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Language LEADER

Upper-Intermediate

Programme

_____________________________

Area of Foreign Languages English

Language LEADER Teaching Programme

Unit 1: Communication

Aims

· To use the continuous aspect of verbs

· To know the state verbs

· To know the perfect aspect of verbs

· To know vocabulary about communication

· To know idioms connected with communication

· To speak about communication

· To listen to seven people talking about what makes a good communicator

· To read a text about great public speakers

· To write a speech

· To read a leaflet about a communication course

· To speak about trends

· To listen to a radio programme

· To read two extracts from a book

· To speak about problems they have experienced when communicating with men and women

· To listen to two counsellors discussing the problems of a student

· To offer solutions

· To solve communication problems

· To listen to four students speaking about their organisation in their flat

· To take notes from a listening

· To read an e-mail

· To check an e-mail

· To write an e-mail

Contents

I. Communication skills

· Speaking about communication

· Listening to seven people talking about what makes a good communicator

· Reading a text about great public speakers

· Writing a speech

· Reading a leaflet about a communication course

· Speaking about trends

· Listening to a radio programme

· Reading two extracts from a book

· Speaking about problems they have experienced when communicating with men and women

· Listening to two counsellors discussing the problems of a student

· Listening to four students speaking about their organisation in their flat

· Reading an e-mail

· Writing an e-mail

II. Language reflections

A. Language and grammar functions

· The continuous aspect

· State verbs

· The perfect aspects

B. Vocabulary

· Communication

· Idioms connected with communication

III. Sociocultural aspects

· To show interest in learning English

· To debate about the aspects that make a good communication

· To show interest in discovering great public speakers

· To debate about sharing a flat

CROSS-CURRICULAR TOPICS

Moral and civic education

To compare Spanish and British culture

To show interest in the British culture and language

To respect different cultures

To know how to be polite

Consumer education

To think and talk about sharing a flat

Education for equality

To debate about men, women and communication

To respect men and women

BASIC COMPETENCES

· Communication in the mother tongue and in foreign languages: the continuous aspect, state verbs, the perfect aspect, communication, emails

· Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

· Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

· Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

· Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

· Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

· Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

· Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

Assessment

I. Communication skills

· Students’ Book. Review Units 1-3, page 36-37

· Workbook, Unit 1.

II. Language reflections

· Review Units 1-3, page 36-37

· Workbook, Unit 1

III. Sociocultural aspects

· Students’ Book. Review Units 1-3, page 36-37

Unit 2: Environment

Aims

· To use the present perfect simple

· To use the present perfect continuous

· To make indirect questions

· To know vocabulary about local environment issues

· To know vocabulary about the global warming

· To know adverbs

· To speak about the environment

· To listen to three people talking taking part in a survey

· To read an article about local environment

· To speak about environmental issues

· To write a report for a university lecturer

· To read a text about polar bears

· To speak about changes in the environment

· To listen to someone talking about volcanoes

· To read an extract from a book

· To read a text about Yellowstone

· To speak about volcanoes

· To listen to a government official talking to a power company representative

· To show agreement and disagreement

· To make polite questions

· To attend a public meeting

· To design a questionnaire

· To read a questionnaire

· To write a questionnaire

Contents

I. Communication skills

· Speaking about the environment

· Listening to three people talking taking part in a survey

· Reading an article about local environment

· Speaking about environmental issues

· Writing a report for a university lecturer

· Reading a text about polar bears

· Speaking about changes in the environment

· Listening to someone talking about volcanoes

· Reading an extract from a book

· Speaking about volcanoes

· Listening to a government official talking to a power company representative

· Reading a questionnaire

· Writing a questionnaire

II. Language reflections

A. Language and grammar functions

· Present perfect simple

· Present perfect continuous

· Indirect questions

B. Vocabulary

· Local environment issues

· Global warming

· Adverbs

III. Sociocultural aspects

· To debate about the global warming

· To think and talk about the climate change

· To show interest in the environment

· To think about taking part in local surveys

· To show interest in volcanoes

CROSS-CURRICULAR TOPICS

Moral and civic education

To respect others

To respect the environment

Education for equality

Men and women are equal

Environmental education

To show interest in the climate change

BASIC COMPETENCES

· Communication in the mother tongue and in foreign languages: present perfect simple, present perfect continuous, indirect questions, questionnaire

· Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

· Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

· Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

· Knowledge and connection with the world and environment It is the foundation for