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Total English Starter
Teaching Programme
_____________________________
ELT
1Teaching Programme – Total English Starter
UNIT 1: ARRIVALS
OBJECTIVES Introducing the student to the language Making the student comfortable in the learning environment Learning the numbers 0-9 Learning the alphabet and talking about countries Learning how to greet people at the airport Learning how to introduce someone and use conversational phrases when
meeting people Learning how to find out a phone number from directory enquiries
CONTENTS Communication skills
o Reading structurally basic sentences regarding daily life (introducing people, countries and nationalities, numbers, letters)
o Listening to vocalic and consonantal sounds, numbers, word stress, and short basic dialogues
o Writing common phrases in simple conversations o Writing basic sentences with the verb “to be”o Practising brief exchanges checking into a hotel
Language reflectiono Grammar
Use of the Simple Present Tense of the verb “to be” in positive and interrogative. Contracted uses and forms
The Subject Pronouns Subject-Verb inversion in questions (yes/no and wh-questions)
o Vocabulary Common phrases The numbers 0-9 The alphabet Countries and nationalities Greetings The telephone
o Pronunciation Introducing students to the listening techniques Word stress The vowels /@U/, /ö/ The numbers The letters Names of countries
Social and cultural aspectso Comparing cultural aspects of daily life: introducing oneselfo Mrs vs Ms o Telephone country codes; international calls
2Teaching Programme – Total English Starter
EVALUATION CRITERIA Communication skills
o Reading how to introduce people and then practise in pairs. Reading, Students’ Book, page 14
o Listening for specific information to complete the basic pattern of the verb to be. Students’ Book, exercises 6a and 6b, page 13
o Take part in a conversation to exchange information with a classmate. Speaking, exercise 9, Students’ Book, page 13
o Writing the correct forms of the Simple Present interrogative of “to be”. Grammar, exercises 8a and 8b, Students’ Book, page 15
Language reflectiono Use the numbers 0-9 in appropriate contexts (phone numbers, hotel
rooms and flight numbers). Lead-in, exercises 3a (page 10 Students’ Book), 7b (page 11 Students’ Book) and 3 (page 12 Students’ Book)
o Show command of the Simple Present (affirmative and interrogative) of “to be” in the abbreviated forms. Review and Practice, exercise 4-1 and 4-2, Students’ book, page 18
o Show command of vocabulary learnt in the unit on common phrases. Review and practice, exercise 5, Students’ book, page 18
o Practise pronunciation of isolated words emphasizing the stress. Pronunciation, exercise 9a, Students’ Book, page 15
Social and cultural aspectso Introduction in the social aspects of international life by means of jobs,
travel, hotels, etc. through the social and cultural information provided in the unit. DVD Saying hello. Students’ Book, exercises 1 to 4, page 116
3Teaching Programme – Total English Starter
UNIT 2: MY LIFE
OBJECTIVES Speaking about family relationships and personal details Practising exchanging information Reading a short e-mail, using comprehension strategies to guess the meaning
of unknown words through context, one’s own knowledge and other linguistic aspects
Constructing simple wh-questions Reading information from a website and discussing personal details, e-mail
addresses and jobs Discussing students’ favourite restaurants, singers, CDs, books, films, etc. Writing a personal profile
CONTENTS Communication skills
o Reading an email containing personal informationo Listening comprehension of people’s descriptions and then deciding who
is who o Constructing dialogues family relationships o Writing a personal profile for email friends
Language reflectiono Grammar
The possessive adjectives Wh-interrogatives and wh-pronouns The indefinite article a/an
o Vocabulary Family and personal details. Numbers 0-99 Age Addresses Basic adjectives Jobs Email addresses
o Pronunciation The numbers 0-99 (13 vs 30; 14 vs 40 …)
Social and cultural aspectso Comparing cultural aspects of daily life: the world of jobso Family relationships o Postal addresses; its parts
EVALUATION CRITERIA Communication skills
o Reading an email about personal information. Reading, exercise 1a, Students’ Book, page 24
o Listening for specific information about family relationships. Listening, exercise 1a and 1b, Students’ Book, page 20
4Teaching Programme – Total English Starter
o Interviewing a partner asking and answering questions about family relationships. Speaking, exercises 8a and 8b, Students’ Book, page 21
o Writing a personal profile for a website. Writing, exercise 10a, Students’ Book, page 25
Language reflectiono Transfer knowledge of syntax, morphology and semantics of Simple
Present Tense of to be (interrogative) in a writing activity. Review and practice, exercise 3. Students’ book, page 28
o Show command of vocabulary learnt in the unit in an activity using words from the two units. Review and Practice, exercise 5, Students’ book, page 28
o Practise pronunciation of the numbers 0-99, emphasizing the difference between 13-30, 14-40, etc. Pronunciation, exercise 7, Students’ Book, page 21
Social and cultural aspectso Further knowledge of British and American culture through cinema,
literature and cities. DVD Favourites. Students’ Book, exercises 1 to 4, page 117
5Teaching Programme – Total English Starter
UNIT 3: TRAVEL
OBJECTIVES Writing a simple holiday email Saying what’s in one’s suitcase and talking about their holidays Asking for tourist information and reading leaflets. Writing an email about a holiday
CONTENTS Communication skills
o Reading short texts about tourist attractionso Listening comprehension about pieces of clothes and other items in
suitcases o Speaking activity about customs o Writing a personal profile about holidays
Language reflectiono Grammar
Simple Present Tense of to be: negative Plural nouns The possessives our and their Yes/no questions with to be
o Vocabulary Tourist sights Places in town Adjectives for describing places Holiday things Days of the week Here and there
o Pronunciation The possessive their and the form they’re The plural ending /z/-/s/-/Iz/
Social and cultural aspectso Holidays and travels o London as a cultural city: The British Museum, Hampton Court, Art
Galleries…
EVALUATION CRITERIA Communication skills
o Reading (scanning) three texts about tourist attractions in London. Reading, Students’ Book, exercises 2a, 2b and 2c, page 34
o Listening for specific information about a couple. Listening, exercise 2. Students’ Book, page 36
o Taking part in a conversation, previously prepared, about the content of a suitcase. Speaking, exercises 5a, 5b and 5c, Students’ Book, page 33
o Writing a map route and then an email. Writing, exercises 10 a and 10b, Students’ Book, page 27
6Teaching Programme – Total English Starter
Language reflectiono Transfer knowledge of syntax, morphology and semantics of verb
Present Simple tense (affirmative and negative) in a writing activity. Review and practice, exercise 1, 2 and 3. Students’ book, page 38
o Apply what has already been learnt about questions and answers. Review and practice, exercises 4 and 5. Students’ Book, page 38
o Show command of the vocabulary learnt in the unit. Review and practice, exercise 6, Students’ book, page 38
Social and cultural aspectso Learning about Canada and its most outstanding cities. DVD A journey
across Canada. Students’ Book, exercises 1 to 5, page 118o Realising the importance of travelling and getting to know different
places, peoples, foods, etc. Unit 3. Students’ Book, pages 29-38
7Teaching Programme – Total English Starter
UNIT 4: IN TOWN
OBJECTIVES Ordering food in a café or coffee shop Asking for and understanding prices Asking about things and making simple transactions
CONTENTS Communication skills
o Reading a text about Portobello Market in Londono Listening comprehension of three conversations about places in towno Speaking about prices of pieces of clothes o Writing a paragraph about one’s favourite shop or market
Language reflectiono Grammar
Modal Can and the expression can I have? This, that, these, those The Saxon Genitive ‘s
o Vocabulary Food and drink Places in town Clothes Colours Irregular plurals, buying tickets Formulae at cafés The market; prices
o Pronunciation The vowels /{/–/@/
Social and cultural aspectso Considering the cultural differences and similarities about markets,
coffee and priceso Analyzing the charts at cafés
EVALUATION CRITERIA Communication skills
o Reading (scanning) a text about Portobello Market in London. Reading, Students’ Book, exercises 1a, 1b, and 1c, page 42
o Listening for specific information about prices. Listening, Students’ Book, page 43
o Ordering food at a café using appropriate formulae. Speaking, exercise 9, Students’ Book, page 41
o Writing a paragraph about one’s favourite shop or market. Writing, Students’ Book, exercise 9, page 43
Language reflectiono Transfer knowledge of syntax, morphology and semantics of affirmative
and interrogative structures learnt in previous unit to use the modal can
8Teaching Programme – Total English Starter
and to order the lines of a dialogue. Review and Practice 4, exercises 1 and 2. Students’ book, page 48
o Show command of demonstrative pronouns. Review and Practice 4, exercise 3, Students’ book, page 48
o Show command of the Saxon Genitive. Review and practice 4, exercises 4 and 5, Students’ Book, page 48
o Show command of the vocabulary learnt in the unit. Review and Practice 4, exercise 6, Students’ book, page 48
Social and cultural aspectso Analysing the differences of food and drinks in different countries
through the whole Unit 4. Students’ Book, pages 39-48o Analysis of appropriate presents for different types of people. DVD The
flowers. Students’ Book, exercises 1 to 5, page 119
9Teaching Programme – Total English Starter
UNIT 5: PLACES
OBJECTIVES Speaking about one’s country Giving a simple description of a place Asking for and understanding basic information about a new town Talking about general abilities
CONTENTS Communication skills
o Reading a text about someone’s favourite place for a holiday o Listening comprehension of people asking for directionso Speaking with a partner to find one person for each jobo Writing a description of one’s favourite place for a holiday
Language reflectiono Grammar
There is – there are Some/any/a lot of Is/Are there? There isn’t/there aren’t Can/can’t
o Vocabulary North, south, west, east, centre Prepositions of place Nationalities Verbs (hobbies and abilities) Telling the time
o Pronunciation The vowels /{/ and /@/ in the modal can Strong and weak syllables
Social and cultural aspectso Analyse the geographical features of different countries and continents
(Europe-Australia)o B&B as a typical kind of accommodation in the Anglo-Saxon world
EVALUATION CRITERIA Communication skills
o Reading for the gist in a text about someone’s favourite place for a holiday. Reading, Students’ Book, exercises 1b and 2a, page 50
o Listening for specific information of people asking for directions. Listening, exercises 2a and 2b, Students’ Book, page 52
o Speaking to some classmates to find appropriate people for three different jobs. Speaking, exercise 9, Students’ Book, page 55
o Writing a paragraph about one’s favourite place for a holiday. Writing, Students’ Book, exercise 9b, page 51
10Teaching Programme – Total English Starter
Language reflectiono Transfer knowledge of syntax, morphology and semantics of there is –
there are to write some sentences. Review and practice 5,exercises 2 and 3, Students’ book, page 58
o Show command of vocabulary learnt in the unit. Review and practice 5, exercise 5, Students’ book, page 58
o Show command of can-can’t studied in the unit Review and practice 5,exercise 4, Students’ Book, page 58
Social and cultural aspects.o Identifying social and cultural elements, among others, which are
different among groups of people from different countries and continents. Unit 5, Students’ Book, pages 49-58
o A general description of holiday places around the world. DVD Holiday places. Students’ Book, exercises 1 to 5, page 120
11Teaching Programme – Total English Starter
UNIT 6: PEOPLE
OBJECTIVES Saying what one likes/doesn’t like Starting and continuing a conversation with someone one doesn’t know Talking about the routines of people one knows
CONTENTS Communication skills
o Reading for the gist in a text about best friends o Listening comprehension of an interview o Speaking about things one likes and things one doesn’t o Writing a letter to a friend telling him/her about oneself
Language reflectiono Grammar
Present Simple Object Pronouns
o Vocabulary Likes and dislikes Interests Jobs and activities; related verbs Verbs of routine
o Pronunciation Intonation of questions
Social and cultural aspectso Knowing different people and their daily routines o Searching the web for nice presents
EVALUATION CRITERIA Communication skills
o Reading for the gist in a text about a woman who tells about her family. Reading, Students’ Book, exercises 2a and 2b, page 64
o Listening for specific information about people and jobs. Listening,, exercises 3a and 3b Students’ Book, page 62
o Telling about one’s likes and dislikes. Speaking, Students’ Book, page 61o Writing a letter to a friend telling him/her about one’s life. Writing,
Students’ Book, exercise 7b, page 65
Language reflectiono Transfer knowledge of syntax, morphology and semantics of the Simple
Present tense to a writing activity. Review and Practice, 6, exercises 4 and 5, Students’ book, page 68
o Show command of the verb like studied in the unit. Review and practice 6, exercise 1, Students’ book, page 68
o Show command of the object pronouns. Review and practice 6, exercise 2, Students’ book, page 68
12Teaching Programme – Total English Starter
o Practise interrogative wh-pronouns. Review and practice 6, exercise 3, Students’ book, page 68
Social and cultural aspectso Use the correct form of the verb to describe people and relationships.
Daily routines, exercises 3 and 4. Students’ Book, page 65o A general view of famous musicians, singers, and bands. DVD The
interview. Students’ Book, exercises 1 to 6, page 121
13Teaching Programme – Total English Starter
UNIT 7: WORK
OBJECTIVES Speak about people and their jobs Understand oral and written texts in which people, jobs and routines are
described Understand simple written and spoken instructions Saying how often one does something Welcoming a visitor to one’s place of work
CONTENTS Communication skills
o Reading a text about a teacher in the UKo Listening comprehension of jobs and frequency doing things o Speaking with a classmate about jobs o Writing a request note
Language reflectiono Grammar
Imperatives Adverbs of frequency Would like
o Vocabulary Telephone phrases Months Work phrases Ordinal numbers Food and drink
o Pronunciation Practising pronunciation and intonation
Social and cultural aspectso Use of the correct expressions for describing people and jobs o Value the importance of different jobs
EVALUATION CRITERIA Communication skills
o Reading for the gist in a written text about a teacher in the UK. Reading, Students’ Book, page 71
o Listening for specific information in a conversation to guess who are the people talking. Listening, exercise 1a, 1b and 1c, Students’ Book, page 70
o Preparing a business phone call. Speaking, exercises 6a and 6b. Students’ Book, page 71
o Writing a request note. Writing, exercise 7b. Students’ Book, page 73
Language reflectiono Transfer knowledge of syntax, morphology and semantics of the
Imperative to order words to make sentences. Review and Practice 7, exercise 1, Students’ book, page 78
14Teaching Programme – Total English Starter
o Show command of frequency adverbs learnt in the unit Review and Practice 7, Vocabulary, exercises 2 and 3, Students’ book, page 78
o Practise questions and answers about food. Review and Practice 7, Vocabulary, exercise 4, Students’ book, page 78
o Practise vocabulary studied in the unit Review and Practice 7, Vocabulary, exercise 6, Students’ book, page 78
Social and cultural aspectso A general view of a company and aspects of the business world. DVD
The company. Students’ Book, exercises 1 to 4, page 122
15Teaching Programme – Total English Starter
UNIT 8: LEISURE
OBJECTIVES Explaining why one wants to do something Saying what things one possesses Suggesting and booking a restaurant Ordering food in a restaurant
CONTENTS Communication skills
o Reading a text about one’s profile about technologyo Listening comprehension of a couple deciding which restaurant will they
go too Saying the phone numbers and email addresses of some hotels o Writing an email to a hotel to ask for information
Language reflectiono Grammar
Like + -ing Want + infinitive Have got/has got Question words
o Vocabulary Adjectives for describing activities Rooms and furniture Food
o Pronunciation Pronouncing I’ve, we’ve and she’s
Social and cultural aspectso Differences and similitude in leisure o Differences between Anglo-Saxon and Spanish addresses
EVALUATION CRITERIA Communication skills
o Reading for the gist in three texts about restaurants. Reading, Students’ Book, exercise 2, page 84
o Listening for specific information in a conversation about somebody’s wedding and the things she has got. Listening, exercises 3a and 3b, Students’ Book, page 82
o Preparing and carrying out an interview about a hotel and finding some partners to travel with you. Speaking, exercise 8, Students’ Book, page 81
o Writing some addresses. Communication: Addresses. Exercise 3 Students’ Book, page 86
Language reflectiono Show command of the verb want + infinitive. Review and practice 8,
exercise 1. Students’ book, page 88
16Teaching Programme – Total English Starter
o Show command of the verb to have in a filling in the gaps activity. Review and Practice 8, exercises 2 and 3, Students’ book, page 88
o Check through practice knowledge of vocabulary learnt in the unit. Review and Practice 8, exercise 6. Students’ Book, page 88
Social and cultural aspectso Understand facts and information about people doing things for leisure.
Unit 8. Students’ Book, pages 79-88o A description of people’s leisure activities. DVD Change your life.
Students’ Book, exercises 1 to 5, page 123
17Teaching Programme – Total English Starter
UNIT 9: THE PAST
OBJECTIVES Making simple statements about people from history Giving a short description of a past experience Making a simple request Asking permission
CONTENTS Communication skills
o Reading four texts about famous people o Listening to a radio game show o Writing a paragraph about one’s first teacher or about one’s last holiday o Speaking about one’s past experiences
Language reflectiono Grammar
The past of be: affirmative The past of be: negatives and questions Can/could you …? Can/could I …?
o Vocabulary Celebrities and idols Yesterday, last, ago Housework
o Pronunciation Stress in words
Social and cultural aspectso Getting to know some famous people o Comparing life yesterday and today
EVALUATION CRITERIA Communication skills
o Reading an article about housework in the ‘50s and today. Reading, Students’ Book, exercises 3a and 3b, page 94
o Listening for specific information in a radio game show. Listening, exercise 5, Students’ Book, page 91
o Speaking about games using the Present Simple Tense and adjectives learnt in the unit. Speaking, exercise 1, Students’ Book, page 92
o Writing a paragraph about one’s first teacher or about one’s last holiday. Writing, exercise 11, Students’ Book, page 93
Language reflectiono Show command of the forms of past tense of be. Review and Practice 9,
exercises 1, 2, and 3. Students’ book, page 98o Show command of vocabulary learnt in the unit: yesterday, ago, last.
Review and Practice 9, exercise 6. Students’ book, page 98
18Teaching Programme – Total English Starter
o Show command of the structures can I/you and could I/you to complete some sentences. Review and practice 9, exercise 5, Students’ Book, page 98
Social and cultural aspectso A general view of some outstanding facts that happened a century ago.
DVD 100 years ago. Students’ Book, exercises 1 to 4, page 124
19Teaching Programme – Total English Starter
UNIT 10: STORIES
OBJECTIVES Understanding a simple narrative of past events Giving a simple summary of a news event Talking about immediate and long-term plans
CONTENTS Communication skills
o Reading and understanding texts about past events and peopleo Listening comprehension of the story of Mona Lisao Asking five people ‘How was last week for them?’ o Writing a story about a past event
Language reflectiono Grammar
The Past Simple Tense of regular verbs The Past Simple Tense of regular verbs Going to
o Vocabulary Art High numbers Future plans
o Pronunciation The past endings of regular verbs /t/-/d/-/Id/
Social and cultural aspectso Comparing cultural aspects of present and past daily life o Stating the importance of the past to understand the present
EVALUATION CRITERIA Communication skills
o Reading (skimming) four texts about news events. Reading, exercises 2a, 2b, and 2c. Students’ Book, page 102
o Listening for specific information about immediate and long-term plans. Listening, exercises 2a and 2b. Students’ Book, page 104
o Interviewing a partner asking and answering questions about future plans. Speaking, Students’ Book, exercise 6, page 105
o Writing a paragraph about past events. Writing, exercise 10, Students’ Book, page 103
Language reflectiono Transfer knowledge of syntax, morphology and semantics of Past Simple
Tense in some writing activities. Review and practice 10, exercises 1, 2, 3, and 4, page 108
o Show command of the going to structure in a writing activity. Review and Practice 10, exercise 5, Students’ book, page 108
o Show command of vocabulary learnt in the unit. Review and Practice 10, exercise 6, Students’ book, page 108
20Teaching Programme – Total English Starter
Social and cultural aspectso Further knowledge of other people’s culture through the social and
cultural information provided in the unit. Students’ Book, pages 99-108o A general view of games around the world. DVD Cucumber sandwiches.
Students’ Book, exercises 1 to 4, page 125
21Teaching Programme – Total English Starter
