pearsonespana.blob.core.windows.netpearsonespana.blob.core.windows.net/books/New Language Lead… · Web viewNEW LANGUAGE LEADER –INTERMEDIATE Teaching Programme. Unit 1: Personality

New Language LeaderIntermediate

General Teaching Programme

Area of Foreign LanguagesEnglish

General Teaching Programme – NEW LANGUAGE LEADER – INTERMEDIATE 1

NEW LANGUAGE LEADER –INTERMEDIATE Teaching Programme

Unit 1: Personality

AIMS- To use question forms- To use present simple and present continuous- To know prefixes- To know personality adjectives- To know how to give opinions, agree and disagree and make suggestions- To know how to choose a new team member- To practise taking notes while reading- To write a for-and-against essay

Contents

I. Communication skills- Reading an encyclopedia entry about personality types (extroverts and introverts)- Reading an article about two method actors (Daniel Day-Lewis and Johnny Depp) and how they

prepare for a character- Reading an article about charisma- Listening to a conversation about appearance and personality- Listening to an interview to an expert in psychometrics (the measurement of intelligence and

personal qualities)- Discussing personalities- Asking and answering questions with a partner from a personality test- Discussing charisma and charismatic people- Choosing a new team member (discussing the good an bad points of some candidates for a job)- Giving opinions, agreeing and disagreeing about personalities of some candidates applying for a

job at a small Australian company- Writing questions you would like to ask to a famous person, dead or alive- Practising taking notes while reading an essay about women drivers- Writing a for and against essay about women drivers- Listening to an interview to a professional actor, about method acting (Meet the expert)

II. Language reflectionsA. Language and grammar functions

- Question forms, subject & object questions- Present simple and present continuous

B. Vocabulary- Personality adjectives - Prefixes- Symbols and abbreviations- Linkers: However, although, despite the fact that, on the other hand, etc


C. Pronunciation- Word stress

III. Sociocultural aspects- To show interest in people- To think about creating stories and acting them out- To debate charismatic personalities

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the qualities that make a person importantEducation for equalityTo respect men and womenConsumer educationTo debate the film industry

ASSESSMENTI. Communication skills

- Language reference 1, Key Language, page 126- Extra practice 1, Key Language, exercise 4, page 127- Supplementary Resources (webpage), Study Skills Unit 1- My English Lab

II. Language reflections- Language reference 1, Grammar and Vocabulary, page 126- Extra practice 1, Grammar, exercises 1-3, page 127- Extra practice 1, Vocabulary, exercises 5-8, page 127- Supplementary Resources (webpage), Language Practice Unit 1 (Grammar and Vocabulary)- My English Lab

III. Sociocultural aspects- Supplementary Resources (webpage), Reading Unit 1- My English Lab


Unit 2: Travel

AIMS- To use past simple- To use present perfect and past simple- To know vocabulary about travel expressions- To know phrasal verbs- To know how to discuss advantages and disadvantages, and make suggestions- To know how to organise a study trip- To practise making notes while listening- To write a biographical profile

Contents

I. Communication skills- Reading an article about travel and tourism- Reading some articles about famous explorers- Reading an article about Wilfred Thesiger, a great explorer and writer of the 20th century, and

his experiences in Arabian deserts- Listening to a Swedish student talking about travelling abroad- Listening to an interview about the Universities Explorers Programme- Listening to a conversation between two organisers of a study trip at an American university,

talking about the mistakes they made- Talking about the most interesting places you have visited in your own country and abroad- Talking about six important past life events- Discussing suitable travel-related jobs- Discussing with your partner issues of past study trips and planning a more successful one- Making suggestions to organise a study trip and discussing advantages and disadvantages of

these suggestions- Writing travel tips for someone coming to live/work in your country- Practising taking notes while listening to a conversation about organising a study trip- Writing a biographical profile of the explorer Thor Heyerdahl- Watching a video about Thor Heyerdahl while making notes


- Past simple- Present perfect simple and past simple

B. Vocabulary- Travel expressions- Phrasal verbs- Words from the reading- Time linkers


C. Pronunciation- -ed endings- Contractions

III. Sociocultural aspects- To think about travelling and its possibilities- To debate travel tips in different countries- To think and talk about explorers in history ant its meaning to humanity - To appreciate different cultures

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about human relationshipsEnvironment educationTo debate the weather and the environment Consumer educationTo think about summer camps






Unit 3: Work

AIMS- To use present perfect continuous- To use present perfect simple and present perfect continuous - To know work adjectives- To know dependent prepositions- To know expressions connected with time and work- To know how to ask questions and give answers- To know how to take part in an interview- To practise organising ideas- To write a covering letter and curriculum vitae (CV)

Contents

I. Communication skills- Reading adverts for jobs- Reading an article about homeworking, evaluating advantages and disadvantages- Reading blog comments about work placements- Listening to four people talking about working from home- Listening to a radio interview with three university students about their work placements- Listening to a conversation with a careers counsellor answering questions about covering letters- Listening to six people giving their opinion about writing CVs- Discussing with a partner the five most important things in a job - Talking about job adverts, choosing the most suitable for you and giving reasons- Discussing the ideal pattern of working hours- Discussing work placements, making a list of at least three arguments for and against- Conducting and participating in an interview for a work placement- Practising asking and answering questions to prepare for and take part in an job interview- Writing a short job advertisement, including job title, salary, etc.- Practising organising ideas and paragraphs- Writing a covering letter and CV to apply for a position in a gym- Listening to an interview to Caroline Mathews about her internship in the insurance industry

(Meet the expert)


- Present perfect continuous - Present perfect simple and continuous

B. Vocabulary- Work adjectives - Dependent prepositions - Expressions connected with time and work

C. Pronunciation- Correcting politely

III. Sociocultural aspects- To debate jobs- To debate skills and interest- To talk about advantages and disadvantages of homeworking- To debate benefits of having working experience

CROSS-CURRICULAR TOPICSMoral and civic educationTo debate work and family


Education for equalityTo respect other people, no matter age, sex or colour of their skin, as candidates for a jobHealth educationTo think about health and gyms


- Language reference 3, Key Language, page 130- Extra practice 3, Key Language, exercises 4-5, page 131- Supplementary Resources (webpage), Study Skills Unit 3- My English Lab




Unit 4: Language

AIMS- To use future forms- To use first conditional- To know language learning- To know phrasal verbs- To know British and American money idioms- To know language styles- To know how to accept and reject ideas, and consider consequences- To know how to select an English language programme- To practise describing tables and charts- To write a report

Contents

I. Communication skills- Reading an advert for a language course- Reading three texts about English and Chinese and identify genres (an online university

brochure / an online debate / a newspaper article)- Reading an article with some tips about avoiding mistakes online- Listening to a conversation between two friends at university talking on the phone- Listening to an interview with an expert on communication from the British Council talking

about using correct and appropriate language online- Discussing language issues- Debating about British and American English- Compiling a list of Dos and Don’ts for online communication- Selecting an English language training programme for a Medical-Aid charity staff- Discussing proposals and choosing the best one- Practising describing charts and tables - Writing a report describing a chart about the percentage of population using English as a first or

secondary language in nine countries- Listening to an interview to the author of Language Wars, about English as a global language

(Meet the expert)


- Future forms: will, going to, present continuous- First conditional

B. Vocabulary- Language learning- Phrasal verbs- British and American money idioms- Language style; communication and register- Percentages and fractions; linkers: approximately, a significant increase, overall, etc.

III. Sociocultural aspects- To show interest in learning languages- To think and talk about the influence of advertisements- To debate British and American English- To show interest in charts and tables


CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the importance of the English languageConsumer educationTo talk about social networksEducation for peaceTo show interest in solidarity and medical aid charities




III. Sociocultural aspects- Supplementary Resources (webpage), Reading Unit 4- My English Lab- Lecture Link, Lecture 1 with worksheet (Extra listening practice)


Unit 5: Advertising

AIMS- To use second conditional- To use comparison- To know vocabulary about advertising- To know adjectives- To know words with a similar meaning- To know word combinations- To know the language of presentations- To know how to give a presentation- To practise critical thinking- To write an option-led essay

Contents

I. Communication skills- Reading an article with three opinions about advertising- Reading a magazine for and against article about manipulating images in advertising- Reading a newspaper article about advertising to children- Listening to three people talking about different adverts- Listening to a conversation between a web designer and two photographers- Listening to an extract from a lecture on critical thinking- Talking with a partner about adverts- Discussing some photos for use in adverts- Discussing cosmetic surgery on people under the age of twenty-one- Discussing in groups of three comparing the benefits of different quad bikes, thinking of the

most suitable for a 16-year-old boy- Giving a formal presentation from an advertising agency - Brainstorming for an advertising campaign to launch a new drink- Practising critical thinking, reading an essay about TV advertisements for unhealthy products - Writing an opinion-led essay about the influence of TV adverts, the unacceptable methods of

advertising today or the businesses advertisement on social networks- Listening to an interview about the work of the UK Advertising Standards Authority (Meet the

expert)


- Second conditional- Comparison: emphasising difference and similarity

B. Vocabulary- Advertising adjectives- Words with a similar meaning connected to “change”- Words combinations- Essay expressions

III. Sociocultural aspects- To debate stereotypes in current advertisements - To debate manipulating images- To show interest in photography- To think and talk about people’s appearance


CROSS-CURRICULAR TOPICSMoral and civic educationTo debate people’s fashion styleConsumer educationTo debate the influence of commercials in our daily lifeHealth educationTo think about different healthy daily habits in children






Unit 6: Education

AIMS- To use defining relative clauses- To use non-defining relative clauses- To know vocabulary about education and studying- To know how to discuss options- To know problem-solving- To practise reading strategies- To write a formal letter

Contents

I. Communication skills- Reading an online discussion about single-sex schools - Reading an article about Maria Montessori, a famous italian educationalist- Reading a newspaper editorial about free university education- Listening to three people talking about their education experiences- Listening to a university student describing a teacher- Listening to four people talking their university experiences- Discussing education issues- Leading a discussion for three minutes (timed discussion) on an educational topic- Describing and comparing different educational systems in different countries- Looking at problems at a university and finding the best solution for each problem- Listening to two students representatives of a College talking to the Principal about the problem

of noisy parties in the halls of residence, discussing options to solve it- Writing a comment giving your opinion on single-sex schools for an online discussion- Practising reading strategies: predicting, skimming, scanning and inferring- Writing a formal letter replying to an invitation from a university to take part in a panel

discussion- Listening to an interview to a Montessori teacher, about the Montessori method of education

(Meet the expert)


- Defining relative clauses- Non-defining relative clauses

B. Vocabulary- Education and studying

III. Sociocultural aspects- To think and talk about their favourite subject at school- To debate education and different methods of teaching- To show interest in technology for distance learning

CROSS-CURRICULAR TOPICSMoral and civic educationTo debate university freeEducation for equalityTo respect single-sex schools and mixed schoolsEducation for peaceTo respect people’s opinions







Unit 7: Design

AIMS- To use modals (necessity and obligation)- To use modals (present deduction)- To know vocabulary about world building- To know design adjectives- To know vocabulary about materials, shapes and textures- To know abstract nouns- To know how to describe qualities- To know how to evaluate designs- To practise proofreading- To write a product report

Contents

I. Communication skills- Reading an introduction from a design book - Reading three articles about design periods- Reading an article about Alessi’s designer products- Listening to two designers talking about ideas for a new product - Listening to three pairs of students talking at a museum of design- Listening to a conversation with a lecturer about written work- Talking about the qualities you look for in everyday objects and discussing different designs- Talking about a new product of your own design- Talking about an object you would like to re-design- Judging four products (a wheelchair, a carry-on airline bag, a study area and a sports watch) to

choose the winning design- Listening to a design competition judge commenting on a winner design, a travel jacket- Writing a short paragraph describing a favourite object- Practising proofreading with some tips on checking written work- Writing a report on two top-of-the-range headphones, recommending one of them for use in

airline’s First Class cabins- Listening to an interview to a furniture and product designer, about her designs (Meet the

expert)


- Modals (necessity and obligation)- Modals (present deduction)

B. Vocabulary- Worl building; design adjectives - Materials, shapes and textures; abstract nouns- Words from the reading- Linkers: also, although, as a result, furthermore, however, etc.

C. Pronunciation- Word stress

III. Sociocultural aspects- To show interest in design- To show interest in electronical devices- To show interest in inventions and technology- To show interest in materials


CROSS-CURRICULAR TOPICSMoral and civic educationTo think about and debate different furniture stylesEducation for peaceTo enjoy winning and loosing in design competitionsEnvironmental EducationTo know about the use of bicycles for preserving the environment






Unit 8: Business

AIMS- To use past continuous- To use past perfect simple- To know business terms and roles- To know collocations- To know the language of negotiation- To know how to negotiate- To practise recognising formal and informal language- To write formal and informal correspondence

Contents

I. Communication skills- Reading a webpage with some advices on starting a new business- Reading three texts about ethical problems in business matters- Reading obituaries of four business icons, identifying similarities and differences- Listening to a radio interview with a business advisor, summarising the key pieces of the advice- Listening to two people talking about an idea for a business in their home town- Talking about a business idea to start in your home town, the name and location, the goods or

service and the target market- Discussing business dilemmas- Talking about successful people in business- Negotiating a deal between a wholesaler and a sunglasses manufacturer in the USA- Writing a short paragraph describing a memorable event in your past- Practising recognising formal and informal language (recognising register, beginning and ending

correspondence)- Writing an email for different formal and informal situations- Listening to an interview to a restaurant owner, about the Vietnamese food business she set up

in London (Meet the expert)


- Past continuous- Past perfect simple

B. Vocabulary- Business terms and roles- Collocations: business

C. Pronunciation- Weak forms

III. Sociocultural aspects- To show interest in business and success- To talk about young entrepreneurs- To show interest in some business icons- To talk about negotiation skills


CROSS-CURRICULAR TOPICSMoral and civic educationTo think about human relationships at workEnvironment educationTo talk about environmental damages from chemical industryEducation for peaceTo respect childhood in different cultures






Unit 9: Engineering

AIMS- To use the passive- To use articles- To know vocabulary about hazards and global threats- To know collocations- To know words from the text- To know how to discuss options and make decisions- To know how to assess a project- To practise participating in a group discussion- To describe a process

Contents

I. Communication skills- Reading a leaflet about women and engineering- Reading an article about the threat of asteroids- Reading three texts about three superstructures projects in the world identifying the problems

mentioned in the texts- Listening to a radio interview with a women engineer in a high position- Listening to four students from a Faculty of Engineering discussing the waste of time for

engineers doing management studies- Discussing some great engineering achievements- Discussing and ranking the most serious global threats- Talking about the largest man-made structure you have ever been in or on- Holding a debate on spending billions on superstructures- Role-playing an engineering student and discussing with others a Mega Project to build in your

country- Writing a short paragraph about the greatest engineering achievement- Practising participating in a group discussion; understanding body language- Describing, using the passive, the process of producing a new motorbike, for inclusion in some

school course materials on engineering processes- Watching a video of four engineering students participating in a group discussion


- The passive- Articles

B. Vocabulary- Words from the reading- Collocations- Hazards and global threats- Expressions for managing a discussion

C. Pronunciation- Weak forms

III. Sociocultural aspects- To show interest in engineering achievements- To debate science and discoveries- To be aware of some global threats- To debate great construction projects around the world


CROSS-CURRICULAR TOPICSMoral and civic educationTo debate different means of transportEnvironment educationTo talk about overpopulation and environmentConsumer educationTo debate the use of different places in town






Unit 10: Trends

AIMS- To use expressions of quantity- To use infinitives and -ing forms- To know vocabulary about fashion- To know phrasal verbs- To know how to raise and respond to issues- To know how to participate in a meeting- To practise recording and learning vocabulary- To describe a trend

Contents

I. Communication skills- Reading an article about “the tipping point”- Reading an article about cultural influences on fashion trends- Reading an article about paying for music- Listening to some advices given from a manager of a fashion department to a shop assistant- Listening to six people talking about their music habits- Listening to six students talking about the techniques they use to learn vocabulary- Discussing ideas about possible future trends in personal appearance, family life, work,

education and leisure time- Talking about fashion- Discussing paying for music downloads- Holding a meeting as The Mayor of Belleview City, discussing some issues raised by the

residents of Belleview- Writing a paragraph about a recent trend in your country- Practising recording and learning vocabulary with different techniques (topic headings,

diagrams, pictures/symbols)- Describing trends in US recorded music single sales and the recent digital formats, looking at a

chart- Listening to a trends consultant, about how understanding trends can help a business (Meet the

expert)


- Expressions of quantity- Infinitives and -ing forms

B. Vocabulary- Phrasal verbs- Fashion- Describing trends

C. Pronunciation- Numbers

III. Sociocultural aspects- To think about cultural influences on fashion trends- To debate cool people- To show interest in tables and charts for describing a trend


CROSS-CURRICULAR TOPICSMoral and civic educationTo debate the role of music in modern cultureEnvironment educationTo debate environmental problems at cities due to trendsEducation for equalityTo respect different fashion styles


- Language reference 10, Key Language, page 144- Extra practice 10, Key Language, exercises 5, page 145- Supplementary Resources (webpage), Study Skills Unit 10- My English Lab




Unit 11: Arts and media

AIMS- To use reported speech- To use reported questions- To know how to describe books and films- To know vocabulary about media genres- To know words connected with the arts- To know how to compare and contrast- To know how to choose a film to produce- To practise delivering a presentation- To write a short formal report

Contents

I. Communication skills- Reading some reviews, inferring the writer’s opinion- Reading an article about J.D. Salinger, a famous media recluse- Reading some extracts from an interview with a foreign correspondent- Listening to three reviews matching them with any type of media- Listening to a journalist, talking about an interview he attended for a job as a foreign

correspondent- Describing in groups a favourite film or book, listening to the other speakers, asking them

questions and giving your opinions- Discussing the arts and celebrities, justifying opinions- Giving a witness report of an imaginary news event (e.g. the effect of a hurricane on a city)- Role-playing an executive at a film-making company, choosing a film to produce with other

executives weighing up the options to reach a group decision- Writing a short summary of that interview, using reported speech- Practising delivering a presentation about a festival or event you have been to- Writing an online review (film, DVD, computer game or novel) giving it a star rating - Writing a short formal report on a festival, with recommendations for improving it next year and

using “generalising language”- Watching a video about delivering a presentation


- Reported speech - Reported questions

B. Vocabulary- Describing books and films; media genre- Words connected with the arts - Expressions for a presentation

III. Sociocultural aspects- To show interest in reporting news- To debate different types of media- To think about creating stories and acting them out- To talk about festivals around the world


CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in famous writer’s lifeEnvironmental educationTo talk about extreme climate areas of the planetConsumer educationTo debate the commercial side of festivals and celebrations






Unit 12: Crime

AIMS- To use third conditional- To use modals (past deduction)- To know vocabulary about crime- To know collocations- To know how to reach a decision- To know how to discuss court causes- To practise summarising- To write a cause and effect essay

Contents

I. Communication skills- Reading an article about stupid criminals- Reading a newspaper report on a robbery with an helicopter in Sweden- Listening to three extracts from interviews with criminals- Listening to eight speakers talking about the robbery in Sweden- Listening to an extract from a lecture on home security- Listening to an extract from a lecture on car security- Discussing the seriousness of crimes, dividing them in different categories- Discussing controversial statements related to crime- Role-playing detective trying to solve a crime, discussing with other partners who committed

the crime- Discussing three court cases, agreeing on a verdict as a group- Practising summarising two extracts from a lecture on security - Writing a cause and effect essay about the main causes of rising juvenile crime- Listening to an interview to a publisher, about the appeal of crime fiction (Meet the expert)


- Third conditional - Modals (past deduction)

B. Vocabulary- Crime- Collocations

III. Sociocultural aspects- To talk about different categories of crime- To debate criminals personalities- To think and talk about what it means to be a detective- To show interest in court cases


CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the importance of human relationshipsEducation for peaceTo be aware of the causes of world povertyConsumer educationTo debate the link between money and crime






Documents

pearsonespana.blob.core.windows.netpearsonespana.blob.core.windows.net/books/New Language Lead… · Web viewNEW LANGUAGE LEADER –INTERMEDIATE Teaching Programme. Unit 1: Personality