High School English Year 2

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Course Content

Unit 1: Complex Concord, Meaning in Context, Summary in Sentences, Discursive Essays
Unit overview By the end of this unit, students can apply concord rules to collective nouns, "the number of", either/or and other hard cases, choose the nearest or opposite meaning of advanced words from context, write a WASSCE-style summary in a set number of sentences, write a balanced discursive essay with a reasoned judgement, and distinguish voiced and voiceless consonants. The theme is "Society": community, citizenship and public life. The unit has five lessons of 10–15 minutes, a unit test with a discursive essay, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure (concord) and lexis (nearest/opposite meaning); Paper 2 summary ("in N sentences, one for each") and the argumentative/discursive essay; Paper 3 oral English (consonant contrasts) • Cambridge IGCSE English (First Language and Second Language): Summary writing in own words; discursive and argumentative writing; accurate grammar • GCSE English Language (UK): Paper 2 Section B writing to present a viewpoint; summarising and synthesising (Question 2); technical accuracy • US Grades 10–11 (Common Core), the PSAT and the SAT: Subject–verb agreement (L.11-12.1); words in context (L.11-12.4); objective summaries (RI.11-12.2); argument with fair counterclaims (W.11-12.1b); SAT Words in Context and Central Ideas Students will be able to: • apply concord rules to collective nouns, "the number of/a number of", either/or, "as well as" and amounts • choose the nearest or opposite meaning of advanced words from context, avoiding the synonym trap • write a summary in a set number of sentences, one point per sentence, in their own words • write a discursive essay that weighs both sides and reaches a reasoned judgement • distinguish and produce voiced and voiceless consonant pairs, including noun/verb pairs such as advice/advise All texts are original and written for this course; the places and people are fictional. British spelling and pronunciation are used; US variants are noted.

  • Lesson 1 · Complex Concord: When Is a Group Singular?
  • Lesson 2 · Meaning in Context: Nearest and Opposite, Year 2 Level
  • Lesson 3 · Summary in Sentences: “In N Sentences, One for Each”
  • Lesson 4 · The Discursive Essay: Weighing Both Sides
  • Lesson 5 · Voiced and Voiceless Pairs: Fan or Van? Advice or Advise?

Unit 2: Modal Perfects, Business Vocabulary, Analysing Structure, CVs and Cover Letters
Unit overview By the end of this unit, students can use modal perfects to speculate, criticise and regret about the past, use the core vocabulary of business and finance accurately, analyse how a writer structures a text and write about it with structural terms, write a CV and a tailored cover letter supported by evidence, and pronounce the -s ending correctly as /s/, /z/ or /ɪz/. The theme is "Work and Enterprise": jobs, small businesses and ambition. The unit has five lessons of 10–15 minutes, a unit test with a cover letter, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure (modals) and lexis (words associated with business); Paper 2 comprehension and the letter of application; Paper 3 oral English (-s endings) • Cambridge IGCSE English (First Language and Second Language): Analysing writers' effects including structure; functional writing (letters, applications) • GCSE English Language (UK): Paper 1 Question 3: how the writer structures a text; Section B transactional writing; technical accuracy • US Grades 10–11 (Common Core), the PSAT and the SAT: Verb forms and modals (L.11-12.1); analysing structure (RL.11-12.5); task-appropriate writing (W.11-12.4); SAT Text Structure and Purpose Students will be able to: • use must have, can't have, might have, should have, could have and needn't have correctly • use business and finance terms such as revenue, profit, loss, capital, interest, inflation and supply and demand accurately • identify and comment on structural features: focus, shifts, flashback, short paragraphs, climax and echoing endings • write a concise CV and a tailored cover letter that supports every claim with evidence • pronounce plural, third-person and possessive -s endings as /s/, /z/ or /ɪz/ All texts are original and written for this course; the people, shops and companies are fictional, and the email address is an example only. British spelling and pronunciation are used; US variants are noted.

Unit 3: Advanced Passive, Euphemism and Jargon, Evaluating Arguments, Letters to the Editor
Unit overview By the end of this unit, students can use impersonal, modal and causative passive forms, recognise euphemism and jargon and rewrite them in plain English, evaluate an argument's use of ethos, pathos and logos and identify weak reasoning, write a persuasive and constructive letter to the editor, and pronounce -ed endings correctly, including exceptions. The theme is "Justice": courts, fairness and public debate. The unit has five lessons of 10–15 minutes, a unit test with a letter to the editor, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure (passive forms) and lexis (legal vocabulary); Paper 2 comprehension and the formal letter to an editor; Paper 3 oral English (-ed endings) • Cambridge IGCSE English (First Language and Second Language): Evaluating writers' arguments; directed writing (letters to newspapers); register and audience • GCSE English Language (UK): Paper 2 Question 4: comparing and evaluating viewpoints; Section B letter writing; technical accuracy • US Grades 10–11 (Common Core), the PSAT and the SAT: Active and passive voice (L.11-12.3); evaluating reasoning and evidence (RI.11-12.8); argument writing (W.11-12.1); SAT Command of Evidence and Rhetorical Synthesis Students will be able to: • use impersonal passives, passives with to-infinitives, modal passives and the causative have/get something done • explain euphemisms and jargon and rewrite them in plain English for a general reader • identify ethos, pathos and logos and evaluate how convincing an argument is, including its weaknesses • write a letter to the editor with the full layout, a clear position, evidence, concession and a call to action • pronounce -ed endings as /t/, /d/ or /ɪd/, including -ed adjectives and "used to" All texts are original and written for this course; the people, newspapers and towns are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 4: Participle Clauses, Latin and Greek Roots, Synthesis, Personal Statements
Unit overview By the end of this unit, students can write concise sentences with participle clauses and avoid dangling participles, use Latin and Greek roots to work out unfamiliar words, synthesise similarities and differences across two texts, write a specific and reflective personal statement, and recognise and pronounce triphthongs. The theme is "Migration and Identity": moving, belonging and finding your voice. The unit has five lessons of 10–15 minutes, a unit test with a personal statement, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure and lexis (word formation from roots); Paper 2 comprehension and reflective/narrative essays; Paper 3 oral English (triphthongs) • Cambridge IGCSE English (First Language and Second Language): Comparing and synthesising texts; writing about personal experience; vocabulary from context • GCSE English Language (UK): Paper 2 Question 2: summarising differences across two texts; Section B personal and reflective writing; sentence variety • US Grades 10–11 (Common Core), the PSAT and the SAT: Phrases and clauses (L.11-12.1); roots and affixes (L.11-12.4b); comparing texts (RI.11-12.9); narrative/personal writing for college applications (W.11-12.3); SAT Cross-Text Connections Students will be able to: • use present, past and perfect participle clauses correctly and avoid dangling participles • use common Latin and Greek roots to work out the meaning of unfamiliar words • synthesise similarities and differences across two texts, using evidence from both and comparative connectives • write a personal statement that shows rather than tells, links experience to goals and ends memorably • identify and pronounce the triphthongs /aɪə/, /aʊə/, /eɪə/, /əʊə/ and /ɔɪə/ All texts are original and written for this course; the writers and people are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 5: Noun Clauses, Proverbs and Idioms, Reading Older Texts, Speeches for Occasions
Unit overview By the end of this unit, students can use noun clauses with correct statement word order, interpret and use proverbs and idioms appropriately, read and understand a nineteenth-century text in its historical context, write a welcome address and a vote of thanks with correct protocol, and link words smoothly in connected speech. The theme is "Celebrations": anniversaries, fairs and festivals. The unit has five lessons of 10–15 minutes, a unit test with a speech for an occasion, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure (noun clauses) and interpretation of idiomatic expressions; Paper 2 speeches (welcome address, vote of thanks); Paper 3 oral English (connected speech) • Cambridge IGCSE English (First Language and Second Language): Reading texts from different periods; speech writing for an audience; idiomatic language • GCSE English Language (UK): Paper 2: reading a 19th-century non-fiction text and comparing it with a modern one; spoken language endorsement • US Grades 10–11 (Common Core), the PSAT and the SAT: Noun clauses (L.11-12.1); figurative and idiomatic language (L.11-12.5a); foundational and older texts (RI.11-12.9); presentation of knowledge (SL.11-12.4); SAT Words in Context Students will be able to: • use that-clauses, wh-clauses and whether/if clauses with correct statement word order • interpret proverbs and idioms and choose ones that fit a situation • decode archaic language and explain a nineteenth-century text in its social and historical context • write a welcome address and a vote of thanks with correct protocol and specific recognition • use consonant–vowel linking, linking and intrusive /r/, and /j/ and /w/ glides in connected speech All texts are original and written for this course; the nineteenth-century letter is written in the style of the period, and all people and places are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 6: Inversion, One-Word Substitutes, Suspense, Narrative Writing II
Unit overview By the end of this unit, students can use inversion after negative and restrictive openers and in inverted conditionals, replace phrases with precise one-word substitutes, analyse how writers build suspense, write a narrative that uses dialogue, flashback and suspense with control, and recognise elision and assimilation in fast speech. The theme is "Mystery": secrets, clues and the unexplained. The unit has five lessons of 10–15 minutes, a unit test with a narrative essay, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure (inversion) and lexis (one-word substitutes); Paper 2 the narrative essay; Paper 3 oral English (connected speech) • Cambridge IGCSE English (First Language and Second Language): Analysing how writers create effects; narrative composition; vocabulary range • GCSE English Language (UK): Paper 1 Questions 2–4 (language, structure and evaluation of fiction); Section B narrative writing • US Grades 10–11 (Common Core), the PSAT and the SAT: Varied syntax for effect (L.11-12.3a); analysing narrative techniques (RL.11-12.3, RL.11-12.5); narrative writing with dialogue, pacing and resolution (W.11-12.3); SAT Words in Context Students will be able to: • use inversion after Never, Rarely, Hardly, No sooner, Not only, Little, Only when and Not until, and in inverted conditionals • replace descriptive phrases with precise one-word substitutes • analyse suspense techniques: setting, withholding, pace, short paragraphs, raising the stakes and cliffhangers • write a narrative that controls pace and uses a signalled flashback, purposeful dialogue and a meaningful ending • recognise and understand elision and assimilation in connected speech All texts are original and written for this course; the people and places are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 7: Cleft Sentences, Technology Vocabulary, Data in Texts, Feature Articles
Unit overview By the end of this unit, students can use cleft sentences for emphasis, use technology vocabulary precisely, read and question data in texts (including correlation and causation), write a feature article that tells the human story behind an issue, and stress compound nouns, compound adjectives and phrasal verbs correctly. The theme is "Technology": screens, safety and the digital world. The unit has five lessons of 10–15 minutes, a unit test with a feature article, and original texts and data. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure (emphasis) and lexis (words associated with technology); Paper 2 comprehension with figures and the magazine article; Paper 3 oral English (stress in compounds) • Cambridge IGCSE English (First Language and Second Language): Reading information texts with data; writing articles for a specific audience; vocabulary range • GCSE English Language (UK): Paper 2 non-fiction analysis (use of statistics); Section B article writing; sentence forms for effect • US Grades 10–11 (Common Core), the PSAT and the SAT: Syntax for emphasis (L.11-12.3); integrating quantitative information (RI.11-12.7); informative and narrative journalism (W.11-12.2); SAT Command of Evidence: Quantitative Students will be able to: • form it-clefts, wh-clefts and all-clefts to emphasise information, with correct agreement • use technology terms such as algorithm, encryption, phishing, malware and digital footprint precisely • read figures and percentages accurately, calculate simple changes and distinguish correlation from causation • write a feature article with an anecdotal opening, multiple voices, background, balance and a circular ending • stress compound nouns, compound adjectives and phrasal verb/noun pairs correctly All texts and data are original and written for this course; the school, survey and people are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 8: Punctuating Dialogue, Irony and Paradox, Reading Drama, Writing a Scene
Unit overview By the end of this unit, students can punctuate dialogue accurately, identify and explain irony, oxymoron and paradox, analyse a drama extract with attention to stage directions, subtext and dramatic irony, write a short scene in script form, and use rising and falling intonation on question tags to convey meaning. The theme is "Drama and Stage": families, auditions and the moments that change us. The unit has five lessons of 10–15 minutes, a unit test with a scene or dialogue, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language and Literature-in-English (WAEC): Paper 1 and 2 mechanical accuracy (punctuation); drama and literary devices; dialogue writing; Paper 3 oral English (intonation) • Cambridge IGCSE English and Literature: Drama extracts (stage directions, subtext); literary devices; creative writing including dialogue • GCSE English Language and Literature (UK): Analysing drama (Shakespeare and modern texts); punctuation of speech; creative writing • US Grades 10–11 (Common Core), the PSAT and the SAT: Punctuation (L.11-12.2); figurative language including irony and paradox (L.11-12.5, RL.11-12.6); analysing drama (RL.11-12.3, RL.11-12.7); narrative writing with dialogue (W.11-12.3b) Students will be able to: • punctuate direct speech accurately, including questions, exclamations, interruptions and new speakers • identify verbal, situational and dramatic irony, oxymoron and paradox, and explain their effects • analyse a drama extract, commenting on stage directions, dialogue, subtext, pauses and dramatic irony • write a scene in script form with tension, natural dialogue, subtext and purposeful stage directions • use falling and rising intonation on question tags to confirm or to ask All texts, including both scenes, are original and written for this course; the characters are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 9: Concession and Contrast, Environment Vocabulary, Critical Evaluation, Investigative Reports
Unit overview By the end of this unit, students can use concession and contrast linkers accurately, use environmental vocabulary precisely, evaluate a statement about a literary text with evidence and a reasoned judgement, write a structured investigative report with data, and distinguish the long vowels /ɜː/, /ɔː/ and /ɑː/. The theme is "Environment II": rivers, floods, water and waste. The unit has five lessons of 10–15 minutes, a unit test with an investigative report, and original texts and data. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure (concession clauses) and lexis (environmental vocabulary); Paper 2 the report; Paper 3 oral English (vowel contrasts) • Cambridge IGCSE English (First Language and Second Language): Evaluating writers' effects; report writing; vocabulary range • GCSE English Language (UK): Paper 1 Question 4: critical evaluation ("To what extent do you agree?"); transactional writing; linking ideas • US Grades 10–11 (Common Core), the PSAT and the SAT: Transitions and clause linking (L.11-12.1, W.11-12.2c); evaluating literary effects (RL.11-12.4); informative reports with data (W.11-12.2); SAT Transitions questions Students will be able to: • use although, despite, in spite of, however, nevertheless, whereas and even if correctly, avoiding common errors • use environmental vocabulary such as biodiversity, erosion, emissions, sustainable, mitigate and adapt precisely • respond to an evaluative statement about a text with evidence, analysis of methods and a reasoned judgement • write an investigative report with terms of reference, method, numbered findings, conclusions and recommendations • distinguish and pronounce /ɜː/, /ɔː/ and /ɑː/ in minimal pairs All texts and data are original and written for this course; the people, school and town are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 10: Mixed Conditionals and Wishes, Precise Vocabulary, Comparing Poems, Description from a Picture
Unit overview By the end of this unit, students can use mixed conditionals, wish and if only accurately, choose precise verbs and adjectives instead of weak intensifiers, compare two unseen poems in theme, tone, imagery and form, write a vivid description from a picture prompt, and divide speech into tone groups for clear, expressive reading aloud. The theme is "Travel II": departures, returns and the moments in between. The unit has five lessons of 10–15 minutes, a unit test with a picture-prompt description, and original texts and poems. These skills appear in every upper-secondary English course and exam: • WASSCE English Language and Literature-in-English (WAEC): Paper 1 structure (conditionals, wish); unseen poetry; Paper 2 the descriptive essay; Paper 3 oral English (rhythm and intonation in reading) • Cambridge IGCSE English and Literature: Comparing unseen poems; descriptive composition; vocabulary range • GCSE English Language and Literature (UK): Unseen poetry comparison; Paper 1 Section B description from a picture prompt; precise vocabulary • US Grades 10–11 (Common Core), the PSAT and the SAT: Conditional and subjunctive moods (L.11-12.1); comparing poems (RL.11-12.9, RL.11-12.5); descriptive narrative technique (W.11-12.3d); SAT Words in Context Students will be able to: • use mixed conditionals, wish and if only to express present wishes, past regrets and annoyance • replace general verbs, adverbs and intensifiers with precise vocabulary that fits the mood • compare two poems' themes, speakers, tone, imagery and form, using comparative connectives • write a description from a picture that goes beyond what is shown, with structure, a shift and a strong ending • divide speech into tone groups with a clear nucleus, including lists and non-defining clauses All texts, including both poems and the picture prompts, are original and written for this course; the people and places are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 11: Parallelism and Modifiers, Confusables II, Satire, Editorials, Phonetic Transcription
Unit overview By the end of this unit, students can write balanced sentences with parallel structure and correctly placed modifiers, distinguish advanced confusable words, recognise satire and infer a satirist's real view, write a persuasive and constructive editorial or opinion column, and read words written in the International Phonetic Alphabet. The theme is "Media II": newspapers, satire and public opinion. The unit has five lessons of 10–15 minutes, a unit test with an editorial or opinion column, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure and lexis (confusable words); Paper 2 comprehension (irony, tone) and the article; Paper 3 oral English (phonetic symbols) • Cambridge IGCSE English (First Language and Second Language): Recognising implicit meaning and irony; writing to argue and persuade; accuracy • GCSE English Language (UK): Paper 2 analysis of non-fiction (including satire and viewpoint); Section B opinion writing; sentence control • US Grades 10–11 (Common Core), the PSAT and the SAT: Parallel structure (L.11-12.1); misplaced and dangling modifiers; satire and irony (RI.11-12.6); argument writing (W.11-12.1); SAT Form, Structure and Sense Students will be able to: • use parallel structure in lists, pairs, correlatives and comparisons, and place modifiers such as "only" correctly • distinguish imply/infer, fewer/less, comprise/consist of, disinterested/uninterested and other advanced confusables • identify the target and techniques of satire and infer the writer's real view • write an editorial or opinion column with a clear position, concession, rebuttal, solutions and a call to action • read and match words written in IPA, including stress and length marks All texts are original and written for this course; the town, council, newspaper and people are fictional. British spelling and pronunciation are used; US variants are noted

Unit 12: The Subjunctive, Formal Register, Implicit Meaning, Leaflets, Consonant Errors
Unit overview By the end of this unit, students can use the subjunctive and its "should" alternative in formal advice, write in a formal register using nominalisation and hedging, distinguish explicit from implicit meaning and support inferences with evidence, write a clear and reassuring information leaflet, and avoid common consonant errors such as /l/–/r/ and dropped or added /h/. The theme is "Health II": care, wellbeing and public information. The unit has five lessons of 10–15 minutes, a unit test with a leaflet, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure (subjunctive) and register; Paper 2 comprehension (inference) and writing for a specific audience; Paper 3 oral English (consonant contrasts) • Cambridge IGCSE English (First Language and Second Language): Explicit and implicit meaning; writing leaflets and information texts; register • GCSE English Language (UK): Paper 1 Question 1 (explicit information) and inference; Section B writing to inform and advise; formal register • US Grades 10–11 (Common Core), the PSAT and the SAT: Mood and the subjunctive (L.11-12.1); formal style (W.11-12.1d, W.11-12.2e); inference (RL.11-12.1); informative writing (W.11-12.2); SAT Inferences Students will be able to: • use the subjunctive after insist, recommend, suggest and "It is essential that", and the "should" alternative • write formally using nominalisation, formal verbs, impersonal constructions and hedging, without overdoing it • distinguish explicit from implicit information and support inferences with evidence, avoiding over-reading • write an information leaflet with headings, lists, imperatives, a reassuring tone and sources of help • distinguish /l/–/r/, /n/–/l/, /v/–/w/, /θ/–/t/ and avoid dropping or adding /h/ All texts are original and written for this course; the people and health centre are fictional. Leaflet content is general information, not medical advice. British spelling and pronunciation are used; US variants are noted.

Unit 13: Ellipsis and Substitution, Three-Part Phrasal Verbs, Rhetorical Analysis, Campaign Speeches
Unit overview By the end of this unit, students can use ellipsis and substitution to write and speak concisely, use common three-part phrasal verbs accurately, analyse the rhetorical methods of a speech and explain their effects, write a persuasive and credible campaign speech, and use contrastive stress to correct and contrast information. The theme is "Leadership": elections, campaigns and finding your voice. The unit has five lessons of 10–15 minutes, a unit test with a campaign speech, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure (ellipsis, substitution) and lexis (phrasal verbs); Paper 2 speech writing; Paper 3 oral English (contrastive and emphatic stress) • Cambridge IGCSE English (First Language and Second Language): Analysing persuasive language in speeches; writing speeches; idiomatic vocabulary • GCSE English Language (UK): Paper 2 analysis of non-fiction (rhetorical methods); Section B speech writing; spoken language • US Grades 10–11 (Common Core), the PSAT and the SAT: Cohesion (L.11-12.1); rhetoric in seminal speeches (RI.11-12.6, RI.11-12.9); argument and presentation (W.11-12.1, SL.11-12.4); SAT Rhetorical Synthesis Students will be able to: • use so/not, do (so), one(s), auxiliary ellipsis and so/neither + auxiliary correctly • use three-part phrasal verbs such as look up to, put up with, come up with and stand up for • analyse direct address, anecdote, anaphora, tricolon, antithesis and extended metaphor, explaining their effects • write a campaign speech with a clear motive, specific promises, evidence, respectful contrast and a call to vote • use contrastive stress to correct and contrast information in dialogue and speeches All texts are original and written for this course; the speakers and places are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 14: Quantifiers, Science and Ethics Vocabulary, Paired Passages, Argumentative Essay II, Listening
Unit overview By the end of this unit, students can use quantifiers accurately with countable and uncountable nouns, use the vocabulary of scientific research and ethics, compare the arguments and evidence of two paired passages, write an argumentative essay that handles counterarguments with concession and rebuttal, and apply listening strategies to understand and take notes on a talk. The theme is "Science and Ethics": medicine, gene editing and artificial intelligence. The unit has five lessons of 10–15 minutes, a unit test with an argumentative essay, and original texts and a talk. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure (quantifiers) and lexis (scientific vocabulary); Paper 2 comprehension and the argumentative essay; Paper 3 listening comprehension • Cambridge IGCSE English (First Language and Second Language): Comparing writers' ideas; argumentative writing; listening (Second Language) • GCSE English Language (UK): Paper 2 Question 4 (comparing viewpoints); Section B argument with counterargument; spoken language • US Grades 10–11 (Common Core), the PSAT and the SAT: Determiners and agreement (L.11-12.1); paired texts (RI.11-12.9); argument with counterclaims (W.11-12.1b); listening and note-taking (SL.11-12.2, SL.11-12.3); SAT Cross-Text Connections Students will be able to: • use many/much, few/a few, little/a little, each/every, either/neither, none of and other quantifiers accurately • use research and ethics vocabulary such as placebo, control group, peer review, informed consent and conflict of interest • identify each passage's claim, common ground and disagreement, and choose evidence that directly supports an answer • write an argumentative essay with a nuanced thesis, fair counterarguments, concession, rebuttal and a qualified conclusion • predict, follow signposts, take efficient notes and distinguish gist from detail when listening All texts and the talk are original and written for this course; the essays and passages present general arguments, not medical advice. British spelling and pronunciation are used; US variants are noted.

Unit 15: Year 2 Review and Mock Examination
Unit overview This final unit of Year 2 brings together the grammar, vocabulary, reading, writing and oral English of Units 1–14 and prepares students for examination conditions. By the end of it, students can find and correct Year 2 grammar errors with a checklist, answer mixed advanced lexis questions, complete a timed comprehension and summary paper, raise their essays from mid band to top band, and answer oral English questions on the full Year 2 sound system. The theme is "Looking Forward": failure, growth and the future. The unit has five lessons of 10–15 minutes and a full mock examination, with original texts. The mock examination mirrors the structure of the major upper-secondary English exams: • WASSCE English Language (WAEC): Paper 1 objective items (lexis, structure, oral English); Paper 2 essay, comprehension and summary; Paper 3 oral English • Cambridge IGCSE English (First Language and Second Language): Reading and summary under time; directed and composition writing; accuracy • GCSE English Language (UK): Paper 1 and 2 reading questions; Section B writing at top-band standard; technical accuracy • US Grades 10–11 (Common Core), the PSAT and the SAT: Standard English Conventions; Words in Context; Information and Ideas; Craft and Structure; timed writing (W.11-12.10) Students will be able to: • find and correct errors in complex concord, modal perfects, inversion, participles, concession, subjunctive, parallelism, quantifiers and noun clauses • answer mixed Year 2 lexis questions with a reliable strategy • complete a timed comprehension and a WASSCE-style summary in sentences • raise an essay from mid band to top band through explanation, evidence, precision, balance and control • identify Year 2 sound features by ear: consonant pairs, endings, triphthongs, vowels, connected speech, stress and intonation All texts are original and written for this course; the people and schools are fictional. British spelling and pronunciation are used; US variants are noted.