ࡱ> #`  bjbjmm 4~g8̀t@T!       $"h %R   555 5 55 t ߁/F^F < 0!F]%,]%]%\ 5  ݑX!w  New Language Leader Upper Intermediate General Teaching Programme Area of Foreign Languages English NEW LANGUAGE LEADER UPPER INTERMEDIATE Teaching Programme Unit 1: Communication Aims To use the continuous aspect To use the perfect aspect To know phrasal verbs To know vocabulary about scientific study To know idioms To know collocations To know how to outline problems, offer solutions and react to suggestions To know how to solve communication problems To practise note-taking from listening to a talk To write and check written communication Contents I. Communication skills Reading an article about six degrees of separation Reading a leaflet about a communication course Reading two extracts from the book You just dont understand by the academic Deborah Tannen Listening to five people talking about communication habits Listening to a radio programme about gender conversation styles Listening to a conversation between two counsellors from the Advice Centre discussing the financial problems of a student at the university Discussing communicating Discussing non-verbal communication in your culture Talking about current trends in communication, considering consequences in different groups or parts of society Discussing advices for men communicating with women and women communicating with men Reading about personalities and potential problems of four students sharing a flat for a year Discussing flatmates problems and suggesting solutions Writing a list of advice for communicating with people from your country Practising note-taking from listening to a talk (structure of talks, note-taking techniques) Exchanging emails with a partner about a fictitious situation, checking your partners emails for mistakes using the GRASP (Grammar, Register, Appropriacy of vocabulary, Spelling and Punctuation) techniques Watching a video with a lecture about public speaking II. Language reflections A. Language and grammar functions The continuous aspect The perfect aspect B. Vocabulary Phrasal verbs Scientific study Idioms - Collocations III. Sociocultural aspects To think and talk about feelings and its communication To show interest in giving a presentation To debate communication skills To think about problems when sharing a flat CROSS-CURRICULAR TOPICS Moral and civic education To respect peoples personalities Consumer education To debate the idea of spending so much money Education for equality To respect different groups or parts of society Assessment I. Communication skills Language reference 1, Key Language, page 126 Extra practice 1, Key Language, exercise 4, page 127 Supplementary Resources (webpage), Study Skills Unit 1 My English Lab II. Language reflections Language reference 1, Grammar and Vocabulary, page 126 Extra practice 1, Grammar, exercises 1-3, page 127 Extra practice 1, Vocabulary, exercises 5-7, page 127 Supplementary Resources (webpage), Language Practice Unit 1 (Grammar and Vocabulary) My English Lab III. Sociocultural aspects Supplementary Resources (webpage), Reading Unit 1 My English Lab Unit 2: Environment Aims To use indirect questions To use present perfect simple and continuous To know vocabulary about the environment To know local environment collocations To know adverbs To know how to agree and disagree politely, polite questions To know how to attend a formal meeting To practise designing a questionnaire To write a questionnaire Contents I. Communication skills Reading a newspaper article about noisy neighbours, identifying similarities and differences with your country in general, and your local area Reading an article about climate change impacts Reading a short extract from Bill Brysons A short History of Nearly Everything Listening to three people taking part in a survey about their local area Listening to a lecture about volcanoes Listening to a phone conversation between a government official and a power company representative about a proposed wind farm Listening to a conversation with a lecturer about questionnaires Discussing solutions to neighbourhood problems Talking about your environment (the weather, the seasons, wildlife, sea levels) Taking turns to give a one-minute presentation on a volcano of your choice, asking the other presenters polite questions about their volcano Holding a meeting to discuss a wind farm proposal, putting your point of view across forcefully and being diplomatic Writing a paragraph summarising your solution to a any of the neighbourhood problems Practising designing a questionnaire, using different question types Writing a questionnaire about issues in your place of study/work Listening to an interview about active volcanoes (Meet the expert) II. Language reflections A. Language and grammar functions Present perfect simple and continuous Indirect questions B. Vocabulary Local environment collocations Environment Adverbs C. Pronunciation Main stress in collocations III. Sociocultural aspects To show interest in surveys and questionnaires To debate neighbourhood problems To show interest in volcanoes To appreciate environmental organisations CROSS-CURRICULAR TOPICS Moral and civic education To debate environmental problems Environmental education To show interest in climate change Education for equality To respect peoples opinions Assessment I. Communication skills Language reference 2, Key Language, page 128 Extra practice 2, Key Language, exercise 5, page 129 Supplementary Resources (webpage), Study Skills Unit 2 My English Lab II. Language reflections Language reference 2, Grammar and Vocabulary, page 128 Extra practice 2, Grammar, exercises 1-4, page 129 Extra practice 2, Vocabulary, exercises 6-8, page 129 Supplementary Resources (webpage), Language Practice Unit 2 (Grammar and Vocabulary) My English Lab III. Sociocultural aspects Supplementary Resources (webpage), Reading Unit 2 My English Lab Unit 3: Sport Aims To use quantifiers To use definite and zero articles To know idioms To know self- abstract nouns To know how to use emphasis and comparison To know how to give a presentation To practise understanding essay questions To write a for and against essay Contents I. Communication skills Reading an article about the football player Charles Miller Reading a leaflet about a karate club Reading an article about being a top athlete Listening to an interview with a karate teacher talking about his experiences and his connection to martial arts Listening to a presentation about a Korean ice skater Listening to a lecturer on a study skills workshop answering questions about an essay writing Using idioms to talk about experiences Discussing the four most important things to get to the top in sport, ranking them 1 to 4 Giving a presentation on your outstanding modern sportsperson, using words and phrases to emphasise your points Practising understanding essay questions (key words, essay writing) Writing a for and against essay about essay questions related to sport (winning in sports today, sports involving animals or men more interested in sport than women) Listening to an interview about the science of sports Psychology (Meet the expert) II. Language reflections A. Language and grammar functions Quantifiers Definite and zero articles B. Vocabulary Idioms Prefix self-: abstract nouns C. Pronunciation Weak forms of the III. Sociocultural aspects To talk about sports and its practice To talk about famous people To show interest in Paralympics To debate the link between sport and money CROSS-CURRICULAR TOPICS Moral and civic education To talk about favourite sports Health Education To think about healthy sports routines Education for peace To be aware of sportsmanship when practising a sport Assessment I. Communication skills Language reference 3, Key Language, page 130 Extra practice 3, Key Language, exercise 4, page 131 Supplementary Resources (webpage), Study Skills Unit 3 My English Lab II. Language reflections Language reference 3, Grammar and Vocabulary, page 130 Extra practice 3, Grammar, exercises 1-3, page 131 Extra practice 3, Vocabulary, exercises 5-7, page 131 Supplementary Resources (webpage), Language Practice Unit 3 (Grammar and Vocabulary) My English Lab III. Sociocultural aspects Supplementary Resources (webpage), Reading Unit 3 My English Lab Unit 4: Medicine Aims To use future continuous, going to, present continuous To use future perfect simple and future simple To know personality adjectives To know vocabulary about medical terms To know vocabulary about illness and medicine To know dependent prepositions To know how to discuss implications To know how to make difficult decisions To practise evaluating resources on internet To write a short report Contents I. Communication skills Reading four articles about four medical breakthroughs (X-rays, penicillin, aspirin, anaesthesia) ranking them by importance Reading a facts/news article about malaria Reading an online article about a current medical breakthrough, the bionic eye Listening to a doctor talking about her work Listening to a professor talking about malaria Listening to six doctors and medical researchers talking about future medical developments Listening to a business consultant talking about the use of internet for work Listening to a lecturer giving a presentation on evaluating internet resources Discussing medicine and the medical profession Planning a fund-raising day at your college/place of work to help support a malaria charity Talking about hopes for the future in your country, in terms of health and society Choosing a hypothetical serious problem of a pharmaceutical company, and making difficult decisions to solve or deal with it Practising evaluating resources on internet Writing a short report on herbal remedies or on hypnotherapy Listening to an interview about medical bionics (Meet the expert) II. Language reflections A. Language and grammar functions Future continuous, going to, present continuous Future perfect simple and future simple B. Vocabulary Personality adjectives Medical terms Illness and medicine Dependent prepositions C. Pronunciation Stressed syllables III. Sociocultural aspects To debate discoveries in medicine To debate personal qualities To talk about diseases in the present world To show interest in evaluating resources on the internet CROSS-CURRICULAR TOPICS Moral and civic education To respect alternative therapies Consumer education To debate the commercial side of medical breaktroughs Health education To think about medical developments and health Assessment I. Communication skills Language reference 4, Key Language, page 132 Extra practice 4, Key Language, exercise 4, page 133 Supplementary Resources (webpage), Study Skills Unit 4 My English Lab II. Language reflections Language reference 4, Grammar and Vocabulary, page 132 Extra practice 4, Grammar, exercises 1-3, page 133 Extra practice 4, Vocabulary, exercises 5-6, page 133 Supplementary Resources (webpage), Language Practice Unit 4 (Grammar and Vocabulary) My English Lab III. Sociocultural aspects Supplementary Resources (webpage), Reading Unit 4 My English Lab Lecture Link, Lecture 1 with worksheet (Extra listening practice) Unit 5: Transport Aims To use modal verbs and ways of expressing ability, possibility and obligation (future and past) To know vocabulary about transport To know vocabulary about safety features To know collocations To know words from the text To know the language of meetings summarising To know how to evaluate proposals To practise using graphs, charts and tables To describe information in a table Contents I. Communication skills Reading an article about road safety analysing arguments Reading an article about future transport Reading an article about the top three great railway journeys Listening to four people talking about transport Listening to a news report on transport of the future Listening to an English-language broadcast for tourists travelling in Europe, about transport problems Discussing the ways of improving road safety Making future predictions on transport issues Describing a personal memorable journey Role-playing a member of the Planning Department of the city council and discussing several proposals for solving traffic problems Writing a short report on road safety Practising using graphs, charts and tables Describing information in a table containing selected rankings of the worlds busiest airports by cargo traffic, using some expressions of comparison and contrast Listening to an interview with Monisha Rajesh about her Indian train journey (Meet the expert) II. Language reflections A. Language and grammar functions Modal verbs and ways of expressing ability, possibility and obligation (past and future) B. Vocabulary Transport Safety features Collocations Words from the text III. Sociocultural aspects To think and talk about different means of transport To show interest in dangers and accidents To talk about travelling experiences To show interest in graphs, charts and tables CROSS-CURRICULAR TOPICS Moral and civic education To debate transport problems in cities Health education To debate the healthiest mean of transport Education for peace To respect peoples predictions about the future Assessment I. Communication skills Language reference 5, Key Language, page 134 Extra practice 5, Key Language, exercise 4, page 135 Supplementary Resources (webpage), Study Skills Unit 5 My English Lab II. Language reflections Language reference 5, Grammar and Vocabulary, page 134 Extra practice 5, Grammar, exercises 1-3, page 135 Extra practice 5, Vocabulary, exercises 5-8, page 135 Supplementary Resources (webpage), Language Practice Unit 5 (Grammar and Vocabulary) My English Lab III. Sociocultural aspects Supplementary Resources (webpage), Reading Unit 5 My English Lab Unit 6: Literature and Film Aims To use narrative tenses To use used to, would, get used to To know vocabulary about genres To know vocabulary about literature and film To know adjectives To know collocations To know idiomatic expressions To know words from the text To know how to persuade To know how to make a persuasive presentation To practise making an effective presentation To write an online review Contents I. Communication skills Reading an article about the sometimes uneasy relationship between books and films, inferring opinion Reading an extract from The Great Gatsby Reading a PISA report about the different reading habits between boys and girls, identifying facts and opinions Listening to four members of a discussion group talking about the book and film of The Da Vinci Code Listening to four people talking about books Listening to five people talking about their reading habits Listening to a conversation from an enthusiastic member of a film production company staff, trying to persuade his partner about a film proposal Listening to five people describing a memorable presentation Describing a book or film Discussing influential books Talking about childhood, things you used to or didnt use to do, think or believe Making an effective presentation on a film project of your invention, using persuasive phrases Practising making an effective presentation (rhetorical techniques) Writing an online review of a film/DVD you have seen Watching a video with a presentation about The Girl with the Dragon Tattoo II. Language reflections A. Language and grammar functions Narrative tenses Used to, would, get used to B. Vocabulary Genres Literature and film Adjectives Idiomatic expressions Words from the text C. Pronunciation Used to III. Sociocultural aspects To talk about cinema and its function in society To show interest in books To show interest in using their imagination to invent stories and situations CROSS-CURRICULAR TOPICS Moral and civic education To talk about reading habits Consumer education To debate the film industry Education for equality To be aware and respect differences between boys and girls Assessment I. Communication skills Language reference 6, Key Language, page 136 Extra practice 6, Key Language, exercise 4, page 137 Supplementary Resources (webpage), Study Skills Unit 6 My English Lab II. Language reflections Language reference 6, Grammar and Vocabulary, page 136 Extra practice 6, Grammar, exercises 1-3, page 137 Extra practice 6, Vocabulary, exercises 5-7, page 137 Supplementary Resources (webpage), Language Practice Unit 6 (Grammar and Vocabulary) My English Lab III. Sociocultural aspects Supplementary Resources (webpage), Reading Unit 6 My English Lab Unit 7: Architecture Aims To use the passive To use modals (present deduction) To know vocabulary for describing buildings To know idioms To know prefixes To know how to talk about requirements To know how to decide on facilities in a hotel To practise identifying fact and opinion To write an opinion-led essay Contents I. Communication skills Reading an article about three famous buildings (The Colosseum, The Taj Mahal and The Eiffel Tower) Reading an article about unusual buildings around the world, designed to solve space problems or to deal with the challenge of the climate Reading an article about famous bridges (Alamillo Bridge, Charles Bridge, Akashi Kaikyo Bridge and Golden Gate Bridge) Listening to an architect answering questions from students of architecture Listening to three architects discussing a hotel design Describing a building in your country Discussing the issue of young people living with their parents at home till later in life Sharing information on bridges Discussing facilities for a hotel ground floor Writing a short paragraph describing a well-known building Practising identifying fact and opinion Writing an opinion-led essay on new/old buildings questions Listening to an interview about innovative designs (Meet the expert) II. Language reflections A. Language and grammar functions The Passive B. Vocabulary Describing buildings Prefixes Idioms C. Pronunciation Word stress III. Sociocultural aspects To show interest in architecture To respect and show interest in different cultures To talk about cities To think about business and its possibilities CROSS-CURRICULAR TOPICS Moral and civic education To debate relationships within the family Environmental education To debate a home of the future Consumer education To debate the use of different areas within a public building Assessment I. Communication skills Language reference 7, Key Language, page 138 Extra practice 7, Key Language, exercise 4, page 139 Supplementary Resources (webpage), Study Skills Unit 7 My English Lab II. Language reflections Language reference 7, Grammar and Vocabulary, page 138 Extra practice 7, Grammar, exercises 1-3, page 139 Extra practice 7, Vocabulary, exercises 5-8, page 139 Supplementary Resources (webpage), Language Practice Unit 7 (Grammar and Vocabulary) My English Lab III. Sociocultural aspects Supplementary Resources (webpage), Reading Unit 7 My English Lab Unit 8: Globalisation Aims To use verb patterns To use causatives To know vocabulary about globalisation To know collocations To know abstract nouns To know words from the text To know how to clarify To know how to take part in a debate To practise summarising To write a summary Contents I. Communication skills Reading an online discussion about globalisation Reading three texts about culture mistakes, drawing conclusions Reading an article about international cooperation Listening to five people talking about globalisation, summarising each persons view point Listening to four international managers giving advice to young people who want to work for global companies Listening to a radio interview about supermarket expansion Discussing globalisation, assessing results and consequences Sharing information about global projects Taking part in a TV debate programme about plans for expansion in your country of a giant supermarket chain Writing your opinion in globalisation Practising summarising (topic sentences, paraphrasing) Writing a summary of an article about a new trend in manufacturing in the USA Listening to an interview about working in a global workplace (Meet the expert) II. Language reflections A. Language and grammar functions Verb patterns Causatives B. Vocabulary Globalisation Collocations Abstract nouns III. Sociocultural aspects To debate benefits of having work experience To talk about countries and continents To show interest in global cooperation To show interest in science and technology CROSS-CURRICULAR TOPICS Moral and civic education To debate learning from other cultures Consumer education To debate globlal consumerism and offshoring Education for peace To respect peoples likes and dislikes Assessment I. Communication skills Language reference 8, Key Language, page 140 Extra practice 8, Key Language, exercise 4, page 141 Supplementary Resources (webpage), Study Skills Unit 8 My English Lab II. Language reflections Language reference 8, Grammar and Vocabulary, page 140 Extra practice 8, Grammar, exercises 1-4, page 141 Extra practice 8, Vocabulary, exercises 5-6, page 141 Supplementary Resources (webpage), Language Practice Unit 8 (Grammar and Vocabulary) My English Lab III. Sociocultural aspects Supplementary Resources (webpage), Reading Unit 8 My English Lab Lecture Link, Lecture 2 with worksheet (Extra listening practice) Unit 9: Art Aims To use gradable and ungradable adjectives To use adverbs in the right position To know vocabulary about art and artists To know adverb-adjective collocations To know the order of adjectives To know how to discuss implications offering counter-arguments To know how to decide on an action plan To practise expanding your vocabulary To write an online review Contents I. Communication skills Reading an online discussion about art Reading an article about photography Reading an article about three contemporary sculptors Listening to three people talking about art Listening to a conversation about the commission an art gallery charges artists to exhibit their work Listening to a lecture about writing skills and travel blogs Discussing what is art, justifying opinions Describing a well-known painting or piece of art you have seen or know about Describing a favourite photo saying why it is one of your favourites Developing three arguments that support and three arguments against the statement Public works of art are a waste of money Role-playing a member of a team of art consultants discussing an action plan with the other members, considering the implications of others ideas and offering counter-arguments Practising expanding your vocabulary Writing an online review (a travel blog of a trip you have made either in your country or abroad) Listening to an interview to Yulia Podolskaya, about her work as a sculptor (Meet the expert) II. Language reflections A. Language and grammar functions Ungradable adjectives Position of adverbs B. Vocabulary Art and artists Adverb-adjective collocations Order of adjectives III. Sociocultural aspects To show interest in art To think and talk about feelings and its communication To talk about photography To show interest in famous artists CROSS-CURRICULAR TOPICS Moral and civic education To debate famous peoples life Consumer education To debate the idea of spending so much money in art Education for peace To respect different points of view Assessment I. Communication skills Language reference 9, Key Language, page 142 Extra practice 9, Key Language, exercise 4, page 143 Supplementary Resources (webpage), Study Skills Unit 9 My English Lab II. Language reflections Language reference 9, Grammar and Vocabulary, page 142 Extra practice 9, Grammar, exercises 1-3, page 143 Extra practice 9, Vocabulary, exercises 5-7, page 143 Supplementary Resources (webpage), Language Practice Unit 9 (Grammar and Vocabulary) My English Lab III. Sociocultural aspects Supplementary Resources (webpage), Reading Unit 9 My English Lab Unit 10: Psychology Aims To use relative clauses To use reduced relative clauses To know personality adjectives To know phrasal verbs To know word formation To know idioms with mind To know words from the text To know how to give and react to advice To know how to take part in an advice phone-in To practise writing a bibliography, referencing To write an advantages and disadvantages essay Contents I. Communication skills Reading a webpage about the Belbin model (an analysis of roles within a team) Reading a webpage about peer presure Reading an article about criminal profiling Listening to a lecture about group dynamics Listening to a radio advice phone-in Planning a project to launch a new community newspaper, discussing what roles from the Belbin model you have in your team and what roles you lack Discussing peer presure Talking about famous criminals from your country or books or films you know that involve profiling or serial killers Doing a role-play between a psychologist in a radio phone-in programme and a caller looking for advice on some personal problems Summarising an article about psychological profiling Practising writing a bibliography, referencing (the Harvard System of Referencing) Writing an advantages and disadvantages essay on bringing up children, using internet to look up some articles, including some references in the text and a short bibliography Listening to an interview to a neuroscientist, about psychological profiling (Meet the expert) II. Language reflections A. Language and grammar functions Relative clauses Reduced relative clauses B. Vocabulary Personality adjectives Phrasal verbs Word formation Idioms with mind Words from the text C. Pronunciation Stress patterns III. Sociocultural aspects To think and talk about personalities To show interest in human relationships To debate problems at school To talk about crime and criminal profiling CROSS-CURRICULAR TOPICS Moral and civic education To debate the family Education for equality To respect workmates, classmates Health education To think about healthy daily habits to solve psychological problems Assessment I. Communication skills Language reference 10, Key Language, page 144 Extra practice 10, Key Language, exercises 5, page 145 Supplementary Resources (webpage), Study Skills Unit 10 My English Lab II. Language reflections Language reference 10, Grammar and Vocabulary, page 144 Extra practice 10, Grammar, exercises 1-4, page 145 Extra practice 10, Vocabulary, exercises 6-9, page 145 Supplementary Resources (webpage), Language Practice Unit 10 (Grammar and Vocabulary) My English Lab III. Sociocultural aspects Supplementary Resources (webpage), Reading Unit 10 My English Lab Unit 11: Cultures Aims To use reported speech To use reporting verbs To know adjectives To know vocabulary about culture To know how to create impact in a presentation To know how to give a formal presentation To practise improving reading skills To write formal correspondence Contents I. Communication skills Reading a university webpage on what is culture Reading an article giving advice to foreign students about the five stages of culture shock Reading two texts about cultural differences Listening to six people talking about what they miss about their culture Listening to a radio discussion between three young people about their experience of culture shock in Japan Listening to two people talking about cultural mistakes they made while visiting Spain and Turkey Listening to a presentation about Toronto Listening to a radio lecture about reading Agreeing in small groups on twelve items to put in a time capsule which will be opened in 200 years time, explaining to other group the content of your capsule and the reasons for your choices Discussing cultural shock Discussing cultural issues Giving a formal presentation as a responsible for the tourist board of your home town, to persuade a cultural exchange organisation to include your town in their list of destinations Describing a foreign person you know in your country and where she/he is in the five stages of culture shock Practising improving reading skills with some techniques (reading and chunking, guessing unknown words, reading linkers, etc.) Writing a piece of formal correspondence in reply to an advertisement to be interviewed about the influence of youth cultures around the world Listening to an interview about the cultural importance of food (Meet the expert) II. Language reflections A. Language and grammar functions Reported speech Reporting verbs B. Vocabulary Culture Adjectives III. Sociocultural aspects To show interest in learning English To respect and show interest in different cultures To debate culture shock To show interest in presenting a topic CROSS-CURRICULAR TOPICS Moral and civic education To respect others when taking part in any kind of activity Education for peace To respect different behaviours from different cultures Consumer education To think about participating in a TV programme Assessment I. Communication skills Language reference 11, Key Language, page 146 Extra practice 11, Key Language, exercise 5, page 147 Supplementary Resources (webpage), Study Skills Unit 11 My English Lab II. Language reflections Language reference 11, Grammar and Vocabulary, page 146 Extra practice 11, Grammar, exercises 1-4, page 147 Extra practice 11, Vocabulary, exercises 6-8, page 147 Supplementary Resources (webpage), Language Practice Unit 11 (Grammar and Vocabulary) My English Lab III. Sociocultural aspects Supplementary Resources (webpage), Reading Unit 11 My English Lab Unit 12: Technology Aims To use conditionals: first and second To use conditionals: third and mixed To know vocabulary about technology To know opposites (prefixes) To know words from the text To know how to persuade, making a case for something To know how to conduct a problem-solving meeting To practise recognising plagiarism and how to avoid it To write an opinion article Contents I. Communication skills Reading an article about failed inventors Reading a webpage about the Amish community in North America Reading an article about GM (Genetically Modified) food Listening to three people describing technological equipment Listening to a conversation between two workers about a rumour in the company that the management is going to make cuts in the workforce Listening to a conversation between two managers about a plan to modernise the production process Discussing technology Discussing living without technology Holding a class debate on the improvement of our lives by the rapid rate of technological development Conducting a problem-solving meeting in a company worried about the raise of new machines, discussing how to deal with the workers concerns Writing a short text giving your opinion on technology Practising recognising plagiarism and how to avoid it (the difference between acceptable paraphrasing and plagiarism) Writing an opinion article on how the increased use of mobile technology, social networks and gaming is changing the way people think and believe Watching a video with a lecture about plagiarism II. Language reflections A. Language and grammar functions Conditionals: first and second Conditionals: third and mixed B. Vocabulary Technology Opposites (prefixes) Words from the text III. Sociocultural aspects To show interest in household devices To talk about famous inventions To debate new technologies CROSS-CURRICULAR TOPICS Moral and civic education To debate technology and its need in society Education for peace To respect Amish culture Environmental Education To debate traditional lifestyles as a way of preserving nature Assessment I. Communication skills Language reference 12, Key Language, page 148 Extra practice 12, Key Language, exercise 5, page 149 Supplementary Resources (webpage), Study Skills Unit 12 My English Lab II. Language reflections Language reference 12, Grammar and Vocabulary, page 148 Extra practice 12, Grammar, exercises 1-4, page 149 Extra practice 12, Vocabulary, exercises 6-8, page 149 Supplementary Resources (webpage), Language Practice Unit 12 (Grammar and Vocabulary) My English Lab III. 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