, fill in the gaps from a multiple choice, a comprehension exercise to choose synonymous sentences and contextual practice with real life dialogue and a film dubbing exercise.
121. Friendship – Master class
Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. The main focus of these dialogues is to learn to talk about friendships and, in general, human relationships. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.
122. Being an artist – Additional vocabulary
This lesson provides students with additional materials to expand their knowledge of vocabulary on the subject of arts and culture. Vocabulary is presented in context and there are follow-up exercises that provide extended practice.
123. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 6
Students revise and consolidate the contents of the level through a variety of exercises and activities. Interactive exercises include word/sentence-picture association. Students take part in a typical situation about going on a trip and checking in into a Bed and Breakfast. This lesson is a practical immersion in the language whereby the student lives through a real life situation in a telephone conversation. The unit contains a lesson in which students practice their speaking skills through a guided dialogue. They also practise their listening comprehension skills. Moreover, students attend a class where a teacher poses questions and activities to the student. The unit finishes with a test that is used to review and consolidate all the language skills acquired.
124. Dreaming of becoming famous
Aims: to expand, review and consolidate the grammar, structures and vocabulary covered in the block through a series of interactive exercises. Structures and functions: first conditional, confusing verbs: win/earn, lend/borrow, look at/watch, carry/wear, meet/know. Vocabulary: synonyms and expressing emotions. Activities: real life dialogue to listen to and dub the film, listening comprehension with a fill the gaps exercise, gap-fill, multiple choice and making sentences.
125. Weddings
Aims: to expand, review and consolidate the grammar, structures and vocabulary covered in the block through a series of interactive exercises. Structures and functions: first conditional and the passive voice. Vocabulary: synonyms and expressing emotions. Activities: true or false reading comprehension and complete the sentences.
126. I can’t get home
Aims: to expand, review and consolidate the grammar, structures and vocabulary covered in the block through a series of interactive exercises. Structures and functions: comparative and superlative forms. Vocabulary: telephone conversations and vocabulary review from the previous units. Activities: listen and fill in the gaps, sentence construction, and multiple choice gap-fills.
127. At the bed and breakfast – Typical situation
A practical immersion in the language, whereby students will live through a real life situation, similar to one they would confront in the context of the language they are learning. In this typical situation students will listen to the experiences of a couple staying at a bed and breakfast hotel during their trip. In order to achieve this successfully, students will be introduced to new vocabulary and then, they will have the opportunity to listen to the conversation using the vocabulary they have learnt and repeat the dialogue. After that, students will receive feedback on their pronunciation.
128. We need to go and see a doctor first – Typical situation
A practical immersion in the language, whereby students will live through a real life situation, similar to one they would confront in the context of the language they are learning. In this typical situation students will listen to the experiences of a couple that need to go to the doctor while they are on holiday. In order to achieve this successfully, students will be introduced to new vocabulary and then, they will have the opportunity to listen to the conversation using the vocabulary they have learnt and repeat the dialogue. After that, students will receive feedback on their pronunciation.
129. The taste of love – Dialogue
The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.
130. Sports, customs and etiquette – Reading comprehension
In this lesson students read and listen to two written passages of text about social standards and likes; the first one is about customs and etiquette in the UK and the second one about mass sports in the UK. After reading and listening to each text students have to answer a series of questions that, presented in a sequential order, elicit their skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions as well as an exercise on matching definitions with words that appear in the text. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.
131. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 7
In this unit students learn to use language to make professional plans, arrange meetings and describe typical duties and responsibilities at work. They practice language in formal contexts, with dialogues on the telephone and solving common problems with clients in a company, expressing opinions and arguments.
Students revise and consolidate vocabulary and collocations to describe the professional world, the structure of organizations and the typical responsibilities at work. They also work with emails to check and confirm information about an order and services appropriately.
The unit finishes with a test to review and consolidate all the language skills acquired through the unit.
132. Working at the office – Specific vocabulary
Learners will be able to:
– Listen and respond appropriately when arranging meetings, making plans and confirming arrangements.
– Use appropriate language to describe typical duties and responsibilities at work.
133. Busy office requires secretary – Specific vocabulary
Learners will be able to:
– Familiarize themselves with common collocations to answer questions that extend the vocabulary practiced in the previous session which describes specific employee responsibilities and what companies do.
– Recognize and appropriately structure a formal letter to another organization.
134. It’s about the order – Specific vocabulary
On completing this unit learners will be able to:
– Listen and respond to language related to finance and the structure of organizations and workforces.
– Start and finish a telephone conversation and leave a message.
– Express satisfaction/dissatisfaction about a problem with an order and solutions proposed.
135. Sales meeting – Specific vocabulary
On completing this unit learners can:
– Express her/his own opinion, and present arguments and justifications in a meeting at work.
– Send emails to check and confirm information about an order and services appropriately.
– Demonstrate they understand the meaning of abbreviations common at work.
136. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 8
In this unit students learn to deal with a job interview, making and answering questions using a professional register. They practice business language revising and consolidating vocabulary about public relations and marketing, and they also get involved in dialogues about ordering in a supply company.
Students perform reading comprehension tasks with a series of interactive exercises, including summarizing paragraphs of a text and answering to multiple choice questions, and they must also write down a dictation on the topic of marketing after listening to a series of sentences. Listening and speaking are also practiced through real life interactive dialogues with the help of the voice-recognition system, so students practice the pronunciation of the words and structures studied in these lessons.
The unit finishes with a test to review and consolidate all the language skills acquired through the unit.
137. Job interview – Typical situation
In this audio, we will be listening to Philipa, personnel head Swan Selection company and Lee, who is being interviewed.
138. Supply company – Dialogue
In this dialogue we will hear common questions asked at a supply company.
139. Working day – Vocabulary practice
This activity will further reinforce vocabulary understanding. Through a variety of different interactive methods, the consolidation lesson with take all vocabulary of this unit and continue learning skills.
140. Public relations – Reading comprehension
In this lesson students read a written passage of text about public relations. The text is followed by questions in sequential order that elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions as well as matching statements with their corresponding sections. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.
141. Marketing techniques – Dictation
In this lesson students have to follow the dictation of a text on marketing techniques. Students practice first and foremost their listening and writing skills and within the latter a range of sub-skills from spelling to punctuation. Moreover, this dictation makes students practise and enhance their vocabulary, syntax, grammar and, when reviewing his/her work, proofreading. The written passage of text has been divided into different phrases or sentences and it is listened to by the student, who has to write it. Students can listen to the phrase or sentence as many times as they wish and even ask for help if needed. Once a paragraph has been completed, students re-read it while listening to the audio and move on to the next paragraph.
142. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Unit 9
Students revise and consolidate the contents of the level through a variety of exercises and activities. Interactive exercises include word/sentence-picture association. Students take part in a typical situation in a shoe shop. This lesson is a practical immersion in the language whereby the student lives through a real life situation. They also practise their listening comprehension skills and attend a class where a teacher poses questions and activities to the student. Students also complete a series of exercises in order to show their reading comprehension skills. The unit finishes with a test that is used to review and consolidate all the language skills acquired.
143. Returning your shoes – Typical situation
A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.
144. Relationships – Dialogue
The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.
145. The pros and cons of regularly watching television – Reading
In this lesson students read and listen to a written passage of text that explains the pros and cons of regularly watching television. These questions follow a sequential order and elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions as well as matching statements with their corresponding sections, an example for each is provided. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.
146. The pros and cons of regularly watching television – Dictation
In this lesson students have to follow the dictation of a text about the pros and cons of regularly watching television. Students practice first and foremost their listening and writing skills and within the latter a range of sub-skills from spelling to punctuation. Moreover, this dictation makes students practise and enhance their vocabulary, syntax, grammar and, when reviewing his/her work, proofreading. The written passage of text has been divided into different phrases or sentences and it is listened to by the student, who has to write it. Students can listen to the phrase or sentence as many times as they wish and even ask for help if needed. Once a paragraph has been completed, students re-read it while listening to the audio and move on to the next paragraph.
147. Test exercises
In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.
Module revision
End-of-module test.
148. Final test
In this last lesson of the course and as a way to revise, the student will come across a variety of exercises which will help consolidate and evaluate any knowledge which has been acquired throughout the duration of the course.