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Unit One: The environment
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Ahmad ..
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Ahmad ..
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أحمد دوابشة
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Monday, 21 September 2020, 12:29 PM
Number of replies: 0
ahmad
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Introduction to the course
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Unit One Themes
Activity (1): While listening, tick the main ideas that appear in the text.
Activity (2): Listen again, and as you listen, complete the following text.
Activity (1): Discuss these questions with your classmates.
Activity (2): Quickly read the text. With your partner, try to match the following themes (1-6) with the paragraphs (A-F).
Activity (3): Read the text carefully, and find answers to each of the following questions
Activity (4): True or False
Activity (5): Find the words/phrases in the text that mean the following:
Activity (6): Use the words in capitals to form a word that fits into the space next to it:
Activity (7): Explain in your own words what the following sentence means:
Activity (8):
discuss
discuss
discuss
discuss
Activity (1): Choose the present simple or present continuous.
Activity (2):
Expressing agreement
Write an essay
Activity (1):
Activity (2):
Activity (3):
Activity (1):
Activity (2):
Activity (3):
Activity (4):
Activity (5):
Activity (1):
Activity (2):
Activity (3):
Activity (4):
Making and responding to a request
Write an essay
Global environmental problems
Activity (1):
Activity (2):
Activity (3):
Activity (1):
Activity (2):
Activity (3):
Activity (4):
Activity (5):
Activity (6):
Activity (1):
Activity (2):
Offering to do something for another person
Write an essay
Unit Two Forum
Unit Two Themes
Before you listen
Activity (1):
Activity (2):
Activity (3):
Activity (4):
Activity (1):
Activity (2):
Activity (3):
Activity (4):
Activity (5):
Activity (6):
Activity (7):
Activity (8):
Activity (9):
Activity (10):
Activity (11):
Activity (1):
Activity (2):
Activity (1):
Write an essay
IBL Activity
Check and reflect:
1.1. Pre-listening
Activity (1):
Activity (2):
Activity (3):
Activity (4):
Activity (5):
Activity (1):
Activity (2):
Activity (3):
Activity (4):
Activity (5):
Activity (6):
Activity (7):
Activity (8) Dictionary game.
Activity (9) Vocabulary Formation
Activity (10): Discussion.
Activity (11): Assignment 1
discuss
Activity (1): Each of the sentences below is in the PASSIVE VOICE.
Activity (2): Rewrite the sentences in the passive voice.
Expressing Opinions
Writing a letter to the newspaper
IBL Activity: Assignment 2.
Check and reflect:
Pre-listening
Activity (1): Listening for the main ideas.
Activity (2): Listening for details.
Activity (3): Watch the video about Dabke, and then answer the questions below.
Activity (4): After listening to Activity (2)
Activity (1): Work with a partner and discuss the questions below.
Activity (2): Before you read, watch or listen to the following video. You can read the passage while watching.
Activity (3): Jigsaw activity: Please, follow the instructions below very carefully.
Activity (4): Read the text quickly. With your partner,
Activity (5): Read and find out. Now read the text carefully, and answer the following questions:
Activity (6): Scan the text again. Indicate whether the following statements are true or false, and justify your answer:
Activity (7): Find words in the passage that fit the definitions in the box below:
Activity (8) Vocabulary game. Hangman.
Activity (9) Vocabulary Formation
Activity (10): In groups of four, discuss the importance of wedding Dabke in Palestine culture.
Activity (11) 🎦 Assignment 1 🎦
Activity (1) Each of the sentences below is in the PASSIVE VOICE. Write the correct form of each verb in brackets
Activity (2) Rewrite the sentences into passive voice.
Asking for opinions
5.1 Write an email to invite a friend.
IBL Activity: Assignment 2. You are given 3 topics; follow the instructions below to do the assignment.
Unit Three Forum
Unit Three Themes
Activity (1): Listen to the following conversation at a wedding. Tick the CORRECT sentences.
Activity (2): Listen again, then circle the suitable options in the following sentences:
Activity (1): Discuss these questions with your classmates.
Activity (2): Read the text quickly. Work with your partner and try to match the following themes (1-4) with the paragraphs (A-D).
Activity (3): read the text above carefully, and find answers to each of the following questions:
Activity (4): Decide whether the following statements are True or False and justify your answer:
Activity (5): Read the text carefully, and cross out the WRONG option in the following sentences:
Activity (6): Find words in the passage that mean the same as the words in the box below:
Activity (7) Vocabulary Formation Fill the spaces in the sentences using the base word in brackets. The required word may be a noun, adverb, adjective or verb.
Activity (8): Fill the following table with the suitable form of the words from the text:
Activity (9): Unit Assignment
Activity (1): Complete the following sentences with little / few, a little / a few
Assignment: Watch the following video, and then finish the activity on Moodle.
Denying and refusing in a polite way
TIPS FOR POLITE AND DIPLOMATIC LANGUAGE WHEN SAYING “NO”
Practice the expressions for polite denying and refusing by using the phrases from the videos and exercises above, in the following situations.
Watch the video and learn the polite phrases for denying and refusing:
Choose one cultural tradition mentioned in the text above and write a comparative paragraph(s) to compare it with a similar tradition in Palestine. Try to use the words from the exercises above.
Activity (1): Listen to the following short report and decide whether the following sentences are True or False:
Activity (1): Discuss these questions with your classmates.
Activity (2): Skim the following text about traditional weddings, then match the following ideas with their related paragraphs:
Activity (3): Read and find out. Now read the text carefully, and find answers to each of the following questions:
Activity (4): Circle the correct answer to each question.
Activity (5): Scan the text again. Indicate whether the following statements are True or False and justify your answer:
Activity (6): Find words in the passage that mean the same as the words in the box below:
Activity (7): Complete the following sentences with the suitable words from the above table:
Activity (8): Vocabulary Formation
Jigsaw: In groups, students search for four things in the countries mentioned in the passage above.
Activity (1): Fill in the blanks with some / any / much / many:
An activity: Read the following situations, and then use one of the expressions above to express your disappointment.
Task: Personalized-based approach
Choose one of the traditions mentioned in the reading passage above
Activity (1): Listen to the following report on traditional Palestinian weddings. Decide whether the following sentences are TRUE or FALSE.
Activity (2): Listen again, and as you listen, complete the following text:
Activity (1): Discuss these questions with your classmates.
Activity (2): Read the text quickly. With your partner, try to match the following themes (1-4) with the paragraphs (A-D).
Activity (3): Read and find out. Now read the text carefully, and find answers to each of the following questions:
Activity (4): Decide whether the following statements are True or False and justify your answer:
Activity (5): Find words in the passage that mean the same as the words in the box below:
Activity (6): Complete the following sentences with one of the above words.
Activity (7): Vocabulary Formation. Fill the spaces in the sentences using the base word in brackets. The required word may be a noun, adverb, adjective or verb.
Activity (8): Unit assignment
Activity (1): Choose the most suitable option to complete the sentence.
Activity: Use the expressions above to express your disappointment about the following situations.
Personalized-learning approach:
Are the following sentences True or False?
Discussion:
While listening, fill in the blanks below:
True or False
Change the following sentences into passive voice
Fill the following sentences with few/ a few vs little/ a little to complete the meaning
Fill the blanks with “no one, nobody, nothing, nowhere”
Choose either 'much' or 'many' to complete the following sentences
Fill in the blanks with the appropriate word to complete these sentences:
Circle the best choice to complete the meaning of these sentences:
Complete the gaps with a phrase from the box
Fill the following sentences with the suitable form of the words between brackets:
What would you say in these situations?
Write an opinion essay about the following topic:
Activity (1): Look at the pictures. Then discuss the questions below in pairs or small groups.
Activity (2): Listen to the following narration about the Hyperloop. Tick the main ideas.
Activity (3): Listen again and write short answers to the following questions
Activity (4): Put the following words in the box in the context below.
Activity (1): In groups of four, discuss these questions.
Activity (2): Quickly read the text. With your partner, try to match the following themes (1-4) with the paragraphs (A-D).
Activity (3): Read and find out answers to each of the following questions.
Activity (4): Scan the text again and indicate whether the following statements are true or false, then justify your answer.
Activity (5): Find words or phrases in the text that have these meanings.
Activity (6): Fill in the blanks with the correct word from the list below.
Activity (7): With your partner, discuss what the following statement means
Activity (1): Complete these sentences with the correct forms of the verbs in brackets:
Activity (2): Complete the following sentences with your own ideas, choosing the correct conditional.
Activity (3): Complete the following sentences with your own ideas, choosing the correct conditional.
Activity (1): Choose the appropriate responses from the following
Activity (1): Write a summary about the Hyperloop. In your summary, include...
Activity (2): Assignment
Activity (1): Listen to the following dialogue about the new age of transport design. Tick the main ideas.
Activity (2): Listen again and answer the following questions.
Activity (3): Based on the listening material, work with your partner and discuss the impact of constructing an airport in Palestine.
Activity (1): Before you read Discuss these questions with your classmates
Activity (2): Read the text quickly. Then, with your partner, try to match the following themes (1-6) with paragraphs (A-F).
Activity (3): After you read .. Read the text carefully, and provide answers to each of the following questions
Activity (4): Do the following statements agree with the information given in the reading passage?
Activity (5): Fill in the spaces with an appropriate word from the box.
Activity (1): Look at the examples. Then answer the questions below.
Activity (2): Look at these mixed conditional sentences. For each question, choose a letter (A-H) for the correct sentence ending. Write ONLY the correct letter for each question.
Activity (3): Write ONE word in each space in these mixed conditional sentences. The word may be a negative contraction
Activity (1): Look at the photos of different holiday destinations. Which one would you choose? What makes a holiday fun and interesting for you?
Activity (2): Try to use the following vocabulary: hiking trails, natural landscapes, unspoilt, tourist attractions, accommodation, to be on a tight budget, wander around, bargains, go sightseeing.
Activity (1): Assignment 1
Activity (1): Listen to the following report about hybrid vehicles, then tick the main ideas.
Activity (2): Listen again and try to answer the following questions.
Activity (3): Listen again to the report, then write ONE word used in the report that best matches each definition. The definitions are given in the same order as they appear in the conversation.
Activity (1): Before you read .. In groups of four, discuss these questions
Activity (2): While you read .. In the following text, the headings of six sections have been removed. Choose the best heading (A-F) for each of the six sections (1-6).
Activity (3): After you read .. Read the text carefully, and give the best answers to each of the following questions.
Activity (4): Find out whether the following statements are true or false, and correct the false statements.
Activity (5): Find words from the text that mean the same as the following
Activity (6): Discuss the statement in pairs or small groups.
Activity (1): Look at the examples, then answer the questions below.
Activity (2): Use conditional type three to talk about these situations.
Activity (1): Making predictions and expressing probability
Activity (1): In a number of countries, some people think it is necessary to spend large sums of money on constructing new railway lines for very fast trains between cities. Others believe the money should be spent on improving existing public transport.
Activity (2): Assignment
(A) Pre-listening
Activity (1): While listening .. Listen for Main Ideas. You are going to listen to Dr. Susan talking about Artificial Intelligence for Education. Decide if the sentences are true or false. You can work with a partner.
Activity (2): Listening for Details. Listen to the explanation about the different types of technologies which will change future classrooms, while listening complete the following text:
Activity (3): Sit in small groups. Watch the video, discuss and answer the questions below.
Activity (4): After listening to activity two above again, sit in small groups or in pairs. Write a paragraph of not more than 50 words and reflect on the five technologies which might change the future classroom. Peers assess your classmate work.
Activity (1): Work with a partner and discuss the questions below.
Activity (2): Before you read, watch the following video. You can read the passage while watching.
Activity (3) Jigsaw activity: Follow the instructions below very carefully.
Activity (4): Quickly read the text. With your partner, try to match the following descriptions (1-4) with the paragraphs (A-D).
Activity (5): Read the text carefully, and find answers to each of the following questions:
Activity (6): Scan the text again and indicate whether the following statements are true or false and justify your answer:
Activity (7): Here are some words from the reading passage. Read their definitions. Then complete each sentence.
Activity (9): Vocabulary Formation
Activity (10): Discuss this statement in a group or in pairs. Then write in your own words what the following sentence means:
Activity (11): Assignment 1 Click on the link below to watch the video. Follow the instructions.
Activity (1): Change the direct speech into reported speech.
Activity (1): With a partner. Express your regret to the following situations:
PBL Activity: Assignment 2. You are given 3 topics; follow the instructions below to do the assignment.
Check and reflect: Think about the unit sections and activities. Complete the self-assessment checklist.
Activity (1): Listen for Main Ideas. You are going to listen to Candace Figg, Professor of Educational Studies talking about Digital technology tools. Decide if the sentences are true or false. You can work with a partner.
Activity (2) Listening for Details. Listen to how technologies are transforming the classrooms. While listening, complete the following text:
Activity (3): You will watch a video conversation between Tim Anderson and Kyle Brumbaugh. They are discussing an episode about student tool apps. After watching answer the questions below.
Activity (4): After listening to activity two above again, sit in groups. Reflect on about how technologies are transforming the classrooms. Write notes of what you think such technologies may impact students. Discuss and peers assess each other’s work.
Activity (5): Follow the instructions.
Activity (1) Work with a partner and discuss the questions below.
Activity (2) Before you read, watch or listen to the following video. You can read the passage while watching.
Activity (3) Jigsaw activity: Please follow the instructions below very carefully.
Activity (4): Quickly read the text. With your partner, try to match the following themes (1-4) with the paragraphs (A-D).
Activity (5): Read and find out. Now read the text carefully, and find answers to each of the following questions:
Activity (6): Scan the text again and indicate whether the following statements are true or false and justify your answer:
Activity (7): Choose and match the innovative technologies in the box with their use below.
Activity (8): Here are some words from the reading passage. Read their definitions. Then complete each sentence.
Activity (9): Vocabulary Formation Put the correct form of the word in brackets into the blank.
Activity (10): Discussion. With your partner, discuss what Professor Taxler means when he said:
Activity (11): Assignment1 Click on the link below to watch the video. Follow the instructions.
Activity (1) Change the direct speech into reported speech.
Activity (1) Practice these examples with a partner.
PBL Activity: Assignment 2. You are given 3 topics; follow the instructions below to do the assignment.
Check and reflect: Think about the unit sections and activities. Complete the self-assessment checklist.
Activity (1) Listening for Details. You are going to listen to Chris Burton discussing the benefits of both Online and Face to Face Learning and how to leverage learning with both. Decide if the sentences are true or false. You can work with a partner.
Activity (2) Listening for Details. Listen to Dr Bernard Bull, Assistant Vice President of Academics at Concordia University, as he takes on the question “Is online learning as effective as traditional learning?”
Activity (3): You will watch a video about Online Education vs. Traditional Education. After watching, answer the questions below.
Activity (4) After listening to Activity (2) above again, sit in small groups.
Activity (1): Work with a partner and discuss the questions below.
Activity (2): Before you read, watch or listen to the following video. You can read the passage while watching.
Activity (3) Jigsaw activity: Follow the instructions below very carefully.
Activity (4) Quickly read the text. With your partner, try to match the following descriptions (1-4) with the paragraphs (A-D).
Activity (5): Read the text carefully, and decide if the statements are about distance learning, face –to-face learning or both.
Activity (6) Work with a partner. Based on scanning the article, answer the questions below:
Activity (7) Scan the text again. Do you think the following sentences are True or False? Correct the false sentences.
Activity (8) Here are some words from the reading passage. Read their definitions, then complete each sentence.
Activity (9): Vocabulary Formation Put the correct form of the word in brackets into the blank.
Activity (10): How do you think teaching and learning will change in the future?
Activity (11): Assignment 1
Activity (1): Change the direct speech into reported speech.
PBL Activity Assignment 2 You are given 3 topics; follow the instructions below to do the assignment.
Check and reflect ☑ Think about the unit sections and activities. Complete the selfassessment checklist.
Activity (1) Look at the photo of the Nobel Prize medal. Read the information below to guess with a partner the expected winner of the Prize in the Arab World in 2021.
Activity (2) Listen and write short answers to the following questions.
Activity (3) Listen again and complete the following paragraph with the missing words.
Activity (4) After listening again to Activity (2) above, sit in small groups. Write a paragraph of no less than 50 words and reflect on the Nobel Prize.
Activity (1) Discuss these questions with your classmates.
Activity (2) Follow the instructions below carefully.
Activity (3) Quickly read the text. With your partner, try to match the following descriptions (1-4) with the paragraphs (A-D).
Activity (4) Read and find out answers to each of the following questions.
Activity (5) Scan the text again and indicate whether the following statements are TRUE or FALSE, then justify your answers.
Activity (6) Fill the table either with the number / date or with the event.
Activity (7) Find out what these words and phrases mean from the text.
Activity (8) Vocabulary
Activity (9) Project-based learning:
Activity (10) Discussion:
Activity (11) 🎦 Assignment 🎦
Activity (1) Look at the examples. Then complete the grammar rules.
Activity (2) Choose the correct sentence. Cross the incorrect sentence.
Activity (3) Change the following questions to embedded questions.
Activity (1) Express the fact of criticizing or praising, using the structures described above.
Activity (2) Listen to the following video, then answer the questions below:
Activity (3) Read the dialogues below.
Activity (1): Based on your knowledge of the Nobel Foundation from the above text
Activity (1): Read the following introduction about Peter Handke.
Activity (2): Listen to the following telephone interview with a Nobel Prize winner, and then decide whether the following statements are TRUE or FALSE.
Activity (3): Listen again and answer the following questions.
Activity (4): Based on the listening material, work with your partner, and discuss the feeling of winning the prize as well as the writer’s feeling during the process of writing.
Activity (1): Work with a partner and discuss the questions below.
Activity (2) Read the text quickly. Then, with your partner, try to match each of the following quotations (1-6) with the paragraph they relate to (A-F).
Activity (3) Read and find out. Now read the text carefully, and find answers to each of the following questions:
Activity (4) Do the following statements agree with the information given in the reading passage? Answer YES if the statement agrees with the writer’s claims, or NO if the statement contradicts the writer’s claims.
Activity (5) Find words from the text with the same meanings in the following table.
Activity (6): Fill in the spaces with the word from the list to complete the meaning.
Activity (7) Jigsaw:
Activity (1): Look at the examples, then answer the questions below.
Activity (2): Based on the above examples, complete the following rules:
Activity (3): Change the following questions into more polite and indirect questions.
Activity (4) Personalized-learning approach:
Activity (1) Practice the following situations:
Activity (1) Look at the diagram, and then describe the Nobel Prize selection process.
Activity (1): Read the introduction
Activity (2): Listen to the following report about the Palestinian leader Yasser Arafat receiving the Nobel Peace Prize. Answer the questions below.
Activity (3): Listen again and decide whether the following sentences are TRUE or FALSE.
Activity (4): After listening to Activity (2) above again, sit in small groups and do the following tasks.
Activity (1): Discuss the following quotation with your classmates.
Activity (2) Match each of the following ideas (1-4) with the suitable paragraphs (A-D).
Activity (3): Now read the text carefully, and give the best answers to each of the following questions.
Activity (4): Find out whether the following statements are TRUE or FALSE: CORRECT the false statements.
Activity (5): Find words from the text that mean the same as the following.
Activity (6): Complete the following sentences with a suitable form of the word between parentheses.
Activity (7): Find the opposite of the following words from the text.
Activity (8): Discuss and express what you think about the following quotation.
Activity (1): Complete the following sentences with a suitable form of the verb in the future tense.
Activity (1): Now within the Palestinian context, tell people what they must/must not do as preventive procedures. Consider the following activities:
Activity (2): Read the following graph and compare the numbers of the Prize winners based on gender. Give the reasons that could be behind this gap.
Activity (3): Project-based approach:
Activity (1): Write a well-organized essay on Yasser Arafat,
Activity (2): Assignment: watch the interview, and then follow the instructions.
☑ Complete the self-assessment checklist
Activity (1): Match the words with the definitions.
Activity (1): Match the ideas to the speakers and write a–h next to the numbers 1–8.
Activity (2): Listen to the audio and answer the questions.
Activity (1): Choose the correct form to complete the sentence.
Activity (2): Correct the verbs between brackets.
Activity (3): For each question, read the situation and choose the best sentence using the third conditional.
Activity (4): Respond to the following situations. Use the first, second, or third conditional sentences.
Activity (5) Form the following questions into indirect ones.
Activity (1): Complete the gaps with a phrase from the box.
Activity (2): Fill in the blanks with the appropriate word to complete these sentences:
Activity (3): Circle the best choice to complete the meaning of these sentences:
Activity (4): Match each word in the box with its definition below
Activity (5): Complete the following sentences with the suitable words from the box.
Activity (6): Find the opposite of the following words from the text.
Activity (1) Choose the appropriate response for the following situations.
Activity (2): Make predictions about future attacks of deadly viruses and the impact on human beings.
Activity (1) Write an email to your friend inviting him /her to visit Palestine.
Unit One Themes ►
English for Advanced
English for Advanced Activities
Unit One: The environment
1.1 Lesson One: Climate change
1.1.1 Listening
1.1.2 Reading
1.1.3 Grammar
1.1.4 Language Use
1.1.5 Writing
1.2 Lesson Tow: Planet Earth: Problems and Prospects
1.2.1 Listening
1.2.2 Reading
1.2.3 Grammar
1.2.4 Language Use
1.2.5 Writing
1.2.6 Assignment
1.3 Lesson Three: The big melt: Earth’s ice sheets are under attack
1.3.1 Listening
1.3.2 Reading
1.3.3 Grammar
1.3.4 Language Use
1.3.5 Writing
Unit Two: Arts
2.1 Lesson One: The Arab world’s most prominent literary figure
2.1.1 Listening
2.1.2 Reading
2.1.3 Grammar
2.1.4 Language Use
2.1.5 Writing
2.2 Lesson two: Famous Musicians
2.2.1 Listening
2.2.2 Reading
2.2.3 Grammar
2.2.4 Language Use
2.2.5 Writing
2.3 Lesson Three: Palestinian Folk Dance
2.3.1 Listening
2.3.2 Reading
2.3.3 Grammar
2.3.4 Language Use
2.3.5 Writing
Unit Three
3.1 Lesson One: Unique Cultural Traditions around the World
3.1.1 Listening
3.1.2 Reading
3.1.3 Grammar:
3.1.4 Language Use:
3.1.5 Writing
3.2 Lesson Tow: Traditional Weddings
3.2.1 Listening
3.2.2 Reading
3.2.3 Grammar
3.2.4 Language Use
3.2.5 Writing
3.3 Lesson Three: Traditional Palestinian Weddings
3.3.1 Listening
3.3.2 Reading
3.3.3 Grammer
3.3.4 Language Use
3.3.5 Writing
Unit Four: Revision
4.1.1 Reading
4.1.2 Listening
4.1.3 Vocabulary
4.1.4 Language Use
4.1.5 Writing
Unit Five: Transportation
5.1.1 Listening
5.1.2 Reading
5.1.3 Grammar
5.1.4 Language use
5.1.5 Writing
5.2.1 Listening
5.2.2 Reading
5.2.3 Grammar
5.2.4 Language Use
5.2.5 Writing
5.3.1 Listening
5.3.2 Reading
5.3.3 Grammar
5.3.4 Language Use
5.3.5 Writing
Unit Six: Modern Education
6.1.1 Listening
Lesson One: AI, ethics and classrooms of the future
6.1.2 Reading
6.1.3 Grammar
6.1.4 Language use
6.1.5 Writing
Lesson two: Learning outside classrooms.
6.2.1 Listening
6.2.2 Reading
6.2.3 Grammar
6.2.4 Language Use
6.2.5 Writing
Lesson Three: Systems of education
6.3.1 Listening
6.3.2 Reading
6.3.3 Grammar
6.3.4 Language Use
6.3.5 Writing
Unit Seven
LESSON ONE: THE NOBEL PRIZE MEDAL
7.1.1 Listening
7.1.2 Reading
7.1.3 Grammar
7.1.4 Language use
7.1.5 Writing
LESSON TWO: NOBEL PRIZE WINNERS
7.2.1 Listening
7.2.2 Reading
7.2.3 Grammar
7.2.4 Language use
7.2.5 Writing
LESSON THREE : WINNERS OF NOBEL PRIZE FOR PEACE
7.3.1 Listening
7.3.2 Reading
7.3.3 Grammar
7.3.4 Language Use
7.3.5 Writing
Unit Eight: Revision
8.1 Reading
8.2 Listening
8.3 Grammar
8.4 Vocabulary
8.5 Language Use
8.6 Writing
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