LESSON 11 • 30 MINUTES
Choosing a Major
Today I can: communicate clearly about choosing a major.
1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m
1LET'S START
STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.
What do you already know about choosing a major?
2PICTURE WORDS
STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.
3LISTEN & SAY
STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.
ALet's talk about choosing a major.
BSure. First, field of study.
ACan you tell me about academic adviser?
BYes. career interest.
AWhat should we remember?
Bdegree plan.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
5EASY ENGLISH
STUDENT INSTRUCTIONUse the model to make your own clear sentence.
6CHANT TOGETHER
STUDENT INSTRUCTIONTap the beat and repeat all four lines.
field of study, required course,
academic adviser — say it clearly.
career interest, change majors,
degree plan — speak with me!
7FREE ROLE-PLAY
STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.
STUDENT AStart the conversation and ask two questions about choosing a major.
STUDENT BAnswer with details and use three key phrases from this lesson.
LESSON 12 • 30 MINUTES
Building a Bibliography
Today I can: communicate clearly about building a bibliography.
1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m
1LET'S START
STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.
What do you already know about building a bibliography?
2PICTURE WORDS
STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.
3LISTEN & SAY
STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.
ALet's talk about building a bibliography.
BSure. First, source type.
ACan you tell me about publication year?
BYes. citation style.
AWhat should we remember?
Breference list.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
5EASY ENGLISH
STUDENT INSTRUCTIONUse the model to make your own clear sentence.
6CHANT TOGETHER
STUDENT INSTRUCTIONTap the beat and repeat all four lines.
source type, author name,
publication year — say it clearly.
citation style, alphabetical order,
reference list — speak with me!
7FREE ROLE-PLAY
STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.
STUDENT AStart the conversation and ask two questions about building a bibliography.
STUDENT BAnswer with details and use three key phrases from this lesson.
LESSON 13 • 30 MINUTES
Paraphrasing Sources
Today I can: communicate clearly about paraphrasing sources.
1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m
1LET'S START
STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.
What do you already know about paraphrasing sources?
2PICTURE WORDS
STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.
3LISTEN & SAY
STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.
ALet's talk about paraphrasing sources.
BSure. First, original passage.
ACan you tell me about own words?
BYes. sentence structure.
AWhat should we remember?
Bcompare versions.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
5EASY ENGLISH
STUDENT INSTRUCTIONUse the model to make your own clear sentence.
6CHANT TOGETHER
STUDENT INSTRUCTIONTap the beat and repeat all four lines.
original passage, main idea,
own words — say it clearly.
sentence structure, cite the source,
compare versions — speak with me!
7FREE ROLE-PLAY
STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.
STUDENT AStart the conversation and ask two questions about paraphrasing sources.
STUDENT BAnswer with details and use three key phrases from this lesson.
LESSON 14 • 30 MINUTES
Avoiding Plagiarism
Today I can: communicate clearly about avoiding plagiarism.
1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m
1LET'S START
STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.
What do you already know about avoiding plagiarism?
2PICTURE WORDS
STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.
3LISTEN & SAY
STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.
ALet's talk about avoiding plagiarism.
BSure. First, direct quote.
ACan you tell me about in-text citation?
BYes. common knowledge.
AWhat should we remember?
Bacademic honesty.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
5EASY ENGLISH
STUDENT INSTRUCTIONUse the model to make your own clear sentence.
6CHANT TOGETHER
STUDENT INSTRUCTIONTap the beat and repeat all four lines.
direct quote, quotation marks,
in-text citation — say it clearly.
common knowledge, similarity check,
academic honesty — speak with me!
7FREE ROLE-PLAY
STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.
STUDENT AStart the conversation and ask two questions about avoiding plagiarism.
STUDENT BAnswer with details and use three key phrases from this lesson.
LESSON 15 • 30 MINUTES
Describing a Graph
Today I can: communicate clearly about describing a graph.
1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m
1LET'S START
STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.
What do you already know about describing a graph?
2PICTURE WORDS
STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.
3LISTEN & SAY
STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.
ALet's talk about describing a graph.
BSure. First, horizontal axis.
ACan you tell me about highest point?
BYes. steady increase.
AWhat should we remember?
Boverall trend.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
5EASY ENGLISH
STUDENT INSTRUCTIONUse the model to make your own clear sentence.
6CHANT TOGETHER
STUDENT INSTRUCTIONTap the beat and repeat all four lines.
horizontal axis, vertical axis,
highest point — say it clearly.
steady increase, sharp decline,
overall trend — speak with me!
7FREE ROLE-PLAY
STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.
STUDENT AStart the conversation and ask two questions about describing a graph.
STUDENT BAnswer with details and use three key phrases from this lesson.
LESSON 16 • 30 MINUTES
Comparing Studies
Today I can: communicate clearly about comparing studies.
1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m
1LET'S START
STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.
What do you already know about comparing studies?
2PICTURE WORDS
STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.
3LISTEN & SAY
STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.
ALet's talk about comparing studies.
BSure. First, research question.
ACan you tell me about method?
BYes. similar finding.
AWhat should we remember?
Bstudy limitation.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
5EASY ENGLISH
STUDENT INSTRUCTIONUse the model to make your own clear sentence.
6CHANT TOGETHER
STUDENT INSTRUCTIONTap the beat and repeat all four lines.
research question, sample size,
method — say it clearly.
similar finding, key difference,
study limitation — speak with me!
7FREE ROLE-PLAY
STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.
STUDENT AStart the conversation and ask two questions about comparing studies.
STUDENT BAnswer with details and use three key phrases from this lesson.
LESSON 17 • 30 MINUTES
Writing a Literature Review
Today I can: communicate clearly about writing a literature review.
1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m
1LET'S START
STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.
What do you already know about writing a literature review?
2PICTURE WORDS
STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.
3LISTEN & SAY
STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.
ALet's talk about writing a literature review.
BSure. First, research theme.
ACan you tell me about summarize findings?
BYes. identify a gap.
AWhat should we remember?
Breview conclusion.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
5EASY ENGLISH
STUDENT INSTRUCTIONUse the model to make your own clear sentence.
6CHANT TOGETHER
STUDENT INSTRUCTIONTap the beat and repeat all four lines.
research theme, group sources,
summarize findings — say it clearly.
identify a gap, connect studies,
review conclusion — speak with me!
7FREE ROLE-PLAY
STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.
STUDENT AStart the conversation and ask two questions about writing a literature review.
STUDENT BAnswer with details and use three key phrases from this lesson.
LESSON 18 • 30 MINUTES
Defending a Proposal
Today I can: communicate clearly about defending a proposal.
1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m
1LET'S START
STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.
What do you already know about defending a proposal?
2PICTURE WORDS
STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.
3LISTEN & SAY
STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.
ALet's talk about defending a proposal.
BSure. First, research aim.
ACan you tell me about anticipated outcome?
BYes. possible challenge.
AWhat should we remember?
Banswer questions.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
5EASY ENGLISH
STUDENT INSTRUCTIONUse the model to make your own clear sentence.
6CHANT TOGETHER
STUDENT INSTRUCTIONTap the beat and repeat all four lines.
research aim, chosen method,
anticipated outcome — say it clearly.
possible challenge, justify the choice,
answer questions — speak with me!
7FREE ROLE-PLAY
STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.
STUDENT AStart the conversation and ask two questions about defending a proposal.
STUDENT BAnswer with details and use three key phrases from this lesson.
LESSON 19 • 30 MINUTES
Peer Review Workshop
Today I can: communicate clearly about peer review workshop.
1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m
1LET'S START
STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.
What do you already know about peer review workshop?
2PICTURE WORDS
STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.
3LISTEN & SAY
STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.
ALet's talk about peer review workshop.
BSure. First, draft paper.
ACan you tell me about margin comment?
BYes. constructive feedback.
AWhat should we remember?
Bthank the reviewer.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
5EASY ENGLISH
STUDENT INSTRUCTIONUse the model to make your own clear sentence.
6CHANT TOGETHER
STUDENT INSTRUCTIONTap the beat and repeat all four lines.
draft paper, review criteria,
margin comment — say it clearly.
constructive feedback, revise a section,
thank the reviewer — speak with me!
7FREE ROLE-PLAY
STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.
STUDENT AStart the conversation and ask two questions about peer review workshop.
STUDENT BAnswer with details and use three key phrases from this lesson.
LESSON 20 • 30 MINUTES
Research Conference
Today I can: communicate clearly about research conference.
1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m
1LET'S START
STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.
What do you already know about research conference?
2PICTURE WORDS
STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.
3LISTEN & SAY
STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.
ALet's talk about research conference.
BSure. First, conference badge.
ACan you tell me about presentation slide?
BYes. audience question.
AWhat should we remember?
Bexchange contacts.
4FILL THE GAPS & SWITCH
STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.
5EASY ENGLISH
STUDENT INSTRUCTIONUse the model to make your own clear sentence.
6CHANT TOGETHER
STUDENT INSTRUCTIONTap the beat and repeat all four lines.
conference badge, poster session,
presentation slide — say it clearly.
audience question, networking break,
exchange contacts — speak with me!
7FREE ROLE-PLAY
STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.
STUDENT AStart the conversation and ask two questions about research conference.
STUDENT BAnswer with details and use three key phrases from this lesson.