General English_Short Term

This Upper Intermediate General English course is designed to develop students’ fluency, accuracy, and confidence in using English across a range of real-life contexts. Based on Cutting Edge Upper Intermediate (3rd Edition), the course covers one unit per week over 12 weeks, integrating speaking, listening, reading, and language development with supplementary materials and online learning through My English Lab. Lessons make use of interactive resources, including video, audio, and communicative activities, and are supported by additional tasks such as media reports, colloquial language practice, and review sessions. Students are encouraged to personalise their learning through independent study, optional blog or diary writing, and active participation in class, with teachers adapting content to address individual needs and common language challenges.

General Objectives

By the end of this course, students will be able to:

• Communicate effectively and confidently in a range of everyday and academic situations
• Improve accuracy and flexibility in using complex grammatical structures
• Expand vocabulary, including idiomatic and colloquial expressions
• Develop listening skills for understanding a variety of accents and authentic materials
• Strengthen reading skills for both general understanding and detailed comprehension
• Produce clear, organised spoken and written texts for different purposes
• Use appropriate pronunciation, stress, and intonation patterns
• Engage in discussions, presentations, and media-based tasks with increased fluency
• Apply learning strategies to support independent study and ongoing language development
• Demonstrate awareness of Australian English and cultural context in communication

Weekly themes, coursebook units and regular supplementary materials 

This course forms part of the General English program at Sydney Metropolitan English Institute and is designed for learners at a pre-intermediate level. It aims to develop students’ overall communicative competence and confidence in using English in everyday contexts.

The course is based on Voices Pre-Intermediate (Bryson & Lee, 2022, National Geographic Learning, British English edition). It consists of 12 units, with one unit covered per week. Each unit is organised around a specific theme and integrates language development with skills practice.

The course provides systematic development of the four macro skills in the following order:

• Listening – developing the ability to understand main ideas and key details in a range of spoken texts
• Speaking – building fluency and confidence in everyday communication
• Reading – improving comprehension of a variety of written texts
• Writing – developing the ability to produce clear and coherent written communication

In addition to the macro skills, each unit includes:

• Explicit focus on grammar, vocabulary, and pronunciation
• Development of spoken communication strategies
• Introduction to critical thinking skills to support interpretation of texts
• Practice of functional language for social interaction

Course Materials

Course materials include:

• Student’s Book, which serves as the primary resource and includes integrated skills work, language input, and weekly “Reflect and Review” sections to support learner autonomy
• Workbook, which provides additional practice in language and skills, as well as “Learning to Learn” activities that promote independent learning strategies
• Teacher’s Resources, including audio, video, worksheets, and assessment materials to support and extend classroom instruction

Students will engage with a range of listening and reading texts, including authentic and semi-authentic materials. Appropriate scaffolding will be provided to ensure accessibility, with an emphasis on developing strategies for understanding overall meaning without reliance on word-for-word comprehension.

Supplementary Work and Integration

A range of supplementary materials is integrated throughout the course to reinforce learning and provide extended practice of skills. These include:

• Blogs/Diaries (weekly, linked to unit themes)
• Expanding Tactics for Listening (3rd Edition)
• Impact Issues 1 (3rd Edition)
• True Stories: 1B (Silver Edition) (optional)
• Excursions, where applicable

Blogs and diaries are used weekly to support writing fluency and reflective learning. Expanding Tactics for Listening and Impact Issues 1 are used regularly to develop listening, speaking, and critical thinking skills through structured and discussion-based activities.

True Stories: 1B (Silver Edition) is an optional resource used primarily for developing narrative writing skills. Its use is guided by the GE Syllabus Implementation Guide to ensure tasks are appropriate for this level.

Supplementary activities are integrated flexibly across the week in alignment with unit themes. A detailed weekly allocation is provided in the course documentation.

Weekly Structure

Each unit of the coursebook is divided into five sections (A–E), and a typical weekly structure involves focusing on one section per day. Supplementary materials are incorporated where appropriate to support and extend learning.

Teachers may adapt the sequencing of activities based on student needs, course progression, and scheduling factors such as public holidays, excursions, or special events.

Assessment

Assessment is ongoing and aligned with course learning outcomes:

• Writing is typically assessed through homework and unit-based tasks
• Listening and Speaking are assessed through in-class activities, often using supplementary materials
• Reading is assessed through selected coursebook and supplementary tasks

Regular revision and recycling of previously learned language are embedded throughout the course. Structured reflection activities at the end of each unit support learners in monitoring their progress and achieving learning outcomes.

Learning Outcomes

By the end of the course, students are expected to demonstrate improved accuracy, fluency, and confidence in using English across a range of everyday communicative situations, as well as greater independence in their learning.