| # | TOPIC | TITLE | +/- | |
|---|---|---|---|---|
| 1 | Have you met? | Hello! | Info | Go |
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Objective: Use the present tense verb to be (am, is and are) correctly in written and spoken work. Answer comprehension questions and apply am, is and are correctly. |
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| 2 | Have you met? | What is your name? | Info | Go |
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Objective: At the end of this lesson, students will be able to understand a spoken text and ask questions about personal information (introductions, nationalities). |
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| 3 | Have you met? | Where are you from? | Info | Go |
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Objective: At the end of this lesson, students will be able to understand a spoken text and talk about countries and nationalities. |
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| 4 | Have you met? | The world in a classroom! Full lesson available | Info | Go |
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Objective: At the end of this lesson, students will have learnt how to ask a question in English, and how to use the definite and indefinite articles. |
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| 5 | Have you met? | When were you born? | Info | Go |
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Objective: At the end of this lesson, students will understand a spoken text and be able to ask and answer questions about birth dates. |
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| 6 | Have you met? | Who speaks English? | Info | Go |
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Objective: At the end of this lesson, students will understand a spoken text and be able to ask and answer questions about native languages. |
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| 7 | Have you met? | Nice to meet you. | Info | Go |
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Objective: Students will use examples of questioning covered in listening activities to elicit personal information from a partner and answer personal questions. |
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| 8 | Let's get organised! | First week fun! | Info | Go |
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Objective: Students will be able to read a schedule of activities, including a number of time expressions, and answer comprehension questions about the information given. |
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| 9 | Let's get organised! | What time will we meet? | Info | Go |
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Objective: Students will listen for and identify specific times said in a number of different ways. |
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| 10 | Let's get organised! | I beg your pardon? | Info | Go |
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Objective: Students will be able to ask for repetition and clarification of information in spoken English. |
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| 11 | Let's get organised! | Organising your subject timetable. | Info | Go |
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Objective: Students will read scheduling information, correctly name school subjects in English, use information to complete a weekly timetable and answer simple present questions in affirmative and negative. |
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| 12 | Let's get organised! | I'd like to make an appointment. | Info | Go |
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Objective: Students will listen to and understand the spoken language used to make an appointment. |
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| 13 | Let's get organised! | What's your favourite ...? | Info | Go |
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Objective: Students will learn the phrase 'What's your favourite ...?' and be able to answer comprehension questions based on the dialogue. |
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| 14 | Let's get organised! | My school schedule. | Info | Go |
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Objective: Students will practise the phrases and vocabulary learned by writing and speaking about their school schedule. |
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| 15 | I like your hat! | We are all different! | Info | Go |
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Objective: At the end of the reading students will be able to answer comprehension questions and use the correct pronouns to replace nouns. They will use correct forms to indicate a person, number, gender or ownership. |
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| 16 | I like your hat! | What do they look like? | Info | Go |
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Objective: At the end of this lesson students will be able to listen to and understand a spoken text asking and answering questions about personal appearances. (height, weight, hair etc.) |
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| 17 | I like your hat! | Let's compare! Full lesson available | Info | Go |
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Objective: At the end of this lesson students will be able to listen to and understand a spoken text comparing ages, height in metres and weight in kilograms. |
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| 18 | I like your hat! | Fashion tips from Junko! | Info | Go |
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Objective: At the end of the reading students will be able to answer comprehension questions and identify different articles of clothing. They will be able to use descriptive adjectives and possessive adjectives. |
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| 19 | I like your hat! | What did you wear? | Info | Go |
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Objective: At the end of this lesson students will be able to listen to and understand a spoken text asking and answering questions about what people are wearing. |
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| 20 | I like your hat! | Whose is this? | Info | Go |
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Objective: At the end of this lesson students will be able to listen to and understand a spoken text asking questions about ownership of clothing. |
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| 21 | I like your hat! | How would you describe them? | Info | Go |
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Objective: Students will write physical descriptions of three different people and also write descriptions of clothing. They will also discuss people$apos;s clothing. |
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| 22 | Test 1 | Test 1 | Info | Go |
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Objective: This assessment test is to be taken at the end of Unit 3. |
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| 23 | Where is it? | Getting around the ILC campus. | Info | Go |
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Objective: At the end of the reading students will be able to locate specific places based on descriptions using prepositions of location. |
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| 24 | Where is it? | Do you know where it is? | Info | Go |
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Objective: At the end of the listening section, students will be able to elicit information from a spoken dialogue about the location of different places. |
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| 25 | Where is it? | I can't find it! | Info | Go |
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Objective: At the end of the listening section students will be able to describe where things are using correct prepositions of location. |
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| 26 | Where is it? | Come to my party! | Info | Go |
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Objective: At the end of this lesson students will be able to give and understand simple directions using the imperative mode. |
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| 27 | Where is it? | Where is the video shop? | Info | Go |
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Objective: At the end of this lesson students will be able to listen to and understand a spoken text giving directions in the imperative mode. |
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| 28 | Where is it? | Just put it over there! | Info | Go |
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Objective: At the end of this lesson students will be able to us the imperative mode of 'put' while talking about location and where to put things. |
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| 29 | Where is it? | How do I get there? | Info | Go |
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Objective: Students will write a set of directions using imperative mode, prepositions of location and specific buildings to help them. They will also use of imperative mode and prepositions of location to give and follow directions. |
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| 30 | How much is it? | Shopping list. | Info | Go |
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Objective: Students will read and answer comprehension questions, recognise count and uncount nouns and be able to use some/any and much/many correctly. |
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| 31 | How much is it? | Look in aisle three. | Info | Go |
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Objective: Students will be able to ask for assistance to find items and directions related to shopping and also practise use of some/any and much/many. |
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| 32 | How much is it? | Do you have ...? | Info | Go |
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Objective: Students will be able to answer comprehension questions and use any/some and much/many in questions and negative forms. |
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| 33 | How much is it? | Where can I buy it? | Info | Go |
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Objective: Students will read a brochure describing different types of shops. They will be able to answer comprehension questions and recognise and use comparative adjectives. |
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| 34 | How much is it? | I think Jolly's is better. | Info | Go |
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Objective: Students will hear and practise comparative and superlative adjectives. |
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| 35 | How much is it? | Do you have a bigger size? | Info | Go |
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Objective: Students will hear and practise common phrases for shopping. They will recognise and use this/that and these/those correctly. |
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| 36 | How much is it? | Let's go shopping. | Info | Go |
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Objective: Students will practise the shopping phrases and grammar points of the unit. |
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| 37 | Tell me what happened! | Eyewitness. | Info | Go |
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Objective: Students will read and understand a text talking about a past experience using the simple past tense with regular and irregular verbs, both positive and negative. |
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| 38 | Tell me what happened! | Tell us what happened. | Info | Go |
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Objective: Students will listen to a recount of events in the past and practise using the simple past tense regular/irregular verbs. |
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| 39 | Tell me what happened! | We didn't have a good week. | Info | Go |
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Objective: Students will listen to a conversation about things that went wrong and practise using the past tense in the negative as well as the positive form. |
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| 40 | Tell me what happened! | She screamed loudly! | Info | Go |
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Objective: Students will read and understand a short newspaper article using the past tense. They will answer comprehension questions and practise identifying and using adverbs and expressions of past time. |
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| 41 | Tell me what happened! | About a year ago. | Info | Go |
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Objective: Students will listen to a conversation using the past simple and recognise a variety of past time expressions. |
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| 42 | Tell me what happened! | When I was younger ... | Info | Go |
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Objective: Students will listen to a conversation using the past simple and recognise a variety of past time expressions. |
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| 43 | Tell me what happened! | What happened to me. | Info | Go |
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Objective: Write a recount of an emergency, accident or time when things went wrong using the past tense. Present the recount in oral form using the past tense. Ask and answer questions about past events. |
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| 44 | Test 2 | Test 2 | Info | Go |
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Objective: This assessment test is to be taken at the end of Unit 6. |
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| 45 | What's your favourite? | Would you like to play? | Info | Go |
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Objective: At the end of the reading students will be able to elicit information from a written text. They will be able to recognise the use of the infinitive form 'to + verb' to express purpose. |
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| 46 | What's your favourite? | I want to join! | Info | Go |
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Objective: At the end of the listening section, students will be able to elicit information from a spoken dialogue. |
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| 47 | What's your favourite? | We'd love to try! | Info | Go |
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Objective: Students will be able to talk about likes and dislikes in relation to sports activities and correctly answer specific styles of questions. |
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| 48 | What's your favourite? | Do you enjoy going out? | Info | Go |
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Objective: Students will read ads for different leisure activities. They will be able to answer comprehension questions and recognise the use of gerunds. (verb + ing) |
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| 49 | What's your favourite? | Let's try singing! | Info | Go |
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Objective: Students will hear and practise making plans for an outing. They will hear the use of 'suggestions' and positive and negative responses. |
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| 50 | What's your favourite? | Yes please! It's my favourite! Full lesson available | Info | Go |
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Objective: At the end of this lesson students will be able to listen to and understand a spoken text about favourite leisure activities and foods. |
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| 51 | What's your favourite? | Things I Like. | Info | Go |
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Objective: This lesson allows the students to practise what they have learnt in the previous lessons and put it into practice. |
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| 52 | May I take your order? | Are you eating well? | Info | Go |
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Objective: At the end of the lesson students will be able to answer comprehension questions based on the text and recognise and use the present continuous. |
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| 53 | May I take your order? | What's on the menu? | Info | Go |
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Objective: At the end of the lesson students will be familiar with the vocabulary and contents of a simple western caf style menu. |
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| 54 | May I take your order? | May I take your order? | Info | Go |
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Objective: Students will be able to order food in a restaurant using common useful phrases. |
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| 55 | May I take your order? | Would you like some tea? | Info | Go |
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Objective: Students will be able to answer comprehension questions and distinguish between 'like' and 'would like. |
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| 56 | May I take your order? | What do you suggest? | Info | Go |
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Objective: Students will be able to understand and answer questions about a conversation in a restaurant and use more varied phrases to order. |
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| 57 | May I take your order? | Would you pass the salt please? | Info | Go |
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Objective: Students will be able to make polite requests and offers at the dining table. |
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| 58 | May I take your order? | Welcome to my restaurant. | Info | Go |
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Objective: Students will practise using the grammar points and conversational phrases used in the unit. |
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| 59 | What will we do? | What will we do there? | Info | Go |
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Objective: At the end of the reading students will be able to elicit information from a reading and identify the use of 'will' and 'going to' to show future plans and hopes. |
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| 60 | What will we do? | We're going to camp! | Info | Go |
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Objective: At the end of this lesson students will be able to listen to and identify the use of 'will' and 'going to' when discussing future plans. |
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| 61 | What will we do? | What's going to happen? | Info | Go |
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Objective: At the end of this lesson students will be able to talk about future plans. They will also be able to distinguish future plans from predictions. |
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| 62 | What will we do? | What kind of job? | Info | Go |
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Objective: At the end of this lesson students will be able to answer questions about different jobs and occupations. They will also be able to talk about ongoing future activities using the 'present continuous' form and 'before', 'when', 'after' and 'as soon as' in future tense. |
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| 63 | What will we do? | Who am I? | Info | Go |
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Objective: Students will be able to listen to and practise dialogue about possible future jobs and use job vocabulary. |
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| 64 | What will we do? | Are you right for the job? | Info | Go |
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Objective: At the end of this lesson students will be able to listen to and understand a spoken text about personal qualities needed for different jobs. |
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| 65 | What will we do? | I am going to ... | Info | Go |
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Objective: Students will practise talking about future plans using 'will', 'going to' and 'future continuous'. They will also use some first conditionals. |
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| 66 | Let's celebrate | Merry Christmas! | Info | Go |
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Objective: At the end of this lesson students will be able to answer comprehension questions and distinguish between the present perfect and simple past. |
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| 67 | Let's celebrate | We love to celebrate! | Info | Go |
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Objective: At the end of this lesson students will be able to identify and use a variety of expressions to show surprise and interest and practise the use of present perfect with 'ever' and 'never'. |
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| 68 | Let's celebrate | Tell us more. | Info | Go |
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Objective: At the end of this lesson students will be able to identify and use a variety of expressions to encourage conversation and use 'yet' and 'just'. |
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| 69 | Let's celebrate | The Diwali Festival. | Info | Go |
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Objective: At the end of this reading students will be able to describe an event in some detail using the present perfect/past simple and identify the differences between conjunctions 'and', 'but' and 'because'. |
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| 70 | Let's celebrate | Valentine's Day. | Info | Go |
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Objective: At the end of the listening students will be able to complete comprehension activities and use a variety of frequency adverbs correctly |
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| 71 | Let's celebrate | Celebrations of the Samburu. | Info | Go |
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Objective: At the end of the listening students will be able to identify some simple structures for a more extended oral presentation. |
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| 72 | Let's celebrate | My favourite celebration | Info | Go |
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Objective: Students will write a short essay style piece of writing and present a more formal oral piece to practise skills learned in the unit. |
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| 73 | Test 3 | Test 3 | Info | Go |
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Objective: This assessment test is to be taken at the end of Unit 10. |
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