Descripción

Level C1 – Course I

In this block the learner will consolidate the material from the previous blocks and complete the crossover from B2 or pre-C1 to a C1 Proficient User level. The course content remains functional and focused entirely on improving learner independence in all areas, motivating the learner to become conversant on diverse subjects such as the family, work issues and making arrangements.  In terms of grammatical structures there will be continued revision and extension of the structures in all tenses with focus on the future tenses to talk about completed or predicted actions in the future. Productive and receptive skills are stretched with more phrasal verbs, idiomatic expressions, the differences between British and American vocabulary, making predictions and talking about future plans, offering, suggesting. As with the other blocks on the course, there is frequent pronunciation practice and the learner has exposure to long and short sounds, word stress, vowel sounds, contractions 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, sentence transformation, error detection and correction and student-led listening practice with the vocabulary items.

Starting out the theatre group I – I
Aims: to expand the structures and vocabulary covered in the previous blocks 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, where student has to listen and repeat the presented sentences. Structures and functions: presentation of target vocabulary through contextual sentences. Vocabulary: introduction to new vocabulary items e.g. variety, diagram, lecturer, to look up, to fetch, gesture. Activities: association of sentences and words with corresponding pictures and a multiple choice listening comprehension with a real life dialogue.

Starting out the theatre group I – II
Aims: to expand the structures and vocabulary covered  as well as to present and practice the grammar through a series of interactive exercises such as reading, listening and answering questions, gap-filling, etc. Structures and functions: full tense review of present tenses, past tenses, perfect tenses and future tenses and uses of ‘get’. Vocabulary includes some more useful expressions such as: ‘on the dole’, ‘in a rut’, ‘to get the gist’, ‘to get rid of’, ‘to split up’, ‘to take your mind off’, ‘to count someone in’, ‘on the contrary’ and also words to talk about non-verbal communication and language learning. Activities: reading and listening comprehension, finding synonyms, true or false listening comprehension, error detection and correction.

Starting out the theatre group I – III
Aims: to expand, consolidate and review the structures and vocabulary covered in the previous lessons through a series of interactive exercises such as pronunciation practice with listen and repeat exercises, gap-filling, dubbing the film, etc. Structures and functions: review of present tenses, past tenses, perfect tenses, future tenses, uses of ‘get’ and prepositions collocated with verbs. Vocabulary: revision of useful expressions and phrasal verbs covered such as: ‘on the dole’, ‘in a rut’, ‘to get the gist’, ‘to get rid of’, ‘to split up’, ‘to take your mind off’, ‘to count someone in’ and ‘on the contrary’. Activities: pronunciation and listening practice with spelling, association of sentences and words with corresponding pictures, error detection and correction, a real life dialogue to dub and an exercise to choose synonymous sentences.

Social networking websites / 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.

Social networking websites – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

Social networking websites – 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.

Starting out the theatre group II – I
Aims: to expand the structures and vocabulary covered 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: presentation of new vocabulary through contextual sentences using the grammar covered until now. Vocabulary presentation of new words and expressions: ‘background’, ‘motorist’, ‘chairman’, ‘theme’, ‘prospects’, ‘to write an account of’, ‘hardship’, ‘crisis’, ‘in the former or latter’, ‘manage to’, ‘recall’, ‘amongst’ etc. Activities: association of sentences and words with corresponding pictures, listen and repeat and listening comprehension to choose the correct ending for the sentences.

Starting out the theatre group II – II
Aims: to present, practice and expand the grammar covered through a series of interactive exercises such as gap-filling, associating sentences with corresponding pictures, reading texts, etc. Structures and functions: past simple vs. past continuous, present perfect simple and continuous vs. past perfect simple and continuous, ‘used to’ and ‘use to’ vs. would for past habits and dates. Vocabulary: useful expressions e.g.: ‘let me introduce you to, I’d like you to meet, better late than never, it’s been a pleasure to meet you’, ‘to run into someone or something’ and ‘the matter in hand’. Activities: association of sentences and words with corresponding pictures, reading and listening comprehension to choose an appropriate sentence, listening comprehension to choose the correct ending for the sentences, listen and repeat and  listening and writing practice in a note taking exercise.

Starting out the theatre group II – III
Aims: to consolidate and review the structures, grammar and vocabulary covered in the lessons through a series of interactive exercises such as listening and repeating vocabulary, filling-in the gaps, choosing the correct option, dubbing the film, etc. Structures and functions: past simple vs. past continuous, present perfect simple and continuous vs. past perfect simple and continuous, ‘used to’ and ‘use to’ vs. ‘would’ for past habits as well as dates. Vocabulary: addressing people with the correct titles and appropriate responses, revision of useful expressions: ‘let me introduce you to’, ‘I’d like you to meet’, ‘better late than never’, ‘it’s been a pleasure to meet you’, ‘to run into someone or something’ and ‘the matter in hand’. Activities: pronunciation, true or false listening comprehension, vocabulary revision with a gap fill exercise, error detection and correction, choose the appropriate response, real life dialogue, dub the film and choosing synonymous sentences.

Relationships / 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.

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

Relationships – 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.

Starting out the theatre group III – I
Aims: to expand the structures and vocabulary covered 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: presentation of new vocabulary through contextual sentences and dialogues using the structures covered until now. Vocabulary: presentation of new vocabulary e.g.: ‘box office’,  ‘performance’, ‘troublemakers’, ‘seaside’, ‘to line up’, ‘eventful’, ‘refreshing’, ‘rest room’ etc. Activities: association of sentences and words with corresponding pictures, listen and repeat and listening comprehension to choose the correct ending for the sentences.

Starting out the theatre group III – II
Aims: to study, practice and expand the grammar, structures and vocabulary covered through a series of interactive exercises such as listening and repeating, correct/incorrect sentences, gap-filling, associating words or sentences with pictures, etc. Structures and functions: present perfect simple vs. present perfect continuous, present perfect + often, still, yet, already, just, time markers: ‘for’, ‘since’, ‘during’, ‘while’, articles: ‘the’ or zero, prepositions of place: in, on, by, at. Vocabulary: useful expressions e.g. ‘to get the bug for something’, ‘to keep’ verb+ing, ‘to work something out’, ‘to make a fool of oneself’, ‘to do some’ verb+ing, geographical names and location reference, theatre and letters to the editor. Activities: association of sentences and words with corresponding pictures, listen and repeat, reading to find errors, supply the correct tense to fill the gaps, true or false reading comprehension, listening comprehension to choose the appropriate ending for the sentences.

Starting out the theatre group III – III
Aims: to consolidate and review the structures, grammar and vocabulary covered in the lessons through a series of interactive exercises such as pronunciation practice, fill in the gap activities, dubbing the film, etc. Structures and functions: present perfect simple vs. present perfect continuous, present perfect + often, still, yet, already, just…, time markers: ‘for’, ‘since’, ‘during’, ‘while’, articles: ‘the’ or zero, prepositions of place: in, on, by, at. Vocabulary: useful expressions e.g.: ‘to get the bug for something’, ‘to keep’ verb+ing, ‘to work something out’, ‘to make a fool of oneself’, ‘to do some verb+ing’, geographical names and location reference, theatre and letters to the editor. Activities: pronunciation of abbreviations, answer the questions in various formats, supply the correct word or phrase to fill the gaps, true or false reading comprehension, listening comprehension and write the correct tense, real life dialogue, film dubbing and choosing synonymous sentences.

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

The theatre – 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.

Rehearsing in a hired hall I
Aims: to expand the structures and vocabulary covered 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: presentation of new vocabulary through contextual sentences and dialogues. Presentation of new vocabulary e.g.: ‘life expectancy’, ‘costume’, ‘representative’, ‘wildlife’, ‘dominant’, ‘trial’, ‘settlement’, ‘to be aware of something’, ‘gathered’, etc. Activities: association of sentences and words with corresponding pictures, listen and repeat and a listening comprehension exercise to choose the correct ending for the sentences.

Rehearsing in a hired hall II
Aims: to present, practice and expand the grammar, structures and vocabulary covered through a series of interactive exercises such as selecting the best option, writing sentences, gap-filling, etc. Structures and functions: ‘will’ and ‘shall’ for promises, predictions, offers and suggestions; future continuous, future perfect simple and continuous with ‘by then’ and ‘by the time’. Vocabulary: useful expressions e.g.: ‘to take time off’, ‘to fall into the wrong hands’, ‘to go ahead with’, ‘to stand in for’, ‘to get a feel for’, ‘to get hold of’, ‘to bear in mind’, science, synonyms and antonyms. Activities: association of sentences and words with corresponding pictures, reading and listening to find synonyms and antonyms, listening comprehension to choose the appropriate phrase and a gap-fill listening.

Rehearsing in a hired hall III
Aims: to consolidate, review and expand the grammar, structures and vocabulary covered in the lessons through a series of interactive exercises such as pronunciation practice, selecting the correct word, filling in the gaps, dubbing the film and finding synonymous sentences. Structures and functions: ‘will’ and ‘shall’ for promises, predictions, offers and suggestions; future continuous, future perfect simple and continuous with ‘by then’ and ‘by the time’. Vocabulary: useful expressions e.g. ‘to take time off’, ‘to fall into the wrong hands’, ‘to go ahead with’, ‘to stand in for’, ‘to get a feel for’, ‘to get hold of’, ‘to bear in mind’,  science, synonyms and antonyms. Activities: pronunciation and word stress, reading and listening to choose the appropriate word, listening for specific information, reading and listening to complete gaps, real life dialogue, dub the film, and choosing synonymous sentences.

Guilty or Innocent / 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.

Guilty or Innocent – Additional vocabulary
Revision of knowledge and vocabulary which has been acquired so far.

Guilty or Innocent – 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.

An invitation to the local press I
Aims: to expand the structures and vocabulary covered 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: presentation of new vocabulary through contextual sentences. The vocabulary focuses on the body: forehead, wrist, thumb, toe, complexion, pale and well built. Activities: association of sentences and words with corresponding pictures, listen and repeat, listening comprehension to choose the appropriate ending and gap fill listening comprehension.

An invitation to the local press II
Aims: to study, practice and expand the grammar, structures and vocabulary covered through a series of interactive exercises such as listen and repeat, write correct sentences, selecting the right image, fill in the gaps, reading texts, read and choose the correct answer, etc. Structures and functions: order of adjectives, compound adjectives, family resemblance with ‘look alike’. Vocabulary: body, ankle, chin, eyebrows,  eyelashes,  forehead,  hips,  knee,  palms,  shoulders,  waist,  wrist; talking about similarities: ‘to look like’, ‘to take after’, ‘to seem to be’, ‘to look as if’, ‘to look alike’; useful expressions: ‘to look as if’, ‘to have a weakness for’, ‘to be fond of’, ‘to win someone´s heart’, ‘all over the world’, ‘to be deep in thought’, revision of clothes vocabulary: trendy, smart, casual, shawl, tracksuit, trainers, etc. Activities: association of sentences and words with corresponding pictures, listen and repeat, listening comprehension to choose the appropriate answer, gap fill listening comprehension and sentence transformation.

An invitation to the local press III
Aims: to review, consolidate, practice and expand the grammar, structures and vocabulary covered through a series of interactive exercises such as listen and repeat, write correct sentences, selecting the right image, fill in the gaps, reading texts, read and choose the correct answer, etc. Structures and functions: expressing degrees: ‘fairly’, ‘slightly’, ‘extremely’, talking about approximate ages: early, mid, late and compound adjectives. Vocabulary: revision of lexical fields including: ages, physical descriptions and appearances. Activities: pronunciation and word stress, listen and repeat, listening for specific information: completing a form, reading comprehension to supply alternative descriptions, error correction, real life dialogue film dubbing and choosing synonymous sentences.

Education / 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.

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

Education – 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.

The First Performance I
Aims: to review and consolidate the vocabulary, structures and pronunciation of the block through a series of interactive exercises such as dialogue understanding, listening and repeating, dubbing the film, etc. Structures and functions: revision of structures and functions through contextual practice. Vocabulary revision through extended contextual practice. Activities: listening comprehension to choose the appropriate ending, pronunciation of the schwa sound, listen and repeat and real life dialogue film dubbing.

The First Performance II
Aims: to review and consolidate the structures, grammar and vocabulary covered in the block through a series of interactive exercises such as readings, completing the sentences, filling in the gaps, etc. Structures and functions: revision of structures and functions through contextual practice such as supplying the correct tense according to context and choosing the correct modal verbs. Vocabulary revision of common verbs e.g.: to get, to look , take ,to carry, to run, to keep, to stand and to work, revision of lexical fields from the previous lessons: appearances, ages and feelings. Activities: reading and listening comprehension focused on supplying specific information, true or false reading comprehension, sentence transformation and gap-fills.

The First Performance III
Aims: to review and consolidate the structures and vocabulary covered through a series of interactive exercises such as listening and answering questions etc. Structures and functions: revision of structures and functions through contextual practice in dialogues and sentences. Vocabulary revision of lexical fields from the previous units: clothes, education, holidays, home life. Activities: Listening comprehension using specific information and reading comprehension to choose the most appropriate word.

Business Director I
Learners will be able to: – Contribute effectively in meetings and keep up a casual conversation fluently and appropriately. Listen and respond politely to agree details of meetings and arrangements. – Scan texts for relevant information and understand detailed instructions and advice. Use appropriate language to describe  typical duties and responsibilities at work – Make notes and write standard correspondence.

Business Director II
On successfully completing this lesson the learner will demonstrate he/she: – Can take and pass on most messages that are likely to require attention during a working day – Can understand most correspondence, reports and factual product literature he/she is likely to come across – Can deal with all routine requests for goods or services from professionals and contacts

Business Director III
The learner will be able to: – 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 and keep a  record of the pronunciation you practice to monitor the progress you make and encourage reflection.

Business Director IV
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.

Typical Situation – Chemist’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 – Travelling
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 – Optician’s

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 C1 – Course II

In this block the learner will consolidate the material from the previous blocks and continue the crossover from C1 to a C2. 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 cinema, expressing ability, obligation and prohibition as well as presenting and interpreting statistics. In terms of grammatical structures there will be continued revision and extension of the structures and tenses. Productive and receptive skills are stretched with more phrasal verbs, idiomatic expressions, the different verbs followed by gerunds or infinitives, expressing future possibility, and giving opinions. As with the other blocks on the course, there is frequent pronunciation practice and the learner has exposure to long and short sounds, vowel sounds, elision, homophones as well as general vocabulary and sentence level practice. In terms of conversation, the learner can now approach most situations with little or no preparation. 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.

Shopping at the supermarket 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:  the press, necklace, audience; food: minced meat, courgette, aubergine, pear, strawberries, feelings and abstract nouns such as: courage, respect and affinity.

Shopping at the supermarket 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: – expressing opinions, likes and preferences , articles: a, an, the, zero, describing graphs and statistics, abstract nouns: sincerity, communication, affinity, motivation, trust etc, quantifiers: ‘a little’, ‘little’, ‘a few’, ‘few’, ‘quite a bit of’, ‘quite a lot of’ and ‘loads’. Vocabulary: food and shopping, percentages and fractions, useful phrases: ‘how did it go?’, ‘to make a change’, ‘to run for ‘(plays), ‘it’s about’, ‘as far as I know’ etc. Activities: student-led listening with articles, listen and repeat to practice statistics, write the fractions, fill the gaps with the appropriate articles,  reading comprehension to identify abstract nouns,  reading comprehension to order the different factors, student-led listening, fill the gaps with quantifiers, fill the gaps with nouns, listening comprehension.

Shopping at the supermarket III
Aims: to review and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises. Structures and functions:  expressing opinions, likes and preferences, articles: a, an, the, zero, describing graphs and statistics, abstract nouns: sincerity, communication, affinity, motivation, trust etc, quantifiers: ‘a little’, ‘little’, ‘a few’, ‘few’, ‘quite a bit of’, ‘quite a lot of’ and ‘loads’. Vocabulary: food, numbers: times, fractions, percentages and dates. Activities: pronunciation exercise to listen and choose the correct sound, listening comprehension to write the figures, sentence transformation using nouns, correct the sentences on the theme of articles, real life dialogue and film dubbing as well as choosing synonymous sentences.

Family resemblance / 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.

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

Family resemblance – 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.

Going on a tour 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: international warning signs – forbidden, permitted and more general vocabulary: porch, barbeque, in the open air, claim, hand in, settle in, renew, choice, position, harmony and probability: likely, unlikely, sure.

Going on a tour 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: expressing permission and prohibition, talking about probability: likely, unlikely, sure, expressing ability: can, could, to be able to, to manage to, may or might, must, may and might for suppositions and logical deductions about present and past, review of modals for permission and obligation: must, mustn’t, needn’t, have to, don’t have to. Vocabulary: useful expressions e.g. ‘to know in advance’, ‘to be one’s own boss’, ‘short term contract’, ‘to keep in suspense’, ‘to be worth someone’s while’ etc, synonyms and antonyms . Activities: student-led listening, complete the sentence with an appropriate word, sentence transformation on the theme of probability, listen and repeat, reading comprehension to finding synonyms and antonyms, word and picture association, listening to choose appropriate answers and  multiple choice options.

Going on a tour III
Aims: to review and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises.  Structures and functions: expressing permission and prohibition, talking about probability: likely, unlikely, sure, expressing ability: can, could, to be able to, to manage to, may/might.  Must, may and might for suppositions and logical deductions about present and past, review of modals for permission and obligation: must, mustn’t, needn’t, have to, don’t have to The vocabulary section reviews useful expressions: ‘to know in advance’, ‘to be one’s own boss’, ‘short term contract’, ‘to keep in suspense’, ‘to be worth someone’s while’ etc and synonyms and antonyms. Activities: pronunciation of long and short vowel sounds with a listen and repeat exercise, fill the gaps with an appropriate modal verb, multiple choice: choose the most appropriate tense, error detection and correction, association of pictures with camp rules, real life dialogue film dubbing and choosing synonymous sentences.

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.

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

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.

Getting the contract 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: nativity play, advertisement, signature, recipient, cab, queries, agony aunt, presently, actually, afterwards, ghost as well as some more American English: highway, elevator, drug store.

Getting the contract 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: asking for and giving advice, making offers: ‘would you like me to..?’, ‘Can I..?’, ‘Shall I?’, ‘I’ll?’, writing a letter and responding to offers. Vocabulary: nativity play, advertisement, signature etc. Useful phrases: ‘to have a night in’, ‘to get things in proportion’, ‘to go through a phase’, ‘to feel sorry for one’s self’, ‘to make a note of’ and ‘at leisure’, agony aunts and advice columns. Activities: association of sentences and words with corresponding pictures, listening and reading to choose the appropriate response, make offers by filling the gaps, pronunciation, listen and repeat, reading and listening comprehension to answer the questions, writing practice with an exercise to supply an appropriate question, listening and writing – respond to the offers and true or false listening comprehension.

Getting the contract III
Aims: to review and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises. Structures and functions:  asking for and giving advice, making offers: ‘would you like me to..?’, ‘can I..?’, ‘shall I?’ and  ‘I’ll?’, responding to offers, detecting the appropriate tone and language: formal vs. informal. Vocabulary: British vs. American English and a review of useful expressions. Activities: pronunciation focus on diphthongs, listening comprehension and detecting tone, substitution of  American synonyms,  association of sentences and words with corresponding pictures, gap fill, real life dialogue and film dubbing as well as choosing synonymous sentences.

Science / 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.

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

Science – 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.

Some troubles with the Tour 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: front cover, photo session, faith, mankind, miniature, devoted, playful, sexist, tend, pedigree, wild, moggy the big screen and role.

Some troubles with the Tour 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: verbs with gerunds and infinitives e.g. ‘avoid seeing’ and ‘tend to be’. ‘Who’, ‘where’, ‘what’, ‘when’, ‘how’ + infinitive, verbs with dual meanings: infinitives vs. gerunds: she stopped to smoke or stopped smoking; remember to buy or remember buying etc. Vocabulary: useful expressions such as ‘to my mind’, ‘in her element’, ‘in the public eye’, ‘it’s no use’ and ‘there’s no point’. Activities: student-led listening, make synonymous sentences , complete the gaps with verbs in the correct tenses , reading and listening to answer questions, finding synonyms, gap-fill, listen and repeat and listen and answer.

Some troubles with the Tour III
Aims: to revise and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises. Structures and functions: verbs with gerund sand infinitives e.g. ‘avoid seeing’ and ‘tend to be’. ‘Who’, ‘where’, ‘what’, ‘when’, ‘how’ + infinitive, verbs with dual meanings: infinitives vs. gerunds: she stopped to smoke or stopped smoking; remember to buy or remember buying etc. Vocabulary: useful expressions such as ‘to my mind’, ‘in her element’, ‘in the public eye’, ‘it’s no use’ and ‘there’s no point’. Activities: pronunciation of diphthongs, error detection and correction, choose the correct word to fill the gaps, write the correct tense, real life dialogue and film dubbing, and choosing synonymous sentences.

Mass media / 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.

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

Mass media – 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.

Alec and Julia say goodbye 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 input focuses on household objects and appliances: dishwasher, clothes hangers, sewing machine; shapes: pyramid, cylinder, cube and materials: bamboo, velvet, pottery.

Alec and Julia say goodbye 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: describing objects and the order of adjectives, expressing purpose using ‘for’ or ‘to’. Vocabulary: take my place, needless to say, dress up etc; shapes: pyramid, cylinder, cube, oval, square and triangular; compound nouns: key-ring, shoulder-bag etc. Activities: writing with everyday objects, student-led listening, association of sentences and words with corresponding pictures, write the correct shapes in the gaps,  listening to write the objects according to their definitions, true or false listening comprehension, listen and repeat, listening and reading comprehension, make sentences about the images and spelling – write the missing letters.

Alec and Julia say goodbye III
Aims: to review and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises. Structures and functions: describing objects, expressing purpose using ‘for’ or ‘to’. Vocabulary: take my place, needless to say, dress up etc; shapes: pyramid, cylinder, cube, oval, square, triangular and compound nouns: key-ring, shoulder-bag etc.  Activities: pronunciation of triphthongs in sentences, listen and repeat, complete the descriptions, listening comprehension to answer yes or no, association of sentences and words with corresponding pictures, real life dialogue and film dubbing as well as choosing synonymous sentences.

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

The cinema – 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.

On the way to Ireland I
Aims: to review and consolidate the grammar, structures and vocabulary covered in the whole block through a series of interactive exercises. Activities: listening comprehension and gap-fill, pronunciation practice with the revision of difficult sounds, real life dialogue and film dubbing.

On the way to Ireland II
Aims: to review and consolidate the grammar, structures and vocabulary covered in the whole block through a series of interactive exercises. Activities: reading and listening comprehension with true or false  answers, multiple choice listening comprehension, reading and writing practice to choose the appropriate ending, gap-fill reading comprehension and writing practice with a complete the sentences exercise.

On the way to Ireland III
Aims: to review and consolidate the grammar, structures and vocabulary covered in the whole block through a series of interactive exercises. Activities: true or false reading and listening comprehension, multiple choice listening comprehension, reading and writing to choose the appropriate ending, reading comprehension and gap-fill and a sentence completion exercise.

First Aid
In this lesson specific vocabulary will be studied and expressions related to an activity or a specific area through a variety of situations in order for the student to be able to cope without any problems in everyday situations related to this particular field.

The Hospital
In this lesson specific vocabulary will be studied and expressions related to an activity or a specific area through a variety of situations in order for the student to be able to cope without any problems in everyday situations related to this particular field.

Typical Situation – Accident & Emergency
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.

Typical Situation – Organising a convention
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.

Typical Situation – Setting up a business account
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 – Your Interests
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 – News

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 C1 – Course III

In this final block the learner will revise the work covered to date through the lexical fields of describing people and places, superstitions, horoscopes tourism and describing paintings and art and arrive at a C1. Starting with conditional phrases, time clauses and a review of the passive voice the learner will encounter exercises to practice reported speech, prepositional clauses, synonyms and antonyms as well as relative clauses. By now the learner will be able to converse on a wide range of subjects areas from detailed descriptions to abstract concepts. In terms of pronunciation, the learner will continue to model native speakers at a natural speed and be aware of contractions, intonation, elision, homophones, homographs and diphthongs.

In an Irish pub 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: ladder, horseshoe, itchy palm, lucky charm, fountain, congress, hold on to, to pull a lever, to adjust a dial etc as well as describing people and places.

In an Irish pub 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: expressing real and unreal conditions with ‘even if’, ‘until’, ‘in case’, expressing general truths and mixed conditionals. Vocabulary: to have something on one’s mind, to go on a spree, play safe, to let oneself go, jump at the chance and describing people and places. Activities: association of sentences and words with their corresponding pictures, an exercise to choose the appropriate word to complete the sentences and also more practice using the words provided to make sentences and listening to finish the sentences.

In an Irish pub III
Aims: to review and consolidate the structures and vocabulary from the lesson through a series of interactive exercises. Structures and functions: expressing real and unreal conditions using ‘even if’, ‘provided’ and ‘unless’; expressing general truths and giving advice and mixed conditionals. Vocabulary: to go on a spree, play safe, to let oneself go, jump at the chance etc as well as describing people and places. Activities: pronunciation of homographs, listen and repeat, choose the appropriate ending, write the verbs in the correct tense, listening and reading to answer the questions and predict the story, error detection and correction, real life dialogue and film dubbing as well as choosing synonymous sentences.

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

Giving opinions – 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.

Welsh culture I
Aims: to assimilate 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: to boil, to stir, to pour, materials and fabrics , industry, to manufacture, coal, farm, mining, equality, bachelor and luxury.

Welsh culture 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 places, industries, customs, passive voice review in all tenses and verbs with ‘being’: can’t stand, like, love, resent, fancy and don’t mind. Vocabulary:  to walk out, generally speaking, to have time to oneself, made by hand, to bring to the boil, to boil, to stir, to add, to leave and to pour. Activities: complete the sentences with the correct form of the verbs, association of sentences and words with their corresponding pictures and sentence transformation, listen and repeat, complete the instructions, reading and listening comprehension to find synonyms, sentence transformation from active to passive and listening practice with true or false comprehension questions.

Welsh culture III
Aims: to review and consolidate the structures and vocabulary seen in the lesson through a series of interactive exercises. Structures and functions: talking about places, industries and customs, passive voice review in all tenses, verbs with ‘being’: can’t stand, like, love, resent, fancy and don’t mind. Vocabulary: to walk out, generally speaking, to have time to oneself, by hand, to boil, to stir, to add, to leave and to pour. Activities: pronunciation practice with noun formation and the subsequent changes in stress, true or false reading and writing comprehension, choose the correct word to complete the text, association of sentences and words with corresponding pictures, gap-fill listening comprehension, sentence transformation from active to passive, true or false listening practice, real life dialogue and film dubbing exercise as well as choosing synonymous sentences.

Money / 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.

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

Money – 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.

Hogmanay in Scotland 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: tower block, mailman, platter, housing estate, council, to step on, enriched, to fall asleep, windscreen, steering wheel, pedestrian crossing, rear view mirror, horn, engine, truck and metro.

Hogmanay in Scotland 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 places, defining and non-defining relative clauses, explaining processes: after, when, before, then etc. Vocabulary: ‘to say the least’, ‘to spend a fortune’, ‘to back out’, ‘to be made redundant’, ‘to be down the road from’; British and American English: biscuit/cookie, handbag/purse, flat/apartment – ; prepositions: of, about, by, with and the different parts of a car. Activities: association of sentences and words with their corresponding pictures, relative pronouns gap-fill and match sentences to make relative clauses. Pronunciation practice with a listen and repeat exercise, true or false reading and listening comprehension, reading to find the synonymous British and American words, student-led listening, selecting the best word to complete the sentences and listening and writing practice with sentence correction.

Hogmanay in Scotland III
Aims: to review and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises. Structures and functions: talking about places, defining and non-defining relative clauses – joining two sentences, explaining processes: after, when, before, then etc., verbs with pre-fixes: overcooked etc. Vocabulary:  ‘to say the least’, ‘to spend a fortune’, ‘to back out’, ‘to be made redundant’, ‘to be down the road from’; British and American English; prepositions: of, about, by and with. Activities: pronunciation of prefixes, complete the sentences, sentence transformation from American to British English, writing practice with an exercise to join the sentences to make relative clauses, error detection and correction , real life dialogue practice with an exercise to dub the film and choosing synonymous sentences.

Communication / 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.

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

Communication – 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.

Doing some sightseeing in London 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: youngsters, security guard, beg, rational, announce; tourist attractions in London: The Tower of London, Covent Garden, The British Museum; parapsychology:  horoscopes, fortune telling, telepathy, astrology, intuitive, predictions and nightmares.

Doing some sightseeing in London 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: modal verbs review, connectors: ‘so that’, ‘despite’, ‘as’, ‘while’ and reported speech. Vocabulary: parapsychology, horoscopes, fortune telling, telepathy, astrology. Useful phrases: ‘give it a miss’, ‘take something seriously’, ‘make something up’, ‘wishful thinking’ and ‘you’re telling me!’  Activities: student-led listening, write the correct modal or auxiliary verb, association of sentences and words with corresponding pictures, choose the appropriate word from the list to complete the task,  pronunciation, reading and listening comprehension as well as a listening and reading comprehension with a gap-fill exercise.

Doing some sightseeing in London III
Aims: to revise and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises. Structures and functions: modal verbs review, reporting quotes and beliefs, forming adjectives,  verbs and nouns (suffixes), ‘say’, ‘tell’ and other reporting verbs. Vocabulary: parapsychology, horoscopes, fortune telling, telepathy, astrology; useful phrases: ‘give it a miss’, ‘take something seriously’, ‘make something up’, ‘wishful thinking’. Activities: pronunciation of adjectives from verbs and nouns, pronunciation of opposite adjectives, writing practice with reporting quotes, write the most suitable word in the gap, writing practice with a task to complete the synonymous sentences, a real life dialogue and film dubbing exercise as well as choosing synonymous sentences.

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

The paranormal – 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 the tour 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: aspect, anxiety, subdued, bold, symbolize; tones and colours: lilac, turquoise, beige, shade; paintings: watercolour, landscape, portrait, sketch, still life; photography: snaps, close-ups, prints.

Remembering the tour 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: describing pictures, background, to the right or left of, in the bottom left hand corner etc; prepositional clauses, Vocabulary: tones and colours, dark, light, lilac, beige; Paintings: watercolour, landscape, portrait, sketch, still life, abstract. Useful phrases: ‘to come to terms with’, ‘speak volumes’, ‘state of mind’, ‘at first sight’. Activities: student-led listening activity, association of sentences and words with their corresponding pictures and complete the gaps with a word from the list. Pronunciation: listen and repeat , listening comprehension to complete a registration form, multiple choice reading comprehension, reading to find synonyms and antonyms,  reading and matching words to definitions, true or false listening comprehension.

Remembering the tour III
Aims: to review and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises. Structures and functions: describing pictures: background, to the right or left of, in the bottom left hand corner etc.; prepositional clauses. Vocabulary: tones and colours, dark, light, lilac, beige; Paintings: watercolour, landscape, portrait, sketch; useful expressions: ‘to come to terms with’, ‘speak volumes’, ‘state of mind’ and ‘at first sight. Activities: pronunciation practice with a listen and repeat exercise on onomatopoeia, gap-fill reading comprehension, association of sentences and words with corresponding pictures, choose an appropriate ending, true or false reading comprehension, real life dialogue practice with a film dubbing exercise, as well as choosing synonymous sentences.

Art / 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.

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

Art – 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 the future I
Aims: to review and consolidate the grammar, structures and vocabulary covered in the whole block through a series of interactive exercises. Activities: true or false listening comprehension, pronunciation practice with word and syllable stress and real life dialogue practice with a film dubbing exercise.

Making plans for the future II
Aims: to revise and consolidate the grammar, structures and vocabulary covered in the whole block through a series of interactive exercises. Activities: reading and listening to answer the questions, listening to complete the gaps, error correction, reading and writing practice with a gap-fill exercise.

Making plans for the future III
Aims: to review and consolidate the grammar, structures and vocabulary covered in the whole block through a series of interactive exercises.  Activities: association of sentences and words with their corresponding pictures, use the correct tense to complete the text and choose the appropriate word according to the definitions.

Dictation: Marketing techniques I
The student will practice their oral comprehension and their writing, at the same time that they learn the vocabulary and useful expressions from important topics and so put into practice the language they are learning in a more advanced way.

Dictation: Marketing techniques II
The student will practice their oral comprehension and their writing, at the same time that they learn the vocabulary and useful expressions from important topics and so put into practice the language they are learning in a more advanced way.

Dictation: Sales I
The student will practice their oral comprehension and their writing, at the same time that they learn the vocabulary and useful expressions from important topics and so put into practice the language they are learning in a more advanced way.

Dictation: Sales II
The student will practice their oral comprehension and their writing, at the same time that they learn the vocabulary and useful expressions from important topics and so put into practice the language they are learning in a more advanced way.

Typical Situation – Trouble abroad – stolen credit card and passport
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 – Superstitions
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 – Radio programme

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.