Descripción

Level B2 – Course I

In this block the learner will consolidate the material from the previous blocks and begin the transition from B1 to a B2. The course content remains functional and focused entirely on improving learner independence in all areas, especially in real-life situations such as work and leisure, house and home, films and habitual actions etc. In this block the learner will continue to notice an increased confidence when faced with basic functions and will be able to read an English or American newspaper with little difficulty, follow conversations in English with native speakers and participate in more complex exchanges. In terms of grammatical structures there will be continued revision and extension of the structures covered with emphasis on parts of the language such as phrasal verbs, idiomatic expressions and the differences between British and American vocabulary. As with the other blocks on the course, there is frequent pronunciation practice and the learner has exposure to long and short sounds, correct regular past tense endings, minimal pairs, elision as well as general vocabulary and sentence level practice. The use of a variety of exercises encompasses different learner styles as well as guaranteeing thorough coverage of the topics covered. The block is comprised of a series of interactive exercises such as word-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items.

Doing market research I
Aims: to introduce and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: free time, games, everyday expressions: to have a rest, to get ready.

Doing market research II
Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: do, go and play, talking about frequency: adverbs and expressions, present simple vs. present continuous, ‘to be keen on’ + noun. Vocabulary: free time, games and everyday expressions: ‘to catch up on’, ‘to give someone a ring’, ‘to get together’. Activities: student-led practice with click on the images, fill in the gaps, associating images with words and expressions, listen and repeat, write sentences, true or false reading comprehension, listen and fill in the gaps.

Doing market research III
Aims: to review and consolidate the grammar, structures and vocabulary covered in the lessons through a series of interactive exercises. Structures and functions: do, go and play, talking about frequency: adverbs and expressions, present simple vs. present continuous. Vocabulary: free time and games. Activities: pronunciation drill for the third person present simple, listen and repeat then choose the corresponding sound, reading comprehension – completing a form, gap-fill, real life dialogue: dub the film and choosing synonymous sentences.

Work and leisure / Writing and Speaking Lab
The student will attend a class where a teacher whose first language is that being taught, will pose questions and activities to the student. The student will interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive Dexway method, using text and voice to clarify any specific areas that require attention, such as pronunciation, etc.

Work and leisure – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

Work and leisure – Additional exercises
In the last lesson of this unit, the student will find a variety of different types of exercises carefully chosen to consolidate and evaluate the grammatical knowledge acquired in previous lessons.

Remembering old times I
Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary focus: talking about family and describing living spaces.

Remembering old times II
Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: past simple and past continuous used for interrupted actions in the past, ‘while’ and ‘when’, ‘used to’ to talk about past habits and tendencies, comparative forms  and all forms of ‘there was’ and ‘there were’. Vocabulary: talking about family – ‘in-laws’, common expressions: ‘to look forward to something’, ‘for ages’, ‘why on earth?’ and the description of a house. Activities: student-led practice by clicking on the vocabulary or image, association of sentences and words with corresponding pictures, listen and repeat, gap-fill, multiple choice, listen and fill in the gaps and listen and choose the correct option.

Remembering old times III
Aims: to review and consolidate the grammar, structures and vocabulary covered in the lessons through a series of interactive exercises. Structures and functions: past simple and past continuous for interrupted actions in the past, ‘while’ and ‘when’, ‘used to’, ‘use to’ and ‘usually’ for past and present habits and tendencies. Vocabulary: talking about family, common expressions: ‘to look forward to something’, ‘for ages’, ‘why on earth?’ and talking about living spaces. Activities: read and choose the best option, the pronunciation of past simple regular verbs /t/, /d/, /id/, listen and repeat and select the corresponding sound, association of sentences and words with corresponding pictures: listen and repeat, fill in the gaps, multiple choice, real life dialogue practice with a film dubbing exercise and choosing synonymous sentences.

Sports / Writing and Speaking Lab
The student will attend a class where a teacher whose first language is that being taught, will pose questions and activities to the student. The student will interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive Dexway method, using text and voice to clarify any specific areas that require attention, such as pronunciation, etc.

Sports – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

Sports – Additional exercises
In the last lesson of this unit, the student will find a variety of different types of exercises carefully chosen to consolidate and evaluate the grammatical knowledge acquired in previous lessons.

Making plans for holidays I
Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: holidays, tourism and experiences.

Making plans for holidays II
Aims: to learn and practice the new grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: talking about holiday plans, present perfect with ‘already’, ‘yet’, ‘still’ and ‘just’ and past simple with ‘ago’. Vocabulary: holidays, common expressions e.g. ‘Lucky you!’, ‘You’re telling me!’, ‘What I mean to say is?’, ‘to have a look at something’ and ‘by any chance’.  There is also an extended introduction to British and American English as well as more travel vocabulary with the theme of buying a ticket.  Activities: student-led practice, multiple choice gap-fill, correction of wrong sentences, association of sentences and words with corresponding pictures, listen and repeat, reading comprehension questions with travel brochures and listening to fill in the gaps.

Making plans for holidays III
Aims: to review and consolidate the grammar as well as the structures and vocabulary covered in the lessons through a series of interactive exercises. Structures and functions: talking about holiday plans, present perfect with ‘already’, ‘yet’, ‘still’ and ‘just’, past simple with ‘ago’, present perfect vs. past simple. Vocabulary: holidays and talking about past experiences. Activities: practice with the pronunciation of stressed syllables, listen, repeat and select the stressed syllable, reading and writing to fill the gaps with the correct tense and a real life dialogue and film dubbing exercise as well as  extended comprehension practice with choosing synonymous sentences.

Tourism / Writing and Speaking Lab
The student will attend a class where a teacher whose first language is that being taught, will pose questions and activities to the student. The student will interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive Dexway method, using text and voice to clarify any specific areas that require attention, such as pronunciation, etc.

Tourism – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

Tourism – Additional exercises
In the last lesson of this unit, the student will find a variety of different types of exercises carefully chosen to consolidate and evaluate the grammatical knowledge acquired in previous lessons.

One fortnight in Austria I
Aims: to acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: holidays, pastimes and common expressions such as: ‘hand made’ and ‘I’d rather’.

One fortnight in Austria II
Aims: to learn and practice the target grammar as well as some more structures and vocabulary. Structures and functions: talking about holiday plans, ‘will’ or ‘shall’, ‘will’ vs. ‘going to’ and prepositions. Vocabulary: holidays, pastimes, common expressions e.g. ‘I’m afraid so or not’, ‘on hand’, ‘help yourself’, ‘to fill in a form’ and ‘a night on the town’, days of the week, excursions, films and competitions. Activities: student-led practice with images selection, fill in the gaps, association of sentences and words with corresponding pictures, listen and repeat , true or false reading and listening comprehension, multiple choice listening comprehension, and a multiple choice gap-filling exercise.

One fortnight in Austria III
Aims: to expand, revise and consolidate the structures, vocabulary and grammar covered in the previous lessons through a series of interactive exercises. Structures and functions: talking about holiday plans ‘will’ or ‘shall’, will, going to, present continuous, prepositions and pronunciation practice with detecting tone. Vocabulary: holidays, pastimes, common expressions e.g. ‘I’m afraid so or not’, ‘on hand’, ‘help yourself’, ‘to fill in a form’and ‘a night on the town’, days of the week, excursions, films and competitions. Activities: intonation practice with listen and repeat then decide if the intonation is friendly or unfriendly, fill in the gaps from the multiple choice options, fill in the gaps with the correct tense, real life dialogue film dubbing and choosing synonymous sentences.

In the past / Writing and Speaking Lab
The student will attend a class where a teacher whose first language is that being taught, will pose questions and activities to the student. The student will interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive Dexway method, using text and voice to clarify any specific areas that require attention, such as pronunciation, etc.

In the past – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

In the past – Additional exercises
In the last lesson of this unit, the student will find a variety of different types of exercises carefully chosen to consolidate and evaluate the grammatical knowledge acquired in previous lessons.

Housework I – I
Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: common expressions e.g. ‘do the shopping’, ‘lay the table’, ‘water the plants’, ‘feed the animals’ and ‘sort out papers’ and expressions with make e.g. ‘make a fuss’, ‘make a mess’ and ‘make an effort’.

Housework I – II
Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: changing money and being polite, ‘must’, ‘have to’ and ‘can’t’ used to express obligations, duties and prohibition, ‘needn’t’ to talk about a  lack of obligation, asking for and giving permission using ‘can’ and ‘may’, giving advice or recommendations with ‘do’, ‘don’t’, ‘ought to’, ‘should’ and ‘need’. Vocabulary: common expressions e.g. ‘do the shopping’, ‘lay the table’, ‘water the plants’, ‘feed the animals’ and ‘sort out papers’, collocations with ‘make’ and ‘do’ e.g. ‘make a mistake’, ‘do the shopping’, ‘do homework’ etc. There are also more common expressions such as: ‘to make up for’, ‘to get someone in’, ‘it’s no use’, ‘take turns’ and ‘on the other hand’. Activities: student-led practice activity to select images, fill in the gaps, association of sentences and words with corresponding pictures, listen and repeat, reading to fill in the gaps, listen and fill in the gaps and multiple choice listening comprehension.

Housework I – III
Aims: to review and consolidate the grammar, structures and vocabulary covered in the lessons through a series of interactive exercises. Structures and functions: ‘must’, ‘have to’ and ‘can’t’ to express obligations, duties, prohibition, ‘needn’t’ for a  lack of obligation, asking for and giving permission using ‘can’ and ‘may’, giving advice and recommendations using  ‘do’ , ‘don’t’, ‘ought to’, ‘should’ and ‘need’. Vocabulary: common expressions e.g. ‘do the shopping’, ‘lay the table’, ‘water the plants’, ‘feed the animals’ and ‘sort out papers’ as well as collocations with make and do e.g. ‘make a mistake’, ‘do the shopping’, ‘do homework’ etc. The common expressions revised include: ‘to make up for’, ‘to get someone in’ and ‘it’s no use’. Activities: pronunciation practice with the modal verb ‘can’, listen and repeat and select an option, gap-fill with multiple choice options, error detection and correction, complete the sentences by matching the halves , real life dialogue film dubbing and choosing synonymous sentences.

Cultural appreciation / Writing and Speaking Lab
The student will attend a class where a teacher whose first language is that being taught, will pose questions and activities to the student. The student will interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive Dexway method, using text and voice to clarify any specific areas that require attention, such as pronunciation, etc.

Cultural appreciation – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

Cultural appreciation – Additional exercises
In the last lesson of this unit, the student will find a variety of different types of exercises carefully chosen to consolidate and evaluate the grammatical knowledge acquired in previous lessons.

Housework II – I
Aims: to extend, revise and consolidate the grammar, structures and vocabulary covered in the whole block through a series of interactive exercises. Structures and functions: a general, contextual review of all structures covered up until now. Vocabulary: housework, common expressions e.g. ‘do the shopping’, ‘lay the table’, ‘water the plants’, ‘feed the animals’ and ‘sort out papers’, collocations with ‘make ‘and ‘do’ e.g. ‘make a mistake’, ‘do the shopping’ and ‘do homework’, common expressions e.g. ‘to make up for’, ‘to get someone in’ and  ‘it’s no use’. Activities: real-life dialogue listening comprehension with a multiple choice exercise, pronunciation practice with listen and repeat, and a film dubbing exercise.

Housework II – II
Aims: to expand, revise and consolidate the grammar, structures and vocabulary covered in the block through a series of interactive exercises. Structures and functions: a general, contextual review of all structures covered up until now. Vocabulary: a general review of the topics covered up until now. Activities: listen and fill in the gaps, true or false reading comprehension and a gap-fill listening comprehension exercise.

Housework II – III
Aims: to expand, revise and consolidate the grammar, structures and vocabulary covered in the block through a series of interactive exercises. Structures and functions: a general, contextual review of all structures covered up until now. Vocabulary: a general review of the topics covered up until now. Activities: multiple choice, gap-fill and definitions – provide the correct word.

Optician: The eye and products for the eye
After this lesson, the learner will be able: – Describe products and give explanations about the differences between products and their basic purpose. – Complete written exercises that demonstrate you are confidently capable of matching the written forms of expressions to the sounds and images that correspond to them. – Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor the progress you make and encourage reflection.

Optician: Usual problems
After this lesson, the learner will be able: – Give explanations, and solve problems by acting professionally. – Complete written exercises that demonstrate you are confidently capable of matching the written forms of expressions to the sounds and images that correspond to them. – Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor the progress you make and encourage reflection.

Optician: Situations and useful expressions
After this lesson, the learner will be able: – Describe products and give explanations about the differences between products and their basic purpose. – Order expressions common in conversations that provide professional service. – Complete written exercises that compare and contrast the written terminology to the sounds and images that correspond to them. – Test knowledge of the terms in the exercises and keep a record of pronunciation to monitor the progress made and encourage reflection.

Optician: Consolidation
After this lesson, the learner will be able: – Give explanations, describe products, deal with problems and act professionally. – Order expressions common in conversations that provide professional service. – Complete written exercises that demonstrate you are capable of matching the written forms of designs to the sounds and images that correspond to them. – Test knowledge of the terms in the exercises and keep a record of  pronunciation to monitor progress.

Typical Situation – Travel agency – Booking a business trip
A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.

Dialogue – Free time
The student will listen to a series of questions which they can then answer freely by sending their answers to a teacher, on-line. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be  able to have some practice with this same new vocabulary.

Channel Dexway – My way

This is a channel where by the student will have three activities to practice the language in a natural and relaxed way.
The student will have the opportunity to practice through a variety of fun activities.
Firstly through song. Karaoke will provide the opportunity to listen to and sing songs with particular music in the background and to follow words in the language that they are learning. Secondly  through a variety of videos from television programmes about particular themes and topics, and then lastly through radio show ad spots, which  will offer further fun and consolidation.
For the duration of these lessons new vocabulary will be introduced throughout.
It should be noted that these lessons are very valuable, as they provide the student with an opportunity to build on their comprehension in a relaxed and natural way.

Course summary exercises
In this last lesson of the course and as a way to revise, the student will come across a variety of exercises which will help consolidate and evaluate any knowledge which has been acquired throughout the duration of the course.

 

Level B2 – Course II

In this block the learner will consolidate the material from the previous blocks and continue the crossover from B1 to a more solid B2. The course content remains functional and focused entirely on improving learner independence in all areas, especially in real-life situations such as work and leisure, house and home, films and habitual actions etc. In terms of grammatical structures there will be continued revision and extension of the structures and tenses with emphasis on parts of the language such as more phrasal verbs, idiomatic expressions and the differences between British and American vocabulary. As with the other blocks on the course, there is frequent pronunciation practice and the learner has exposure to long and short sounds, correct regular past tense endings, vowel sounds, elision as well as general vocabulary and sentence level practice. At this point the learner can maintain a conversation with a native speaker on a wider range of subject areas. The variety of exercises not only caters for different learner styles but also guarantees thorough coverage of the topics covered. The block is comprised of a series of interactive exercises such as word-picture association, listening comprehension with realistic dialogues and student-led listening practice with the vocabulary items.

Amanda’s plans I
Aims: to introduce and learn the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: talking about the weather, everyday expressions such as: ‘according to’, ‘to waste time’, ‘I expect’ and ‘nowadays’ as well as a focus on women’s jobs.

Amanda’s plans II
Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: talking about possibility and probability using the modal verbs ‘may’, ‘might’, ‘can’, ‘could’ and ‘would’, modal verbs for deduction and supposition such as: ‘can’t’, ‘may’, ‘might’ and ‘must’, ‘hope’ vs. ‘wait’, the quantifiers: ‘plenty of’, ‘a few’, ‘a lot of’, ‘hardly any’ and ‘enough’ as well as ‘too + adjective’ , ‘too + much or many’. Vocabulary: talking about the weather, complaining, everyday expressions e.g. ‘in practice’, ‘a long way to go’ and ‘or else’. Activities: student-led practice, fill in the gaps, multiple choice, association of sentences and words with corresponding pictures, listen and repeat, multiple choice reading comprehension, true or false listening comprehension and sentence writing practice.

Amanda’s plans III
Aims: to expand, review and consolidate the grammar, structures and vocabulary covered in the lessons through a series of interactive exercises. Structures and functions: talking about possibility and probability using the modal verbs: ‘may’, ‘might’, ‘can’, ‘could’ and ‘would’, modal verbs for deduction and supposition: ‘can’t’, ‘may’, ‘might’ and ‘must’, the quantifiers: ‘plenty of’, ‘a few’, ‘a lot of’, ‘hardly any’ and ‘enough’ and ‘will’ for predictions. Vocabulary: talking about the weather, describing graphics, everyday expressions such e.g. ‘in practice’, ‘a long way to go’, ‘or else’ and women’s jobs. Activities: pronunciation practice at distinguishing sounds, true or false reading comprehension, gap-fill listening comprehension with a real life dialogue and film dubbing exercise and choosing synonymous sentences.

Coming to conclusions / Writing and Speaking Lab
The student will attend a class where a teacher whose first language is that being taught, will pose questions and activities to the student. The student will interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive Dexway method, using text and voice to clarify any specific areas that require attention, such as pronunciation, etc.

Coming to conclusions – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

Coming to conclusions – Additional exercises
In the last lesson of this unit, the student will find a variety of different types of exercises carefully chosen to consolidate and evaluate the grammatical knowledge acquired in previous lessons.

Looking for a temporary job I
Aims: to learn and assimilate the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: talking about work, personal qualities and qualifications.  Some of the everyday expressions included in this lesson are: ‘don’t panic’, ‘tend to’ and ‘to spoil oneself’.

Looking for a temporary job II
Aims: to learn and practice the grammar as well as structures and vocabulary covered in the lesson through a series of interactive exercises. Structures and functions: first conditional and the use of ‘if’ and ‘unless’, the presentation of the second conditional for hypothetical or unlikely situations, first and second conditional contrasted, ‘either’,‘or’,‘neither’,‘nor’and reflexive pronouns. Vocabulary: talking about work, personal qualities and qualifications.  Useful phrases in this lesson include: ‘I’m ringing about’, ‘an animal lover’, ‘holiday job’, ‘against the rules’, ‘and so on’ etc. Activities: listen and repeat pronunciation practice, listen and click on the corresponding pictures, choose the correct ending according to the image, complete the sentences with the correct verb tense reading comprehension, fill in the gaps listening comprehension, student-led listening and finish the sentences.

Looking for a temporary job III
Aims:  to review and expand the vocabulary as well as the structures and functions covered so far. Structures and functions: first vs. second conditional, applying for a job and attending interviews. Vocabulary: talking about work, personal qualities and qualifications.  British and American English: common vocabulary differences.  Activities: pronunciation focus on elision, substitute the British word for the American synonym, error detection and correction, choose the most appropriate word to complete the gaps-fill, real life dialogue film dubbing and choosing synonymous sentences.

Houses / Writing and Speaking Lab
The student will attend a class where a teacher whose first language is that being taught, will pose questions and activities to the student. The student will interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive Dexway method, using text and voice to clarify any specific areas that require attention, such as pronunciation, etc.

Houses – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

Houses – Additional exercises
In the last lesson of this unit, the student will find a variety of different types of exercises carefully chosen to consolidate and evaluate the grammatical knowledge acquired in previous lessons.

Working with animals I
Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: adjectives, talking about cities e.g. bustling and crowded, everyday expressions e.g. ‘rush hour’, ‘newspaper stall’, ‘to dress up’, ‘crazy about’, ‘second hand’ and ‘give up smoking’.

Working with animals II
Aims: to learn and practice grammar as well as some more structures, functions and vocabulary through a series of interactive exercises. Structures and functions: present perfect continuous, ‘after’, ‘while’, ‘before’ + continuous tenses,  contrasting  the usage of the present perfect, present perfect continuous and past simple tenses, time expressions e.g. ‘since’, ‘for’, ‘before’, ‘after’, ‘during’, ‘as soon as’, ‘while’, ‘until’, ‘when’ and ‘as’. Vocabulary: everyday expressions e.g. ‘let me see’, ‘within walking distance’, ‘just a minute’, ‘by the way’ and ‘just in case’ and directions. Activities: student-led listening, gap fill to complete the sentences with the correct verb form, listening practice with sentence/image association, listen and repeat, sentence construction, true or false reading comprehension, listening to fill the gaps, correct the errors and choose the appropriate word to fill the gap.

Working with animals III
Aims: to review and consolidate grammar as well as the structures and vocabulary covered in the lesson. Structures and functions: present perfect simple vs. present perfect continuous, time expressions e.g. ‘before’, ‘after’, ‘during’, ‘as soon as’, ‘while’, ‘until’, ‘when’ and ‘as’, narrating a series of events and responding to situations. Vocabulary:  shops and places of interest.  Activities: pronunciation practice to distinguish ‘-sh’ sounds, listen and repeat, listen and choose the corresponding sound, gap fill, choose the correct word, error detection and correction, fill the gaps with the correct verb form, order the pictures according to the story  for listening comprehension, real life dialogue film dubbing and choosing synonymous sentences.

Conditions / Writing and Speaking Lab
The student will attend a class where a teacher whose first language is that being taught, will pose questions and activities to the student. The student will interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive Dexway method, using text and voice to clarify any specific areas that require attention, such as pronunciation, etc.

Conditions – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

Conditions – Additional exercises
In the last lesson of this unit, the student will find a variety of different types of exercises carefully chosen to consolidate and evaluate the grammatical knowledge acquired in previous lessons.

It’s a bargain! Making a complaint I
Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: useful expressions e.g.: ‘bargain’, ‘package’, ‘to pick up’, ‘to complain’, ‘to agree with’ and ‘to be able to afford’ as well as adjectives: amused, thrilled, amazed, surprised, annoying, etc.

It’s a bargain! Making a complaint II
Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions:  ‘-ed’ and ‘-ing’ adjectives, presentation of the past perfect and past perfect continuous, ‘so’ + adjective and ‘such’ + adjective + noun. Vocabulary:  useful phrases e.g.: ‘to put things right’, ‘to be in somebody’s shoes’, ‘it’s not worth it’, ‘it won’t show’, ‘My goodness!’, ‘Indeed’ etc and shopping. Activities: association of words with corresponding pictures, gap fill with the past perfect, student-led listening, choose the appropriate verb to fill the gaps, true or false reading and listening comprehension, multiple choice listening comprehension, listen, repeat and choose the correct adjective according to the picture.

It’s a bargain! Making a complaint III
Aims: to review and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises. Structures and functions:  ‘-ed’ and ‘-ing’ adjectives, past perfect and past perfect continuous, ‘so’ + adjective and ‘such’ + adjective + noun. Vocabulary: shopping.  Activities: Pronunciation  practice at distinguishing ‘ch’ and ‘dz´ sounds, write the appropriate word to fill the gaps,  listen and choose the corresponding sound, grammar practice with writing ‘-ed’ or ‘-ing’ adjectives to finish the sentences, read and complete the text with the appropriate verb tense, real life dialogue and film dubbing and choosing synonymous sentences.

Technology / Writing and Speaking Lab
The student will attend a class where a teacher whose first language is that being taught, will pose questions and activities to the student. The student will interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive Dexway method, using text and voice to clarify any specific areas that require attention, such as pronunciation, etc.

Technology – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

Technology – Additional exercises
In the last lesson of this unit, the student will find a variety of different types of exercises carefully chosen to consolidate and evaluate the grammatical knowledge acquired in previous lessons.

Meeting Rick I
Aims: to be introduced to and assimilate the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary input focuses on useful words and phrases such as: ‘self-centred’, ‘hard’, ‘to be kidding’, ‘stranger’, ‘to get to know’, ‘to let someone down’, ‘chain’ (of shops) and ‘misunderstanding’.

Meeting Rick II
Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions:  talking about character, adjectives, reported speech with ‘say’ and ‘tell’ as well as adverbs. Vocabulary:  everyday expressions e.g.: ‘to bump into someone’, ‘to meet someone’s eyes’, ‘living it up’ and ‘to get used to something’.  Activities: student-led listening, listen and repeat, fill the gaps with appropriate adjectives, complete the sentences using reported speech, listen and read to answer comprehension  questions according to the text, fill the gaps with adverbs and complete the sentences according to the pictures.

Meeting Rick III
Aims: to review and consolidate the grammar as well as the structures and vocabulary covered in the lessons through a series of interactive exercises. Structures and functions:  tag questions, gerunds and infinitives, adjectives, reported speech with ‘say’ and ‘tell’ and adverbs. Vocabulary: invitations and offers.  Activities: pronunciation practice – click on the correct button depending on the intonation of the question tags, correct the verb tenses, choose the correct word from a list to complete the gaps, listen and complete the gaps in the sentences, real life dialogue film dubbing and choosing synonymous sentences.

Using your judgement / Writing and Speaking Lab
The student will attend a class where a teacher whose first language is that being taught, will pose questions and activities to the student. The student will interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive Dexway method, using text and voice to clarify any specific areas that require attention, such as pronunciation, etc.

Using your judgement – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

Using your judgement – Additional exercises
In the last lesson of this unit, the student will find a variety of different types of exercises carefully chosen to consolidate and evaluate the grammatical knowledge acquired in previous lessons.

You are only young once, Mum! I
Aims: to review and consolidate the grammar as well as the structures and vocabulary covered in the past block through a series of interactive revision exercises. Activities: listen and choose the correct ending, pronunciation practice and a real life dialogue to dub.

You are only young once, Mum! II
Aims: to review and consolidate the grammar as well as the structures and vocabulary covered in the past block through a series of interactive revision exercises.  Activities: write the correct place in response to the statements in a reading and listening comprehension exercise, reading comprehension with short answers, error detection and correction, complete the text with an appropriate word and fill the gaps by writing the verb in the correct tense.

You are only young once, Mum! III
Aims: to review and consolidate the grammar as well as the structures and vocabulary covered in the past block through a series of interactive revision exercises.  Activities: true or false listening comprehension, listening and writing practice with a spelling exercise and also an exercise on definitions where the learner provides the correct word by arranging the letters.

Jewellery Shop: Useful vocabulary
The learner will be able to: – Name and describe typical items for sale in a jewellery shop. – Recognize and explain the differences between items serving the same basic purpose. – Complete written exercises that demonstrate you are capable of matching the written forms of designs to the sounds and images that correspond to them. – Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor the progress you make and encourage reflection.

Jewellery Shop: Purchasing
After this lesson, the learner will be able: – Give information about different products serving the same purpose. – Say what the price of an item is. – Order common expressions in conversations that provide a professional service to the client and record them. – Complete written exercises that demonstrate you are capable of matching the written forms of designs to the sounds and images that correspond to them. – Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor the progress you make and encourage reflection.

Jewellery Shop: Complaining / Useful expressions
After this lesson, the learner will be able: – Give explanations about the differences between two or more products all serving the same basic purpose. – Describe products and inform clients about purchase prices. – Refund or exchange of faulty or unwanted goods. – Order expressions common in conversations that provide professional service. – Complete written exercises that demonstrate you are capable of matching the written forms of designs to the sounds and images that correspond to them. – Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor the progress you make and encourage reflection.

Jewellery Shop: Consolidation
After this lesson, the learner will be able to: – Give explanations, describe products, deal with problems and act professionally. – Order expressions common in conversations that provide professional service. – Complete written exercises that demonstrate you are capable of matching the written forms of designs to the sounds and images that correspond to them. – Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor the progress you make and encourage reflection.

Typical Situation – Optician’s
A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.

Dialogue – Work and Play
The student will listen to a series of questions which they can then answer freely by sending their answers to a teacher, on-line. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be  able to have some practice with this same new vocabulary.

Channel Dexway – Revolution

This is a channel where by the student will have three activities to practice the language in a natural and relaxed way.
The student will have the opportunity to practice through a variety of fun activities.
Firstly through song. Karaoke will provide the opportunity to listen to and sing songs with particular music in the background and to follow words in the language that they are learning. Secondly  through a variety of videos from television programmes about particular themes and topics, and then lastly through radio show ad spots, which  will offer further fun and consolidation.
For the duration of these lessons new vocabulary will be introduced throughout.
It should be noted that these lessons are very valuable, as they provide the student with an opportunity to build on their comprehension in a relaxed and natural way.

Course summary exercises
In this last lesson of the course and as a way to revise, the student will come across a variety of exercises which will help consolidate and evaluate any knowledge which has been acquired throughout the duration of the course.

Level B2 – Course III

In this block the learner will consolidate the material from the previous blocks and finish the crossover from B1 to a B2. When the learner finishes this block, he or she will have achieved the B2 level as stated by the CEFR. The course content remains functional and focused entirely on improving learner independence in all areas, motivating the learner to become conversant on subjects such as the news, politics, ecology, education and employment. In terms of grammatical structures there will be continued revision and extension of the structures in all tenses. Productive and receptive skills are stretched with more phrasal verbs, idiomatic expressions, the differences between British and American vocabulary, expressing hopes and desires, asking indirect questions and making deductions about the past. As with the other blocks on the course, there is frequent pronunciation practice and the learner has exposure to long and short sounds, correct regular past tense endings, vowel sounds, elision, homophones as well as general vocabulary and sentence level practice. The use of a variety of exercises encompasses different learner styles as well as guaranteeing thorough coverage of the topics covered. The block is comprised of a series of interactive exercises such as word-picture association, listening comprehension with realistic dialogues and student-led listening practice with the vocabulary items.

Sean works in the Radio I
Aims: to learn and internalise the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: sheet, to set up, crafts, fair, ambitious, powerful light, alternative medicine, environment and habitat.

Sean works in the Radio II
Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: reported speech, indirect questions, expressing agreement or disagreement using ‘so do I’, ‘neither do I’, ‘I agree’ and ‘I don’t agree’ as well as relative pronouns and clauses. Vocabulary:  useful phrases e.g.: ‘in my opinion’, ‘the general public’, ‘it rings a bell’, ‘I can’t take it seriously’ and ‘craft fair’ and the environment.  Activities: student-led listening, listening to complete the sentences, choose an appropriate response, listen and repeat,  joining sentences, writing practice with a sentence completing exercise.

Sean works in the Radio III
Aims: to review and consolidate the grammar as well as the structures and vocabulary covered in the lessons through a series of interactive exercises. Structures and functions: expressing agreement or disagreement using ‘so do I’, ‘neither do I’, ‘I agree’ and ‘I don’t agree’, indirect questions, defining and non-defining relative clauses. Vocabulary:  the environment.  Activities: click on the silent letter pronunciation practice, choose the correct word to fill the gap, listening gap fill, error detection and correction, real life dialogue dubbing and choosing synonymous sentences.

Defining / Writing and Speaking Lab
The student will attend a class where a teacher whose first language is that being taught, will pose questions and activities to the student. The student will interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive Dexway method, using text and voice to clarify any specific areas that require attention, such as pronunciation, etc.

Defining – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

Defining – Additional exercises
In the last lesson of this unit, the student will find a variety of different types of exercises carefully chosen to consolidate and evaluate the grammatical knowledge acquired in previous lessons.

Bad news! I
Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary sections introduces more useful words and expressions such as: ‘in shock’, ‘birth rate’, ‘country scene’, ‘reduced prices’, ‘publicity’, etc.

Bad news! II
Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: making deductions about the past using: ‘must have’, ‘could have’, ‘may or might have’, the third conditional for impossible, past conditions, ‘ought to have’, ‘should/n’t have’ to express regrets about the past, ‘I wish’, ‘If only’ + past, connectors e.g. ‘although’, ‘however’, ‘nevertheless’ and ‘due to’ etc. Vocabulary:  useful phrases include: ‘on the whole’, ‘point of view’, ‘out of work’, ‘you never know’, ‘you won’t get away with’, sections of the news such as: politics, economy, ecology, weather, sport, crime etc.  Activities: choose the character to continue the conversation, complete the gaps with the correct verb, reading to find words from definitions, true or false listening comprehension, listen and repeat, make sentences based on the pictures, listen and select the correct picture and complete the sentences with a word from the list.

Bad news! III
Aims: to review and consolidate the grammar as well as the structures and vocabulary covered in the lessons through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Structures and functions:  making deductions about the past using ‘must have’, ‘could have’, ‘may or might have’, the third conditional for impossible past conditions, ‘ought to have’, ‘should/n’t have’ to expressing regrets about the past, ‘I wish’ and ‘ If only’ + past , connectors e.g. ‘although’, ‘however’, ‘nevertheless’ and ‘due to’. Vocabulary:  sections of the news e.g. politics, economy, ecology, weather, sport, crime etc. Activities: pronunciation practice with an exercise to write the homophones, complete the gaps with the correct tense, choose the correct option about types of news stories, gap fills, dictation listening practice, real life dialogue film dubbing and choosing synonymous sentences.

Giving advice / Writing and Speaking Lab
The student will attend a class where a teacher whose first language is that being taught, will pose questions and activities to the student. The student will interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive Dexway method, using text and voice to clarify any specific areas that require attention, such as pronunciation, etc.

Giving advice – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

Giving advice – Additional exercises
In the last lesson of this unit, the student will find a variety of different types of exercises carefully chosen to consolidate and evaluate the grammatical knowledge acquired in previous lessons.

Interviewing a Headmaster I
Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary is based on school and education with words and expressions such as: report, mark, project, break and the various school subjects.

Interviewing a Headmaster II
Aims: to learn and practice the grammar as well as some additional structures and vocabulary through a series of interactive exercises. Structures and functions:  talking about education, the third conditional, talking about ability. Vocabulary:  school and education, useful phrases e.g.: ‘too good to be true’, ‘my heart’s not in it’, ‘think for yourself’, ‘make the most of it’, ‘pay attention’ and ‘what’s the point?’ Activities: association of sentences and words with corresponding pictures, complete the gaps with a word from the list, read and listen to choose the correct ending, pronunciation practice with listening and repetition, complete the gaps with the correct verb form  and error detection and correction.

Interviewing a Headmaster III
Aims: to review and consolidate the grammar as well as the structures and vocabulary covered in the lessons through a series of interactive exercises. Structures and functions:  talking about education, third conditional and talking about ability. Vocabulary: school and education. Activities: pronunciation of the short forms of auxiliary verbs, reading comprehension to complete the gaps with the correct form of the verb, reading comprehension to choose correct or incorrect sentences, choose the most appropriate ending, real life dialogue film dubbing and choosing synonymous sentences.

Third conditional / Writing and Speaking Lab
The student will attend a class where a teacher whose first language is that being taught, will pose questions and activities to the student. The student will interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive Dexway method, using text and voice to clarify any specific areas that require attention, such as pronunciation, etc.

Third conditional – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

Third conditional – Additional exercises
In the last lesson of this unit, the student will find a variety of different types of exercises carefully chosen to consolidate and evaluate the grammatical knowledge acquired in previous lessons.

I have to see a doctor! I
Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary:  seeing the doctor, illness, medical check-up, fizzy drink, specialist and a balanced diet.

I have to see a doctor! II
Aims: to learn and practice the target grammar and additional structures and vocabulary through a series of interactive exercises. Structures and functions: reported questions as well as ‘as’, ‘since’, ‘because’ and ‘due to’. Vocabulary: seeing the doctor and medical conditions, useful phrases e.g.: ‘off colour’, ‘can’t face it’, ‘that doesn’t sound like you’ and ‘at last’ and also healthy eating. Activities: listen and repeat, sentence transformation – changing from direct to reported questions, true or false reading comprehension, listen and complete the gaps, association of questions  with corresponding pictures, write the correct verb tense to complete the gaps, choose the most appropriate verb and  listen and repeat.

I have to see a doctor! III
Aims: to revise and consolidate the grammar as well as the structures and vocabulary covered in the lessons through a series of interactive exercises. Structures and functions: reported questions, explaining cause with ‘as’, ‘since’, ‘because’ and ‘due to’. Vocabulary: seeing the doctor, various medical conditions and healthy eating. Activities: pronunciation, choose the most appropriate word from the list to complete the gaps, choose the best ending for the sentences, common exceptions to pronunciation rules, reading and completing a text, listen and correct the mistakes, real life dialogue and film dubbing and choosing synonymous sentences.

Focus on history and culture / Writing and Speaking Lab
The student will attend a class where a teacher whose first language is that being taught, will pose questions and activities to the student. The student will interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive Dexway method, using text and voice to clarify any specific areas that require attention, such as pronunciation, etc.

Focus on history and culture – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

Focus on history and culture – Additional exercises
In the last lesson of this unit, the student will find a variety of different types of exercises carefully chosen to consolidate and evaluate the grammatical knowledge acquired in previous lessons.

You need a retreat I
Aims: to learn and internalise the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary:  religion and associated vocabulary e.g. ‘in retreat’, ‘to reflect (on)’, ‘holy place’ and other useful words and expressions.

You need a retreat II
Aims: to learn and practice the grammar as well as some more structures, functions and vocabulary through a series of interactive exercises. Structures and functions: talking about religion, expressing purpose using ‘so that’ + clause, ‘for’ + noun, ‘in order to’ + verb, ‘to’ + verb, active and passive forms as well as phrases with two objects and ‘to have something done’. Vocabulary: religion, useful phrases e.g.: ‘to wind down’, ‘coming up’, ‘feel free’. Activities: student-led listening, choose the most appropriate ending, listen and repeat, sentence transformation from active to passive, reading comprehension, complete the sentences, multiple choice listening comprehension, choose the correct ending, listen and repeat with active and passive phrases, listen and repeat with to have something done and choose the correct picture according to the listening.

You need a retreat III
Aims: to review and consolidate the grammar as well as the structures and vocabulary covered in the lessons through a series of interactive exercises. Structures and functions: talking about religion, expressing purpose using ‘so that’ + clause, ‘for’ + noun, ‘in order to’ + verb, ‘to’ + verb, active and passive forms, phrases with two objects, to have something done (have + object + participle) Vocabulary: American and British English – some common differences and religions. Activities: pronunciation practice at distinguishing sounds, write the American synonyms, write the correct tense in the gaps, complete the text with the correct sentence, responding to questions, real life dialogue and film dubbing as well as choosing synonymous sentences.

The environment / Writing and Speaking Lab
The student will attend a class where a teacher whose first language is that being taught, will pose questions and activities to the student. The student will interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive Dexway method, using text and voice to clarify any specific areas that require attention, such as pronunciation, etc.

The environment – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

The environment – Additional exercises
In the last lesson of this unit, the student will find a variety of different types of exercises carefully chosen to consolidate and evaluate the grammatical knowledge acquired in previous lessons.

Margaret’s family is moving I
This lesson provides a choice of revision and extension activities: Pronunciation practice with a listen and repeat exercise, reading comprehension to choose synonyms to complete the text, true or false comprehension exercise, correct the errors, listening and writing to review reported speech, choose the appropriate relative pronoun to complete the sentences and sentence transformation from active to passive.

Margaret’s family is moving II
Activities: listen and fill the gaps, pronunciation practice with listen and repeat, gap-fill and true or false reading comprehensions as well as the real life dialogue and film dubbing exercise.

Margaret’s family is moving III
This lesson provides a choice of revision and extension activities: listening practice with a gap-fill exercise, guess and spell the word according to the definitions and some vocabulary practice with British and American English.

Chemist’s: Useful vocabulary
After this session, learners will be able to: – Recognize the sound and write the names of everyday items available at a chemist´s – Check understanding by responding to visual prompts and cues in different contexts.

Chemist’s: Feeling ill and solutions
After this session, learners will be able to: – Understand explanations about straightforward symptoms and the parts of the body affected especially when accompanied by visible cues. – Recycle and consolidate vocabulary by asking for advice and obtaining an answer in everyday language from a health professional.

Chemist’s: Useful expressions
After this session, learners will be able to: – Understand more explanations about straightforward symptoms and the parts of the body affected especially when accompanied by visible cues. – Recycle and consolidate further vocabulary by asking for advice and obtaining an answer in everyday language from a health professional.

Chemist’s: Consolidation
The learner will: – Demonstrate their learning by completing the tests based on the materials in the units. – Check the form, sound and spelling of the terms practiced is adequate.

Typical Situation – Jeweller’s
A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.

Dialogue – Animals and Education
The student will listen to a series of questions which they can then answer freely by sending their answers to a teacher, on-line. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be  able to have some practice with this same new vocabulary.

Channel Dexway – Johnson lifts

This is a channel where by the student will have three activities to practice the language in a natural and relaxed way.
The student will have the opportunity to practice through a variety of fun activities.
Firstly through song. Karaoke will provide the opportunity to listen to and sing songs with particular music in the background and to follow words in the language that they are learning. Secondly  through a variety of videos from television programmes about particular themes and topics, and then lastly through radio show ad spots, which  will offer further fun and consolidation.
For the duration of these lessons new vocabulary will be introduced throughout.
It should be noted that these lessons are very valuable, as they provide the student with an opportunity to build on their comprehension in a relaxed and natural way.

Know about the country and its customs. Just for fun!

Learning a language is so much more than simply learning the grammar and vocabulary.
In this lesson the student will enter into the world of the culture and learn about specific aspects of the country of the language that they are learning, in particular those traditional customs and the way everyday life is experienced there.
This will facilitate a fuller immersion into  the language. In this way the student will learn everything  that they will need to know in order to use the language, in the country where it is spoken, much more effectively.
For the duration of this lesson the student will come across new vocabulary.

Course summary exercises
In this last lesson of the course and as a way to revise, the student will come across a variety of exercises which will help consolidate and evaluate any knowledge which has been acquired throughout the duration of the course.