Level 4

Master

Super Intensive
Level 4 Super Intensive

Unit Competency Content to be covered Content distribution

• Can report straightforward factual information

on a familiar topic • Simple present and present progressive
• Can carry out a prepared interview • Subject and object questions UNIT
1 • Can perform and respond to a wide range of
language functions, using their most common
•
•
Seeing and hearing
languages
1
exponents in a neutral register.

• Can describe the personal significance of

events and experiences in detail. • Present perfect and simple past
• Can give simple reasons to justify a viewpoint • Present and past ability
UNIT
2 on a familiar topic.
• Can adjust his/her expression to make some
distinction between formal and informal
•
•
Collocations: making big decisions
Dependent prepositions 2
registers but may not always do so • Problems and solutions
appropriately.

• Can describe the personal significance of

events and experiences in detail. • Narrative tenses
• Can express and respond to feelings such as • Articles and quantifiers UNIT
3 surprise, happiness, sadness, interest and
indifference.
• Can write basic formal emails/letters, for
•
•
Collocations: travel information
Nouns ending in –ion
3
example, to make a complaint and request • Gradable and ungradable adjectives
action.
Level 4 Super Intensive

Unit Competency Content to be covered Content distribution

• Can describe resolutions, plans and hopes • Future forms

for the future.
• Making predictions UNIT
4 • Can describe dreams, hopes and ambitions.
• Can reformulate an idea to emphasize or •
•
Collocations: goals and resolutions
Prefixes: dis-, mis-, over-, re-, under-
4
explain a point.

• Can discuss my skills and experiences and

give career advice accordingly. • Past habits and states
• Can give a prepared straightforward • The passive voice UNIT
5 presentation on a familiar topic within his/her
field
•
•
Employment skills and qualities
Verbs of influence 5
• Can write a basic letter of application with • Business collocations
limited supporting details.

• Can describe hobbies or free time activities in • Modals of obligation

some detail. • Present perfect progressive
• Can express belief, opinion, agreement and UNIT
• Had to / needed to
6 disagreement politely.
• Can write straightforward, detailed •
•
Adjectives ending in –ive
Sports
6
descriptions on a range of familiar subjects
within his/her field of interest. • Hobbies and free time activities
Level 4 Super Intensive

Unit Competency Content to be covered Content distribution

• Modals of speculation and deduction

• Can compare and contrast alternatives, • Comparatives and superlatives
discussing what to do, where to go, who or
• The…, the UNIT
7 which to choose, etc.
• Can offer advice on simple matters within •
•
Phrasal verbs
Adjectives to describe food
7
his/her field of experience.
• waste

• Adjective clauses
• Can understand and exchange complex • Zero and first conditionals
information and advice on the full range of
• Conditionals with modals and imperatives UNIT
8 matters related to his/her occupational role.
• Can describe how to do something, giving •
•
Word families
Creative thinking
8
detailed instructions.
• Positive adjectives

• Can take part in a discussion involving the

development and evaluation of alternative • Second conditional
proposals. • Reported speech
UNIT
9 • Can narrate a story.
• Can write a simple review of a movie, book
•
•
The arts
Verbal idioms 9
or TV program using a limited range of • Reporting verbs
language.
Level 4 Super Intensive

Unit Competency Content to be covered Content distribution

• Can talk about past experiences,

speculating about how things might
• Third conditional
have turned out differently.
• should have + past participle
• Can describe dreams, hopes and
• Hopes and wishes
ambitions. UNIT
10 • Can write a report on an event where
something went wrong, explaining
•
•
Psychology verbs
Expressions with mind 10
• Reflexive verbs
what happened and suggesting ways
• Staying organized
of preventing the same thing
happening again.
 Level 4 - Super Intensive Unit
Unit 11

Sat. Period 1 Period 2 Period 3

Program Introduction(methodology, course
content, graduate profile, evaluation, IGA
services) and Getting to know you activities
1 Book Pages: VI
SLO: Students will be able to show
understanding of a podcast about living
without phones
2 S: Listening
TS: Listening for details
Book Pages: 4
SLO: Students will be able to show
understanding of a magazine article about
learning languages
3 S: Reading
TS: Scanning for details
SL: Languages
Book Pages: 8 - 9
SLO: Students will be able to show understanding of SLO: Students will be able to use simple present and
social media posts present progressive to talk about actions that usually
S: Reading/Speaking happen and actions in progress at the time
TS: Scanning for details S: Speaking
Book Pages: 44563 TL: Simple present and present progressive
Book Pages: 3, 122
SLO: Students will be able to use seeing and hearing SLO: Students will be able to use subject and object
vocabulary to discuss content of podcasts/articles questions to get different types of information
S: Speaking S: Listening / Speaking
TL: seeing and hearing TL: Subject and Object questions
Book Pages: 5 Book Pages: 6 - 7, 122
SLO: Students will be able to use fixed expressions SLO: Students will be able to write a report about a
to ask for, offering, and responding to help current trend in communication using formal language
S: Listening / Speaking, Culture S: Writing
TL: ask for, offer, and respond to help
Book Pages: 10 - 11
TS: Using formal language in reports
Book Pages: 156

LANGUAGE ASSESSMENT 1
4 Unit 1
 Level 4 - Super Intensive Unit
Unit 21

Sat. Period 1 Period 2 Period 3

SLO: Students will be able to show understanding of an SLO: Students will be able to use present perfect and simple
online post about bucket lists past to describe actions completed in the past or that started in
S: Reading / Speaking the past and continue now
4 TS: Scanning for details
Book Pages: 14
S: Speaking
TL: Present perfect and simple past
Book Pages: 15, 124
SLO: Students will be able to show understanding SLO: Students will be able to use vocabulary (put a plan SLO: Students will be able to show understanding of an article
of a podcast interview into action, stay motivated, etc) to talk about making big about an older man looking for employment
S: Listening decisions S: Reading
5 TS: Listening for details
Book Pages: 16
S: Speaking
TL: Big decisions collocations
TS: Deducing the meaning of unknown words from context
Book Pages: 18
SPEAKING ASSESSMENT 1
Book Pages: 17
SLO: Students will be able to use dependent SLO: Students will be able to use can/could, SLO: Students will be able to use vocabulary (solve, suggest,
prepositions to complement verbs can't/couldn't, and be able to to state present and past analyze, etc) to talk about problems and solutions
S: Speaking ability S: Speaking
6 TL: Dependent prepositions
Book Pages: 19
S: Listening / Speaking
TL: can, could, and be able to
TL: Problems and solutions
Book Pages: 21, 142
Book Pages: 20 - 21, 124

SLO: Students will be able to use fixed expressions SLO: Students will be able to write an email to a friend
to ask for, give and refuse permission using informal language
S: Listening / Speaking S: Writing
7 TL: Ask for, give and refuse permission
Book Pages: 22 - 23
TS: Informal writing
WRITING ASSESSMENT 1
Book Pages: 157
 Level 4 - Super Intensive Unit
Unit 31

Sat. Period 1 Period 2 Period 3

SLO: Students will be able to use simple past, past progressive,
and past perfect to describe events in the past

7 S: Listening / Speaking
TL: Narrative tenses
Book Pages: 26-27, 126
SLO: Students will be able to use collocations SLO: Students will be able to show understanding of an SLO: Students will be able to use nouns (expectation, reaction,
(rush hour, slight delay, etc.) to give travel article about talking to strangers decision, etc.) to talk about interactions
information S: Reading S: Speaking
8 S: Speaking
TL: Collocations: travel information
TS: Skim reading to build a map of a text
Book Pages: 28
TL: Nouns ending in -ion
Book Pages: 29, 143
Book Pages: 27, 142
SLO: Students will be able to show understanding SLO: Students will be able to use articles (a, the, -) and SLO: Students will be able to show understanding of a city
of an article about a shut down transportation quantifiers to reference nouns in ... council meeting by
service S: Speaking S: Listening
9 S: Reading
TS: Scanning for details
TL: Articles and quantifiers
Book Pages: 31, 126
TS: Listening for signposting language
Book Pages: 32
Book Pages: 30 - 31
SLO: Students will be able to use adverbs to SLO: Students will be able to use fixed phrases (you'll SLO: Students will be able to write an email of complaint using
emphasize a description never guess… in the end… etc.) to sequence a story adverbs to give emphasis
S: Speaking S: Listening / Speaking, Culture S: Writing
10 TL: Gradable and ungradable adjectives
Book Pages: 33
TL: Telling a story in five stages
SPEAKING ASSESSMENT 2
TS: Using adjectives to give emphasis
Book Pages: 158
Book Pages: 34-35

LANGUAGE ASSESSMENT 2
11 Units 2-3
 Level 4 - Super Intensive Unit
Unit 41

Sat. Period 1 Period 2 Period 3

SLO: Students will be able to use be going to, will, and SLO: Students will be able to use collocations (make a
present progressive to talk about future actions resolution, reach a target, etc.) to talk about goals and
S: Listening / Speaking resolutions
11 TL: Future forms
Book Pages: 38 - 39, 128
S: Speaking
TL: Collocations: goals and resolutions
Book Pages: 39, 143
SLO: Students will be able to show understanding SLO: Students will be able to show understanding of 4 SLO: Students will be able to show understanding of an article
of a passage of a self-help book interviews about how books or movies change people's about super-forcasters
S: Reading lives S: Reading
12 TS: Summarizing
Book Pages: 40 - 41
S: Listening / Speaking
TS: Listening for details
TS: Scanning for details
Book Pages: 42 - 43
Book Pages: 41

SLO: Students will be able to use be going to, will, SLO: Students will be able to show understanding of a SLO: Students will be able to use prefixes (dis-, mis-, over-, re-,
won't, could, may, or might to make predictions current affairs radio show and under-) to change the meaning of verbs, nouns, or
S: Speaking Listening adjectives
13 TL: Making predictions
Book Pages: 43, 128
TS: Paraphrasing
Book Pages: 44
S: Speaking
TL: prefixes: dis-, mis-, over-, re-, under
Book Pages: 45, 143
SLO: Students will be able to use fixed phrases SLO: Students will be able to write a short essay using
(what did you say? you've lost me, etc.) to clarify linking words to introduce reasons and consequences
and ask for clarification S: Writing
14 S: Listening / Speaking
TL: Clarifying and asking for clarification
TS: Using linking words to introduce reasons and
consequences
Book Pages: 46 - 47 WRITING ASSESSMENT 2
Book Pages: 159
 Level 4 - Super Intensive Unit
Unit 51

Sat. Period 1 Period 2 Period 3

14
SLO: Students will be able to use used to and would
to describe actions and states in the past
SLO: Students will be able to show understanding of a
conversation about work
S: Listening / Speaking
TS: Listening for details
SL: Employment skills and qualities
Book Pages: 50
SLO: Students will be able to show understanding of an SLO: Students will be able to use verbs (let,make, encourage, and
article about the modern offices advice) to talk about influence

15 S: Speaking
TL: Past habits and states
S: Reading
TS: Following reference links in a text
S: Speaking
TL: Verbs of influence
Book Pages: 51, 130 Book Pages: 52 - 53 Book Pages: 53, 244
SLO: Students will be able to show understanding of SLO: Students will be able to use the passive voice to focus SLO: Students will be able to show understanding of a business
a text about a business that is selling bottled air on an action podcast about marketing

16 S: Reading
TS: Scanning for details
S: Speaking
TL: Passive voice
S: Listening
TS: Listening for examples
Book Pages: 54 - 55 Book Pages: 55, 130 Book Pages: 56
SLO: Students will be able to use collocations (run a SLO: Students will be able to use fixed phrases (good SLO: Students will be able to write a cover letter for a job
business, make money, etc.) to talk about business morning and thank you for coming. that brings us to… etc.) application using paragraph structure
S: Speaking to structure a presentation S: Writing
17 TL: business collocations
SPEAKING ASSESSMENT 3
S: Listening / Speaking, Culture
TL: structuring a presentation
TS: Paragraph structure
Book Pages: 160
Book Pages: 57, 144 Book Pages: 58 - 59

LANGUAGE ASSESSMENT 3
18 Units 4-5
READING JOURNAL 1
 Level 4 - Super Intensive Unit
Unit 61

Sat. Period 1 Period 2 Period 3

SLO: Students will be able to use modals (must, have to, need to,
should) to state obligation

18 S: Reading / Speaking
TL: Modals of obligation
Book Pages: 62 - 63, 132

SLO: Students will be able to use adjective (decisive, SLO: Students will be able to show understanding of a talk SLO: Students will be able to use nouns (champion, fan, top player,
massive, etc.) to describe competitive events about esports etc.) to talk about sports
S: Speaking S: Listening S: Speaking
19 TL: adjectives ending in –ive
Book Pages: 63
TS: Listening for main and supporting points
Book Pages: 64
TL: Sports
SPEAKING ASSESSMENT 4
Book Pages: 64 - 65
SLO: Students will be able to use verb phrases (join a SLO: Students will be able to use present perfect progressive SLO: Students will be able to show understanding of an article
society, be relaxing, etc.) to talk about free time to talk about actions that started in the past and continue about trying new things
activities now S: Reading
20 S: Listening / Speaking
TL: Hobbies and free time activities
S: Speaking
TL: Present perfect progressive
TS: Identifying tone
Book Pages: 68 - 69
Book Pages: 66, 144 Book Pages: 67, 132
SLO: Students will be able to use had to and need to SLO: Students will be able to use fixed phrases (for instance… SLO: Students will be able to write an article for a magazine using
to talk about necessary things in the past i agree. etc.) to express an opinion introductory clauses

21 S: Speaking
TL: Had to / need to
S: Listening / Speaking
TL: Expressing your opinion
S: Writing
TS: Introductory clauses
Book Pages: 69, 132 Book Pages: 70 - 71 Book Pages: 161

LANGUAGE ASSESSMENT 4
22 Unit 6
 Level 4 - Super Intensive Unit
Unit 71

Sat. Period 1 Period 2 Period 3

SLO: Students will be able to show understanding of an SLO: Students will be able to use phrasal verbs to talk about
article about supper clubs super clubs

22 S: Reading
TS: Hidden contrasts
S: Speaking
TL: Phrasal verbs
Book Pages: 74 Book Pages: 75, 145
SLO: Students will be able to use adjectives SLO: Students will be able to use modals (could, must, SLO: Students will be able to show understanding of a food
(tasty, meaty, fatty, etc.) to describe food can't, etc.) to speculate fad blog

23 : Speaking
TL: adjectives to describe food
: Listening / Speaking
TL: Modals of speculation and deduction
S: Reading
TS: Scanning for details
Book Pages: 76, 145 Book Pages: 76 - 77, 134 Book Pages: 78 - 79
SLO: Students will be able to use comparatives SLO: Students will be able to show understanding of a SLO: Students will be able to use the …, the … to show that
and superlatives to say how things are different radio show about household food waste changes are closely connected
S: Speaking S: Listening S: Speaking
24 TL: Comparatives and superlatives
Book Pages: 79, 134
TS: Identifying people’s opinions
Book Pages: 80
TL: the …, the …
SL: Waste
Book Pages: 80 - 81, 134
SLO: Students will be able to use fixed phrases SLO: Students will be able to write a reply in an online
(have you tried…? we could… etc.) to make discussion forum using imperatives
suggestions S: Writing

25 S: Listening / Speaking, Culture

TL: Making suggestions
TS: Comparing and recommending
WRITING ASSESSMENT 3
Book Pages: 82 - 83 Book Pages: 162
 Level 4 - Super Intensive Unit
Unit 81

Sat. Period 1 Period 2 Period 3

SLO: Students will be able to use word families to talk about
inventors

25 S: Reading / Speaking
TL: Word families
Book Pages: 86 - 87
SLO: Students will be able to use adjective clauses to SLO: Students will be able to show understanding of a text SLO: Students will be able to show understanding of a
specify the person, thing, place or time we're talking on ‘thinking outside the box’ conversation between friends discussing what you can do to be
about S: Reading more creative

26 S: Speaking
TL: Adjective clauses
TS: Scanning for details
Book Pages: 88
S: Listening / Speaking
TS: Listening for problems and solutions
Book Pages: 87, 136 SL: Creative thinking
Book Pages: 88 - 89
SLO: Students will be able to use adjectives SLO: Students will be able to use zero and first conditionals SLO: Students will be able to show understanding of a magazine
(gorgeus, practica, etc.) to describe gadgets to talk about things that are always true and posible article about gadgets
S: Listening / Speaking situations in the future S: Reading
27 TL: Positive adjectives
Book Pages: 90, 145
S: Speaking
TL: Zero and first conditional
TS: Topic sentences
Book Pages: 92 - 93
Book Pages: 91, 136
SLO: Students will be able to use zero and first SLO: Students will be able to use fixed phrases (the first SLO: Students will be able to write a biography using linking words
conditionals with modals and imperatives to state thing… make sure you… etc.) to give and follow instructions to show contrast
different kinds of possible results S: Listening / Speaking S: Writing

28 S: Speaking
TL: Conditionals with modals and imperatives
TL: giving and following instructions
Book Pages: 94 - 95
TS: Using linking words to show contrast
WRITING ASSESSMENT 4
SPEAKING ASSESSMENT 5 Book Pages: 163
Book Pages: 93, 136

LANGUAGE ASSESSMENT 5
29 Units 7 - 8
 Level 4 - Super Intensive Unit
Unit 91

Sat. Period 1 Period 2 Period 3

SLO: Students will be able to show understanding of a SLO: Students will be able to use second conditional to talk
council meeting about unreal or impossible situations
S: Listening / Speaking S: Speaking
29 TS: Listen for details
SL: The arts
TL: Second conditional
Book Pages: 99, 138
Book Pages: 98 - 99
SLO: Students will be able to show understanding SLO: Students will be able to show understanding of an SLO: Students will be able to use reported speech to report
of an article about immersive theater extract from the great gatsby what people said
S: Reading S: Reading / Listening S: Speaking
30 TS: Using linking words to understand the writer’s TS: Scanning for details
opinion Book Pages: 102 - 103
TL: Reported speech
Book Pages: 103, 138
SL: Verbal idioms
Book Pages: 100 - 101
SLO: Students will be able to show understanding SLO: Students will be able to use verbs (add, advise, etc.) SLO: Students will be able to use fixed phrases (it's a real
of a conversation between two friends to introduce a report of what people said tearjerker. it's worth the reading. etc.) to talk about movies

31 S: Listening
TS: Listening for definitions of new words
S: Speaking
TL: Reporting verbs
S: Listening / Speaking, Culture
TL: Talking about movies
Book Pages: 104 Book Pages: 105, W36 Book Pages: 106 - 107
SLO: Students will be able to write a review using
colons to introduce explanations
S: Writing
32 TS: Using colons to introduce explanations
Book Pages: 164
 Level 4 - Super Intensive Unit
Unit10
1

32 Period 1 Period 2 Period 3

SLO: Students will be able to use verbs (affect, influence, SLO: Students will be able to use third conditional to talk about
etc.) to talk about psychology imaginary situations in the past

32 S: Reading / Speaking
TL: Phsychology verbs
S: Speaking
TL: Third conditional
Book Pages: 110 - 111 Book Pages: 111, 140
SLO: Students will be able to show understanding SLO: Students will be able to use should have + past SLO: Students will be able to use reflexive verbs to talk about
of a conversation between two friends about a participle to talk about past mistakes habits
failed shopping trip S: Speaking S: Listening / Speaking
33 S: Listening
TS: Listening for phrases that support an
TL: would have + past participle
SL: Expressions with mind
TL: reflexive verbs
Book Pages: 114 - 115, 146
argument Book Pages: 113, 140
Book Pages: 1112
SLO: Students will be able to use wish and hope to talk SLO: Students will be able to show understanding of an article
about likely and unlike future and unreal present and past about the psychology of the to-do list
S: Speaking S: Reading / Speaking
34 READING JOURNAL 2 TL: Hopes and wishes
Book Pages: 115, 140
TS: Bridge sentences
SL: Staying organized
SPEAKING ASSESSMENT 6
Book Pages: 116 - 117
SLO: Students will be able to use fixed phrases (it's
my fault. don't worry about it. etc.) to make and
accept apologies
LANGUAGE ASSESSMENT 6
35 S: Speaking
TL: Make and accept apologies Units 9 - 10
GIVE OUT GRADES

Book Pages: 118 - 119