bank. Do not change the meaning of the original sentences.

• Online learning

• Exams and Assessment

• Learning Languages

• Memory and Study Habits

• INTRODUCTION TO PARAGRAPH WRITING

• PART 1. THE REGISTER

• PART 2. ADVERBS

• PART 3. IMPERSONAL STYLE: USING THE PASSIVE VOICE

1. Exams are stressful, but students still manage to succeed.

2. When students collaborate, they learn more effectively.

3. Education is important, and it must remain accessible because it creates equal opportunities.

4. Teachers work hard.

(Students label: compound, complex, compound-complex, simple)

Education is not merely about acquiring knowledge. It is a lifelong process, and it requires both discipline and creativity. When students engage critically, they develop skills that extend far beyond the classroom, but without proper support, many lose motivation.

Tasks:

1. Underline one example of each sentence type (simple, compound, complex, compound-complex).

2. Discuss: Which type of sentence is most common in academic writing? Why?

1. Students need feedback. (Make it compound and interrogative.)

2. Online learning is convenient. (Make it complex, adding a reason.)

3. Exams are stressful. (Make it compound-complex and exclamatory.)

4. Teachers should adapt their methods. (Make it imperative.)

1. Teachers inspire students because they encourage curiosity

2. Teachers inspire students, and they motivate them when they encourage curiosity.

3. Teachers inspire students.

4. Teachers inspire students, and students motivate teachers in return when they encourage curiosity.

1. Exams are stressful, but students still manage to succeed. - Compound

2. When students collaborate, they learn more effectively. - Complex

3. Education is important, and it must remain accessible because it creates equal opportunities. - Compound-complex

4. Teachers work hard. - Simple

• Simple: Education is not merely about acquiring knowledge.

• Compound: It is a lifelong process, and it requires both discipline and creativity.

• Complex: When students engage critically, they develop skills that extend far beyond the classroom.

• Compound-complex: …but without proper support, many lose motivation.
  

Which type is most common in academic writing? Why?
Complex sentences are most common because academic writing often requires cause–effect, contrast, and condition relationships.

1. How do phones help us remember things, and what are the limits of this?

2. Why is it still important to use and train our own memory?

All-Nighters vs. Spaced Learning

1. Why do students pull all-nighters, and what problems does it cause?

2. How can spaced learning be a better way to study?”

Imperative – gives a command or instruction.
Think critically about the role of exams.

Interrogative – asks a question.
Should governments invest more in higher education?

Exclamatory – expresses strong emotion.
What a remarkable improvement online resources have brought!

1. Understand and critically evaluate study methods.

2. Use C1–C2 academic vocabulary related to learning, memory, and performance.

3. Demonstrate comprehension of an extended interview.

4. Engage in nuanced discussion using advanced structures.

• Task: In groups, decide how each word could relate to exam preparation. Rank them: most positive → most negative associations.

deliberate practice · cramming · retention · superficial gains · spaced learning · sleep deprivation · resilience · procrastination · consistency · the psychological toll ·

1. Many students resort to _______ in the days before an exam, studying intensively during a single night in the hope of covering large amounts of material.

2. Effective study methods aim to strengthen long-term _______, allowing learners to recall and apply knowledge weeks or even months after assessment.

3. Research consistently demonstrates that _______, or revising material at regular intervals, promotes deeper comprehension and memory consolidation.

4. Academic _______ is crucial when learners face setbacks, enabling them to recover and continue working productively after poor performance.

5. Progress achieved through last-minute revision is often limited to _______, offering short-term benefits without genuine understanding.

6. Persistent _______ reduces students’ capacity to meet deadlines and often results in unnecessary stress.

7. Strong academic outcomes are typically linked to _______, as steady and reliable study habits yield better results than sporadic effort.

8. Chronic _______ not only diminishes concentration and reasoning but also undermines overall cognitive performance.

9. High-stakes examinations frequently take _______ on learners, contributing to elevated levels of anxiety and reduced wellbeing.

10. Students who engage in _______ build competence more effectively, since intentional, targeted practice enhances skill development.

1. Cramming may produce immediate results, yet such outcomes are typically superficial gains rather than lasting retention.

2. Procrastination should not be equated with laziness; it is often predicated on psychological mechanisms that undermine consistency.

3. Resilience constitutes a more decisive factor for long-term academic success than innate intelligence.

4. Although spaced learning aligns with research on memory consolidation, it may prove unrealistic for deadline-driven students facing external pressures.

• Advantage: Provides short-term recall of factual information.

• Drawbacks: Poor concentration, weak problem-solving, lack of long-term retention, increased anxiety, and mental fatigue.

2. How does sleep deprivation affect performance?

• It erodes concentration, undermines problem-solving capacity, reduces higher-order thinking, and lowers overall cognitive performance.

3. What is spaced learning, and why is it more effective?

• Studying in distributed intervals.

• It consolidates memory, strengthens neural connections, fosters deeper comprehension, and produces longer-lasting learning.

4. What psychological effects are associated with all-nighters?

• Heightened anxiety, fatigue, stress, and reduced resilience.

5. Why does Dr. Collins describe sleep as part of studying?

• Because memory consolidation occurs during sleep; cutting it short sabotages learning outcomes.

6. What three strategies does she recommend?

1. Plan study in advance.

2. Use active recall (testing, verbalizing, applying).

3. Safeguard rest.

7. When might an all-nighter be justifiable?

• Only as a last resort if no preparation has been done at all.

8. What is her final principle about genuine mastery?

• Genuine mastery comes from sustained, deliberate practice, not desperate last-minute cramming.

1. Cognitive performance (high-level functioning is universally desirable).

2. Retention (keeping knowledge long-term is a key goal of studying).

3. Spaced learning (evidence-based and effective study method).

4. Resilience (valuable trait that supports persistence).

5. Cramming (sometimes useful but not effective long-term).

6. Superficial gains (only short-term benefit, lacks depth).

7. Procrastination (most negative: undermines all the others).

• Informal: casual, everyday speech (texting friends).

• Neutral: standard, general communication (news articles).

• Formal/Academic: precise, objective, impersonal (essays, research).

1. Although some students rely on last-minute __________ (CRAM), research suggests that its long-term benefits are minimal.

2. The effective __________ (RETAIN) of newly acquired knowledge requires consistent revision strategies.

3. Chronic __________ (DEPRIVE) of sleep has been shown to impair both cognitive performance and emotional regulation.

4. Maintaining high levels of __________ (CONCENTRATE) during extended study sessions is a challenge for many learners.

5. One significant __________ (DRAW) of a deadline-driven approach is the psychological toll it imposes.

6. Academic success often relies on the __________ (CONSIST) with which students engage in deliberate practice.

7. Effective __________ (MANAGE) of stress is frequently cited as a decisive factor in exam performance.

8. Their remarkable __________ (RESILIENT) allowed them to recover from repeated setbacks without losing motivation.

9. Excessive __________ (PROCRASTINATE) tends to undermine long-term academic achievement.

10. In cases of severe __________ (ANXIOUS), students may find it difficult to align their study habits with their goals.

• Declarative = statement

• Interrogative = question

• Imperative = command

• Exclamative = strong emotion

2. By Grammar

• Simple: one independent clause.

• Compound: two independent clauses joined by and, but, so.

• Complex: independent + dependent clause(s).

• Compound-Complex: 2+ independent + 1+ dependent clause.

• Passive voice creates formality and an impersonal tone.

• Helps focus on the object rather than the subject.

• Academic writing expects at least one passive construction.

• Common verbs used in impersonal passive: believe, expect, regard, suggest, assume, estimate.

• Examples:

  • It is widely believed that English is a lingua franca.

  • The train strike is expected to start tomorrow.

  • Greater emphasis should be given to preserving the environment.

• Imagine how humans might one day develop a technology to edit or delete memories.

• Write 3–4 sentences together explaining how it could work (for example: medicine, machines, digital implants, AI systems, or something completely new).

Be ready to share your idea with the class.

Sometimes there won’t be a clue in the sentence immediately before or after the gap. You really do need to read the whole text to get its meaning – sometimes the ‘clue’ is the entire paragraph.

Tip 2: Underline reference words…

Underline the names of people, organisations or places. Also, underline reference words such as ‘this’, ‘it’, ‘there’, etc. They will help you see connections between sentences and paragraphs.

Strategy

1. Read the main text through first to get an idea of what it is about and how the writer develops his or her subject matter.

2. Use clues in the paragraphs before and after the gaps to help you choose the ones that fit.

3. Clues may lie in the grammar, punctuation and/or vocabulary.

4. Try to guess the sort of information that might be missing.

5. Check any phrases/short sentences which you have not used to see if they could fit in the gap.

6. When you have finished the task, read through the completed text to make sure it makes sense

• Normal: She is smart.

• Inversion: Not only is she smart…

• Normal: She remembered the meeting.

• Inversion: Not only did she remember the meeting…

Think: they are like a bridge between equals.

Coordinating (independent + independent):

• I wanted to recall the story, but my memory was like a sieve.

• She gave a vivid account, and she also provided indisputable proof.

Think: like a boss and an assistant. The assistant needs the boss!

Subordinating (independent + dependent):

• I couldn’t reminisce about my youth because it had escaped my memory.

• She was crucial to the project although she worked behind the scenes.

Examples of correlative pairs:

• both … and

• either … or

• neither … nor

• whether … or

They connect balanced ideas or show choices, contrasts, or uncertainty.

• Both cutting-edge research and teamwork have enabled faster progress in medicine.

• Both ethics and honesty are crucial for building trust in science.

💡 Use when both ideas are equally true.

• Either the phenomenon is real or it exists only in the realm of science fiction.

• Either you study consistently or your memory like a sieve will fail you during exams.

💡 Use for one option or the other — not both.

• Neither the data nor the interpretation was substantiated by facts.

• Neither flawed logic nor distorted evidence can lead to a fair conclusion.

💡 Use when both things are negative or missing.

• Whether the advent of AI improves society or creates new problems, it’s shaping our current understanding.

• Whether we recall facts or reminisce about them, our memories remain subjective.

💡 Use when both options are possible or uncertain.

• Joins parts inside one sentence

• Usually before the second part

• and, but, or, because, although

  
  

Transition Word

• Connects two separate sentences or ideas

• Usually at the start of a new sentence (followed by a comma)

• however, therefore, moreover, subsequently, for example

• to start sentences,

• when introducing a new idea,

• to add points,

• to compare or contrast,

• to give reasons or examples.

Examples:

• However, the results were not reliable.

• It is, therefore, important to verify the data.

• Moreover, the study provided new insights.

• For example, some memories can be distorted over time.

Always place a comma after the linker (and before or around it if it’s in the middle of a sentence).

1. ______ the experiment ______ the report provided any indisputable proof.

2. ______ ethics ______ honesty are crucial in scientific work.

3. The professor couldn’t decide ______ to continue the cutting-edge research ______ to publish early.

4. ______ the data ______ the interpretation were flawed, so the results were invalid.

1. The findings were distorted ______ they still provided useful insight.

2. The data was incomplete ______ we couldn’t substantiate our theory.

3. The experiment failed ______ we learned how to avoid the same mistake next time.

4. The article discussed memory ______ it explained why some people have a memory like a sieve.

1. Psychology studies behavior. Neuroscience studies the brain.

2. Teamwork requires cooperation. Independence requires self-control.

3. Coffee gives quick energy. Green tea supports long-term focus.

As you read, highlight all the linking words according to their type. In total, there are 18 connectors in the text.

🔹 4 Coordinating conjunctions

🔹 4 Subordinating conjunctions

🔹 3 Correlative conjunctions

🔹 5 Transition words

🔹 2 References

Use different colours for each type, and be ready to explain how they help connect ideas.

So, let’s grab the computers and log in to Google Classroom — time to give Independent Study a try!

Example 1:

• The girl found my lost wallet. She returned it to me. → The girl who found my lost wallet returned it to me.

  
  

Example 2:

• We watched a movie last night. The movie was really interesting. → We watched a movie last night that was really interesting.

No commas.

Example:

• The students who still need to finish their test must stay after class.

  
  

• Without it: “The students must stay.” (Which students? We don’t know.)

These give extra information that is not needed to identify the noun.

You can remove them, and the sentence still makes sense.
Use commas

Example:

• My friend, who lives in China, is a great cook.

• “My friend is a great cook.” (still clear)

• Defining: essential → no commas

  The students who studied passed.

• Non-defining: extra → use commas

  My students, who studied, passed

who → people

which → animals or things for non-defining clauses (with commas)

that → people, animals, or things for defining clauses (no commas)

whose → possession

where → place

when → time

why → reason

We use “which” for this.

Only which can refer to a whole idea.

Examples

She decided to study nursing, which surprised us all.
→ “which” refers to the whole idea → her decision surprised us.

He forgot my birthday, which made me upset.
→ “which” = the entire action of forgetting.

The meeting was cancelled, which was a relief.
→ “which” = the situation or event.

You CAN leave it out

• If the clause already has another subject.

  • The book (that) I bought was great.

  • The person (who) I met yesterday is kind.

(“I” is the subject → that/who not needed)

You CANNOT leave it out

• If that / who / which does the action (followed by a verb).

  • The book that is on the table is mine.

  • The woman who lives next door is a doctor.

(that/who = subject → must keep it)

Example:

I will pass the exam.

The man is a doctor.

A type you already know:

The If-clause (Conditionals)

If I study, I will pass the exam.
→ If-clause = dependent + Main clause = independent

Today we’ll look into:

The Relative Clause

The man who lives next door is a doctor.
→ Relative clause = dependent + Main clause = independent

Only in defining clauses, never in non-defining ones.

Your short class must include:

• The Mind & Memory – remembering, forgetting, or reshaping the past

• Education & Learning – experiences, studying, or teachers

• Social Media & Digital Life – habits, nostalgia, or online experiences

• Combine grammar form and meaning in context.

• Send your questions to the teacher before presentation day.

• The teacher will include them later in a shared Kahoot for the whole class.

1. Language Expert – explains the formation, uses, and tricky points.

2. Creative Director – designs and formats the class materials (Google Slides, PowerPoint, Canva, etc.).

3. Quiz Master – prepares and submits the 5 multiple-choice questions.

4. Teacher / Presenter – leads the short class and engages the audience.

If your group has three members, the Teacher and Quiz Master roles will be combined.

• Mix boys and girls.

• Choose or receive your assigned tense.

2. Name your group. Pick a short, creative name

3. Divide the roles.

• Language Expert

• Creative Director

• Quiz Master

• Teacher / Presenter

👉 If your group has 3 members, combine Teacher + Quiz Master roles.

4. Post your info on Padlet via OR code

• Group name

• Members + roles

• Assigned tense

Members: Loore( language expert), Robert M(creative director), Kriibi(teacher/presenter & quiz master)

Allikvee

Natali

Marta

Jegor

Creative director: Dagmar

Presenter / quiz master: Johann

Theme: Mind and memory

Past Continuous

Theme: Social Media & Digital life

Not only ... but also

Example task:

“The technique improves concentration. It boosts memory too.”

Example task:

“She revised a lot, for she still didn’t feel confident.”

Multiple-choice format.

Example task:

“___ students work independently, they still need support.”

A. Although

B. Whereas

C. Since

• both … and

• either … or

• neither … nor

• whether … or

Example task:

Write a sentence using “neither … nor”.

Example task:

“The student used spaced learning. It improved her confidence.”

Example task:

“He took detailed notes; ___, he never reviewed them.”

A. moreover

B. however

C. therefore

Example task:

“When students study for too long their concentration drops.”

• Zero, First, Second, Third, Mixed

• Wishes about the present

• Wishes about the past

Example task:

Rewrite using the third conditional:

“She was tired so she forgot everything.”

Topic 1: How study strategies and social media shape modern learning.

Topic 2: The impact of consistency and focus on academic performance.

In your 120–150-word text, you must include the following four grammar structures:

1. One inversion
   (Not only … but also + inversion)

2. One conditional sentence
   (any type: 0 / 1st / 2nd / 3rd / mixed)

3. One relative clause
   (defining or non-defining)

4. One correlative conjunction
   (both … and / either … or / neither … nor / whether … or)

   
   

*In your writing, you must underline or highlight all four required grammar structures so the teacher can see that you used them correctly.

• You may copy the original sentence

• Then add commas, replace conjunctions, or rewrite correctly

• Editing is easier than handwriting

• Reread before submitting

• Use clear, structured writing

• softer

• less direct

• more respectful

• less certain

• less demanding

  
  

This is called modal distance.

Meaning: polite → softer → less direct

Examples:

• I wanted to ask if…

• I wanted to check whether…

• I didn’t know if you might…

• I thought perhaps you could…

• I was hoping to ask about…

  
  

Meaning: tentative → careful → exploratory

Examples:

• I was wondering if you might…

• I was wondering whether it could…

• I was hoping you could possibly…

• I was thinking it might be…

• I was imagining that it could have been…

• I was considering whether…

• I was trying to figure out if…

• I was reflecting on whether…

• I was thinking there might be a chance that…

Meaning: polite correction → gentle contradiction

Examples:

• I had assumed that…

• I had thought it was…

• I had believed that…

• I had always imagined that…

• I hadn’t realised that…

• I had taken it for granted that…

• I had understood it to mean…

• I had interpreted it as…

Meaning: extended uncertainty

Examples:

• I had been wondering for a while whether…

• I had been thinking for some time that…

• I had been questioning whether…

• I had been trying to understand if…

• I had been rethinking the idea that…

• I had been doubting for a long time whether…

• I had been imagining that perhaps…

• perhaps

• possibly

• maybe

• slightly

• kind of / sort of

• to some extent

• more or less

• in a way

• arguably

• apparently

• reportedly

• Standard Epistemic Verbs

  • seem

  • appear

  • suggest

  • imply

  • indicate

  • presume

  • assume (when used epistemically)

  🔹 Higher-Level / Academic Epistemic Verbs

  • infer

  • hypothesise

  • postulate

  • consider

  • interpret

  • speculate

  • suspect

  • anticipate

  • estimate

  • deduce

💬 Think about:

What surprised you the most?

Would you want one of these abilities?

How do these abilities affect everyday life?

Share your initial reactions to the video.

Guiding questions:

1. Do you think having an extraordinary memory is helpful or stressful?

2. Which memory ability would you choose? Why?

3. What kinds of memories do you find easy or difficult to recall?

Complete Student Book p. 11, exercises 1–7.

Focus on:

✔ memory-related verbs

✔ collocations (e.g., trigger a memory, commit to memory, vivid memory)

✔ figurative uses of “memory”

We often ask about memories in polite, gentle, or tentative ways.

Useful structures:

I was wondering if you could…

I wanted to ask whether…

I was hoping you might…

I had assumed that…

Before speaking, write 4 polite/tentative questions you will ask your partner. To make the interview meaningful, each question should focus on a different type of memory.

Use structures such as:

• I was wondering if you remembered…

• I wanted to ask whether you’ve ever…

• I was hoping you could tell me about…

• I had assumed that you might recall…

• 
  

(You may also include vocabulary + collocations from SB p. 11.)

Using the notes you took during the interview, write a paragraph summarising one memory your partner shared.

Your paragraph must include:
✔ at least two memory collocations (SB p. 11)
✔ at least two polite/tentative past forms
✔ correct comma rules (introductory phrases, non-defining clauses, lists)
✔ clear, accurate reporting of your partner’s memory

Important:

• Begin writing in class.

• If you do not finish, the paragraph becomes homework.

• The final version must be submitted in Google Classroom by the deadline.

While your partner speaks, take notes about:

• the memory they describe

• important details

• vocabulary/collocations you might use

• anything you want to include in your paragraph later

  
  

You will use these notes to write your paragraph in Part B.

- Complete Use of English tasks (open cloze and word formation) more accurately

- Write a clear and well-structured review

- Use past tenses more confidently in speaking and writing

- Work effectively in a collaborative speaking task, explaining and supporting your opinions

Vocabulary test: Unit 1 – Look Ahead, Look

2. Grammar Assessment

Grammar test focusing on past tenses, assessing accuracy and appropriate use in context

3. Speaking Assessment

Collaborative speaking task, evaluating interaction, fluency, coherence, and the ability to express and justify ideas

4. Writing Assessment

Review writing task, assessing content development, organisation, language accuracy, and register

Work independently or in pairs.

Important:

- When an exercise requires explanations, examples, or rules, write these in your notebook.

- Do not skip this step.

- Pay special attention to:

Ex. 3 – make a table with prepositions and add 1-4 participle adjectives

Ex. 7 – write notes in your notebook

You may use an online dictionary if needed (for word formation or translation).

Work independently or in pairs.

Write all necessary elaborations in your notebook (do not skip).

Pay special attention to:

Ex. 1 – parts of speech and word formations

Ex. 3 – word transformations

Ex. 6 – notes

You may use an online dictionary if needed (for word formation or translation).

📘 WB p. 9–10

You’ll receive your course grades by 20th March.

Before that, we have two assessments on 18th March:

• Grammar Test – Verb Patterns

• Writing Assessment – Review

REVIEW

We'll look at the basics today and then you’ll be working towards writing a perfect review during your Independent Study days (5th and 12th March)

During our contact lessons, we’ll continue focusing on:

• Grammar

• Use of English

Definition: Refers to an activity in general (often after verbs like enjoy, avoid, can’t stand).
Example: I can’t stand waiting in long queues.

2. Verb + preposition + –ing

Definition: A preposition must always be followed by the –ing form.
Example: She succeeded in passing the exam.

3. Verb + object + –ing

Definition: Describes an action in progress that is seen, heard, or caught happening.
Example: We noticed someone taking photos of the building.

Definition: Expresses intention, decision, plan, hope, or effort.
Example: They decided to postpone the meeting.

5. Verb + object + to-infinitive

Definition: One person causes, asks, or influences another person to do something.
Example: The coach persuaded the team to train harder.

6. Bare infinitive (no “to”)

Definition: Used after modal verbs and certain verbs like make and let.
Example: The teacher made the students rewrite the essay.

• stop + -ing → quit an activity

• stop + to-infinitive → pause to do something

REMEMBER

• remember + -ing → memory of a past action

• remember + to-infinitive → responsibility/something you must do

FORGET

• forget + -ing → no memory of a past action

• forget + to-infinitive → fail to do something

REGRET

• regret + -ing → feel sorry about a past action

• regret + to-infinitive → formal bad news

TRY

• try + -ing → experiment / test a solution

• try + to-infinitive → make an effort

GO ON

• go on + -ing → continue the same activity

• go on + to-infinitive → move to a different activity

1.      having your eye on the prize

2.      pushing yourself to the limit

3.      bouncing back after a setback

4.      keeping your head in the game

5.      putting in the hard yards

6.      resting on your laurels

7.      cutting corners in training

8.      relying on beginner’s luck

9.      being hungry for success

10.  letting fame go to your head

Discuss: Which THREE qualities are the most important for success in sport? Why?

1. What surprised Jed about the effect of the crowd?

2. What role did his coach play in his development?

3. What attitude do successful athletes need to have?

4. Do you agree with Jed’s ideas about success? Why / why not?

Write three pieces of advice:

1. one GOOD advice (something that helps athletes succeed)

2. one BAD advice (not very helpful)

3. one THE WORST advice (the most terrible advice you can imagine)

Try to use idioms or expressions from today’s lesson.

• Work in your groups

• Discuss your ideas

• Be ready to check together

• Listen

• Correct your answers

• Ask if you’re unsure

• Work in your groups

• Sort the phrases into two groups:
  - Success
  - Failure

• Let's agree as a group!

  
  

You have 4 minutes

Use these phrases:

• We think ___ is essential because…

• Without ___, you cannot…

• This is more important than ___ because…

“If failure is so common, why do some people learn from it, and others don’t?”

• What kind of failure might the speaker describe?

After listening:

• Answer the questions:

  1. What did success look and sound like for the speaker at the beginning?

  2. What caused her setback, and how did it affect her plans?

  3. What was the most difficult part of her recovery?

  4. How did she find a new direction after her injury?

  5. What helped her succeed in a completely different field?

“first make people laugh, and then make them think.”

Unlike traditional Nobel Prizes, these awards focus on:

• strange experiments

• unexpected discoveries

• creative or humorous ideas

However, they are still real research, often with serious meaning behind them.

• Why did you choose this story, and what do you think people can learn from it?”

• Open stage