# English: two weeks of textual conversation

**Queensland General English, Unit 3 Topic 1 practice.** Teach [ten daily scripts](LESSONS.md) with [Text A and B in the learner packet](student-materials.md). Hold back [Text C](fresh-text-c.md) until Day 10. Read the [teacher key](teacher-key.md) before class and keep it out of learner copies. The [practice check](student-assessment.md) gives a new prompt; it is not IA1, an IA1 rehearsal under QCAA conditions or a result for certification.

Each 25-minute script is a **slice of a senior lesson**. Add school-selected prescribed texts, varied international media, extended reading, conference time and the school's assessment program. Across Units 3–4, the school needs the current prescribed-text mix and text registration. The original microtexts here are deliberate low-stakes scaffolds, not a shortcut around those requirements.

**Before Day 1:** Prepare Text A alone for Days 1–2, then release Text B on Day 3. The [learner packet](student-materials.md) stores both in one file, so copy or display the relevant section. Hold the [two-voice comparison map](../../../term-1/print/text-conversation.svg), with its [plain text version](../../../term-1/print/text-alternatives.md), until learners have first read B on Day 3. Keep the teacher key out of learner copies. Students may discuss a fictional claim privately or via writing/AAC instead of disclosing a personal view. For a check of interpretation, a read-aloud can support access; record that the reading was supported. For a check of independent reading, offer approved adjustment but do not infer independent decoding from a heard text.

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