ACADEMIC ENGLISH • LESSON 01 • 30 MINUTES
Campus Orientation
Today I can: find important places and services on campus.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Campus Orientation”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AExcuse me, where is the registrar office?
BIt is beside the main lecture hall.
AI also need a student ID and the course catalog.
BYou can ask about both during office hours.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AExcuse me, where is the registrar office?
BIt is beside the main .
AI also need a student ID and the course catalog.
BYou can ask about both during .
PART B
Teacher reads B • Student completes and speaks A
AExcuse me, where is the ?
BIt is beside the main lecture hall.
AI also need a and the course catalog.
BYou can ask about both during office hours.
5EASY ENGLISH
Easy ruleUse location phrases and polite questions to navigate campus.
Model: Could you tell me where the seminar room is?
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
Could you tell me where the seminar room is?
7ROLE-PLAY
STUDENT AYou are a campus guide. Explain locations and services.
STUDENT BYou are a new student. Ask for three things you need.
ACADEMIC ENGLISH • LESSON 02 • 30 MINUTES
Following a Lecture
Today I can: identify and organize key information from a lecture.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Following a Lecture”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AWhat was the main point of today’s lecture?
BThe professor gave a supporting example on the slide deck.
AI missed the key definition while taking notes.
BIt is also printed on the lecture handout.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AWhat was the main point of today’s lecture?
BThe professor gave a on the slide deck.
AI missed the key definition while taking notes.
BIt is also printed on the .
PART B
Teacher reads B • Student completes and speaks A
AWhat was the of today’s lecture?
BThe professor gave a supporting example on the slide deck.
AI missed the while taking notes.
BIt is also printed on the lecture handout.
5EASY ENGLISH
Easy ruleListen for signposting phrases such as “first,” “for example,” and “in conclusion.”
Model: The main point is supported by two examples.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
The main point is supported by two examples.
7ROLE-PLAY
STUDENT AYou are a student comparing notes.
STUDENT BYou are a classmate explaining the lecture structure.
ACADEMIC ENGLISH • LESSON 03 • 30 MINUTES
Joining a Seminar
Today I can: express and support ideas in a seminar.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Joining a Seminar”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AWhat is the author’s central claim?
BThe claim is supported by evidence from a credible source.
AI see a possible counterargument.
BPlease explain it and include an in-text citation.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AWhat is the author’s central claim?
BThe claim is supported by evidence from a .
AI see a possible counterargument.
BPlease explain it and include an .
PART B
Teacher reads B • Student completes and speaks A
AWhat is the author’s ?
BThe claim is supported by evidence from a credible source.
AI see a possible .
BPlease explain it and include an in-text citation.
5EASY ENGLISH
Easy ruleUse “I would argue…” and “The evidence suggests…” for academic discussion.
Model: The evidence suggests a different conclusion.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
The evidence suggests a different conclusion.
7ROLE-PLAY
STUDENT AYou are the seminar leader. Invite and challenge ideas.
STUDENT BYou are a student. State a claim and respond to a counterargument.
ACADEMIC ENGLISH • LESSON 04 • 30 MINUTES
Planning Research
Today I can: describe the main parts of a research project.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Planning Research”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AWhat is your hypothesis?
BI will test it with a questionnaire.
AHow many research participants are in the data set?
BFifty. The key finding will appear in the final report.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AWhat is your hypothesis?
BI will test it with a .
AHow many research participants are in the data set?
BFifty. The will appear in the final report.
PART B
Teacher reads B • Student completes and speaks A
AWhat is your ?
BI will test it with a questionnaire.
AHow many s are in the data set?
BFifty. The key finding will appear in the final report.
5EASY ENGLISH
Easy ruleUse future forms for plans and the past tense when reporting completed research.
Model: The methodology combines a questionnaire with interviews.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
The methodology combines a questionnaire with interviews.
7ROLE-PLAY
STUDENT AYou are a research supervisor. Ask about the study design.
STUDENT BYou are a researcher. Explain the hypothesis and methodology.
ACADEMIC ENGLISH • LESSON 05 • 30 MINUTES
Reading an Article
Today I can: locate and summarize information in an academic article.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Reading an Article”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AStart with the article abstract to understand the topic.
BThis technical term is new to me.
AUse the context clue in the body paragraph.
BThen write an author summary in your own words.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AStart with the article abstract to understand the topic.
BThis is new to me.
AUse the context clue in the body paragraph.
BThen write an in your own words.
PART B
Teacher reads B • Student completes and speaks A
AStart with the to understand the topic.
BThis technical term is new to me.
AUse the context clue in the .
BThen write an author summary in your own words.
5EASY ENGLISH
Easy ruleSkim headings first, then scan for specific evidence and terminology.
Model: The abstract gives a concise overview of the study.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
The abstract gives a concise overview of the study.
7ROLE-PLAY
STUDENT AYou are a reading tutor. Guide the reading process.
STUDENT BYou are a student. Explain the article’s purpose and one key idea.
ACADEMIC ENGLISH • LESSON 06 • 30 MINUTES
Writing an Essay
Today I can: organize a clear academic essay.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Writing an Essay”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AYour thesis statement is clear.
BDoes each body paragraph have a topic sentence?
AYes, with a supporting detail and a linking phrase.
BGood. Add a final conclusion and check the reference list.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AYour thesis statement is clear.
BDoes each body paragraph have a ?
AYes, with a supporting detail and a linking phrase.
BGood. Add a and check the reference list.
PART B
Teacher reads B • Student completes and speaks A
AYour is clear.
BDoes each body paragraph have a topic sentence?
AYes, with a and a linking phrase.
BGood. Add a final conclusion and check the reference list.
5EASY ENGLISH
Easy ruleEach paragraph should make one clear point and connect it to the thesis.
Model: This essay argues that flexible study improves participation.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
This essay argues that flexible study improves participation.
7ROLE-PLAY
STUDENT AYou are a writing tutor. Give structural feedback.
STUDENT BYou are a student. Explain and improve the essay plan.
ACADEMIC ENGLISH • LESSON 07 • 30 MINUTES
Giving a Presentation
Today I can: deliver a clear academic presentation.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Giving a Presentation”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AWho is your target audience?
BFirst-year students. I prepared a simple visual aid.
ARemember eye contact and a clear verbal signpost.
BI will practice those during the presentation rehearsal.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AWho is your target audience?
BFirst-year students. I prepared a simple .
ARemember eye contact and a clear verbal signpost.
BI will practice those during the .
PART B
Teacher reads B • Student completes and speaks A
AWho is your ?
BFirst-year students. I prepared a simple visual aid.
ARemember and a clear verbal signpost.
BI will practice those during the presentation rehearsal.
5EASY ENGLISH
Easy rulePreview the structure, signpost each section, and finish with a concise takeaway.
Model: First, I will outline the problem; then, I will present the evidence.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
First, I will outline the problem; then, I will present the evidence.
7ROLE-PLAY
STUDENT AYou are a presentation coach. Give delivery advice.
STUDENT BYou are a presenter. Practice the opening and answer a question.
ACADEMIC ENGLISH • LESSON 08 • 30 MINUTES
Managing a Group Project
Today I can: coordinate tasks and communicate progress.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Managing a Group Project”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
ALet’s assign roles before we begin.
BI will create the action list and shared document.
APlease add a status report by Friday.
BThen we can exchange a peer comment before the submission date.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
ALet’s assign roles before we begin.
BI will create the and shared document.
APlease add a status report by Friday.
BThen we can exchange a before the submission date.
PART B
Teacher reads B • Student completes and speaks A
ALet’s before we begin.
BI will create the action list and shared document.
APlease add a by Friday.
BThen we can exchange a peer comment before the submission date.
5EASY ENGLISH
Easy ruleUse clear action verbs, owners, and dates when coordinating a group.
Model: I will draft the introduction and upload it by Friday.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
I will draft the introduction and upload it by Friday.
7ROLE-PLAY
STUDENT AYou are the project coordinator. Assign tasks and dates.
STUDENT BYou are a team member. Accept a role and report progress.
ACADEMIC ENGLISH • LESSON 09 • 30 MINUTES
Preparing for an Exam
Today I can: discuss effective exam preparation.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Preparing for an Exam”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AHave you finished the study guide?
BYes, and I completed a mock exam.
AThe written response was difficult under the time limit.
BLet’s practice it in our revision session.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AHave you finished the study guide?
BYes, and I completed a .
AThe written response was difficult under the time limit.
BLet’s practice it in our .
PART B
Teacher reads B • Student completes and speaks A
AHave you finished the ?
BYes, and I completed a mock exam.
AThe was difficult under the time limit.
BLet’s practice it in our revision session.
5EASY ENGLISH
Easy ruleUse a study plan that mixes recall, timed practice, and error review.
Model: I will complete one timed section and analyze my mistakes.
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
I will complete one timed section and analyze my mistakes.
7ROLE-PLAY
STUDENT AYou are a study partner. Plan a revision session.
STUDENT BYou are a student. Identify a challenge and choose a strategy.
ACADEMIC ENGLISH • LESSON 10 • 30 MINUTES
Meeting a Professor
Today I can: ask for academic feedback and negotiate a solution.
1 Start · 2m 2 Picture Words · 6m 3 Listen · 5m 4 Fill Gaps · 5m 5 Easy English · 4m 6 Speak · 3m 7 Role-play · 3m 8 Check · 2m
1LET’S START
STUDENT INSTRUCTION Look at the illustration and say what situation you see.
What could you say first in “Meeting a Professor”?
2PICTURE WORDS
STUDENT INSTRUCTION Tap each speaker, listen, and repeat twice.
3LISTEN & SAY
STUDENT INSTRUCTION Listen once, then repeat each line with your teacher.
AThank you for meeting with me during office hours.
BWhat would you like feedback on?
AMy first draft and the grading rubric.
BRevise carefully, then resubmit the work by Monday.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTION Complete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
PART A
Teacher reads A • Student completes and speaks B
AThank you for meeting with me during office hours.
B would you like feedback on?
AMy first draft and the grading rubric.
B, then resubmit the work by Monday.
PART B
Teacher reads B • Student completes and speaks A
A you for meeting with me during office hours.
BWhat would you like feedback on?
AMy first draft and the .
BRevise carefully, then resubmit the work by Monday.
5EASY ENGLISH
Easy ruleState the issue briefly, show responsibility, and ask for a specific next step.
Model: Could you explain which section I should revise first?
6SPEAK IT
STUDENT INSTRUCTION Listen to the model, then say it three times without reading.
Could you explain which section I should revise first?
7ROLE-PLAY
STUDENT AYou are the professor. Ask questions and give a next step.
STUDENT BYou are the student. Request feedback or a reasonable extension.