NED College General English syllabus 2024

Level B2
Course Overview: A 25-week course designed to promote developing fluency in English in a
range of professional and social settings and prepare students for the Cambridge First B2
examination.
Structure: The complete course comprises twenty-five weeks (375 hours) of teaching and
learning. Students can access the course at any point and complete the cycle of tuition
within their programme start and end dates. Alternatively, students can access the course
from B1 after successfully completing the NED College change of level assessment.
Assessment: Weekly progress tests will provide an opportunity for teacher-led formative
assessment. Course culminates in summative Cambridge B2 First although students
accessing the course from B1 will need to conduct a minimum twelve weeks at this level or
have the option to take Cambridge B1 Preliminary.
Core Textbooks:
English File Upper Intermediate (4th edition) – Oxford University Press 2020
B2 First Formula – Pearson Education Ltd 2021

Extra Textbooks:
Focus 4 – Pearson Education Ltd 2020
English Grammar in Use Upper-intermediate (5 th Edition) – Cambridge 2019
English Vocabulary in Use Upper-intermediate (5 th Edition) – Cambridge 2019

Week 1: English File 1A

Unit: ‘Questions and Answers’
 Target grammar: Question formation
 Target vocabulary: Working out meaning from context
 Assessment: English File Workbook 1A
CEFR: Can-do Statements
 Listening: I can listen to conversations and identify when questions are
being asked to clarify or gather information.
 Reading: I can read an article about job interviews, including challenging
or unusual questions used by companies, and work out the underlying
meaning of these questions by analyzing clues in the text.
 Speaking: I can ask a variety of well-formed questions to gain
information, seek clarification, or explore unfamiliar topics.
 Writing: I can use follow-up questions such as “Could you clarify that?” to
ensure I fully understand the speaker’s intended meaning.
Extra
material: Books
 Grammar:
o
Focus 4 – SB – Unit 4.2: Question tags and reply questions. Pages 54, 157.
o
Focus 4 – WB – Unit 4.2: Question tags and reply questions. Page 54.
o
English Grammar in Use – Unit 49: Questions 1. Pages 98, 99.
o
English Grammar in Use – Unit 50: Questions 2: (do you know where …? / he asked me where…).
Pages 100, 101.
o English Grammar in Use – Unit 52: Question tags (do you? isn’t it? etc.). Pages 104, 105.
 Vocabulary:
o English Vocabulary in Use – Unit 4: Guessing and explaining meaning. Pages 14, 15.
Extra
material: Links
 Grammar:
o Question formation
o Questions – different types
o Indirect questions

Week 2: English File 1B

Unit: ‘It’s a mystery’
 Target grammar: Auxiliary verbs, The…the…+comparatives
 Target vocabulary: Compound adjectives, Modifiers
 Assessment: English File Test 1

CEFR: Can-do Statements

 Listening: I can follow conversations or explanations where speakers
emphasize points using auxiliary verbs or complex comparatives, even
when some phrases are unfamiliar.
 Reading: I can read articles or descriptions that use compound adjectives
and modifiers and work out how these words add nuance or detail to the
text.
 Speaking: I can use auxiliary verbs to add emphasis or agree in
conversations and I can describe situations using complex comparatives to
highlight cause and effect.
 Writing: I can write sentences using complex comparisons to clarify
cause and effect, especially when explaining processes or giving advice.
Extra
material: Books
 Grammar:
o English Grammar in Use – Unit 51: Auxiliary verbs (have/do/can etc.) I think so / I hope so etc.
Pages 102, 103.
o English Grammar in Use – Units 104 to 108. Pages 208 to 217.
 Vocabulary:
o Focus 4 – SB – Unit 2.1: Compound adjectives. Pages 20, 21.
o Focus 4 – WB – Unit 2.1: Compound adjectives. Pages 20, 21.
o English Vocabulary in Use – Unit 74: Compound adjectives. Pages 154, 155.
material: Links
 Grammar:
o Auxiliary verbs
o Comparative structures – modifying comparatives
o The … the … comparatives
o Comparative and superlative adjectives and adverbs
o Compound adjectives in English
o Pretty, rather, quite, fairly

Week 3: English File 2A

Unit: ‘Doctor, doctor!’
 Target grammar: Present perfect simple and continuous
 Target vocabulary: Illnesses and injuries
 Assessment: English File Workbook 2A

CEFR: Can-do Statements

 Listening: I can understand when someone describes recent or ongoing
health issues using present perfect simple or continuous.
 Reading: I can identify the difference between recent actions and
ongoing conditions in health-related texts, such as “has experienced”
versus “has been experiencing”.
 Speaking: I can explain my own or others’ health experiences using
present perfect simple to describe past incidents and present perfect
continuous to describe ongoing conditions.
 Writing: I can use a variety of illness-related terms to give detailed and
clear explanations in a written account of health experiences.
Extra
material: Books
 Grammar:
o English Grammar in Use – Units 7 to 12. Pages 14 to 25.
 Vocabulary:
o English Vocabulary in Use – Unit 28: Health and medicine. Pages 62, 63.
material: Links
 Grammar:
o Present perfect simple and continuous
o Present perfect simple and present perfect continuous
o Present perfect simple or continuous
 Vocabulary:
o Health problems and injuries
o Health and sickness
 Reading:
o The unhealthiest places in the world
 Listening:
o Health problems

Week 4: English File 2B

Unit: ‘Act your age’
 Target grammar: Using adjectives as nouns, Adjective order
 Target vocabulary: Clothes and fashion
 Assessment: English File Test 2
CEFR: Can-do Statements
 Listening: I can understand when people use adjectives as nouns to refer
to groups (e.g., “the rich,” “the young”) and recognize the group being
described.
 Reading: I can identify and understand descriptions that use a specific
order of adjectives (e.g., color, style, material) in articles about clothes
and fashion.
 Speaking: I can give detailed descriptions of clothing items, using
adjectives in the correct order to describe the item’s look and feel.
 Writing: I can write descriptions of fashion trends or styles, using
adjectives as nouns to refer to different groups (e.g., “the minimalist”).
Extra
material: Books
 Vocabulary:
o English Vocabulary in Use – Unit 27: Clothes. Pages 60, 61.
material: Links
 Grammar:
o Using adjectives as nouns, adjective order
 Vocabulary:
o Clothes
 Reading:
o Second-hand fashion

Week 5: B2 Formula Unit 3

Unit: White
 Target grammar: Future forms
 Target vocabulary: Phrasal verbs, Make or do?, Common expressions
 Assessment: Reading and Use of English, Exam Trainer pp 92-101
CEFR: Can-do Statements
 Listening: I can listen to conversations about future plans and intentions,
identifying the use of different future forms and common expressions.
 Reading: I can read texts that use phrasal verbs and common
expressions and understand their meaning in the context of future events
or plans.
 Speaking: I can use future forms to discuss plans, predictions, or
intentions, while incorporating appropriate phrasal verbs and expressions
naturally.
 Writing: I can write about future plans or predictions using correct future
forms and include phrasal verbs or expressions to make my ideas clearer
and more engaging.
Extra
material: Links
 Grammar:
o Future forms
o Do or Make

Week 6: English File 3A

Unit: ‘Fasten your seat belts’
 Target grammar: Narrative tenses, Past perfect continuous, So/such…
that
 Target vocabulary: Air travel
 Assessment: English File Workbook 3A

CEFR: Can-do Statements

 Listening: I can understand when people use adjectives as nouns to refer
to groups (e.g., “the rich,” “the young”) and recognize the group being
described.
 Reading: I can identify and understand descriptions that use a specific
order of adjectives (e.g., color, style, material) in articles about clothes and
fashion.
 Speaking: I can give detailed descriptions of clothing items, using
adjectives in the correct order to describe the item’s look and feel.
 Writing: I can write descriptions of fashion trends or styles, using
adjectives as nouns to refer to different groups (e.g., “the minimalist”).
Extra
material: Books
 Grammar:
o
Focus 4 – SB – Unit 2.2: Past Perfect Simple and Continuous. Pages 22, 151.
o
Focus 4 – WB – Unit 2.2: Past Perfect Simple and Continuous. Page 22.
o
English Grammar in Use – Units 15 and 16. Pages 30 to 33.
o
English Grammar in Use – Unit 102: So and such. Pages 204 and 205.
 Vocabulary:
o English Vocabulary in Use – Unit 31: Travel. Pages 68, 69.

material: Links
 Grammar:
o Narrative tenses, past perfect continuous
o Narrative tenses
o Past simple, past continuous, past perfect
 Vocabulary:
o Air travel
o Air travel 2
o Air travel
 Listening:
o Air travel experiences
 Reading:
o The most unusual tourist attractions
o Egypt travel guide

Week 7: English File 3B

Unit: ‘A really good ending’
 Target grammar: The position of adverbs and adverbial phrases
 Target vocabulary: Adverbs and adverbial phrases
 Assessment: English File Test 3

CEFR: Can-do Statements

 Listening: I can listen to conversations and identify how adverbs and
adverbial phrases are used to add detail about time, manner, or place.
 Reading: I can read texts and recognize the position of adverbs and
adverbial phrases, understanding how they impact the meaning or tone of
a sentence.
 Speaking: I can use adverbs and adverbial phrases naturally in
conversation to give more precise information about actions or events.
 Writing: I can write sentences that place adverbs and adverbial phrases
correctly to clearly express details such as time, manner, or place.

Extra
material: Books
 Grammar:
o Focus 4 – SB – Unit 6.1: Adverbs. Pages 84, 85.
o Focus 4 – WB – Unit 6.1: Adverbs. Page 85.
o English Grammar in Use – Units 100 and 101. Pages 200 to 203.
o English Grammar in Use – Unit 110: Word order 2: adverbs with the verb. Pages 220, 221.
material: Links
 Grammar:
o The position of adverbs and adverbial phrases
o Pretty, rather, quite, fairly
 Vocabulary:
o Adverbs and adverbial phrases
o Adverbs and adverbial phrases 2
o Position of adverbs and adverb phrases

Week 8: English File 4A

Unit: ‘Stormy Weather’
 Target grammar: Future perfect and future continuous
 Target vocabulary: The environment, Weather
 Assessment: English File Workbook 4A

CEFR: Can-do Statements

 Listening: I can listen to discussions about the environment or weather
forecasts and identify the use of future perfect and future continuous to
describe future situations.
 Reading: I can read articles about environmental issues or weather
patterns, understanding how future perfect and future continuous forms
are used to predict or describe future developments.
 Speaking: I can discuss environmental topics or future weather events
using future perfect and future continuous forms to describe actions that
will be completed or ongoing.
 Writing: I can write about environmental projects or future weather
scenarios, using future perfect and future continuous to convey clear
timelines and ongoing actions.

Extra
material: Books
 Grammar:
o Focus 4 – SB – Unit 3.2: Future forms including the Future Perfect Continuous. Pages 38, 154.
o Focus 4 – WB – Unit 3.2: Future forms including the Future Perfect Continuous. Page 38.
o English Grammar in Use – Units 24 and 25. Pages 48 to 51.
 Vocabulary:
o English Vocabulary in Use – Unit 6: The weather. Pages 18, 19.
o English Vocabulary in Use – Unit 24: Environmental problems. Pages 54, 55.

material: Links
 Grammar:
o Future perfect and future continuous
o Future continuous and future perfect
o When I do vs When I have done
 Vocabulary:
o The weather and natural disasters
o Pollution and the environment
 Reading:
o Extreme weather
o Seeding clouds to make rain
o Climate migrants
o Is banning single-use plastic the right option?

Week 9: English File 4B

Unit: ‘A risky business’
 Target grammar: Zero and first conditionals, Future time clauses
 Target vocabulary: Expressions with take
 Assessment: English File Test 4

CEFR: Can-do Statements

 Listening: I can listen to conversations or instructions and identify the use
of zero and first conditionals or future time clauses to explain cause-and-
effect relationships.
 Reading: I can read texts that include zero and first conditionals or
expressions with "take" and understand their meaning in context.
 Speaking: I can use zero and first conditionals in discussions about future
plans or hypothetical situations and incorporate expressions with "take"
naturally.
 Writing: I can write sentences or paragraphs using zero and first
conditionals, future time clauses, and expressions with "take" to clearly
describe possible outcomes or actions.

Extra
material: Books
 Grammar:
o English Grammar in Use – Unit 19: Present tenses for the future. Pages 38 and 39.
 Vocabulary:
o English Vocabulary in Use – Unit 90: Expressions with bring and take. Pages 186, 187.

material: Links
 Grammar:
o Zero and first conditionals and future time clauses
o Zero and first conditional and future time clauses

Week 10: B2 Formula Unit 4

Unit: Pink
 Target grammar: Reported speech
 Target vocabulary: Phrasal verbs, Noun Suffixes, Nature and seasons
 Assessment: Practice Exam: Listening, Exam Trainer pp104-107
CEFR: Can-do Statements
 Listening: I can listen to conversations about nature and seasons and
identify when reported speech is used to relay information or opinions.
 Reading: I can read texts about nature and seasons, understanding the
use of reported speech, phrasal verbs, and noun suffixes in context.
 Speaking: I can use reported speech to share information or opinions
from others, while incorporating phrasal verbs and vocabulary related to
nature and seasons.
 Writing: I can write sentences or paragraphs using reported speech and
include phrasal verbs, noun suffixes, and descriptive vocabulary about
nature and seasons.

Extra
material: Links
 Grammar:
o Indirect speech – reported speech

Week 11: English File 5A

Unit: ‘I’m a survivor’
 Target grammar: Unreal conditionals
 Target vocabulary: Feelings
 Assessment: English File Workbook 5A

CEFR: Can-do Statements

 Listening: I can listen to conversations or stories about hypothetical
situations and identify the use of unreal conditionals to express feelings or
imagined scenarios.
 Reading: I can read texts that describe hypothetical situations,
recognizing unreal conditionals and vocabulary related to feelings in
context.
 Speaking: I can use unreal conditionals to discuss imagined scenarios and
express feelings about hypothetical events.
 Writing: I can write sentences or paragraphs about hypothetical
situations, using unreal conditionals to clearly express feelings and
possible outcomes.

Extra
material: Books
 Grammar:
o Focus 4 – SB – Unit 6.2: Conditional clauses – alternatives to if. Pages 86, 163.
o Focus 4 – WB – Unit 6.2: Conditional clauses – alternatives to if. Page 86.
o English Grammar in Use – Units 38 to 40. Pages 76 to 81.
 Vocabulary:
o English Vocabulary in Use – Unit 43: Pleasant and unpleasant feelings. Pages 92, 93.
o English Vocabulary in Use – Unit 49: Emotions and moods. Pages 104, 105.

material: Links
 Grammar:
o Unreal conditionals
o Second conditional
o Third conditional
 Vocabulary:
o Feelings and emotions
 Reading:
o Fear of Missing Out (FOMO)

Week 12: English File 5B

Unit: ‘Wish you were here’
 Target grammar: Wish for present / future, Wish for past regrets
 Target vocabulary: Expressing feelings with verbs or –ed/-ing endings
 Assessment: English File Test 5

CEFR: Can-do Statements

 Listening: I can listen to conversations about regrets or wishes and
understand when “wish” is used to express feelings about the present,
future, or past.
 Reading: I can read texts that use verbs or adjectives with –ed/-ing
endings to describe emotions, as well as sentences expressing wishes or
regrets, and understand their meaning in context.
 Speaking: I can express wishes about the present or future and describe
past regrets, using appropriate verbs or adjectives to convey feelings
clearly.
 Writing: I can write about wishes for the present or future and past
regrets, using verbs and adjectives with –ed/-ing endings to accurately
express emotions.

Extra
material: Books
 Grammar:
o English Grammar in Use – Unit 41: Wish. Pages 76 to 81.

material: Links
 Grammar:
o Structures after wish
o Wishes and regrets
o Wish, rather, if only, it’s time – unreal uses of past tenses
Week 13: English File 6A
Unit: ‘Night night’
 Target grammar: Used to, be used to, get used to
 Target vocabulary: Sleep
 Assessment: English File Workbook 6A

CEFR: Can-do Statements

 Listening: I can listen to conversations about sleep habits and recognize
when “used to,” “be used to,” or “get used to” is used to describe past
routines or adapting to new ones.
 Reading: I can read texts about sleep patterns and understand how “used
to,” “be used to,” and “get used to” are used to explain habits and
adjustments.
 Speaking: I can talk about my own or others’ sleep routines, using “used
to,” “be used to,” and “get used to” accurately to describe changes or
habits.
 Writing: I can write about past sleep habits or adapting to new routines,
correctly using “used to,” “be used to,” and “get used to” in sentences.

Extra
material: Books
 Grammar:
o English Grammar in Use – Unit 18: Used to (do). Pages 36, 37.
o English Grammar in Use – Unit 61: Be/get used to … (I’m used to …). Pages 122, 123.

material: Links
 Grammar:
o Used to, be used to, get used to
o Used to, be used to, get used to
 Reading:
o Why we sleep
o How sleep transformed professional football
 Listening:
o Sleep Disorders Overview

Week 14: English File 6B

Unit: ‘Music to my ears’
 Target grammar: Gerunds and infinitives
 Target vocabulary: Music
 Assessment: English File Test 6

CEFR: Can-do Statements

 Listening: I can listen to conversations about music preferences or
experiences and identify when gerunds and infinitives are used to express
likes, dislikes, or intentions.
 Reading: I can read articles or reviews about music and recognize the use
of gerunds and infinitives to describe actions, hobbies, or preferences.
 Speaking: I can discuss my opinions or experiences with music, using
gerunds and infinitives accurately to express preferences, plans, or
feelings.
 Writing: I can write about music-related topics, using gerunds and
infinitives to describe activities, express opinions, or explain decisions.
Extra
material: Books
 Grammar:
o Focus 4 – SB – Unit 1.5: Verb patterns. Pages 10, 149.
o Focus 4 – WB – Unit 1.5: Verb patterns. Page 10.
o English Grammar in Use – Units 53 to 58. Pages 106 to 117.
 Vocabulary:
o English Vocabulary in Use – Unit 21: Music. Pages 48, 49.

material: Links
 Grammar:
o Gerunds and infinitives
o Verb + object + infinitive/gerund
o Gerund or infinitive

Week 15: B2 Formula Unit 5

Unit: Black
 Target grammar: Conditional forms
 Target vocabulary: Verb patterns, Compound words
 Assessment: Practice Exam: Speaking, Exam Trainer pp108-112
CEFR: Can-do Statements
 Listening: I can listen to conversations or stories and identify conditional
forms, verb patterns, and compound words used to describe hypothetical
or real situations.
 Reading: I can read texts that include conditional forms, verb patterns,
and compound words, understanding their meaning in the context of
various scenarios.
 Speaking: I can use conditional forms to discuss possibilities or
hypothetical situations, while incorporating verb patterns and compound
words naturally in conversation.
 Writing: I can write sentences or paragraphs using conditional forms,
correct verb patterns, and compound words to clearly express ideas and
scenarios.

Extra
material: Links
 Grammar:
o First and second conditionals
o Second and third conditionals – unreal conditionals

Week 16: English File 7A

Unit: ‘Let’s not argue’
 Target grammar: Past modals: must have etc., Would rather
 Target vocabulary: Verbs often confused
 Assessment: English File Workbook 7A
CEFR: Can-do Statements
 Listening: I can listen to conversations about past events and
preferences, identifying the use of past modals like “must have” or
expressions with “would rather.”
 Reading: I can read texts that include past modals and expressions with
“would rather,” understanding their meaning and recognizing often-
confused verbs in context.
 Speaking: I can talk about past situations or hypothetical preferences,
using past modals accurately and “would rather” to express my ideas
clearly.
 Writing: I can write about past events or preferences, using past modals
and “would rather” correctly, while avoiding common mistakes with
confusing verbs.
Extra
material: Books
 Grammar:
o Focus 4 – SB – Unit 4.5: Present and past modal structures. Pages 58, 158.
o Focus 4 – WB – Unit 4.5: Present and past modal structures. Page 58.
 Vocabulary:
o English Vocabulary in Use – Unit 82: Homophones and homographs. Pages 170, 171.

material: Links
 Grammar:
o Past modals
o Speculation and deduction – modal verbs and expressions
o Past modal verbs of deduction
 Vocabulary:
o Verbs often confused

Week 17: English File 7B

Unit: ‘It’s all an act’
 Target grammar: Verbs of the senses
 Target vocabulary: The body
 Assessment: English File Test 7
CEFR: Can-do Statements
 Listening: I can listen to descriptions or conversations that use verbs of
the senses, such as “smell,” “feel,” or “sound,” and understand their use in
describing the body or sensations.
 Reading: I can read texts about the body or physical experiences and
recognize how verbs of the senses are used to describe perceptions and
feelings.
 Speaking: I can use verbs of the senses naturally to describe physical
sensations or experiences related to the body, such as “It feels soft” or
“You look tired.”
 Writing: I can write descriptions of the body or sensory experiences, using
verbs of the senses accurately to convey specific details and impressions.
Extra
material: Books
 Vocabulary:
o English Vocabulary in Use – Units 46 and 47. Pages 98 to 101.
material: Links
 Grammar:
o Verbs of the senses
o Verbs of the senses
 Vocabulary:
o The body: parts and actions
 Reading:
o Why we sleep

Week 18: English File 8A

Unit: ‘Cutting crime’
 Target grammar: The passive (all forms), Have something done; it is said
that…; he is thought to… etc.
 Target vocabulary: Crime and punishment
 Assessment: English File Workbook 8A

CEFR: Can-do Statements

 Listening: I can listen to news reports or discussions about crime and
punishment, identifying the use of passive forms and expressions like “It is
said that…” or “He is thought to...” to report information.
 Reading: I can read articles about crime and punishment and recognize
the use of passive voice and structures like “have something done” to
describe actions or events.
 Speaking: I can discuss topics related to crime and punishment, using the
passive voice and expressions like “It is believed that…” or “They are
thought to…” naturally in conversation.
 Writing: I can write about crime and punishment, using the passive voice
and expressions like “have something done” to report events or describe
actions clearly.
Extra
material: Books
 Grammar:
o
Focus 4 – SB – Unit 7.2: Advanced passive forms. Pages 102, 166.
o
Focus 4 – WB – Unit 7.2: Advanced passive forms. Page 102.
o
Focus 4 – SB – Unit 7.5: Passive reporting structures. Pages 106, 167.
o
Focus 4 – WB – Unit 7.5: Passive reporting structures. Page 106.
o
English Grammar in Use – Units 42 to 46. Pages 84 to 93.
 Vocabulary:
o English Vocabulary in Use – Unit 39: Crime. Pages 84, 85.

material: Links
 Grammar:
The passive (all forms)
o
Passive verbs with two objects
o
The passive with reporting verbs – It is said that …
o
Distancing – expressions and passive of reporting verbs
o
The passive with reporting verbs
o
The passive voice – all tenses
o
Passive verb forms
o
 Vocabulary:
o Crime and punishment
o War and peace
o Types of crime and offenders
o Crime and punishment
 Listening:
o Fighting crime by analysing handwriting

Week 19: English File 8B

Unit: ‘Fake news’
 Target grammar: Reporting verbs
 Target vocabulary: The media
 Assessment: English File Test 8

CEFR: Can-do Statements

 Listening: I can listen to discussions or news reports about the media and
identify the use of reporting verbs such as “claim”, “state”, or “report” to
convey information.
 Reading: I can read articles about the media and understand how
reporting verbs are used to present facts, opinions, or reported speech.
 Speaking: I can discuss topics related to the media, using reporting verbs
accurately to share or attribute information.
 Writing: I can write about media-related topics, using a variety of
reporting verbs to clearly convey or attribute information and opinions.
Extra
material: Books
 Grammar:
o
Focus 4 – SB – Unit 5.2: Reported speech. Pages 70, 160.
o
Focus 4 – WB – Unit 5.2: Reported speech. Page 70.
o
Focus 4 – SB – Unit 5.5: Reporting verbs. Pages 74, 161.
o
Focus 4 – WB – Unit 5.5: Reporting verbs. Page 74.
o
English Grammar in Use – Units 47 and 48. Pages 94 to 97.
 Vocabulary:
o English Vocabulary in Use – Unit 37: The press and the media. Pages 80, 81.
material: Links
 Grammar:
o Reporting verbs
o Reporting verbs
 Vocabulary:
o The media
o News and media
 Reading:
o Teenage Social Media Millionaires

Week 20: B2 Formula Unit 6

Unit: Red
 Target grammar: Comparative forms
 Target vocabulary: Adjective suffixes, Compound words, Feelings,
Communication and conflict
 Assessment: Practice Exam: Writing part 1, Exam Trainer p102

CEFR: Can-do Statements

 Listening: I can listen to discussions about communication or conflict and
identify the use of comparative forms to describe differences and adjective
suffixes that convey feelings.
 Reading: I can read texts about feelings or conflict and recognize the use
of comparative forms, compound words, and adjective suffixes to provide
detailed descriptions.
 Speaking: I can use comparative forms to explain differences in opinions
or situations, while incorporating compound words and adjectives with
suffixes to express feelings clearly.
 Writing: I can write about communication and conflict, using comparative
forms, compound words, and adjectives with suffixes to describe situations
and feelings effectively.
Extra
material: Links
 Grammar:
o Comparative structures
 Vocabulary:
o Feelings and emotions

Week 21: English File 9A

Unit: ‘Good business?’
 Target grammar: Clauses of contrast and purpose
 Target vocabulary: Advertising, Business
 Assessment: English File Workbook 9A
CEFR: Can-do Statements
 Listening: I can listen to discussions or presentations about advertising
and business, identifying clauses of contrast and purpose used to explain
strategies or outcomes.
 Reading: I can read texts about advertising campaigns or business
practices, recognizing how clauses of contrast and purpose are used to
compare ideas or explain goals.
 Speaking: I can discuss topics related to advertising or business, using
clauses of contrast to highlight differences and clauses of purpose to
explain objectives.
 Writing: I can write about advertising or business strategies, using clauses
of contrast and purpose to present clear and detailed arguments or
explanations.
Extra
material: Books
 Grammar:
o English Grammar in Use – Unit 113: Although, though, even though, in spite of, despite. Pages 226,
227.
 Vocabulary:
o English Vocabulary in Use – Unit 17: Business. Pages 40, 41.
material: Links
 Grammar:
o Clauses of contrast and purpose
o Clauses of contrast, purpose, reason and result
 Vocabulary:
o Business
o Business
 Reading:
o Incredible hoaxes
o The business of running

Week 22: English File 9B

Unit: ‘Super cities’
 Target grammar: Uncountable and plural nouns
 Target vocabulary: Word building: prefixes and suffixes
 Assessment: English File Test 9
CEFR: Can-do Statements
 Listening: I can listen to conversations or presentations and identify
correct usage of uncountable and plural nouns, as well as words formed
with prefixes and suffixes.
 Reading: I can read texts that include uncountable and plural nouns,
understanding how prefixes and suffixes are used to create different forms
or meanings of words.
 Speaking: I can use uncountable and plural nouns accurately in
discussions, and naturally include words with prefixes and suffixes to
expand my vocabulary.
 Writing: I can write sentences or paragraphs that use uncountable and
plural nouns correctly and demonstrate the effective use of prefixes and
suffixes to form new words.
Extra
material: Books
 Grammar:
o English Grammar in Use – Units 69 and 70. Pages 138 to 141.
 Vocabulary:
o Focus 4 – SB – Unit 8.7: Prefixes. Pages 124, 125, 171.
o Focus 4 – WB – Unit 8.7: Prefixes. Page 124.
o English Vocabulary in Use – Units 70 and 71. Pages 146 to 149.
o English Vocabulary in Use – Units 83 to 85. Pages 172 to 177.
material: Links
 Grammar:
o Uncountable and plural nouns
 Vocabulary:
o Word building 1
o Word building 2

Week 23: English File 10A

Unit: ‘Science fact, science fiction’
 Target grammar: Quantifiers: all, every, both, etc.
 Target vocabulary: Science
 Assessment: English File Workbook 10A
CEFR: Can-do Statements
 Listening: I can listen to scientific discussions or explanations and identify
the use of quantifiers such as “all”, “every”, and “both” to describe
amounts or generalizations.
 Reading: I can read scientific articles or reports and understand how
quantifiers are used to present data, describe phenomena, or make
comparisons.
 Speaking: I can discuss scientific topics, using quantifiers like “all,”
“every,” and “both” to present facts or share opinions accurately.
 Writing: I can write about scientific concepts or findings, using quantifiers
appropriately to explain data or describe general principles.

Extra
material: Books
 Grammar:
o Focus 4 – SB – Unit 3.5: Quantifiers. Pages 42, 155.
o Focus 4 – WB – Unit 3.5: Quantifiers. Page 42.
o English Grammar in Use – Units 85 to 91. Pages 170 to 183.
 Vocabulary:
o Focus 4 – SB – Unit 7.1: Science. Pages 100, 101.
o Focus 4 – WB – Unit 7.1: Science. Pages 100, 101.
material: Links
 Grammar:
o Quantifiers: all / every, etc
o Quantifiers – all, most, both, either, neither, any, no, none
o Much, many, a lot, little, few, some, any, no – quantifiers

Week 24: English File 10B

Unit: ‘Free Speech’
 Target grammar: Articles
 Target vocabulary: Collocation: word pairs

CEFR: Can-do Statements

 Listening: I can listen to conversations or explanations and identify the
correct use of articles (“a,” “an,” “the”) and collocations with word pairs
(e.g., “black and white,” “trial and error”).
 Reading: I can read texts that use articles and collocations with word
pairs, understanding their role in creating clear and natural expressions.
 Speaking: I can use articles correctly to introduce or specify nouns and
naturally incorporate word pair collocations into my speech.
 Writing: I can write sentences or paragraphs using articles accurately and
include appropriate word pair collocations to make my writing more
cohesive and fluent.
Extra
material: Books
 Grammar:
o English Grammar in Use – Units 72 to 78. Pages 144 to 157.

material: Links
 Grammar:
o Articles
o A(n), the, no article
 Vocabulary:

Week 25: B2 Formula Unit 7

Unit: Green
 Target grammar: Relative clauses, Sequencing events
 Target vocabulary: Easily confused words, Phrasal verbs
 Assessment: Practice Exam: Writing part 2, Exam Trainer p103

CEFR: Can-do Statements

 Listening: I can listen to conversations or stories and identify the use of
relative clauses and sequencing expressions to describe events, as well as
distinguish between easily confused words and phrasal verbs.
 Reading: I can read texts that include relative clauses and sequencing of
events, recognizing how easily confused words and phrasal verbs are used
in context.
 Speaking: I can use relative clauses and sequencing expressions to
clearly describe events or ideas, while accurately incorporating phrasal
verbs and avoiding mistakes with easily confused words.
 Writing: I can write clear and structured sentences or paragraphs using
relative clauses, sequencing events logically, and correctly applying
phrasal verbs and easily confused words.
Extra
material: Links
 Grammar:
o Relative clauses – defining and non-defining
o Phrasal verbs 1
o Phrasal verbs 2
o Phrasal verbs 3