Update Saqel Platform: 2026-08-28 15:55:08
This commit is contained in:
Hamza-Ayed
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{}
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{
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"grade_10": {
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"name": "Grade 10 (الصف العاشر الأساسي)",
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"subjects": {
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"english_action_pack_10": {
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"name": "English — Jordan High Note 10 (Student's Book)",
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"semesters": {
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"semester_1": {
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"name": "Semester 1 (الفصل الدراسي الأول)",
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"units": {
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"unit_01_looking_good": {
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"name": "Unit 01: Looking Good (pp. 4–13)",
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"lessons": [
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{
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"id": "u1_l1_a_day_to_remember",
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"title": "Lesson 1A: Vocabulary & Grammar — A Day to Remember",
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"outcomes": [
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"Verb phrases with dress (dress casually, overdressed, well-dressed)",
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"Present Simple for habits and general truths",
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"Present Continuous for temporary situations and changing trends",
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"State verbs vs action verbs clinic"
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],
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"file": "grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_1a_vocabulary_grammar.md"
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},
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{
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"id": "u1_l2_appearance_fabrics",
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"title": "Lesson 2A: Vocabulary — Appearance, Clothes & Fabrics",
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"outcomes": [
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"Materials (denim, leather, linen, cashmere, cotton, silk, wool)",
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"Patterns (checked, plain, striped, polka dots, embroidered thobe)",
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"Describing outfits and traditional vs modern clothing in Jordan"
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],
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"file": "grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_2a_vocabulary_appearance.md"
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},
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{
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"id": "u1_l3_power_of_appearance",
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"title": "Lesson 3A & 4A: Reading — The Power of Appearance",
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"outcomes": [
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"Reading comprehension: How appearances influence subconscious judgements",
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"The Doctor's White Coat Experiment & cognitive focus",
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"Phrasal verbs: look up to, look down on, bring out the best in"
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],
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"file": "grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_3a_4a_power_of_appearance.md"
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},
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{
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"id": "u1_l4_articles_speaking",
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"title": "Lesson 5A & 6A: Grammar (Articles) & Participating in Conversations",
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"outcomes": [
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"Rules for zero article, a/an, and the",
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"Pronunciation of /ðə/ vs /ðiː/",
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"Speaking strategies: clarifying messages and interrupting politely"
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],
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"file": "grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_5a_6a_articles_speaking.md"
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},
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{
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"id": "u1_l5_writing_informal_email",
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"title": "Lesson 7A: Writing Workshop — An Informal Email",
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"outcomes": [
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"Structuring an informal email (greetings, chatty style, omissions, sign-offs)",
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"Using abbreviations and contractions accurately"
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],
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"file": "grade_10/jordan_high_note_10/semester_1/unit_01_looking_good/lesson_7a_writing_informal_email.md"
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}
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]
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},
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"unit_02_the_digital_mind": {
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"name": "Unit 02: The Digital Mind (pp. 14–25)",
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"lessons": [
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{
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"id": "u2_l1_voyager_present_perfect",
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"title": "Lesson 1A: Vocabulary & Grammar — The Voyager Probes",
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"outcomes": [
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"Present Perfect Simple (results) vs Present Perfect Continuous (duration)",
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"Astronomy and space exploration terminology"
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],
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"file": "grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_1a_voyager_present_perfect.md"
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},
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{
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"id": "u2_l2_ai_science_fact",
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"title": "Lesson 2A: Reading — Science Fiction or Science Fact? (AI)",
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"outcomes": [
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"Narrow AI vs General AI distinctions",
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"AI safety, ethics, and future societal impacts",
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"Word formation: verbs to nouns (achieve -> achievement, develop -> development)"
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],
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"file": "grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_2a_ai_science_fact.md"
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},
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{
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"id": "u2_l3_verb_patterns_mind",
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"title": "Lesson 3A & 4A: Science Idioms with 'Mind' & Verb Patterns",
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"outcomes": [
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"Idioms: think outside the box, blow someone's mind, make up your mind",
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"Verb patterns (-ing vs to-infinitive vs bare infinitive)",
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"Verbs with meaning changes (remember to do vs remember doing)"
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],
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"file": "grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_3a_4a_verb_patterns_mind.md"
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},
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{
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"id": "u2_l4_drones_blog_writing",
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"title": "Lesson 5A–7A: Uses of Drones & Writing a Balanced Blog Post",
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"outcomes": [
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"Drones in search and rescue, commercial deliveries, and aerial filming",
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"Writing a balanced tech blog post with balanced arguments"
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],
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"file": "grade_10/jordan_high_note_10/semester_1/unit_02_the_digital_mind/lesson_5a_7a_drones_blog_writing.md"
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}
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]
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},
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"unit_03_active_and_healthy": {
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"name": "Unit 03: Active and Healthy (pp. 26–35)",
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"lessons": [
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{
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"id": "u3_l1_aaron_wheelz",
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"title": "Lesson 1A: Reading & Grammar — Aaron 'Wheelz' Fotheringham",
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"outcomes": [
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"Inspiring athlete biography and wheelchair motocross (WCMX)",
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"Narrative tenses: Past Simple, Past Continuous, and Past Perfect"
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],
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"file": "grade_10/jordan_high_note_10/semester_1/unit_03_active_and_healthy/lesson_1a_aaron_wheelz_narrative_tenses.md"
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},
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{
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"id": "u3_l2_fitness_used_to",
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"title": "Lesson 2A–4A: Fitness, Injuries & 'Used to / Would'",
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"outcomes": [
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"Fitness collocations and medical emergencies (911)",
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"Used to vs would for past habits and states"
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],
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"file": "grade_10/jordan_high_note_10/semester_1/unit_03_active_and_healthy/lesson_2a_4a_fitness_used_to.md"
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},
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{
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"id": "u3_l3_mediterranean_diet_story",
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"title": "Lesson 6A & 7A: Reading (Mediterranean Diet) & Short Story Writing",
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"outcomes": [
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"Nutrition, superfoods, and school canteen initiatives",
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"Writing a dramatic short story with action linkers"
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],
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"file": "grade_10/jordan_high_note_10/semester_1/unit_03_active_and_healthy/lesson_6a_7a_mediterranean_diet_story.md"
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}
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]
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},
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"unit_04_time_to_move": {
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"name": "Unit 04: Time to Move (pp. 36–47)",
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"lessons": [
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{
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"id": "u4_l1_air_travel_modals",
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"title": "Lesson 1A: Air Travel Vocabulary & Modal Verbs",
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"outcomes": [
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"Modals of necessity (must, have to), prohibition, and advice",
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"Airport and flight procedures"
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],
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"file": "grade_10/jordan_high_note_10/semester_1/unit_04_time_to_move/lesson_1a_air_travel_modals.md"
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},
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{
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"id": "u4_l2_petra_relative_clauses",
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"title": "Lesson 2A–4A: Reading (Holiday in Petra) & Relative Clauses",
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"outcomes": [
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"Family holiday rules and Bedouin hospitality in Petra",
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"Defining vs non-defining relative clauses (who, which, whose, where)"
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],
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"file": "grade_10/jordan_high_note_10/semester_1/unit_04_time_to_move/lesson_2a_4a_petra_relative_clauses.md"
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},
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{
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"id": "u4_l3_urban_transport_formal_enquiry",
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"title": "Lesson 5A–7A: Urban Pollution & Formal Email of Enquiry",
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"outcomes": [
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"Urban transport, smog, and sustainability",
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"Composing a formal enquiry email with indirect questions"
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],
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"file": "grade_10/jordan_high_note_10/semester_1/unit_04_time_to_move/lesson_5a_7a_urban_transport_formal_enquiry.md"
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}
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]
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},
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"unit_05_the_next_step": {
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"name": "Unit 05: The Next Step (pp. 48–57)",
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"lessons": [
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{
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"id": "u5_l1_future_work_personal_statement",
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"title": "Lesson 1A–7A: Future Careers, Gig Economy & Personal Statement",
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"outcomes": [
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"Future Continuous vs Future Perfect",
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"Career trends in AI and cloud engineering",
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"Writing an academic personal statement for university admission"
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],
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"file": "grade_10/jordan_high_note_10/semester_1/unit_05_the_next_step/lesson_1a_5a_future_work_personal_statement.md"
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}
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]
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}
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}
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}
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}
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}
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}
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}
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}
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