TEACHING PROGRAMME - Microsoftpearsonespana.blob.core.windows.net/books/Cutting Edge... · Web viewCutting Edge Pre-Intermediate Teaching Programme UNIT 1: LEISURE AND SPORT I. AIMS

GENERAL TEACHING PROGRAMME

CUTTING EDGEPRE-INTERMEDIATE

__________________AREA OF FOREIGN LANGUAGES

ENGLISH LANGUAGE

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 1

Cutting Edge Pre-Intermediate Teaching Programme

UNIT 1: LEISURE AND SPORT

I. AIMS- To review questions- To know the form and use of the present simple- To know the form and use of frequency phrases- To talk about free time activities- To talk about sports- To discuss about leisure activities- To discuss about games- To discuss about unusual sports- To discuss about New York City- To interview a partner in 60 seconds- To listen to a radio news report- To listen to a games quiz- To read an article about sports- To read an interview - To watch a video about stickball- To find out information online about a sport- To write a paragraph about a sport- To know vocabulary connected with leisure activities- To know vocabulary connected with sports and games- To know stress in questions- To improve the pronunciation of the English language- To improve the intonation of the English language- To recognize the word stress

II. CONTENTS

Communication Skills- Talking about free time activities- Talking about sports- Interviewing a partner in 60 seconds- Listening to a radio news report- Listening to a games quiz- Reading an article about sports- Reading an interview- Watching a video about stickball- Finding out information online about a sport- Writing a paragraph about a sport

Language ReflectionsA. Language and grammar functions

- Questions- Present simple


- Frequency phrases

B. Vocabulary- Words connected with leisure activities- Words connected with sports and games

C. Pronunciation- Stress in questions

Sociocultural Aspects- To discuss about leisure activities- To discuss about games- To debate about unusual sports- To show interest in exchanging ideas on familiar topics - To show interest in sports

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestHealth educationTo debate about sports and healthy habitsEducation for equalityTo respect men and womenMusicTo talk about music

ASSESSMENTI. Communication skills

- Student's Book: Communication activities, page 13- Student's Book: Study, Practice & Remember, page 138- Workbook, Unit 1- Teacher's Resource Bank: Photocopiable activities, Unit 1- DVD, Unit 1

II. Language reflections- Student's Book: Study, Practice & Remember, page 138- Workbook, Unit 1- Teacher's Resource Bank: Photocopiable activities, Unit 1- DVD, Unit 1

III. Sociocultural aspects- Student's Book, Unit 1- Workbook, Unit 1- DVD, Unit 1


BASIC COMPETENCES

UNIT 1: Leisure and sportCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)

SB, pp.6-15 All the activities in the unit use language as a means of oral and written communication.

Show interest and curiosity in the English language as such, and in cultural aspects associated with it.

Mathematical competence(C2)

SB, p.6, ex. 3 Students have to understand and process information to complete a survey.

Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the process of learning English.

Data processing and digital competence(C4)

SB, p.10 (Reading)SB, p.12 (Task)

SB, p.13 (Share your task)SB, pp.14-15 (World culture)

MyEnglishLab /Active Teach

Students read an article about new ways with old sports.Students read an interview to Freida Pinto.

Students film / record themselves interviewing their partner.

Students check information online about New York City.Students find out more information online about sports.

Students use digital devices as part of their process of learning English.

Be aware of the importance of the media and its influence on society.

Incorporate new technologies in the process of learning English.Take advantage of new technologies to revise and consolidate

what one has learnt in the unit.


Cultural awareness and expression(C6)

SB, pp.14-15 (World culture)

SB, pp.10, 12

SB, pp.13, 15

Students discuss about New York City and check the information online.

Students watch a video about a popular sport in New York City and complete exercises about it.

They deal about different cultural and artistic expressions through the texts: - An article about sports.- An interview to a famous actress from

India, Freida Pinto.

Students write a piece of original creative writing: - An interview to a partner.- A paragraph about a sport.

Understand and critically appraise aspects of other countries' culture and customs.

RELATIONSHIPS AND INTERACTIONKnowledge and connection with the world and environment (C3)

SB, Unit 1 Students learn and think about: leisure activities, games, sports, New York City, unusual sports.

There are references to different places such as: UK, India, Australia, London, California, New York City.

Develop a critical mind when observing reality.

Identify places and geographical features where other cultures are originated and located.

Social and civic competence(C5)

SB, Unit 1

SB, pp.7, 10

SB, p.8, ex.2SB, p.13 (Speaking)SB, pp.11, 12

SB, p.15

SB, Unit 1

Students work in pairs or groups and exchange opinions:- In the different discussions proposed in

the unit about leisure activities, games, unusual sports and New York City.

- Analysing the tasks they have completed.

In pairs, students ask each other questions about the activities they do, about sports and games.

They read and answer a games quiz in pairs. They interview a partner in 60 seconds.

Students describe and answer questions about photographs.

Students write a paragraph about a sport.

Students learn and think about: leisure activities, games, sports, New York City, unusual sports.

Use language as a vehicle of communication / cultural transmission.

Develop key communication skills, and take into account the interests of others as individuals and the interests of the group as a whole.

Express their own ideas and listen to others'.Know and accept tradition and cultural and social reality of the

English-speaking world.


PERSONAL DEVELOPMENTLearning to learn(C7)

SB & WB, Unit 1

SB, Unit 1

Students do the SB and WB activities in the unit, and use good learning practices in class and at home.

Students learn how to use reference material for each unit:

Students’ Book- Key language highlighted at the start of

the unit (p.6)- Grammar in context (pp.8, 11)- Pronunciation box (p.9)- Useful language box (p.13)- Study & practice 1 (p.138)- Study & practice 2 (p.138)- Remember these words (p.139)

MyEnglishLab- Interactive workbook- Common error report- Tips and feedback for reference materials- Extra video with interactive exercises

Students are encouraged to experiment with language and to work out rules for themselves (Grammar).

Students are encouraged to take a proactive role in their learning (Tasks).

Students recycle new language through the speaking tasks. They recycle all the main grammar and vocabulary areas in the

unit with extra practice exercises in the Study, Practice & Remember section.

Be aware of what is known and what needs to be learnt, how to learn it, and how to manage and control the learning processes effectively, optimizing and guiding them to meet personal goals.

Show interest in different learning strategies which boost confidence when faced with new challenges in one's studies.


Being autonomous (C8)

SB, p.6 (In this unit)

SB, p.15 (After unit 1 you can…)WB, pp.4-8SB & WB

SB, p.12 (Task)

SB, pp.6-15

Students develop planning initiatives such as the main objectives at the beginning of each unit.

Students think about what they have learnt after each unit.

Students are responsible for the proposed tasks and activities.Students do the assessment activities in the unit.

Students do activities which involve analyzing, planning and reviewing their work: do a 60-second interview.

Students show initiative working in pairs or groups: discussing about the unit topic, analysing tasks, describing photographs and completing the speaking activities.

Show initiatives and own choices.

Develop personal qualities such as initiative, self-improvement, perseverance and self-criticism, performing the self-evaluation and reviewing the learning process.

Listen and interact with others with positive attitude when participating in class activities.

Emotional competence(Castile La Mancha) (C9)

SB, pp.6-15 Students learn to work in pairs or groups and to respect turns, as well as opinions, work and progress.

Show emotional balance and respect for others in the activities done in class.


UNIT 2: FIRSTS AND LASTS

I. AIMS- To know the form and use of the past simple - positive and

negative- To know the form and use of the past simple - questions- To speak about the first or last time they did something- To speak about travelling- To discuss about TV programmes- To discuss about journeys- To listen to two people talking about the first time they did

something- To read an article about television- To read a text about Boa Sr - To read a text about a trip abroad- To watch a video about travelling- To write a narrative about a journey- To know time phrases with at, on, in and ago- To know vocabulary connected with feelings- To practise the pronunciation of the -ed endings- To practise the pronunciation of was and were- To know stress on adjectives- To know intonation in questions- To improve the pronunciation of the English language- To improve the intonation of the English language- To recognize the word stress

II. CONTENTS

Communication Skills- Speaking about the first or last time they did something- Speaking about travelling- Listening to two people talking about the first time they did

something- Reading an article about television- Reading a text about Boa Sr- Reading a text about a trip abroad- Watching a video about travelling- Writing a narrative about a journey


- Past simple - positive and negative- Past simple - questions- Time phrases: at, on, in, ago

B. Vocabulary- Words connected with feelings


C. Pronunciation- Stress on adjectives- Intonation in questions- -ed endings (past forms)- Was and were

Sociocultural Aspects- To discuss about TV programmes- To discuss about journeys- To show interest in travelling

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestEducation for equalityTo respect men and womenTechnologyTo talk about the progress of technological devices


- Student's Book: Communication activities, page 21- Student's Book: Study, Practice & Remember, page 140- Workbook, Unit 2- Teacher's Resource Bank: Photocopiable activities, Unit 2- Teacher's Resource Disc: Progress Tests, Units 1-2- Teacher's Resource Disc: Test Audio- DVD, Unit 2

II. Language reflections- Student's Book: Study, Practice & Remember, page 140- Workbook, Unit 2- Teacher's Resource Bank: Photocopiable activities, Unit 2- Teacher's Resource Disc: Progress Tests, Units 1-2- Teacher's Resource Disc: Test Audio- DVD, Unit 2



BASIC COMPETENCES

UNIT 2: Firsts and lastsCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.17, ex. 3 Students have to understand and process information to complete an exercise with numbers and dates.



SB, p.17 (Reading)

SB, p.21 (Share your task)SB, p.23 (Language live)MyEnglishLab /Active Teach

Students read an article about television and TV programmes.

Students film / record themselves telling their stories to other students.

Students watch a video about travelling situations.






SB, pp.16, 18, 19, 22

SB, p.23 (Writing)

Students deal about different cultural and artistic expressions through the texts: - An article about television and TV

programmes.- A quiz about important firsts.- A text about Boa Sr.- A narrative about a trip

Students write a piece of original creative writing: - A narrative about a journey.- Short conversations about travelling

situations.

Consider literature as a source of enjoyment and personal enrichment, and as part of countries' cultural heritage.




SB, Unit 2 Students learn and think about: television, technology, important firsts and lasts, feelings and travelling.

There are references to different places such as: Britain, the USA, Japan, Canada, New Zealand, UK, India, Pakistan, Australia.




SB, Unit 2

SB, pp.19, 20, 23

SB, p.18, ex.1a

SB, p.21 (Task)

SB, p.22

SB, Unit 2


the unit about TV programmes, journeys, meeting people and travelling.

- Analysing the tasks they have completed and comparing their answers.

In pairs, students ask each other questions about past activities, their feelings and about travelling.

Students describe and answer questions about photographs. They read a quiz in pairs and answer the questions. They work in small groups telling their stories to each other.

Students write a paragraph about a journey.

Students learn and think about: television, technology, important firsts and lasts, feelings and travelling.







SB & WB, Unit 2

Teacher's Resource Disc

SB, Unit 2


Students complete the progress test 1. Students complete the test audio.



the unit (p.16)- Grammar in context (pp.17, 18)- Pronunciation box (pp.17, 20, 23)- Useful language box (p.21)- Study & practice 1 (p.140)- Study & practice 2 (p.140)- Remember these words (p.141)










SB, p.16 (In this unit)SB, p.23 (After unit 2 you can…)WB, pp.9-13SB & WB

SB, p.20 (Task)

SB, pp.16-23




Students do activities which involve analyzing, planning and reviewing their work: describe a first or last time.









UNIT 3: WORK AND REST

I. AIMS- To know the use of should and shouldn't- To know the use of can, can't, have to and don't have to- To talk about different jobs- To speak about suitable jobs- To discuss about routines- To discuss about sleeping- To discuss about what should or shouldn't be done in some

situations- To discuss about guided tours- To discuss about undergrounds- To listen to an interview about an unusual job- To listen to four people talking about themselves- To listen to two students talking about the best jobs for other

people- To read a text about short and long sleepers- To read some advice for studying effectively- To read a text about the London underground- To watch a video about night workers on the London

underground- To find out information online about famous train lines from

different countries- To write a paragraph describing a situation and asking for

advice- To write a paragraph about a train line- To know vocabulary connected with daily routines- To know vocabulary connected with jobs- To practise the pronunciation of should and shouldn't- To practise the pronunciation of can, can't and have to- To improve the pronunciation of the English language- To improve the intonation of the English language- To recognize the word stress

II. CONTENTS

Communication Skills- Talking about different jobs- Speaking about suitable jobs- Listening to an interview about an unusual job- Listening to four people talking about themselves- Listening to two students talking about the best jobs for other

people- Reading a text about short and long sleepers- Reading some advice for studying effectively- Reading a text about the London underground- Watching a video about night workers on the London

underground


- Finding out information online about famous train lines from different countries

- Writing a paragraph describing a situation and asking for advice

- Writing a paragraph about a train line

Language ReflectionsA. Language and grammar functions- Should, shouldn't- Can, can't, have to, don't have to

B. Vocabulary- Words connected with daily routines- Words connected with jobs

C. Pronunciation- Should, shouldn't- Can, can't, have to

Sociocultural Aspects- To discuss about routines- To discuss about sleeping- To debate about what should or shouldn't be done in some

situations- To talk about guided tours- To talk about undergrounds- To show interest in using the public transport

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo respect classmates' opinionsHealth educationTo debate about healthy habitsEducation for equalityTo respect men and women



II. Language reflections- Student's Book: Study, Practice & Remember, page 142- Workbook, Unit 3


- Teacher's Resource Bank: Photocopiable activities, Unit 3- DVD, Unit 3



BASIC COMPETENCES

UNIT 3: Work and restCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.30, ex. 4

WB, p.18, ex.9

Students have to understand and process information to complete an exercise with numbers.

They complete a grid with the information from different texts.



SB, p.26, ex.1SB, p.27 (Listening)

SB, p.29 (Share your task)



Students read a web page about asking for a piece of advice.Students listen to an interview about an unusual job.

Students film / record themselves having a discussion about the best job for different candidates.

Students check information online about the London underground.Students find out more information online about train lines from

different countries.








SB, pp.25, 30

SB, pp.26, 31

SB, p.25

Students discuss about the use of the underground and about the London underground. They check the information online.

Students watch a video about night workers on the London Underground and complete exercises about it.

They deal about different cultural and artistic expressions through the following: - A text about sleeping.- A text about the London Underground.

Students write a piece of original creative writing: - A paragraph describing a situation and

asking for advice.- A paragraph about a train line.

Students read some quotes about sleeping and express their opinion about them.



SB, Unit 3 Students learn and think about daily routines, sleeping, jobs and amazing trains.

There are references to different places such as: New Zealand, Poland, England, Argentina, London, Moscow.





SB, Unit 3

SB, p.25

SB, p.26, ex.2SB, p.28 SB, pp.28-29

SB, p.27

SB, p.26

SB, Unit 3


the unit about daily routines, sleeping, giving advice, guided tours, unusual jobs, suitable jobs for different people and the underground.


In pairs, students read the quotes about sleeping and exchange opinions.

They read some situations and give their advice. They read some sentences and guess the job they refer to. In groups, they compare ideas about the suitable job for different

candidates.

Students describe and answer questions about a poster.

Students write a paragraph describing a situation and asking for advice.

Students learn and think about: daily routines, sleeping, jobs and trains.







SB & WB, Unit 3

SB, Unit 3




the unit (p.24)- Grammar in context (pp.26, 27)- Pronunciation box (pp.26, 27)- Useful language box (p.29)- Study & practice 1 (p.142)- Study & practice 2 (p.142)- Remember these words (p.143)











SB, p.12 (Task)

SB, pp.24-31




Students do activities which involve analyzing, planning and reviewing their work: decide on the best job.









UNIT 4: SPECIAL DAYS

I. AIMS- To know the form and use of the present simple and present

continuous- To know the form of the present continuous for future

arrangements- To speak about special days- To talk about arrangements in the future- To discuss about special days- To discuss about Friendship Day- To discuss their opinions about different quotes- To discuss about New Year celebrations- To listen to two people talking about New Year celebration in

Brazil and in Iceland- To listen to a recording about special days in the UK and in the

USA- To listen to some people talking about their special days- To read a text about special days around the world- To read a text about Friendship Day- To read a text about Red Nose Day- To read an email about a party- To watch a video about special days- To write an email inviting a friend to a special occasion- To know verb phrases for special days- To know descriptive adjectives- To know stress on months and dates- To practise the intonation on phrases for special days- To improve the pronunciation of the English language- To improve the intonation of the English language- To recognize the word stress

II. CONTENTS

Communication Skills- Speaking about special days- Talking about arrangements in the future- Listening to two people talking about New Year celebration in

Brazil and in Iceland- Listening to a recording about special days in the UK and in the

USA- Listening to some people talking about their special days- Reading a text about special days around the world- Reading a text about Friendship Day- Reading a text about Red Nose Day- Reading an email about a party- Watching a video about special days- Writing an email inviting a friend to a special occasion



- Present simple and present continuous- Present continuous for future arrangements- Verb phrases for special days

B. Vocabulary- Descriptive adjectives

C. Pronunciation- Stress on months and dates- Intonation on phrases for special days

Sociocultural Aspects- To discuss about special days- To discuss about Friendship Day- To express their opinion about different quotes- To discuss about New Year celebrations- To show interest and discuss about festivals

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo think about the importance of friendshipEducation for equalityTo respect celebrations from different countries




III. Sociocultural aspects- Student's Book, Unit 4- Workbook, Unit 4


- DVD, Unit 4


BASIC COMPETENCES

UNIT 4: Special daysCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, pp.33, 36, 38, 41WB, p.19

Students have to understand and process information to complete a table.



SB, p.35

SB, p.39 (Share your task)SB, p.41


Students read a text about TV actors.

Students film / record themselves giving a talk.

Students read an email about a party.They write an email inviting a friend to a special occasion.







SB, Unit 4SB, p.34SB, p.36

SB, pp.33, 34

SB, p.41

The topic of the unit deals with special days around the world.Students read a text about a charity in UK and Africa.Students discuss about New Year celebrations in different countries.

They deal about different cultural and artistic expressions through the following: - A text about special days around the

world.- A text about Friendship Day.- A text about Red Nose Day.- Quotations on Red Nose Day.

Students write a piece of original creative writing: - An email inviting a friend to a special

occasion.



SB, Unit 4 Students learn and think about: Teacher's Day, World Book Day, Grandparent's Day, Friendship Day, Red Nose Day, New Year celebrations and other special days; invitations.

There are references to different places such as: Argentina, UK, Ireland, Japan, the United States, Africa, Kenya, Brazil, Iceland, Italy.




SB, Unit 4

SB, p.37

SB, p.39 (Speaking)SB, pp.34, 35, 36

SB, p.41

SB, Unit 4


the unit about celebrations and special days.- Analysing the tasks they have completed

and comparing their answers.

In pairs, students interview each other with the proposed questions. They tell each other about special days.


Students write an email inviting a friend to a special occasion.

Students learn and think about: Teacher's Day, World Book Day, Grandparent's Day, Friendship Day, Red Nose Day, New Year celebrations and other special days; invitations.







SB & WB, Unit 4


SB, Unit 4
















SB, p.38 (Task)

SB, pp.32-41




Students do activities which involve analyzing, planning and reviewing their work: describe your special days.









UNIT 5: YOUR LOOK

I. AIMS- To know the form of comparative and superlative adjectives- To know questions with How, What and What… like?- To prepare a survey about image - To talk about a special item of clothing- To discuss about someone's appearance at different times- To discuss about special clothes- To discuss about image- To discuss about fashion- To listen to three people talking about special items of clothing- To listen to three mini-conversations- To listen to the descriptions of some characters in a TV soap

opera- To read a text about the appearance of people- To read some facts about the human body- To read a survey about image- To watch a video about street style in London- To find out information online about one of the UNESCO

Creative Cities- To write a short description of a person- To write a paragraph about a UNESCO Creative City- To know vocabulary connected with physical appearance- To know vocabulary connected with parts of the body- To practise the pronunciation of weak forms of prepositions- To practise the pronunciation of vowel sounds and silent letters- To know stress on content words in questions - To improve the pronunciation of the English language- To improve the intonation of the English language- To recognize the word stress

II. CONTENTS

Communication Skills- Preparing a survey about image- Talking about a special item of clothing- Listening to three people talking about special items of clothing- Listening to three mini-conversations- Listening to the descriptions of some characters in a TV soap

opera- Reading a text about the appearance of people- Reading some facts about the human body- Reading a survey about image- Watching a video about street style in London- Finding out information online about one of the UNESCO

Creative Cities- Writing a short description of a person- Writing a paragraph about a UNESCO Creative City



- Comparative and superlative adjectives- Questions with How, What and What… like?

B. Vocabulary- Words connected with physical appearance- Words connected with parts of the body

C. Pronunciation- Weak forms of prepositions- Vowel sounds and silent letters- Stress on content words in questions

Sociocultural Aspects- To discuss about someone's appearance at different times- To discuss about special clothes- To debate about image- To talk about fashion- To show interest in analysing a survey

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo talk about people's image and appearance with respectConsumer educationTo debate about spending too much money for fashion






BASIC COMPETENCES

UNIT 5: Your lookCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, pp.44, 45, 48

WB, p.25

Students have to understand and process information:- To complete a table.- To read and prepare a survey.- To complete a grid.



SB, p.43SB, p.49 (Share your task)SB, pp.50-51 (World culture)


Students read the description of an American actress.Students film / record themselves completing a survey.

Students check information online about fashion.Students find out more information online about UNESCO Creative

Cities.Students watch a video about street style in London.








SB, pp.42, 43, 46, 48

SB, pp.43, 51

Students discuss about fashion and check the information online.Students watch a video about street style in London and complete

exercises about it.Students learn about UNESCO Creative Cities.

They deal about different cultural and artistic expressions through the following: - A text about the appearance of people.- Some facts about the human body.- A survey about image.

Students write a piece of original creative writing: - A short description of a person.- A paragraph about a UNESCO Creative

City.



SB, Unit 5 Students learn and think about: physical appearance, special clothes, parts of the body, image and fashion.

There are references to different places such as: Algeria, France, Italy, A Coruña, Barcelona, Madrid, London, Buenos Aires, Chengdu, Dublin, Sevilla, Sydney, Argentina.




SB, Unit 5

SB, pp.43, 45, 47

SB, p.49 (Speaking)

SB, pp.42, 43, 47

SB, p.51

SB, Unit 5


the unit about someone's appearance at different times, special clothes, image and fashion.


In pairs, students ask each other questions about physical appearance, their family, special items of clothing, a classmate.

They read and answer a survey about image and appearance, in pairs.


Students write a paragraph about a UNESCO Creative City.

Students learn and think about: physical appearance, special clothes, parts of the body, image and fashion.







SB & WB, Unit 5

SB, Unit 5




the unit (p.42)- Grammar in context (pp.44, 47)- Pronunciation box (pp.45, 46, 47)- Useful language box (p.49)- Study & practice 1 (p.146)- Study & practice 2 (p.146)- Remember these words (p.147)










SB, p.6 (In this unit)

SB, p.51 (After unit 5 you can…)WB, pp.24-28SB & WB

SB, p.49 (Task)

SB, pp.42-51




Students do activities which involve analyzing, planning and reviewing their work: do a survey about image.









UNIT 6: GOING AWAY

I. AIMS- To know the form and use of verbs to describe plans and

intentions- To make predictions with will and won't- To prepare a survey about going away- To talk about visiting a friend's city- To speak about going on holidays- To discuss about holidays- To discuss about packing a suitcase- To discuss about ways of travelling- To discuss about spending a long weekend with some friends- To listen to a conversation about planning a holiday trip- To listen to a conversation about choosing a holiday- To read an article about packing a suitcase- To read an online travel brochure- To read a text about a competition- To write short conversations for different situations- To write a postcard to a friend- To know vocabulary connected with going on holiday- To know vocabulary to describe holidays- To practise the pronunciation of will / 'll and would / 'd- To practise the intonation in making requests- To improve the pronunciation of the English language- To improve the intonation of the English language- To recognize the word stress

II. CONTENTS

Communication Skills- Preparing a survey about going away- Talking about visiting a friend's city- Speaking about going on holidays- Listening to a conversation about planning a holiday trip- Listening to a conversation about choosing a holiday- Reading an article about packing a suitcase- Reading an online travel brochure- Reading a text about a competition- Writing short conversations for different situations- Writing a postcard to a friend


- Plans and intentions- Predictions with will and won't

B. Vocabulary- Words connected with going on holiday


- Words describing holidays

C. Pronunciation- Will / 'll and would / 'd- Intonation in making requests

Sociocultural Aspects- To discuss about holidays- To discuss about packing a suitcase- To debate about ways of travelling- To talk about spending a long weekend with some friends- To show interest in expressing agreement and disagreement

politely

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo know how to make requests and ask for permissionConsumer educationTo debate about spending money on travels and holidaysEnvironmental educationTo respect nature when travelling






BASIC COMPETENCES

UNIT 6: Going awayCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.53, ex.1bSB, p.54 (Reading)

SB, p.57 (Share your task)SB, p.58


Students read an article about packing a suitcase.Students read an online travel brochure.

Students film / record themselves telling about the holidays they chose.

Students watch a video and complete some exercises about it.






SB, p.52 (Reading)

SB, pp.53, 54, 56

SB, pp.58, 59

Students read about interesting information from different countries to go on holiday.

They deal about different cultural and artistic expressions through the following: - An article about packing a suitcase.- An online travel brochure.- A text about a competition.

Students write a piece of original creative writing: - Short conversations for different

situations.- A postcard to a friend.




SB, Unit 6 Students learn and think about: going on holiday, plans and intentions.

There are references to different places such as: New Zealand, River Amazon, Moscow, Beijing, Paris, New York, Goa, Seville, Dubai, Cape Town.




SB, Unit 6

SB, pp.53, 54, 55

SB, pp.53, 55, 56, 58SB, pp.52, 54, 58

SB, p.59

SB, Unit 6


the unit about holidays, packing a suitcase, ways of travelling, spending a weekend with some friends.


In pairs, students ask each other questions about plans for going away, holidays, visiting a friend.

They complete exercises in pairs.


Students write a postcard to a friend.

Students learn and think about: going on holiday, plans and intentions, making requests and asking for permission.







SB & WB, Unit 6


SB, Unit 6
















SB, p.56 (Task)

SB, pp.52-59




Students do activities which involve analyzing, planning and reviewing their work: choose a holiday.









UNIT 7: SUCCESS

I. AIMS- To know the form and use of the present perfect and past

simple with for- To know the form and use of the present perfect and past

simple with other time words- To speak about ambitions, dreams and achievements- To talk about things they've done in the last ten years- To discuss about the secret of success- To discuss about the use of internet- To discuss about YouTube, Google and Amazon- To discuss about people who have achieved fame- To discuss about ambitions- To listen to a radio programme about fame- To listen to five people talking about their ambitions and

achievements- To read an article about the five secrets of success- To read a text about YouTube, Google and Amazon - To watch a video about a young English tennis player- To find out information online about successful people- To write a paragraph about a successful person- To know verb phrases about ambitions- To know vocabulary connected with the internet- To practise the pronunciation of for and have- To improve the pronunciation of the English language- To improve the intonation of the English language- To recognize the word stress

II. CONTENTS

Communication Skills- Speaking about ambitions, dreams and achievements- Talking about things they've done in the last ten years- Listening to a radio programme about fame- Listening to five people talking about their ambitions and

achievements- Reading an article about the five secrets of success- Reading a text about YouTube, Google and Amazon- Watching a video about a young English tennis player- Finding out information online about successful people- Writing a paragraph about a successful person


- Present perfect and past simple with for- Present perfect and past simple with other time words

B. Vocabulary


- Verb phrases about ambitions- Words connected with the internet

C. Pronunciation- For and have

Sociocultural Aspects- To discuss about the secret of success- To debate about the use of internet- To talk about YouTube, Google and Amazon- To discuss about people who have achieved fame- To talk about ambitions- To show interest and talk about news

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestHealth educationTo talk about sport


- Student's Book: Communication activities, page 67- Student's Book: Study, Practice & Remember, page 150- Workbook, Unit 7- Teacher's Resource Bank: Photocopiable activities, Unit 7- Teacher's Resource Disc: Mid-course Tests- Teacher's Resource Disc: Test Audio- DVD, Unit 7

II. Language reflections- Student's Book: Study, Practice & Remember, page 150- Workbook, Unit 7- Teacher's Resource Bank: Photocopiable activities, Unit 7- Teacher's Resource Disc: Mid-course Tests- Teacher's Resource Disc: Test Audio- DVD, Unit 7



BASIC COMPETENCES

UNIT 7: SuccessCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.66, ex. 3bWB, p.35SB, p.61, ex. 3a

Students have to understand and process information:- To complete a table.- To complete a grid.

Students classify a list of concepts according to three categories.



SB, p.61

SB, p.64 (Reading and vocabulary)

SB, p.67 (Share your task)SB, pp.68-69 (World culture)


Students read an article about the five secrets of success.Students listen to a radio programme about fame.Students read a text about YouTube, Google and Amazon. They discuss about the use of internet and learn vocabulary

connected with it.

Students film / record themselves giving a talk.

Students check information online about tennis.Students find out more information online about young successful

people.








SB, p.61, ex.1SB, p.66

SB, pp.61, 64

SB, p.69

Students discuss about being a successful sports person, and check information online about tennis.

Students watch a video about a young tennis player from England and complete exercises about it.

Students read a quotation from Confucius and discuss about it.They read and discuss some popular sayings about ambitions,

dreams and achievements.

They deal about different cultural and artistic expressions through the following: - An article about the five secrets of

success.- A text about YouTube, Google and

Amazon.

Students write a piece of original creative writing: - A paragraph about a successful person.



SB, Unit 7 Students learn and think about: ambitions, dreams, achievements, the internet, fame, success.

There are references to different places such as: Dublin, Paris, Italy, the United States, California, Essex, England.





SB, Unit 7

SB, pp.62, 63, 67

SB, pp.65, 66

SB, p.69

SB, Unit 7


the unit about the secrets of success, the use of internet, YouTube, Google, Amazon, people who have achieved fame, ambitions.


In pairs, students ask each other questions about personal information, the things they've done in the last ten years, ambitions, dreams and achievements.


Students write a paragraph about a successful person.

Students learn and think about: ambitions, dreams, achievements, the internet, fame, success.







SB & WB, Unit 7


SB, Unit 7


Students complete the mid-course test. Students complete the test audio.














SB, p.66 (Task)

SB, pp.60-69




Students do activities which involve analyzing, planning and reviewing their work: talk about your ambitions.









UNIT 8: PLACES TO LIVE

I. AIMS- To know the use of articles- To know the use of quantifiers with countable and uncountable

nouns- To speak about visiting Canada- To talk about the town or city where they live- To ask for and give directions- To discuss about living in a city- To discuss about the most extreme places to live in the world- To discuss about arriving to a new town, city or country- To listen to six people talking about the cities where they live- To listen to a person talking about Canada- To read an article about Masdar City- To read a text about the most extreme places to live in the

world - To read a quiz about Canada- To watch a video about people asking for directions- To write an email giving directions to get to a place- To know vocabulary connected with city life- To know vocabulary connected with geographical features- To practise the pronunciation of the letter i- To practise the intonation in asking for and giving directions- To improve the pronunciation of the English language- To improve the intonation of the English language- To recognize the word stress

II. CONTENTS

Communication Skills- Speaking about visiting Canada- Talking about the town or city where they live- Asking for and giving directions- Listening to six people talking about the cities where they live- Listening to a person talking about Canada- Reading an article about Masdar City- Reading a text about the most extreme places to live in the

world- Reading a quiz about Canada- Watching a video about people asking for directions- Writing an email giving directions to get to a place


- Using articles- Quantifiers with countable and uncountable nouns

B. Vocabulary


- Words connected with city life- Words connected with geographical features

C. Pronunciation- The letter i- Intonation in asking for and giving directions

Sociocultural Aspects- To discuss about living in a city- To discuss about the most extreme places to live in the

world- To talk about arriving to a new town, city or country- To show interest in travelling

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo respect different ways of livingEnvironmental educationTo talk about green citiesGeographyTo talk about geographical features


- Student's Book: Communication activities, pages 75, 132, 136

- Student's Book: Study, Practice & Remember, page 152- Workbook, Unit 8- Teacher's Resource Bank: Photocopiable activities, Unit 8- Teacher's Resource Disc: Progress Tests, Units 7-8- Teacher's Resource Disc: Test Audio- DVD, Unit 8




BASIC COMPETENCES

UNIT 8: Places to liveCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.70, ex. 3WB, p.41, ex.7a

Students have to understand and process information:- To complete a table.- To complete a grid.



SB, p.71SB, p. 77, WB, p.43SB, p.76SB, p.75 (Share your task)MyEnglishLab /Active Teach

Students read an article about Masdar City.Students read and write an email giving directions.Students watch a video about people asking for directions. Students film / record giving a talk about visiting Canada.






SB, pp.71, 72, 74

SB, p.77

They deal about different cultural and artistic expressions through the following: - An article about Masdar City.- A text about the most extreme places to

live in the world.- A quiz about Canada.

Students write a piece of original creative writing: - An email giving directions to get to a

place.




SB, Unit 8 Students learn and think about: city life, extreme places to live in the world, geographical features, Canada.

There are references to different places such as: Buenos Aires, Abu Dhabi, Europe, New York, Mount Fuji, China, Buckingham Palace, Scotland, Mississippi River, Canada, etc.




SB, Unit 8

SB, p.76

SB, p.74SB, p.75SB, p.73

SB, p.77

SB, Unit 8


the unit about living in a city, the most extreme places to live in the world, arriving to a new town.


In pairs, students practise asking for and giving directions to each other.

They read and answer a quiz about Canada, in pairs. They give a short talk about visiting Canada to a partner. They try to persuade a classmate as a visitor to come to a country

or area.

Students write an email giving directions to get to a place.

Students learn and think about: city life, extreme places to live in the world, geographical features, Canada.







SB & WB, Unit 8


SB, Unit 8
















SB, p.74 (Task)

SB, pp.70-77




Students do activities which involve analyzing, planning and reviewing their work: give a talk about Canada.









UNIT 9: OLD AND NEW

I. AIMS- To know the use of may, might, will definitely, etc.- To know the form and use of the present tense after if, when

and other time words- To speak about planning a café makeover- To talk about making predictions- To talk about the house / flat they live or would like to live in- To discuss about old styles or new styles of buildings, houses

and furniture- To discuss about the use of different devices- To discuss about how life has changed in the last 100 years- To discuss about cleaning a house in 3 minutes- To discuss about living with their family / friends or alone- To discuss about replacing an old power station- To discuss about Abu Dhabi- To listen to a radio programme about how to clean a house in 3

minutes- To listen to four people talking about replacing an old building- To listen to six short conversations- To listen to two customers talking about a café- To read a text about life a hundred years ago- To read a comic strip from the 1950s- To read an email about a girl's new flat- To read a website about a café- To watch a video about Masdar City- To find out information online about green cities- To write a paragraph about a green city- To know vocabulary connected with modern equipment- To know adjectives for describing places- To know stress in compound nouns- To improve the pronunciation of the English language- To improve the intonation of the English language- To recognize the word stress

II. CONTENTS

Communication Skills- Speaking about planning a café makeover- Talking about making predictions- Talking about the house / flat they live or would like to live in- Listening to four people talking about replacing an old building- Listening to six short conversations- Listening to two customers talking about a café- Reading a text about life a hundred years ago- Reading a comic strip from the 1950s- Reading an email about a girl's new flat- Reading a website about a café


- Watching a video about Masdar City- Finding out information online about green cities- Writing a paragraph about a green city

Language ReflectionsA. Language and grammar functions- May, might, will definitely, etc.- Present tense after if, when and other time words

B. Vocabulary- Words connected with modern equipment- Adjectives for describing places

C. Pronunciation- Stress in compound nouns

Sociocultural Aspects- To debate about old styles or new styles of buildings, houses

and furniture- To talk about the use of different devices- To discuss about how life has changed in the last 100 years- To talk about cleaning a house in 3 minutes- To talk about living with their family / friends or alone- To discuss about replacing an old power station- To talk about Abu Dhabi- To show interest in interviews and news reports

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo respect different styles of buildings, houses, etc.Environmental educationTo talk about green citiesTo respect nature







BASIC COMPETENCES

UNIT 9: Old and newCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




WB, p.48 Students have to understand and process information to complete a grid.



SB, p.80SB, p.81 (Listening)

SB, p.82SB, pp.84-85

WB, p.44




Students read a comic strip from the 1950s.Students listen to a radio programme about cleaning a house in 3

minutes.Students read an email and answer some questions about it. They read a website about a café and the reviews from some

customers.Students listen and read information about different products on a

website.

Students film / record themselves talking about their plans about the café makeover.

Students check information online about Abu Dhabi.Students find out more information online about green cities.







SB, p.78


SB, pp.79, 80

SB, p.87

Students discuss about old styles or new styles of buildings, houses and furniture.

Students discuss about Abu Dhabi and check the information online.Students watch a video about Masdar City and complete exercises

about it.They find out information online about green cities.

They deal about different cultural and artistic expressions through the following: - A text about life a hundred years ago.- A comic strip from the 1950s.

Students write a piece of original creative writing: - A paragraph about a green city.



SB, Unit 9 Students learn and think about: modern equipment, flats/houses, green cities.

There are references to different places such as: UK, Spain, Turkey, the Middle East, Japan, the United Arab Emirates, Abu Dhabi, Masdar City, etc.




SB, Unit 9

SB, p.80

SB, p.82, ex.5SB, p.83, ex.2a

SB, p.87

SB, Unit 9


the unit about old or new styles, the use of different devices, how life has changed in the last 100 years, cleaning a house, living with the family or alone, replacing an old power station, Abu Dhabi.


In pairs, students classify predictions in a comic strip into three groups.

They describe the house where they live or would like to live. They complete some conversations and practise reading them

aloud.

Students write a paragraph about a green city.

Students learn and think about: modern equipment, flats/houses, green cities.







SB & WB, Unit 9

SB, Unit 9















SB, p.84 (Task)

SB, pp.78-87




Students do activities which involve analyzing, planning and reviewing their work: plan a café makeover.









UNIT 10: TAKE CARE

I. AIMS- To know the form and use of the past continuous- To know the use of used to- To speak about the decision made on the funniest story in a

competition - To speak about a medical problem- To talk about health- To discuss about accidents and injuries- To discuss about feeling ill- To discuss about being positive about life- To listen to a nurse telling what to do in case of an accident or

injury- To listen to a story about an accident- To listen to two people discussing about who should get a prize- To read a text about first aid- To read an article about the benefits of dirt- To read a letter about a competition- To read a story about a funny accident - To read a story about the accident of a river guide in Zimbabwe- To watch a video of three scenes in a doctor's surgery- To write a story about a dramatic accident- To know vocabulary connected with accidents and injuries- To know vocabulary connected with feeling ill- To practise the pronunciation of used to and didn't use to- To practise the intonation in questions at the doctor's- To improve the pronunciation of the English language- To improve the intonation of the English language- To recognize the word stress

II. CONTENTS

Communication Skills- Speaking about the decision made on the funniest story in a

competition- Speaking about a medical problem- Talking about health- Listening to a nurse telling what to do in case of an accident or

injury- Listening to a story about an accident- Listening to two people discussing about who should get a prize- Reading a text about first aid- Reading an article about the benefits of dirt- Reading a letter about a competition- Reading a story about a funny accident- Reading a story about the accident of a river guide in

Zimbabwe- Watching a video of three scenes in a doctor's surgery


- Writing a story about a dramatic accident


- Past continuous- Used to

B. Vocabulary- Words connected with accidents and injuries- Words connected with feeling ill

C. Pronunciation- Used to and didn't use to- Intonation in questions at the doctor's

Sociocultural Aspects- To talk about accidents and injuries- To discuss about feeling ill- To debate about being positive about life- To show interest in music, films, stories, etc.

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo respect classmates' decisions and opinionsHealth educationTo talk about healthTo debate about the benefits of dirt




III. Sociocultural aspects- Student's Book, Unit 10


- Workbook, Unit 10- DVD, Unit 10


BASIC COMPETENCES

UNIT 10: Take careCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.93, ex.4 Students have to understand and process information to complete a table.



SB, p.90 (Reading)SB, p.94

SB, p.93 (Share your task)MyEnglishLab /Active Teach

Students read an article about the benefits of dirt.Students watch a video of three scenes in a doctor's surgery.

Students film / record themselves explaining their decision about a competition.






SB, pp.88, 91, 92, 95

SB, p.95

They deal about different cultural and artistic expressions through the following: - A text about first aid.- An article about the benefits of dirt.- A letter about a competition.- A story about a funny accident.- A story about the accident of a river

guide in Zimbadwe.

Students write a piece of original creative writing: - A story about a dramatic accident.




SB, Unit 10 Students learn and think about: accidents and injuries, first aid, filling ill, insurance, health.

There are references to different places such as: Britain, Zimbabwe, Zambezi River, Bulawayo.




SB, Unit 10

SB, pp.88,93

SB, pp.89, 92

SB, p.93 (Task)SB, pp.88, 92

SB, p.95

SB, Unit 10


the unit about accidents and injuries, feeling ill, being positive about life.


In pairs, students ask each other questions about first aid, about the finalists in a competition.

In pairs, they talk about an accident or injury; they make a list of different things you can get insurance for.

In groups, they choose the funniest story competing for a prize. Students describe and answer questions about photographs.

Students write a story about a dramatic accident.

Students learn and think about: accidents and injuries, first aid, filling ill, insurance, health.







SB & WB, Unit 10


SB, Unit 10
















SB, p.92 (Task)

SB, pp.88-95




Students do activities which involve analyzing, planning and reviewing their work: choose the funniest story.









UNIT 11: THE BEST THINGS

I. AIMS- To know the use of like and would like- To know the form and use of conditional sentences with would- To speak about the results of a survey- To talk about survival items- To discuss about happiness- To discuss about the best things in life- To discuss about camping- To discuss about food from different countries- To interview a partner about a radio show- To listen to two friends talking about some of the things they

love and hate- To listen to two people talking about surviving on a desert

island- To read an article about the best things in life- To read a magazine article about the things people love and

hate- To read a text about a radio show- To read a survey about the most important things in life- To watch a video about sugar- To find out information online about desserts from different

countries- To write a conversation making plans for the weekend- To write a short summary about the results of a survey- To write a paragraph about desserts from different countries- To know adjectives with dependent prepositions- To know vocabulary connected with survival items- To practise intonation in invitations- To improve the pronunciation of the English language- To improve the intonation of the English language- To recognize the word stress

II. CONTENTS

Communication Skills- Speaking about the results of a survey- Talking about survival items- Interviewing a partner about a radio show- Listening to two friends talking about some of the things they

love and hate- Listening to two people talking about surviving on a desert

island- Reading an article about the best things in life- Reading a magazine article about the things people love and

hate- Reading a text about a radio show- Reading a survey about the most important things in life


- Watching a video about sugar- Finding out information online about desserts from different

countries- Writing a conversation making plans for the weekend- Writing a short summary about the results of a survey- Writing a paragraph about desserts from different countries

Language ReflectionsA. Language and grammar functions- Like and would like- Conditional sentences with would

B. Vocabulary- Adjectives with dependent prepositions- Words connected with survival items

C. Pronunciation- Intonation in invitations

Sociocultural Aspects- To discuss about happiness- To discuss about the best things in life- To talk about camping- To talk about food from different countries- To show interest in articles and reports concerned with

contemporary issues

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo respect other peoples' likes and dislikesHealth educationTo talk about health and sportTo talk about healthy foodConsumer educationTo think about dispensable things to save money



II. Language reflections- Student's Book: Study, Practice & Remember, page 158- Workbook, Unit 11


- Teacher's Resource Bank: Photocopiable activities, Unit 11- DVD, Unit 11



BASIC COMPETENCES

UNIT 11: The best thingsCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, pp.102-103 Students have to understand and process information to complete a survey and a table with the results of the survey.



SB, p.97 (Reading)SB, p.98

SB, p.101SB, p.103 (Share your task)



Students read an article about the best things in life.Students read a magazine article about the things people love and

hate.They read a text about a radio show. Students film / record themselves giving a summary about a survey.

Students check information online about products associated with different countries.

Students find out more information online about desserts from different countries.








SB, pp.97, 98, 101, 102WB, p.54

SB, pp.99, 103, 105

Students discuss about food from different countries.Students check information online about different places and

products associated with them.Students watch a video about sugar and complete exercises about

it.

They deal about different cultural and artistic expressions through the following: - An article about the best things in life.- A magazine article about the things

people love and hate.- A text about a radio show.- A survey about the most important things

in life.- An article about the top four hates.

Students write a piece of original creative writing: - A conversation making plans for the

weekend.- A short summary about the results of a

survey.- A paragraph about desserts from

different countries.



SB, Unit 11 Students learn and think about: the best things in life, survival items, sugar, desserts.

There are references to different places such as: Hong Kong, Papua Guinea, the Caribbean, the Middle East, the Mediterranean, Australia, Brazil, EU countries, Japan, Sweden, Thailand.





SB, Unit 11

SB, pp.97, 99, 100

SB, p.103

SB, p.101, ex.4b

SB, pp.100, 102

SB, Unit 11


the unit about happiness, the best things in life, camping, food from different countries.


In pairs, students ask each other the proposed questions in an exercise, questions about survival items.

They read and answer a survey about the most important things in life.

They interview each other about a radio show.


Students learn and think about: the best things in life, survival items, sugar, desserts from different countries.







SB & WB, Unit 11

SB, Unit 11















SB, p.102 (Task)

SB, pp.96-105




Students do activities which involve analyzing, planning and reviewing their work: take part in a survey.









UNIT 12: BRAND NEW

I. AIMS- To know the form and use of the present simple passive- To know the form and use of the past simple passive- To make a presentation of a new product- To discuss about brands- To discuss about advertisements- To discuss about a TV programme- To discuss about buying an expensive item- To listen to ten questions about personal items- To listen to a new product presentation- To read an article about brands- To read a text about advertising facts and figures- To read a text about a TV programme- To read the consumer reviews of different products from an

online shopping website- To watch a video about making suggestions- To write a conversation about a given situation- To write a customer review about a product- To know vocabulary connected with types of products- To know vocabulary connected with personal items- To practise the pronunciation of regular past participles- To practise the intonation in making and responding to

suggestions- To improve the pronunciation of the English language- To improve the intonation of the English language- To recognize the word stress

II. CONTENTS

Communication Skills- Making a presentation of a new product- Listening to ten questions about personal items- Listening to a new product presentation- Reading an article about brands- Reading a text about advertising facts and figures- Reading a text about a TV programme- Reading the consumer reviews of different products from an

online shopping website- Watching a video about making suggestions- Writing a conversation about a given situation- Writing a consumer review about a product


- Present simple passive- Past simple passive


B. Vocabulary- Types of products- Words connected with personal items

C. Pronunciation- Regular past participles- Intonation in making and responding to suggestions

Sociocultural Aspects- To discuss about brands- To discuss about advertisements- To debate about a TV programme- To talk about buying an expensive item- To think about advertising

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestConsumer educationTo debate about spending too much money on branded productsTo write a consumer review about a productHealth educationTo talk about healthy food






BASIC COMPETENCES

UNIT 12: Brand newCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, pp.110, 111, 112WB, p.60




SB, p.108-109

SB, p.110SB, p.106SB, p.113

WB, p.63

SB, p.111 (Share your task)MyEnglishLab /Active Teach

Students read a text and discuss about the influence of TV advertisements.

Students discuss about a TV programme.They read an article about brands.Students read the consumer reviews of different products from an

online shopping website. They read an advert from a website for buying and selling things.

Students film / record themselves presenting a product.







WB, p.61

SB, pp.106, 109, 110, 113

SB, pp.112, 113

Students read and complete the biography of a famous fashion designer (Gianni Versace).

They deal about different cultural and artistic expressions through the following: - An article about brands.- A text about advertising facts and

figures.- A text about a TV programme.- The consumer reviews of different

products form an online shopping website.

Students write a piece of original creative writing: - A conversation about a given situation.- A consumer review about a product.



SB, Unit 12 Students learn and think about: brands, types of products, personal items, advertising.

There are references to different places such as: UK, the USA, Liverpool, Watford, West Midlands.




SB, Unit 12

SB, pp.107, 109SB, p.111SB, p.112 (Speaking)

SB, pp.108, 110, 113SB, p.113

SB, Unit 12


the unit about brands, advertisements, a TV programme, buying an expensive item.


Students work in pairs to decide on the best answers. They prepare a presentation of a new product in pairs. They choose a situation and prepare a conversation. Then practise

their conversations and make suggestions.


Students write a consumer review about a product.

Students learn and think about: brands, types of products, personal items, advertising.







SB & WB, Unit 12


SB, Unit 12
















SB, p.110 (Task)

SB, pp.106-113




Students do activities which involve analyzing, planning and reviewing their work: present a new product.









UNIT 13: THE RIGHT PERSON

I. AIMS- To know the form and use of the present perfect continuous

with how long, for and since- To know the form and use of the present perfect continuous

and the present perfect simple- To make a presentation about choosing an ambassador- To talk about personal characteristics- To talk about getting a job- To discuss about finding the right person- To discuss about arranged marriages- To discuss about sharing a flat- To discuss about job auditions - To discuss about cool items of clothing- To listen to a discussion about choosing the best flat mate- To listen to two people discussing about choosing an

ambassador- To read an article about arranged marriages- To read three emails from candidates to share a flat- To read a text about a designer- To read a newspaper article about a job audition- To read some advice for getting a job- To read a text about a Goodwill Ambassador- To watch a video about the search for cool- To find out information online about cool movements at

different times- To write some advice for getting a job- To write a paragraph about cool movements- To know vocabulary connected with personal characteristics- To know vocabulary connected with getting a job- To practise the pronunciation of contracted forms (present

perfect continuous)- To improve the pronunciation of the English language- To improve the intonation of the English language- To recognize the word stress

II. CONTENTS

Communication Skills- Making a presentation about choosing an ambassador- Talking about personal characteristics- Talking about getting a job- Listening to a discussion about choosing the best flat mate- Listening to two people discussing about choosing an

ambassador- Reading an article about arranged marriages- Reading three emails from candidates to share a flat- Reading a text about a designer


- Reading a newspaper article about a job audition- Reading some advice for getting a job- Reading a text about a Goodwill Ambassador- Watching a video about the search for cool- Finding out information online about cool movements at

different times- Writing some advice for getting a job- Writing a paragraph about cool movements


- Present perfect continuous with how long, for and since- Present perfect continuous and present perfect simple

B. Vocabulary- Words connected with personal characteristics- Words connected with getting a job

C. Pronunciation- Contracted forms (present perfect continuous)

Sociocultural Aspects- To discuss about finding the right person- To debate about arranged marriages- To talk about sharing a flat- To discuss about job auditions- To debate about cool items of clothing- To show interest in job interviews

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo respect classmates' decisions and opinionsEducation for equalityTo respect men and womenArtsTo talk about artMusicTo talk about music







BASIC COMPETENCES

UNIT 13: The right personCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




WB, pp.64, 65 Students have to understand and process information to complete a table and a grid.



SB, p.114SB, p.116SB, p.118SB, p.119

WB, p.64




Students read an article about arranged marriages.Students read three emails from candidates to share a flat.They read a newspaper article about a job audition. They read a website about getting a job and match the questions to

the answers.They read different job advertisements from a website and complete

two different tables.

Students film / record themselves presenting their decision about choosing an ambassador.

Students check information online about the definition of cool.Students find out more information online about cool movements at

different times.







SB, pp.114-115SB, pp.122-123 (World culture)

SB, pp.114, 116, 117, 118, 119, 120

SB, pp.119, 123

Students read and discuss about marriage in the UK. Students discuss about the definition of cool and check the

information online.Students watch a video about the search for cool and complete

exercises about it.

They deal about different cultural and artistic expressions through the following: - An article about arranged marriages.- Emails from different candidates to share

a flat.- A text about a designer.- A newspaper article about a job audition.- Some advice for getting a job.- A text about a Goodwill Ambassador.

Students write a piece of original creative writing: - Some advice for getting a job.- A paragraph about cool movements.



SB, Unit 13 Students learn and think about: marriage, personal characteristics, sharing a flat, getting a job, Goodwill Ambassadors, the search for cool.

There are references to different places such as: UK, Brazil, Czech Republic, Ireland, London, New York, Liverpool, Italy, Florida.





SB, Unit 13

SB, pp.116, 118, 119SB, p.117, 118SB, p.121 (Speaking)

SB, pp.119, 123

SB, Unit 13


the unit about finding the right person, arranged marriages, sharing a flat, job auditions, cool items of clothing.


In pairs, students read a text and answer the questions about it.

They ask and answer questions about their partner's information. In turns, they talk about the decision made about the best

candidate for being an ambassador.

Students write some advice for getting a job and a paragraph about cool movements.

Students learn and think about: marriage, personal characteristics, sharing a flat, getting a job, Goodwill Ambassadors, the search for cool.







SB & WB, Unit 13

SB, Unit 13















SB, p.120 (Task)

SB, pp.114-123




Students do activities which involve analyzing, planning and reviewing their work: choose an ambassador.









UNIT 14: MONEY

I. AIMS- To know the form and use of the past perfect- To review narrative tenses- To talk about money- To tell a story from pictures- To discuss about films dealing with money- To discuss about money issues- To listen to three jokes- To listen to a version of The Million Pound Bank Note story- To read a text about money facts- To read a story about a bank mistake- To read a blog about money movies- To watch a video about conversations dealing with money

issues- To write a short story- To write a short conversation dealing with money- To write an opinion essay - To know vocabulary connected with money- To know verbs and phrases about money- To practise the pronunciation of numbers- To practise the intonations in requests- To improve the pronunciation of the English language- To improve the intonation of the English language- To recognize the word stress

II. CONTENTS

Communication Skills- Talking about money- Telling a story from pictures- Listening to three jokes- Listening to a version of The Million Pound Bank Note story- Reading a text about money facts- Reading a story about a bank mistake- Reading a blog about money movies- Watching a video about conversations dealing with money

issues- Writing a short story- Writing a short conversation dealing with money- Writing an opinion essay


- Past perfect- Narrative tenses review

B. Vocabulary


- Words connected with money- Verbs and phrases about money

C. Pronunciation- Numbers- Intonations in requests

Sociocultural Aspects- To discuss about films dealing with money- To discuss about money issues- To think about economy

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo respect classmates' opinionsConsumer educationTo debate about money issuesLiteratureTo tell stories


- Student's Book: Communication activities, page 128- Student's Book: Study, Practice & Remember, page 164- Workbook, Unit 14- Teacher's Resource Bank: Photocopiable activities, Unit 14- Teacher's Resource Disc: Progress Tests, Units 13-14- Teacher's Resource Disc: End of course Tests- Teacher's Resource Disc: Test Audio- DVD, Unit 14

II. Language reflections- Student's Book: Study, Practice & Remember, page 164- Workbook, Unit 14- Teacher's Resource Bank: Photocopiable activities, Unit 14- Teacher's Resource Disc: Progress Tests, Units 13-14- Teacher's Resource Disc: End of course Tests- Teacher's Resource Disc: Test Audio- DVD, Unit 14



BASIC COMPETENCES

UNIT 14: MoneyCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.131, ex.3b

SB, p.124, ex.2aWB, p.69, ex.2


They have to complete a text about money facts with numbers.Students practise saying numbers.



SB, p.127SB, p.130SB, p.129 (Share your task)MyEnglishLab /Active Teach

Students read a blog about money movies.Students watch a video about conversations dealing with money. Students film / record themselves telling a story.






SB, p.128

SB, pp.124, 126, 127

SB, pp.125, 130, 131

Students listen to a version of The Million Pound Bank Note story (by Mark Twain).

They deal about different cultural and artistic expressions through the following: - A text about money facts.- A story about a bank mistake.- A blog about money movies.

Students write a piece of original creative writing: - A short story.- A short conversation dealing with money.- An opinion essay.


RELATIONSHIPS AND INTERACTION


Knowledge and connection with the world and environment (C3)

SB, Unit 14 Students learn and think about: money, movies dealing with money.

There are references to different places such as: USA, Canada, New Zealand, Australia, Ecuador, Singapore, UK, Romania, Mexico, Brazil, France, Spain, India, Scotland, New York, Mumbai, etc.




SB, Unit 14

SB, p.125

SB, p.126, ex.1-2

SB, p.126, ex.2

SB, p.128

SB, p.130

SB, p.131

SB, Unit 14


the unit about films dealing with money and about money issues.- Analysing the tasks they have completed

and comparing their answers.

In pairs, students complete some sentences and write a short story. They tell the story in groups.

They work in pairs to decide about some questions and take turns to ask and answer them.

Students work in groups to tell a story by saying one sentence each.

In pairs, students identify the characters of The Million Pound Bank Note story and prepare their own version of the story.

Students work in pairs and write a short conversation. Then compare their conversation with other students.

Students write an opinion essay.

Students learn and think about: money, movies dealing with money.







SB & WB, Unit 14


SB, Unit 14


Students complete the progress test 7. Students complete the end of course test. Students complete the test audio.














SB, p.128 (Task)

SB, pp.124-131




Students do activities which involve analyzing, planning and reviewing their work: tell a story from pictures.









Documents

TEACHING PROGRAMME - Microsoftpearsonespana.blob.core.windows.net/books/Cutting Edge... · Web viewCutting Edge Pre-Intermediate Teaching Programme UNIT 1: LEISURE AND SPORT I. AIMS