Long-term Path
Your plan: what to study each week, from zero to C2.
Each Guided lesson is a 20-minute anchor for its week. The Path’s weekly hours also include practice and resources.
Your plan: what to study each week, from zero to C2.
Step-by-step lessons inside the plan, one per week in A1 and A2.
Review and speaking drills for what you have studied.
Module A1-1 “Julakan · Sounds, letters and tone · tone in greetings” (weeks 1–4) has 4 Guided lessons. Do one each week and use the Path’s routine and resources for the rest of your study time.
Each Guided lesson is a 20-minute anchor for its week. The Path’s weekly hours also include practice and resources.
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Weeks 1–4
Planned focus (unconfirmed) · tone in greetings. Recognize this contrast in short source examples and reproduce it after listening. Context: Sounds, letters and tone.
See this module in the PathWeeks 5–8
Planned focus (unconfirmed) · ɛ/ɔ and nasal vowels. Recognize this contrast in short source examples and reproduce it after listening. Context: Greetings and goodbyes.
See this module in the PathWeeks 9–12
Planned focus (unconfirmed) · S–marker–O–V ordering. Recognize this contrast in short source examples and reproduce it after listening. Context: Introductions, names and pronouns.
See this module in the PathWeeks 13–16
Planned focus (unconfirmed) · aspect/polarity markers. Recognize this contrast in short source examples and reproduce it after listening. Context: Sentences without verbs.
See this module in the PathWeeks 17–20
Planned focus (unconfirmed) · possession. Recognize this contrast in short source examples and reproduce it after listening. Context: Possession, numbers and plurals.
See this module in the PathWeeks 21–24
Planned focus (unconfirmed) · postpositions. Recognize this contrast in short source examples and reproduce it after listening. Context: Verbs in the present.
See this module in the PathWeeks 25–28
Planned focus (unconfirmed) · relative constructions. Recognize this contrast in short source examples and reproduce it after listening. Context: Questions and the past.
See this module in the PathWeeks 29–32
Planned focus (unconfirmed) · Jula–Bambara contrast notebook. Recognize this contrast in short source examples and reproduce it after listening. Context: Commands and speaking portfolio.
See this module in the PathWeeks 33–36
Planned focus (unconfirmed) · tone in greetings. Use this pattern in a short exchange; compare an affirmative and a negative example. Context: Weather and having.
See this module in the PathWeeks 37–40
Planned focus (unconfirmed) · ɛ/ɔ and nasal vowels. Use this pattern in a short exchange; compare an affirmative and a negative example. Context: Studies and likes.
See this module in the PathWeeks 41–44
Planned focus (unconfirmed) · S–marker–O–V ordering. Use this pattern in a short exchange; compare an affirmative and a negative example. Context: Tea and wishes.
See this module in the PathWeeks 45–48
Planned focus (unconfirmed) · aspect/polarity markers. Use this pattern in a short exchange; compare an affirmative and a negative example. Context: Children and event sequences.
See this module in the PathWeeks 49–52
Planned focus (unconfirmed) · possession. Use this pattern in a short exchange; compare an affirmative and a negative example. Context: Shops, market and prices.
See this module in the PathWeeks 53–56
Planned focus (unconfirmed) · postpositions. Use this pattern in a short exchange; compare an affirmative and a negative example. Context: Going out and travel.
See this module in the PathWeeks 57–60
Planned focus (unconfirmed) · relative constructions. Use this pattern in a short exchange; compare an affirmative and a negative example. Context: Taxi, restaurant and earlier events.
See this module in the PathWeeks 61–64
Planned focus (unconfirmed) · Jula–Bambara contrast notebook. Use this pattern in a short exchange; compare an affirmative and a negative example. Context: Celebrations, memories and portfolio.
See this module in the PathWeeks 65–68
Planned focus (unconfirmed) · tone in greetings. Explain how the pattern changes meaning in a connected narrative, citing the source. Context: Extended personal narratives.
See this module in the PathGuided lessons: not started
Weeks 69–72
Planned focus (unconfirmed) · ɛ/ɔ and nasal vowels. Explain how the pattern changes meaning in a connected narrative, citing the source. Context: Work and education.
See this module in the PathGuided lessons: not started
Weeks 73–76
Planned focus (unconfirmed) · S–marker–O–V ordering. Explain how the pattern changes meaning in a connected narrative, citing the source. Context: Local news and interviews.
See this module in the PathGuided lessons: not started
Weeks 77–80
Planned focus (unconfirmed) · aspect/polarity markers. Explain how the pattern changes meaning in a connected narrative, citing the source. Context: Reasons, causes and consequences.
See this module in the PathGuided lessons: not started
Weeks 81–84
Planned focus (unconfirmed) · possession. Explain how the pattern changes meaning in a connected narrative, citing the source. Context: Opinions and respectful disagreement.
See this module in the PathGuided lessons: not started
Weeks 85–88
Planned focus (unconfirmed) · postpositions. Explain how the pattern changes meaning in a connected narrative, citing the source. Context: Traditions in context.
See this module in the PathGuided lessons: not started
Weeks 89–92
Planned focus (unconfirmed) · relative constructions. Explain how the pattern changes meaning in a connected narrative, citing the source. Context: Repairing misunderstandings.
See this module in the PathGuided lessons: not started
Weeks 93–96
Planned focus (unconfirmed) · Jula–Bambara contrast notebook. Explain how the pattern changes meaning in a connected narrative, citing the source. Context: Connected conversation portfolio.
See this module in the PathGuided lessons: not started
Weeks 97–100
Planned focus (unconfirmed) · tone in greetings. Compare speakers and registers; revise an account after checking this pattern. Context: Abstract ideas and argument.
See this module in the PathGuided lessons: not started
Weeks 101–104
Planned focus (unconfirmed) · ɛ/ɔ and nasal vowels. Compare speakers and registers; revise an account after checking this pattern. Context: Evidence across two sources.
See this module in the PathGuided lessons: not started
Weeks 105–108
Planned focus (unconfirmed) · S–marker–O–V ordering. Compare speakers and registers; revise an account after checking this pattern. Context: Unscripted group conversation.
See this module in the PathGuided lessons: not started
Weeks 109–112
Planned focus (unconfirmed) · aspect/polarity markers. Compare speakers and registers; revise an account after checking this pattern. Context: Formal requests and correspondence.
See this module in the PathGuided lessons: not started
Weeks 113–116
Planned focus (unconfirmed) · possession. Compare speakers and registers; revise an account after checking this pattern. Context: Literature and narrative voice.
See this module in the PathGuided lessons: not started
Weeks 117–120
Planned focus (unconfirmed) · postpositions. Compare speakers and registers; revise an account after checking this pattern. Context: Variation and code-switching.
See this module in the PathGuided lessons: not started
Weeks 121–124
Planned focus (unconfirmed) · relative constructions. Compare speakers and registers; revise an account after checking this pattern. Context: Explaining a complex process.
See this module in the PathGuided lessons: not started
Weeks 125–128
Planned focus (unconfirmed) · Jula–Bambara contrast notebook. Compare speakers and registers; revise an account after checking this pattern. Context: Independent use portfolio.
See this module in the PathGuided lessons: not started
Weeks 129–132
Planned focus (unconfirmed) · tone in greetings. Analyze the pattern in an extended source, including ambiguity and discourse effects. Context: Register and social distance.
See this module in the PathGuided lessons: not started
Weeks 133–136
Planned focus (unconfirmed) · ɛ/ɔ and nasal vowels. Analyze the pattern in an extended source, including ambiguity and discourse effects. Context: Implicit meaning and humour.
See this module in the PathGuided lessons: not started
Weeks 137–140
Planned focus (unconfirmed) · S–marker–O–V ordering. Analyze the pattern in an extended source, including ambiguity and discourse effects. Context: Collocations and near-synonyms.
See this module in the PathGuided lessons: not started
Weeks 141–144
Planned focus (unconfirmed) · aspect/polarity markers. Analyze the pattern in an extended source, including ambiguity and discourse effects. Context: Academic and professional speech.
See this module in the PathGuided lessons: not started
Weeks 145–148
Planned focus (unconfirmed) · possession. Analyze the pattern in an extended source, including ambiguity and discourse effects. Context: Oral history and ethical interviewing.
See this module in the PathGuided lessons: not started
Weeks 149–152
Planned focus (unconfirmed) · postpositions. Analyze the pattern in an extended source, including ambiguity and discourse effects. Context: Literary interpretation.
See this module in the PathGuided lessons: not started
Weeks 153–156
Planned focus (unconfirmed) · relative constructions. Analyze the pattern in an extended source, including ambiguity and discourse effects. Context: Debate and persuasive writing.
See this module in the PathGuided lessons: not started
Weeks 157–160
Planned focus (unconfirmed) · Jula–Bambara contrast notebook. Analyze the pattern in an extended source, including ambiguity and discourse effects. Context: Advanced register portfolio.
See this module in the PathGuided lessons: not started
Weeks 161–164
Planned focus (unconfirmed) · tone in greetings. Synthesize contrasting source uses and justify a precise editorial choice. Context: Regional listening immersion.
See this module in the PathGuided lessons: not started
Weeks 165–168
Planned focus (unconfirmed) · ɛ/ɔ and nasal vowels. Synthesize contrasting source uses and justify a precise editorial choice. Context: Irony, stance and implication.
See this module in the PathGuided lessons: not started
Weeks 169–172
Planned focus (unconfirmed) · S–marker–O–V ordering. Synthesize contrasting source uses and justify a precise editorial choice. Context: Precise synthesis across sources.
See this module in the PathGuided lessons: not started
Weeks 173–176
Planned focus (unconfirmed) · aspect/polarity markers. Synthesize contrasting source uses and justify a precise editorial choice. Context: Specialist language practicum.
See this module in the PathGuided lessons: not started
Weeks 177–180
Planned focus (unconfirmed) · possession. Synthesize contrasting source uses and justify a precise editorial choice. Context: Translation and cultural mediation.
See this module in the PathGuided lessons: not started
Weeks 181–184
Planned focus (unconfirmed) · postpositions. Synthesize contrasting source uses and justify a precise editorial choice. Context: Extended public debate.
See this module in the PathGuided lessons: not started
Weeks 185–188
Planned focus (unconfirmed) · relative constructions. Synthesize contrasting source uses and justify a precise editorial choice. Context: Community publication project.
See this module in the PathGuided lessons: not started
Weeks 189–192
Planned focus (unconfirmed) · Jula–Bambara contrast notebook. Synthesize contrasting source uses and justify a precise editorial choice. Context: Mastery portfolio and outside review.
See this module in the PathGuided lessons: not started
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