2.3.1Goals
Listening/Speaking | Reading | Writing |
· Use prior knowledge and personal experience to predict content · Listen for main ideas · Listen for details · Take notes to prepare for an interview, presentation, or group discussion · Listen for exact words or phrases to improve your word recognition | · Preview text using a variety of strategies · Read for main ideas · Read for details · Use photos/pictures to activate schema and predict content · Use glosses and footnotes to aid reading comprehension · Read and recognize different text types | · Write paragraphs of different genres · Plan before writing · Revise, edit, and rewrite · Give feedback to peers and self |
2.3.2Supporting Skills
· Develop task-specific critical thinking skills
· Express ideas/reactions/opinions orally and in writing
· Integrate information from multiple sources
· Support opinions with reasons or examples
· Organize and categorize information
· Relate topic information to self
· Make inferences and predictions
· Expand vocabulary
2.3.3Objectives and Outcomes
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| Listening/Speaking | Reading | Writing |
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Topic 1 – First Impressions | Objectives | · Make inferences to fully understand what a speaker means · Listen for opinions to understand a book review · Listen to reduced verb forms to understand everyday speech · Take turns to make a conversation go smoothly · Imply opinions to avoid stating them too directly · Use verb contractions to increase naturalness of speech | · Fill out a questionnaire to anticipate content · Identify main idea and supporting details | · Develop a paragraph: topic, supporting, and concluding sentences · Make an outline |
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Tasks | Describe in detail an inaccurate first impression. | Write a paragraph describing how to make a good impression. |
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Topic 2 – Food and Taste | Objectives | · Listen for causes and effects to understand relationships among ideas · Follow a summary of several ideas to match an opinion with a speaker · Identify /j/ and /w/ sounds in speech to understand links between words · Give advice to suggest healthy eating habits · Prepare to speak about you personal tastes to help others conduct a survey · Conduct a survey of classmates’ tastes · Participate in a group discussion about results of a survey | · Take a quiz to anticipate content of reading · Analyze the structure of a text as a previewing strategy | · Use descriptive adjectives · Write a descriptive paragraph |
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Tasks | Interview classmates to inform a group discussion on why people prefer certain foods. | Write a paragraph about your favorite dish using descriptive adjectives. |
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| Listening/Speaking | Reading | Writing |
Topic 3 - Success | Objectives | · Listen for opinion statements to understand a speaker’s positive and negative attitudes · Match people with ideas to understand their attitudes · Ask for clarification so you understand difficult concepts · Include time for after a presentation so the audience can ask for clarification · Clarify what you say so others understand you | ·
Complete a survey to anticipate content · Use an idea map to activate schema · Use headings to determine purpose · Scan specific information · Use titles to predict content | · Formulate opinions, reasons, and examples · Write an opinion paragraph |
Tasks | Discuss successful and unsuccessful personal experiences and explain what you learned from them. | State and support your personal perspectives in an opinion paragraph. |
Topic 4 – New Perspectives | Objectives | · Listen to personal stories to understand other people’s experiences · Use a T-chart to take effective notes · Listen for intonation to identify level of interest · Describe a situation using details so a listener can make inferences about an event · Ask for reasons why something happened · Express reasons to explain why something happened | · Complete a questionnaire to anticipate content · Take notes while reading to be an active reader · Use title and photos to predict content | · Analyze features of good/poor summaries · Write a summary · Write a personal response to the unit question |
Tasks | Participate in a group discussion emphasizing the advantages and disadvantages of change. | Write a paragraph summarizing a reading text and an opinion paragraph in response to the text. |
Topic 5 - Responsibility | Objectives | · Listen for supporting statements to apply a general concept to real life · Use intonation, volume, and other features to infer a speaker’s attitude · Practice varying intonation and other features to convey your attitudes · Add tag questions to find out what someone thinks · Answer tag questions using proper grammar and intonation to accurately express what you think · Lead a discussion so it proceeds smoothly, fairly, and stays on topic | ·
Make predictions about text · Use graphic organizers to review and aid comprehension | · State reasons and give examples to support ideas in writing · Use because to state reasons · Write a paragraph with reasons and examples |
Tasks | State and explain your opinions about our responsibility for issues impacting our world. | Write a paragraph about why people help each other using reasons and examples. |
Topic 6 - Advertising | Objectives | · Listen for evidence to distinguish fact from opinion · Listen for modal verbs to understand obligations, prohibitions, and recommendations · Listen for intonation to distinguish between statements and questions · Listen for exact words or phrases to improve your word recognition · Use modals to express obligation, prohibition, and recommendation · Ask questions and make statements with correct intonation to be understood clearly · Give reasons and examples to support your opinions | · Make predictions about text · Distinguish fact from opinion to be a critical reader | · Write introduction, body, and concluding paragraphs · Write a letter to the editor based on the unit question |
Tasks | State and support your opinions concerning the influence of advertising on our behavior. | Write a multiple-paragraph letter to the editor expressing your opinion about advertising. |
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| Listening/Speaking | Reading | Writing |
Topic 7 - Risk | Objectives | · Listen for numbers to correctly understand amounts · Use the form of number expressions to distinguish between cardinal and ordinal numbers · Clearly introduce the topic of a presentation to focus an audience’s attention · Use sequence expressions to clarify the order of events in a presentation · Use expressions of purpose/reason to explain actions and attitudes | · Identify and use referents in text to understand contrast · Make predictions about text · Sequence ideas to show text structure | · Write a multiple-paragraph narrative essay with the focus on the introductory paragraph |
Tasks | Give a short presentation on a risk you have taken, explaining your reasons for taking that risk. | Develop a narrative essay describing a risk you have taken. |
Topic 8 - Cities | Objectives | · Understand figurative expressions to interpret a speaker’s true meaning · Listen for comments that help you match a city to a description · Use summary or recap techniques to end a presentation · Use a T-chart to take notes for a presentation | · Take a quiz to anticipate content of reading · Make predictions about text · Make inferences to maximize comprehension | · Write a problem/solution essay with the focus on the thesis statement |
Tasks | Give and recap a presentation highlighting what you like and dislike about a particular city | Write a problem/ solution essay describing how your city can become a better place to live. |
Topic 9 – Money | Objectives | · Listen for a sequence of factors to understand the stages in a process · Understand examples to relate them to larger ideas · Listen for signposts to understand the structure of a passage · Use expressions to introduce statements of agreement and disagreement · Explain reasons to justify statements about personal preferences · Discuss with a partner attitudes about the relationship between money and happiness | · Use photos to activate schema and anticipate content · Use a timeline to determine the sequence of events · Make predictions about text | · Write a cause/effect essay with the focus on body paragraphs |
Tasks | Participate in a group discussion evaluating the influence money has on happiness. | Write a cause/effect essay explaining how a small amount of money can make a big difference. |
Topic 10 - Communication | Objectives | · Listen for rhetorical questions to understand the structure of a lecture · Recognize definitions in a passage to understand unfamiliar vocabulary · Ask questions to confirm your understanding of definitions · Practice using idioms to increase the naturalness of your speech · Use adjectives, fixed phrases, and idioms to express emotions · Prepare a dialogue with a partner to improve your conversation skills | · Complete a survey to anticipate content of reading · Order details to determine sequence in a text · Identify the author’s purpose, audience, and tone · Skim text for main idea | · Write an opinion essay with the focus on counterarguments and the concluding paragraph |
Tasks | Role-play a phone call discussing an emotional event you have experienced. | Develop an essay about communication that states your personal opinion and gives a counterargument. |
2.3.4Lexical Progression
Total words: 576Average words / topic: 57.6
Oxford 3000: 296 (51.4%)AWL: 137 (23.8%)
| Listening/Speaking | Reading & Writing |
Topic 1 First Impressions (33+20=52) (O:32, A:19) | Nouns accuracy assumption behavior effectiveness encounter error expert fake instinct prediction sample selection trait | Verbs assume select Adjectives conscious effective instinctive negative positive reliable suspicious | Adverbs briefly consciously unconsciously Phrases form an impression snap judgment Do you agree? How about you? Okay? Right? What do you think? You know? | Nouns accomplishment confidence research slang standard stranger weakness | Verbs appreciate consider demonstrate exaggerate expect impress maintain select Adjectives cultural offensive professional punctual responsible |
Topic 2 Food and Taste (27+19=46) (O:33, A:12) | Nouns calories diet flavor mood texture trend Verbs concentrate consume distinguish estimate mix shouldn’t swallow Phrasal Verbs rely on | Adjectives balanced complex disgusting spicy wise Adverbs occasionally perhaps really Phrases keep an eye on Collocations cold drink fast food fresh fruit light meal | Nouns concept cuisine method portion practice principle property region system Verbs consume identify influence recognize | Adjectives balanced likely sensitive Adverb typically Phrases at risk be made up of |
Note: Italicized words appear in the Oxford 3000 list. Underlined words appear in the Academic Word List (AWL).
| Listening/Speaking | Reading & Writing |
Topic 3 Success (34+26=60) (O:26, A:12) | Nouns creativity determination downside goal preparation status Verbs achieve develop emphasize fear lack measure permit ruin Adjectives frustrating realistic top | Phrasal Verbs give up turn down work out Phrases Can you give an example? Could you into a little more detail on…? Could you say a bit more about…? For example, For instance, Sorry, I don’t get what you mean. such as Take for example, To give (you) an example, To illustrate this, Well, what I’m getting at is… What do you mean by…? What I’m trying to say is… What I mean by that is… | Nouns dedication exception expansion image logo market motion profit sign stability trend Verbs invest recover sponsor | Adjectives assured demanding dependable Adverb aggressively Collocations afraid of due to famous for interested in involved in nervous about sure about upset about |
Topic 4 New Perspectives (33+18=51) (O:32, A:10) | Nouns crisis position research wages Verbs adapt change cope get handle justify struggle suffer support (oneself) Adjectives curious exhausted fulfilled | informed permanent steady unemployed Adverbs Also, considerably Finally, First, firsthand Second, Phrases Another reason/thing is… Can you explain why…? First of all, That’s why… The reason… is (that)… What are your reasons for saying that? Why do you think/say that? | Nouns benefit confession experiment fantasy lifestyle limitation occasion transaction Verbs discover explore interact regret survive | Adjectives rare realistic social virtual Adverb eventually |
Note: Italicized words appear in the Oxford 3000 list. Underlined words appear in the Academic Word List (AWL).
| Listening/Speaking | Reading & Writing |
Topic 5 Responsibility (39+25=64) (O:36, A:12) | Nouns benefit consumer fine impact obligation peak profit Verbs abandon abuse demand ignore influence lie pollute risk trust | Adjectives appropriate developed fair guilty in charge of just moral open outstanding sensible wrong Phrasal Verbs check up on help out | Phrases Do you have anything to add? I think we need to return to the topic. Let’s get back on topic. Our topic today is… Sorry, but can we keep to the topic? That’s all the time we have for today. The topic I’d like to discuss today is… To sum up, then, Today, we’re going to discuss… What do you think? | Nouns factor responsibility subject theory witness Verbs Apply (to) hypothesize lead (to) prove rely (on) Adjectives altruistic compassionate complex initial | Adverb barely Phrasal Verbs bring about call out end up figure out grow out of help out point out set up watch out Phrase according to |
Topic 6 Advertising (37+25=62) (O:27, A:10) | Nouns appeal brand campaign competitor evidence hype infomercial injury jingle logo refund regulations slogan target Verbs claim mislead monitor persuade push withdraw | Adjectives catchy eye-catching memorable tedious Adverbs deliberately Phrases aimed at As far as I’m concerned, because/as For example, For instance, I (don’t) think (that) If you ask me, In my opinion, In my view, prime time relate to To give you an example, | Nouns broadcasting consequence dissatisfaction donation exposure happiness possession relationship Verbs entertain imply support Adjectives annoying annual | colorful distrustful memorable painful recent surrounding trivial unpredictable Adverbs certainly recently Phrasal Verb tune out Idiom means to an end |
Note: Italicized words appear in the Oxford 3000 list. Underlined words appear in the Academic Word List (AWL).
| Listening/Speaking | Reading & Writing |
Topic 7 Risk (23+25=48) (O:30, A:17) | Nouns audience credit debt funds income model mystery reputation Verbs discover embarrass expose invent | prove retire solve threaten Adjectives financial previous Phrases I’m going to talk about… I want to talk about… in order to My topic is… This presentation is on… | Nouns appetite aspect challenge face goal ingredient precaution pursuit role tolerance trait Verbs conquer consume | drive earn embrace perceive Adjectives determined distinctive mental notable significant ultimate vivid Adverb bravely |
Topic 8 Cities (47+21=68) (O:27, A:13) | Nouns character innovation region surroundings value Verbs attract celebrate provide reveal satisfy update Adjectives agreeable artificial conscientious direct | lively mobile precise Phrasal Verbs bring up call for call on come over come to cry out for deal with drop off find out get over go out go over hand in | look after look into look up point out put away run into sum up take off talk over turn into Phrases hand in hand In summary, tend to To recap, To sum up, To summarize, | Nouns produce recycling resource waste Verbs compete generate release restore threaten | Adjectives alternative efficient innovative polluted renewable traditional unique urban worn Adverbs chiefly environmentally Phrase quality of life |
Note: Italicized words appear in the Oxford 3000 list. Underlined words appear in the Academic Word List (AWL).
| Listening/Speaking | Reading & Writing |
Topic 9 Money (46+26=72) (O:32, A:16) | Nouns analysis circumstances independence outcome pleasure Verbs acquire associated (with) conduct demonstrate inherit Adjectives complicated destructive dramatic immediate persuasive Adverbs Absolutely! Finally, First, Later, Next, Second, somewhat | Then, wholly Phrasal Verbs burn out wear off Phrases After (that), At first, Before (that), get used to I agree (completely). I disagree. I don’t agree (at all). I don’t feel the same way. I don’t think so. I think so too. In conclusion, In summary, In the beginning, No way! Oh, come on! Sorry, but that’s not my opinion. That’s a good point. That’s exactly what I think. That’s right. Yeah, I know! | Nouns adjustment commitment generosity kindness transition Verbs attend decrease distribute enhance inspire measure owe suspect tend (to) | Adjectives positive proud reliable remarkable selfish Adverbs extremely Collocations an act of kindness extraordinary generosity generosity toward the kindness of strangers through the generosity of (someone) treat (someone) with kindness |
Topic 10 Communication (36+17=53) (O:21, A:16) | Nouns assistance constraint coverage landscape pen pal sympathy tone Verbs interpret observe process require Adjectives ancient efficient one-sided remote sealed Adverb adequately | Phrasal Verbs build up Phrases I’m fed up with… I’m so glad/happy (about)… I’m upset about… I’ve had it! It bothers me when… Oh, I’m so sorry! Really? That’s great! That’s interesting/amazing! That’s terrible! That’s terrific! That’s too bad. You’re kidding! Idioms all ears be a snap drop someone a line fight an uphill battle get something off your chest | Nouns consistency curiosity demand dimension feature moderation Verbs react reconsider shorten warn | Adjectives complementary conventional creative debatable instantaneous restricted Adverb potentially |
Note: Italicized words appear in the Oxford 3000 list. Underlined words appear in the Academic Word List (AWL).
| Listening/Speaking | Reading & Writing |
Topic 1 First Impressions | Auxiliary verbs do, be, have | Real conditionals: present and future |
Topic 2 Food and Taste | Quantifiers with count/non-count nouns | Ordering of adjectives |
Topic 3 Success | Gerunds and infinities as the objects of verbs | Subject-verb agreement |
Topic 4 New Perspectives | Simple past and present perfect | Parallel structure |
Topic 5 Responsibility | Tag questions | Gerunds and infinitives |
Topic 6 Advertising | Modals that express attitudes | Compound sentences with and, but, so, and or |
Topic 7 Risk | Past perfect | Shifts between past and present in narrative writing |
Topic 8 Cities | Separable and inseparable phrasal verbs | Passive voice |
Topic 9 Money | Sentence types – declarative, interrogatory, imperative, and exclamatory | Complex sentences |
Topic 10 Communication | Comparatives with adjectives | Sentence fragments |
2.3.5Grammatical Progression
2.2.6Subject Areas
Topic | Listening/Speaking | Reading & Writing |
First Impressions | Psychology, Interpersonal Communication | Interpersonal Communication, Jobs and Work |
Food and Taste | Nutrition, Food Services | Food, Nutrition |
Success | Business Management, Psychology | Business, Sports and Competition |
New Perspectives | Finance, Journalism/Sociology | Social Networking, Technology |
Responsibility | Business/Ecology, Business/Sociology | Psychology, Biology |
Advertising | Advertising, Business/Ethics | Advertising, Business |
Risk | Finance/Film Study, Zoology | Psychology, Extreme Sports |
Cities | Urban Studies, Sociology | Environmental Science, City Planning |
Money | Psychology, Personal Finance/ Psychology | Charity, Psychology |
Communication | Communication, Sociology | Communication Studies, Social Networking |
2.4Level 4
Framework Texts:Q Skills for Success - Listening and Speaking 4
Q Skills for Success - Reading and Writing 4
IELTS Equivalency: 5.0 - 6.0
2.4.1Goals
Listening/Speaking | Reading | Writing |
• Predict content • Listen for main ideas • Listen for details • Take notes to prepare for a presentation or group discussion | • Preview text using a variety of strategies • Read for main ideas • Read for details • Activate schema with photos/picture • Use glosses and footnotes to aid comprehension • Read and recognize different text types | • Write paragraphs of different genres • Plan before writing • Make an outline • Revise, edit, and rewrite • Give feedback to peers and self |
2.4.2Supporting Skills
· Make judgments and evaluations
· Set and achieve goals
· Integrate information from multiple sources
· Support opinions with reasons or examples
· Organize and categorize information
· Relate topic information to self
· Make inferences and predictions
· Expand vocabulary
2.4.3Objectives and Outcomes
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| Listening/Speaking | Reading | Writing |
Topic 1 – Power and Responsibility | Objectives | · Listen for expressions that announce a topic to anticipate what you will hear · Listen to results of a study to understand evidence · Distinguish stressed and unstressed syllables to better identify words in speech · Use repetition of signal words to draw attention to main ideas · Discuss a reading with group members to analyze the author’s points | · Read subheadings to anticipate content · Complete a chart to capture main ideas · Preview text and predict what a text is about | · Develop a paragraph: topic, supporting, and concluding sentences · Write an analysis paragraph |
Tasks | Give a presentation about effective leadership and how to avoid the negative effects of power. | Analyze the qualities that make a person a hero and provide examples of the accomplishments of heroes. |
Topic 2 - Appearances | Objectives | · Identify new and previously known information to focus on important details · Decide which information to take notes on so note- taking is efficient · Listen for unstressed vowels to recognize individual words in speech · Confirm that you understand what another has said · Give another person advice to help handle a difficult situation | · Annotate and highlight a text to identify important ideas · Use a graphic organizer to understand reasons | · Use adjectives, sensory language, and details to create descriptive language · Write a descriptive essay |
Tasks | Role-play a conversation offering advice to help someone become better organized. | Describe aspects of a product or service to make someone want to purchase or use it. |
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| Listening/Speaking | Reading | Writing |
Topic 3 – Growing Up | Objectives | · Pay attention to titles, previous experience, etc. to anticipate information · Listen for key words to understand who is performing an action · Give individual and small-group presentations to define a term and explain it · Stress important words in speech to communicate important information · Brainstorm ideas to prepare for a presentation | ·
Locate specific information in a text to understand context better · Make inferences to improve comprehension and understand a text more deeply | · Use time words and clauses to express the order of events · Write a narrative essay with an introduction, body, and conclusion |
Tasks | Present a personal story describing an important event in your life that made you feel like an adult. | Relate a personal memory of someone or something that influenced you when you were younger. |
Topic 4 – Health Care | Objectives | · Listen for reasons to better understand the view and actions of others · Listen for numbers to better understand circumstances · Distinguish between similar-sounding words to understand exactly what a speaker says · Ask open-ended and follow-up questions to get information and to keep a conversation going · Interview others to discover widespread trends | · Understand purpose and types of organization patterns to read more critically | · Identify hooks, thesis statements, and topic sentences · Write a five-paragraph problem and solution essay |
Tasks | Participate in an interview about the advantages and disadvantages of medical tourism. | Identify and describe a harmful environmental issue and propose a possible solution to the problem |
Topic 5 – Art Today | Objectives | · Make inferences to more fully understand what someone says · Recognize the meaning of speed, pitch, and tone · Avoid answering questions to keep certain information out of a conversation | ·
Locate specific information in a text to understand main ideas · Use compare and contrast organization to examine similarities and differences between two subjects | · Identify patterns of organization in compare and contrast essays · Write a five-paragraph compare and contrast essay |
Tasks | Role-play a conversation expressing personal opinions about what makes art popular. | Compare and contrast two artists, performers, or works of art that share an interesting relationship. |
Topic 6 – The Science of Food | Objectives | · Understand a speaker’s bias to put information into perspective · Listen for examples to better understand general statements · Express interest during a conversation to encourage the speaker to continue · Use rising intonation to indicate attitudes and purposes | · Recognize a writer’s bias to better evaluate his or her ideas | · Identify patterns of organization in cause and effect essays · Write a five-paragraph cause and effect essay |
Tasks | Participate in a debate on food science, stating and supporting your opinions about food modification. | Express your opinions about the positive or negative effects of science on the food we eat. |
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| Listening/Speaking | Reading | Writing |
Topic 7 – Work and Education | Objectives | · Listen for contrasts to understand relationships of ideas · Listen for specific words or phrases to complete a transcript · Change the topic to move a conversation into a comfortable area · Talk about real and unreal conditions to speculate about choices | · Locate specific information in a text · Use an outline to understand how a text is organized and to aid study | · Compare two summaries · Write a summary |
Tasks | Participate in a group discussion about qualifications of job applicants and arrive at a hiring decision. | Summarize important points of a text by paraphrasing the author’s purpose, thesis statement, main ideas, and conclusions. |
Topic 8 - Discovery | Objectives | · Listen for signal words and phrases to understand the structure of a listening passage · Listen for reasons and methods to understand a narrative · Recognize vowel linkages to distinguish words a speaker uses · Use questions to maintain listener interest · Use direct and indirect quotations to report information from sources | · Understand the purpose of quoted speech · Distinguish fact from opinion | · Summarize information from an opinion essay · Write a five-paragraph opinion essay |
Tasks | Recount the events involved in a personal discovery you made accidentally and tell how it affected you. | State and defend your opinion about whether a specific discovery or type of exploration is a good or bad thing. |
Topic 9 – Humans and Nature | Objectives | · Listen carefully to an introduction to prepare for upcoming information · Recognize vocabulary patterns in a listening passage · Use persuasive language to encourage positive attitudes toward your positions · Use reduced forms of pronouns and verbs to achieve a proper tone | · Identify sources of information · Take episodic notes on a narrative | · Use different types of sentences (passive, reported speech, etc.) to add variety to your writing · Write a five-paragraph narrative essay |
Tasks | Role-play a meeting in which you present and defend an opinion in order to persuade others. | Relate a story about how people connect with nature in a positive or negative way. |
Topic 10 – Child’s Play | Objectives | · Listen for causes and effects to understand relationship among ideas · Listen for opinions to match them with the people who hold them · Add to a speaker’s comments to become an active conversation partner · Use thought groups to segment sentences into understandable pieces | · Identify counterarguments and refutations to better evaluate ideas in a text · Complete a chart to capture main ideas | · Understand the elements of a persuasive essay · Write a five-paragraph persuasive essay |
Tasks | Participate in a group discussion about how to encourage children to exhibit good sportsmanship. | Make arguments to persuade readers that video games are helpful or harmful to children. |
2.4.4Lexical Progression
Total words: 578Average words / topic: 57.8
Oxford 3000: 255 (44.1%)AWL: 234 (40.4%)
| Listening/Speaking | Reading & Writing |
Topic 1 Power and Responsibility (22+24=46) (O:34, A:27) | Nouns aspect contact criticism executive expert favoritism issue perspective potential staff style title | Verbs acknowledge address advance assess exemplify negotiate outline Adjectives capable effective ethical | Nouns access achievement adversity contamination mentality participant proceeds resolve version vision Verbs allocate aspire (to) confront | convene customize embody pursue venture Adjectives acknowledged (for) constrained inclined primary Adverbs inherently ultimately |
Topic 2 Appearances (24+46=70) (O:22, A:25) | Nouns anecdote bias chaos cycle enthusiasm investor morale norm reward trend Verbs associate conduct embrace recognize stifle | Phrasal Verbs point out stumble upon turn out Adjectives appropriate cautious inflexible open-minded stimulating Adverb moderately | Nouns concept individual investment negative pedestrian priority residence Verbs distinguish evolve feature focus liberate minimize promote remove tend visualize | Adjectives neutral potential sophisticated urban Adverb mentally Phrasal Verb allude to Collocations Adjective + Noun full story hard time modern times the old days personal item personal style | quick look social rules Verb + Noun catch the eye create a mood give an impression grab attention make an impression take a look take pleasure Preposition + Noun at a time in a hurry in a way in the field in theory on the market over time |
Note: Italicized words appear in the Oxford 3000 list. Underlined words appear in the Academic Word List (AWL).
| Listening/Speaking | Reading & Writing |
Topic 3 Growing Up (24+38=62) (O:19, A:18) | Nouns barrier burden confusion contradiction contributor frustration guidance initiation isolation marker milestone satisfaction sibling transition | Adjectives capable carefree entitled Verbs assume pinpoint resent reverse run Adverb morally Phrase in charge of | Nouns assumption colleague competence episode refuge period significance Verbs capture exaggerate motivate nurture select suspect | Phrasal Verb rely on Adjectives consistent (with) creative equipped (with) extracurricular impassioned innate profound resentful Adverbs accurately theoretically | Prefixes anti- co- extra- in- inter- mid- mis- re- Suffixes -ate -ence / -ance -ent / -ant -ful -ize -tion |
Topic 4 Health Care (22+31=53) (O:31, A:32) | Nouns access environment facility image obligation private sector procedure resident shortage Verbs benefit deteriorate | export focus found practice resign Adjectives luxurious rural skilled standard state-of-the-art typical | Nouns consequence impact implication incidence media (the) norm outbreak resident resource result statistic vehicle | Verbs disrupt increase infiltrate peak prohibit Phrasal Verbs dispose of go up Adjectives accelerated | concentrated intense severe Adverbs annually collectively Subordinators as long as if even if only if unless when |
Topic 5 Art Today (22+45=67) (O:30, A:20) | Nouns amateur appreciation breed circulation convention development encounter gallery generation marketing operation panel reproduction series | Verbs clone expand identify (with) recall regard Adjective unique Adverb overseas Idiom take note of | Nouns amateur craft instinct passion patience persistence recognition talent Verbs devote inspire neglect overcome sustain tackle | undertake Adjectives inferior profound tedious Adverbs essentially Phrasal Verbs burn out count on stand out Subordinators although | though whereas while Transitions conversely despite this however in contrast in spite of this likewise nevertheless nonetheless on the other hand similarly though |
Note: Italicized words appear in the Oxford 3000 list. Underlined words appear in the Academic Word List (AWL).
| Listening/Speaking | Reading & Writing |
Topic 6 The Science of Food (22+38=60) (O:33, A:34) | Nouns commodity consumer controversy debate ethics hurdle modification reaction trait Verbs alter compound consist (of) consume | Adjectives adverse artificial disturbing identical optimal significant substantial superfluous ultimate | Nouns access approach benefit expert finding link milestone source Verbs arise (from) cause convince challenge contribute (to) | develop (from) eliminate encourage exploit lead (to) modify participate shift Phrasal Verbs bring about result in sink in stem from | Adjectives major physical practical stable Adverbs currently primarily Phrases be brought about by be caused by be due to be a factor in be responsible for |
Topic 7 Work and Education (24+23=47) (O:28,A:22) | Nouns advancement attitude career path concept model peer point structure Verbs commute dare devote face figure log | Phrasal verbs count on stand out Adjectives loyal particular rigorous stable Adverbs currently radically Phrases/Idioms climb the ladder serve one well | Nouns expertise incentive income institution pattern transition Verbs acquire adjust analyze anticipate approach | contact enable encounter interpret utilize Adjectives ambiguous collaborative constant fixed particular permanent reluctant |
Topic 8 Discovery (25+36=61) (O:11,A:15) | Nouns adhesive breakthrough innovation miracle odds reunion sponsor triumph Verbs ache adopt exploit interact Adjectives alert | biological deprived flammable inadvertent inconceivable mandatory obvious synthetic unreliable Adverb vastly Phrases face to face in all probability | Nouns conflict conservation conversion dilemma extinction habitat motive range restoration species specimen Verbs adopt cite | classify confirm deter Adjectives fatal hostile inevitable moral multiple restricted Adverbs critically genuinely | Roots -bio- -dict- -gen- -port- -sci- -scrib- -script- -spec- -spect- -vers- -vid- -vis- |
Note: Italicized words appear in the Oxford 3000 list. Underlined words appear in the Academic Word List (AWL).
| Listening/Speaking | Reading & Writing |
Topic 9 Humans and Nature (24+24=48) (O:20, A:17) | Nouns crisis decade individual inhabitant injury refuge species substance Verbs adapt decrease disperse emerge grip present retreat track | Adjectives alarming devastating enclosed fragile meager toxic Adverbs indefinitely potentially | Nouns battle brutality maintenance nuisance pest shelter siege territory Verbs appeal devour handle indicate invade seek | Phrasal verb resort to Adjectives accessible apprehensive hysterical intrigued laborious ravenous reliant stranded Phrase turn out to be |
Topic 10 Child’s Play (24+40=64) (O:27, A:24) | Nouns ambition apex beneficiary burnout era funding intensity journalist obsession spectator Verbs collapse conclude dominate escalate invest regret | Adjectives brutal former fundamental integral modest reasonable vulnerable Adverb ultimately | Nouns ability (to) catalyst effect (of) essence skeptic therapy Verbs concentrate (on) conduct incorporate (. . . into) inhibit learn (about) regulate represent (. . . for) strive work (with) Phrasal Verbs engage in give in to rob . . . of Adjectives beneficial | complex concerned (about) conflicted evident grim guilty (about) innovative involved (in) mundane predetermined rigid structured subtle vital (for) Adverbs consequently impulsively Subordinators although despite the fact that even though though while |
Note: Italicized words appear in the Oxford 3000 list. Underlined words appear in the Academic Word List (AWL).
2.4.5Grammatical Progression
| Listening/Speaking | Reading & Writing |
Topic 1 Power and Responsibility | Gerunds and infinitives | Restrictive relative clauses |
Topic 2 Appearances | Subjunctive verbs for suggestions | Definite and indefinite articles |
Topic 3 Growing Up | Transitive and intransitive phrasal verbs | Past perfect |
Topic 4 Health Care | Past unreal conditionals | Real conditionals |
Topic 5 Art Today | Present perfect and present perfect continuous | Subordinators and transitions to compare and contrast |
Topic 6 The Science of Food | Comparative forms of adjectives and adverbs | Agents with the passive voice |
Topic 7 Work and Education | Simple, compound, and complex sentences | Reported speech with the present tense |
Topic 8 Discovery | Structures for indirect speech | Adverb phrases of reason |
Topic 9 Humans and Nature | Relative clauses | Parallel structure and ellipsis |
Topic 10 Child’s Play | Real conditionals | Adverbs clauses of concession |
2.4.6Subject Areas
Topic | Listening/Speaking | Reading & Writing |
Power and Responsibility | Business Management, Human Resources Management | Cultural Anthropology, Education and Social Issues |
Appearances | Psychology, Fashion Design | Psychology & Business, Design & Marketing |
Growing Up | Cultural Anthropology, Developmental Psychology | Developmental Psychology, Writing |
Health Care | Public Health, Public Policy | Health & Public Policy, Consumer Tips |
Art Today | Art, Aesthetics | Music & Writing, Art |
The Science of Food | Nutrition, Agriculture & Genetics | Nutrition & Diet, Marketing & Sociology |
Work and Education | Business Management, Career Counseling | Education & Business, Careers |
Discovery | History of Science, Psychology | Anthropology, Zoology |
Humans and Nature | Ecology, Climatology | Narrative, Suburban Ecology |
Child’s Play | Child Development, Sports Medicine | Psychology, Child Development |
2.5Level 5 (Capstone)
Framework Texts:Q Skills for Success - Listening and Speaking 5
Q Skills for Success - Reading and Writing 5
IELTS Equivalency: 6.0 - 7.0
2.5.1Goals
Listening/Speaking | Reading | Writing |
• Predict content • Listen for main ideas • Listen for details • Take notes to prepare for a presentation or group discussion | • Preview text using a variety of strategies • Read for main ideas • Read for details • Use glosses and footnotes to aid comprehension • Read and recognize different text types | • Write essays of different genres • Plan before writing • Revise, edit, and rewrite • Give feedback to peers and self • Make an outline |
2.5.2Supporting Skills
· Assess prior knowledge of content
· Set and achieve goals
· Integrate information from multiple sources
· Connect ideas across texts or readings
· Express ideas/reactions/opinions
· Relate topic information to self
· Assess and evaluate information
· Expand vocabulary
2.5.3Objectives and Outcomes
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| Listening/Speaking | Reading | Writing |
Topic 1 – New Media | Objectives | · Listen for the relationships between main ideas and details · Listen of specific vowel sounds · Use note cards · Converse about advantages and disadvantages · Convey numerical information · Conduct a survey | · Annotate a text using various techniques · Summarize main ideas | · Use time transitions to write about a process · Write a process essay |
Tasks | Develop and administer a survey focused on media preferences, analyze the results, and report your findings. | Develop a process essay describing how to do an activity with which you are familiar. |
Topic 2 - Language | Objectives | · Understand inferences · Listen for events in a chronology · Use figurative language · Practice using word stress to emphasize ideas · Imply ideas instead of stating them directly · Narrate a story | · Find evidence to distinguish main ideas from details | · Write an extended definition to analyze a concept |
Tasks | Develop a narrative incorporating figurative language that chronologically details an incident of language loss or an inability to communicate. | Prepare an extended definition of a word or concept from another language or culture for which there is no equivalent term or idea in English. |
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| Listening/Speaking | Reading | Writing |
Topic 3 – Work and Fun | Objectives | · Formulate pre-listening questions about a topic · Discuss preferences and alternatives · Use intonation to express choices and alternatives · Plan a persuasive presentation · Convince listeners to opt for one choice among many | · Identify contrasting ideas to follow an authors ideas and main ideas | · Use evidence to support an argument · Write a persuasive essay |
Tasks | Plan and present a school vacation in a way that will persuade your classmates to select it for their spring break alternative trip. | Develop a persuasive essay arguing why a particular leisure activity should or should not be considered work. |
Topic 4 – Deception | Objectives | · Recognize appositives that explain · Listen to identify root words and suffixes · Ask for and give clarification of information · Narrate incident in your life · Explains reasons for opinions · Use relative clauses in a presentation | · Read captions and figures to see connections to the text · Locate main ideas in a text | · Use unity to be clear, interesting, and persuasive · Write a proposal describing an ad |
Tasks | Deliver a presentation that describes and gives examples of how optical illusions are used and discusses implications of their use. | Create an advertising proposal describing your idea for a print or Web advertisement. |
Topic 5 – Global Citizenship | Objectives | · Organize notes with a T-chart · Listen for problems and solutions · Listen for numbers · Cite sources · Use numbers in presentations · Practice stress and intonation patterns in quoting directly from sources | · Make inferences to improve comprehension and understand a text more deeply · Sequence ideas presented in a text | · Organize supporting ideas to make writing more coherent · Write an essay |
Tasks | Identify and report on aspects of a global problem. | Prepare an essay describing the importance of global cooperation. |
Topic 6 – Personal Space | Objectives | · Recognize organizational cues · Understand the overall structure of a passage · Give advice · Practice conversational skills in an advice-giving situation | · Recognize the connections between ideas using pronoun referents · Use an outline to organize main ideas · Locate specific information in a text | · Use the passive voice when appropriate to focus information and add variety to writing · Use old-new information structure to connect sentences logically while developing ideas · Use constant information structure to define or explain a complex topic |
Tasks | Role-play a talk show focused on identifying and solving conflicts centered on issues of personal space. | Develop an analytical essay depicting a public place and ways to make it more appealing. |
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| Listening/Speaking | Reading | Writing |
Topic 7 – Alternative Thinking | Objectives | · Use a table to organize note-taking · Distinguish between facts and opinions · Use formal and informal language · Practice persuading listeners to accept a new idea | · Anticipate content through questions to be an active reader · Locate support for main ideas · Match subtitle to content | · Paraphrase effectively to integrate others’ ideas in writing · Write a business plan |
Tasks | Develop a marketing presentation designed to sell a new invention or idea. | Prepare a business plan that describes an innovative new garbage recycling company to potential investors. |
Topic 8 - Change | Objectives | · Recognize attitudes · Recognize meaning conveyed by intonation patterns · Paraphrase · Speak about future plans and conditions · Conduct an interview | · Match content to topic · Identify the author’s intent to better analyze texts and become a more critical reader | · Summarize to understand and recall main ideas when taking an exam or writing papers · Recognize key indicators and examples that can signal intent · Write a summary and response essay |
Tasks | Interview a classmate and report on that person’s attitudes concerning change. | Develop a summary and response essay based on an informational text. |
Topic 9 – Energy | Objectives | · Listen for cause and effect · Listen to associate ideas with different speakers · Debate opinions · Converse informally about social issues | · Organize notes and annotations in a chart · Locate information in a text · Take notes organized by main ideas and details | · Learn the difference between the organization of a causal analysis and an effects analysis essay · Combine cause/effect and adjective/verb collocations into complex sentences · Write and cause and effect essay |
Tasks | Participate in a class debate in which you support opinions concerning the future of energy. | Prepare a cause-and effect essay analyzing two or three methods for boosting energy levels. |
Topic 10 – Size and Scale | Objectives | · Listen for pros and cons · Listen for a speaker’s attitudes · Listen for word stress and determine its impact on meaning · Develop interview skills · Develop skills for answering interview questions | · Interpret emotions from speech · Understand the elements of narrative structure and analyze the plot | · Use symbols in writing to make it more interesting and meaningful · Write a short story |
Tasks | Role-play interviews for a job or a school and be prepared to answer a question that is creative or unusual. | Create a short story with an organized plot, interesting characters, and a clear point of view. |
2.5.4Lexical Progression
Total words: 531Average words / topic: 53.1
Oxford 3000: (%)AWL: (4%)
| Listening/Speaking | Reading & Writing |
Topic 1 New Media (24+24=48) (O:18, A:28) | Nouns bias component device foundation initiative medium networking source technique viewpoint Verbs transmit unfold | Adjectives accidental accountable anonymous compelling feasible finite isolated liberating logistical unique upfront Phrase on demand (idiom) | Nouns anonymity commentary discourse medium proliferation relevance Verbs acknowledge compile confine convey deny disseminate establish | improvise register relay reveal transform Phrasal Verb account for Adjectives distinctive diverse random renegade Adverb ultimately |
Topic 2 Language (25+24=49) (O:21, A:27) | Nouns boundary consciousness fragment function incident insight outburst perception recovery sentiment structure Verbs gesticulate imitate persist regain reveal | Adjectives adequate external fascinating intense invisible overall tangible tranquil Adverbs invariably | Nouns cure ethnicity habitat initiative revival scenario shift Verbs abandon assimilate confine exploit oblige persist | retain substitute suppress target Adjectives indigenous integral predominant Phrases divorced from in the face of in jeopardy wake-up call |
Note: Italicized words appear in the Oxford 3000 list. Underlined words appear in the Academic Word List (AWL).
| Listening/Speaking | Reading & Writing |
Topic 3 Work and Fun (40+24=64) (O:11, A:) | Nouns atmosphere baby boomer collaboration concept coordinator database demographics exhibit expedition grasslands high school homework impact nature reserve | network outreach oversight preservation range resource site testing ground woodlands Verbs familiarize pioneer prompt restore underline validate | Adjectives cross-cultural diverse ecological enticing eye-opening hands-on indigenous interactive short-term Phrases immerse oneself in raise awareness | Nouns boom commentator consensus glimpse gray area incentive labor leisure reflex strategy Verbs estimate exaggerate idolize regard | Phrasal Verb engage in Adjectives emerging menial sophisticated thriving wired Adverb respectively Phrases play catch-up the going rate the odds are |
Topic 4 Deception (24+24=48) (O:, A:) | Nouns camouflage illusion link perception phenomenon predator prey survival | Verbs adapt distract manipulate mature mimic resemble utilize Phrasal Verbs tap into work out | Adjectives cognitive elaborate infinite obvious subjective supernatural Adverb virtually | Nouns alteration bias campaign competitor paradox precision scale white lie Verbs concoct distort document justify manipulate | omit portray scrutinize Adjectives credible ethical inherent legitimate principal prominent tempting Phrase left in the dark |
Topic 5 Global Citienship (33+25=58) (O:, A:) | Nouns accounting activist commodity co-op economy expenditure intermediary investor processor speculation standard | Verbs afford devise exploit guarantee transform Adjectives core ethical intangible massive proactive sustainable | Adverb roughly Phrases accounting practices confidence of investors core strategies emerging economy ethical goods household expenditures intangible assets labor standards social impact sustainable market | Nouns approach collaboration counterpart dedication erosion Plan B scarcity urgency vulnerability wariness Verbs confront conserve consolidate eliminate | Adjectives crucial dependable devastating extinct genetic inevitable orbiting robust Phrases a bump in the road play hardball |
Note: Italicized words appear in the Oxford 3000 list. Underlined words appear in the Academic Word List (AWL).
| Listening/Speaking | Reading & Writing |
Topic 6 Personal Space (24+24=48) (O:, A:) | Nouns belongings clue domain extrovert framework gender introvert profile radius trait Verbs clarify invade modify propose | Adjectives adjacent crucial remarkable suburban Adverbs moderately tentatively Phrases affiliate with ingrained in Phrasal Verbs engage in refrain from | Nouns controversy criteria division proponent Verbs accommodate anticipate concede encounter mingle negotiate reinforce Adjectives appealing counterintuitive | fatal hybrid isolated neutral nomadic regulated specialized Adverb intentionally Phrasal Verb pop up Phrases in decline form bonds |
Topic 7 Alternative Thinking (25+24=49) (O:,A:) | Nouns bar code buzzword compound container grant idiom incentive infrastructure protocol prototype Verbs convert convince deny implement | propel submit verify Adjectives impromptu outrageous reluctant substantial Adverbs consistently periodically Phrases anecdotal evidence shortage of | Nouns bankruptcy conservation constraint consultant corporation deficit desperation disposal elimination entrepreneur fertilizer founder habitat investor retailer revenue | Verbs anticipate commit incinerate thrive Adjectives abundant contaminated obsolete sustainable |
Topic 8 Change (37+24=61) (O:,A:) | Nouns attention span breakthrough elder irony nomad obligation payoff psyche roots stability subsidy Verbs accomplish contemplate | cope embrace evolve settle sustain Phrasal Verbs give away give back give up keep at keep away from keep up with pick out | pick up pick up on turn back turn down turn in Adjectives critical elite evolved intrepid marginal mundane Phrase make a living | Nouns competence consistency dermatology diagnosis incidence intention novelty transformation Verbs conduct doom project trigger undertake | urge Adjectives conceivable conscientious impulsive olive-toned phenomenal scorching sun-kissed Phrases lose one’s appetite the jury is still out with a vengeance |
Note: Italicized words appear in the Oxford 3000 list. Underlined words appear in the Academic Word List (AWL).
| Listening/Speaking | Reading & Writing |
Topic 9 Energy (34+24=58) (O:, A:) | Nouns aerospace bill capacity center commission consumption current efficiency emission exporter fossil fuels generation hydropower power reliance root state stretch | Verbs conserve harness tap Adjectives beneficial chronological conducive controversial free geothermal intermittent misguided predictable present Phrases in the scheme of things large-scale thought-provoking | Nouns carbohydrate component concentration dilemma disclaimer fatigue hormone immune system metabolism mystique protein stamina | Verbs alleviate bar contend digest foster restore Adjectives agitated minimal refined unfounded Phrases relative to take issue |
Topic 10 Size and Scale (24+24=48) (O:, A:) | Nouns agency analysis facilities feasibility flexibility investment motto passion priority Verbs audit collapse conduct enable facilitate narrow outsource | Adjectives countless distinguished diversified extracurricular intimidating simultaneous widespread Phrase in the same league | Nouns captain fault home game nil pattern tackle torture Verbs boast chant flicker pretend shrug wander | Adjectives tactical withdrawn Phrasal Verb get away with Phrases as a favor be ashamed of be supposed to feel guilty get sick of it wouldn’t have killed me make the effort take (something/someone) for granted |
Note: Italicized words appear in the Oxford 3000 list. Underlined words appear in the Academic Word List (AWL).
2.5.5Grammatical Progression
| Listening/Speaking | Reading & Writing |
Topic 1 New Media | Participial adjectives | Adjective phrases |
Topic 2 Language | Passive voice | Contrast and concession connectors |
Topic 3 Work and Fun | Comparative structures | Noun clauses |
Topic 4 Deception | Relative clauses | Quantifiers |
Topic 5 Global Citizenship | Reported speech | Parallel structure and ellipsis |
Topic 6 Personal Space | Conditionals | Passive voice to focus information |
Topic 7 Alternative Thinking | Noun clauses | Modals of possibility |
Topic 8 Change | Gerunds and infinitives | Subject-verb agreement |
Topic 9 Energy | Adverb clauses | Cause-and-effect connectors |
Topic 10 Size and Scale | Parallel structure | Tense shifts in narratives |
2.5.6Subject Areas
Topic | Listening/Speaking | Reading & Writing |
New Media | Journalism, Cultural Anthropology | Journalism, Culture & Media |
Language | Neuroscience, Cognitive Science | Language & Culture, Linguistics |
Work and Fun | Travel & Tourism, Environmental Science | Economics & Work, Sociology & Popular Culture |
Deception | Zoology, Psychology | Geography & Advertising, Ethics & Media |
Global Citizenship | Business, Economics | Agriculture, Space |
Personal Space | Psychology, Social Psychology | Design & Sociology, Engineering & Urban Planning |
Alternative Thinking | Public Health, Recreation & Fitness | Ecology, Science |
Change | Cultural Anthropology, Business | Psychology, Culture & Health |
Energy | Public Policy, Engineering | Health & Lifestyle, Business & Nutrition |
Size and Scale | Business Management, Education | Fiction, Fiction |
