TEACHING PROGRAMME - Microsoftpearsonespana.blob.core.windows.net/books/Cutting Edge... · Web viewCutting Edge Upper Intermediate Teaching Programme UNIT 1: GETTING ON I. AIMS To

GENERAL TEACHING PROGRAMME

CUTTING EDGEUPPER INTERMEDIATE

__________________AREA OF FOREIGN LANGUAGES

ENGLISH LANGUAGE

General Teaching programme – CUTTING EDGE - UPPER INTERMEDIATE 1

Cutting Edge Upper Intermediate Teaching Programme

UNIT 1: GETTING ON

I. AIMS- To know the past and present verb forms- To know the uses of auxiliary verbs- To speak about past and present things and events- To speak about a topic for one minute- To talk about relationships- To discuss about siblings relationships- To discuss about friendship- To discuss about responding sympathetically to someone's

feelings- To discuss about the steps followed to write something in

English- To listen to six speakers talking about past and present things- To listen to three conversations among friends- To listen to three sets of people playing a game- To listen to three short conversations about different problems- To read a quiz about English grammar- To read an article about the famous model Alek Wek- To read an article about sibling rivalries- To read the rules of a game- To read the biography of Meryl Streep- To write short conversations- To practise the conversations- To act out a conversation- To write a biography draft- To know vocabulary connected with relationships- To know vocabulary connected with friendship- To know the wordspot: get- To practise the pronunciation of auxiliary verbs- To practise sounding sympathetic- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about past and present things and events- Speaking about a topic for one minute- Talking about relationships- Listening to six speakers talking about past and present things- Listening to three conversations among friends- Listening to three sets of people playing a game


- Listening to three short conversations about different problems- Reading a quiz about English grammar- Reading an article about the famous model Alek Wek- Reading an article about sibling rivalries- Reading the rules of a game- Reading the biography of Meryl Streep- Writing short conversations- Practising the conversations- Acting out a conversation- Writing a biography draft

Language ReflectionsA. Language and grammar functions

- Past and present verb forms- Uses of auxiliary verbs

B. Vocabulary- Words connected with relationships- Words connected with friendship- Wordspot: get

C. Pronunciation- Auxiliary verbs- Sounding sympathetic

Sociocultural Aspects- To talk about siblings relationships- To discuss and think about friendship- To talk about responding sympathetically to someone's feelings- To discuss about the steps followed to write something in

English- To take part in a game

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestEducation for equalityTo respect men and womenArtsTo talk about film stars

ASSESSMENTI. Communication skills

- Student's Book: Communication activities, pages 11, 13, 14, 126, 128

- Student's Book: Study, Practice & Remember, page 131- Workbook, Unit 1- Teacher's Resource Bank: Photocopiable activities, Unit 1


- DVD, Unit 1

II. Language reflections- Student's Book: Study, Practice & Remember, page 131- 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: Getting onCOMPETENCE 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.11 (Wordspot) Students have to understand and process information to complete a diagram.

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

Data processing and digital competence(C4)

SB, p.7SB, p.8

SB, p.13 (Share your task)

MyEnglishLab /Active Teach

Students read an article about the famous model Alek Wek.They read an article about sibling rivalries.

Students film / record themselves speaking about a topic for one minute.

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.7, 8, 13, 15

SB, pp.11, 14, 15; WB, p.9

SB, p.14

Students deal about different cultural and artistic expressions through the following: - A quiz about English grammar.- An article about a famous model.- An article about sibling rivalries.- The rules of a game.- The biography of Meryl Streep.

Students write a piece of original creative writing: - Short conversations.- A biography draft.

They act out a conversation in front of other students.

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

Develop creativity and imagination.


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

SB, Unit 1 Students learn and think about: siblings, relationships, friendship, feelings, biographies.

There are references to different places such as: Sudan, the UK, London, New Jersey.

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, p.7, ex.1SB, p.13 (Task)SB, p.14

SB, pp.8, 14

SB, p.15

SB, Unit 1

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

the unit about: sibling relationships, friendship, responding sympathetically to someone's feelings, the steps followed to write something in English.

- Practising conversations.- Comparing their answers.- Asking and answering questions.- Talking about the texts they've read.

In pairs:- They complete a quiz.- They play a game.- They act out a conversation.

Students describe and answer questions about photographs.

Students write a biography draft.

Students learn and think about: talking about past and present, sibling rivalries, relationships, friendship, keeping a conversation going, responding to how people feel, writing a biography.

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 (p.10)- Pronunciation box (pp.11, 14)- Useful language box (p.13)- Study & practice 1 (p.131)- Study & practice 2 (p.132)- Remember these words (p.133)

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.4-9SB & WB

SB, p.13 (Task)SB, p.14 (Writing)

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: - Keep a conversation going.- Planning and drafting a biography.

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: UPS AND DOWNS

I. AIMS- To know how to form adjectives- To know how to form nouns and gerunds- To speak about the results of a survey about feelings- To talk about feelings- To talk about things that make you feel good- To discuss about happiness- To discuss about technology- To listen to people talking about the things that make them feel

good and bad- To listen to five people answering a survey about feelings- To read some facts about feelings- To read a text about a phone app to track the feelings- To read some quotes about happiness- To read an article about the happiness facts and myths- To read a consumer technology quiz- To find out information online about happiness facts - To find out information online about global happiness surveys- To check information online about consumer technology- To watch a video about happiness- To watch a video of five people talking about technology and

happiness- To write a short description of their feelings in a situation - To write a paragraph about a global happiness survey- To know vocabulary describing how you feel- To know vocabulary connected with things that make you feel

good- To practise the pronunciation of noun suffixes- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTSCommunication Skills

- Speaking about the results of a survey about feelings- Talking about feelings- Talking about things that make you feel good- Listening to people talking about the things that make them

feel good and bad- Listening to five people answering a survey about feelings- Reading some facts about feelings- Reading a text about a phone app to track the feelings- Reading some quotes about happiness- Reading an article about the happiness facts and myths- Reading a consumer technology quiz- Finding out information online about happiness facts - Finding out information online about global happiness surveys- Checking information online about consumer technology

Teaching programme – CUTTING EDGE - UPPER INTERMEDIATE 9

- Watching a video about happiness- Watching a video of five people talking about technology and

happiness- Writing a short description of their feelings in a situation - Writing a paragraph about a global happiness survey


- Forming adjectives- Forming nouns and gerunds

B. Vocabulary- Words describing how you feel- Things that make you feel good

C. Pronunciation- Noun suffixes

Sociocultural Aspects- To talk and think about happiness- To debate about technology

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTechnologyTo discuss about technologyTo watch a video about technologyTo talk about appsConsumer educationTo read a consumer technology quiz


- Student's Book: Communication activities, pages 18, 22, 127

- Student's Book: Study, Practice & Remember, page 134- 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 134- 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: Ups and downsCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.25; WB, p.15WB, p.10

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



SB, p.18

SB, p.16WB, p.15SB, p.23 (Share your task)SB, pp.24-25 (Video and research)


Students read an article about the happiness facts and myths.

Students read a text about a phone app to track the feelings.They read and write an email.Students film / record themselves giving a talk about a survey.

Students watch a video about happiness.They watch a video of five people talking about technology and

happiness.Students check information online about consumer technology.They find information online about happiness facts and global

happiness surveys.







SB, pp. 24-25 (World culture)SB, pp.16, 18, 24

WB, p.12

SB, pp.23, 25

WB, p.15

Students learn about happiness.

They deal about different cultural and artistic expressions through the following: - Some facts about feelings.- A text about a phone app to track the

feelings.- Some quotes about happiness.- An article about the happiness facts and

myths.- A consumer technology quiz.- Some people's opinions about films.

Students write a piece of original creative writing: - A short description of their feelings in a

situation.- A paragraph about a global happiness

survey.- An email to a friend.




SB, Unit 2 Students learn and think about: feelings, happiness, surveys, technology.

There are references to different places such as: China, South Korea, Chile, Canada, Denmark.





SB, Unit 2

SB, p.21SB, pp.22-23 (Task)

SB, p.24

SB, pp.20, 22

SB, p.25

SB, Unit 2


the unit about: happiness, technology.- Practising conversations.- Comparing their answers.- Asking and answering questions.- Talking about the texts they've read.

In pairs, they have a race matching definitions to nouns. In pairs and groups, they do a class survey, write descriptions of

different situations and guess other groups' titles for the descriptions.

They do a consumer technology quiz in pairs.


Students write a paragraph about a global happiness survey.

Students learn and think about: describing feelings, happiness, preparing a survey, consumer technology.







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, 21)- Pronunciation box (p.21)- Useful language box (p.23)- Study & practice 1 (p.134)- Study & practice 2 (p.135)- Remember these words (p.136)










SB, p.16 (In this unit)SB, p.25 (After unit 2 you can…)WB, pp.10-15SB & WB


SB, pp.16-25




Students do activities which involve analyzing, planning and reviewing their work: - Do a class survey.- Write a short description.









UNIT 3: IT ALL WENT WRONG

I. AIMS- To know narrative tenses- To know continuous aspect in other tenses- To speak about an incident- To speak about newspaper headlines- To talk about mishaps- To discuss about a story- To discuss about the circumstances in a crime- To discuss about the punishment for different crimes- To discuss about the outcome of three cases- To discuss about dealing with unexpected problems- To listen to some people talking about mishaps- To listen to the story of an incident- To listen to three news stories- To listen to three short conversations- To read two stories about mishaps- To read a questionnaire about crime and punishment- To read some newspaper headlines- To read three articles about different crimes- To read some situations about unexpected problems- To read a narrative about a robbery- To write the story of a mishap- To write a conversation about a situation with an unexpected

problem- To act out a conversation- To write a detailed narrative- To know vocabulary connected with mishaps- To know vocabulary connected with crime and punishment- To know headlines- To practise sounding calm or angry- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about an incident- Speaking about newspaper headlines- Talking about mishaps- Listening to some people talking about mishaps- Listening to the story of an incident- Listening to three news stories- Listening to three short conversations- Reading two stories about mishaps- Reading a questionnaire about crime and punishment- Reading some newspaper headlines- Reading three articles about different crimes


- Reading some situations about unexpected problems- Reading a narrative about a robbery- Writing the story of a mishap- Writing a conversation about a situation with an unexpected

problem- Acting out a conversation- Writing a detailed narrative


- Narrative tenses- Continuous aspect in other tenses

B. Vocabulary- Words connected with mishaps- Words connected with crime and punishments- Headlines

C. Pronunciation- Sounding calm or angry

Sociocultural Aspects- To debate about a story- To discuss about the circumstances in a crime- To debate about the punishment for different crimes- To discuss about the outcome of three cases- To show interest in dealing with unexpected problems

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect peopleTo respect lawsTo respect other people's opinionEducation for equalityTo respect men and women


- Student's Book: Communication activities, pages 28, 34- Student's Book: Study, Practice & Remember, page 137- Workbook, Unit 3- Teacher's Resource Bank: Photocopiable activities, Unit 3- DVD, Unit 3





BASIC COMPETENCES

UNIT 3: It all went wrongCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, pp.27, 31 (Grammar)

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



SB, p.32SB, p.32SB, p.33; WB, p.18

WB, p.19SB, p.29 (Share your task)MyEnglishLab /Active Teach

Students read and speak about newspaper headlines.They listen to three news stories. They read three articles about different crimes.

Students complete an email.Students film / record themselves telling an anecdote.







SB, pp.27, 30, 32, 33, 34, 35

WB, p.20WB, p.21

SB, pp.27, 34, 35

WB, p.21

SB, p.34

Students deal about different cultural and artistic expressions through the following: - Two stories about mishaps.- A questionnaire about crime and

punishment.- Some newspaper headlines.- Three articles about different crimes.- Some situations about unexpected

problems.- A narrative about a robbery.- Three stories about unlucky experiences.- A narrative about a bad experience.

Students write a piece of original creative writing: - The story of a mishap.- A conversation about a situation with an

unexpected problem.- A detailed narrative.- A story about a journey.





SB, Unit 3 Students learn and think about: mishaps, crime and punishment, headlines, unexpected problems.

There are references to different places such as: Melbourne, the Philippines, Swindon, Michigan, Sweden.





SB, Unit 3

SB, p.30

SB, p.28 (Task)

SB, pp.34

SB, p.28

SB, p.35

SB, Unit 3


the unit about: a story, the circumstances in a crime, the punishment for different crimes, the outcome of three cases, dealing with unexpected problems.


In pairs:- They have a race listing as many crimes

as possible.- They read a quiz and write situations for

the quiz.

They try to guess and tell a story from pictures. They re-tell the story in groups.

In pairs, they prepare a conversation and then they act it out for the class.


Students write a narrative.

Students learn and think about: mishaps, telling a story, crime and punishment, headlines, dealing with unexpected problems, writing a narrative.







SB & WB, Unit 3

SB, Unit 3
















SB, pp.26-35




Students do activities which involve analyzing, planning and reviewing their work: - Tell a story from two points of view.- Write a narrative.









UNIT 4: YOUR MIND

I. AIMS- To know the use and non-use of the passive- To know passive forms with have or get- To give a brief press conference to journalists about a space

mission- To talk about the qualities required to go on a space mission- To discuss about mental skills- To discuss about nature vs nurture- To discuss about personality- To discuss about a hypothetical manipulation of the mind- To discuss about things they do/don't do themselves- To discuss about the way parents treat boys and girls- To listen to the answers and analysis of a quiz- To listen to three short conversations- To listen to a conversation asking for a service- To listen to a radio programme about the Mars 500 mission- To read a quiz about mental skills- To read an article about what shapes our personality- To read a text about the future of the mind according to

Hollywood- To read an article about Mission 2050- To read a text about the differences between males and

females- To check information online about the differences between

males and females- To watch a video about why boys and girls like different toys- To watch a video of seven people answering a question about

gender-stereotype- To find out more information online about psychology

experiments- To write three short conversations using the word mind in each- To write two conversations asking for a service- To write an email after the first three months on the space

mission- To write a paragraph about a psychologist experiment- To know vocabulary connected with mental skills- To know the wordspot: mind- To know vocabulary connected with personal characteristics- To know word stress- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Giving a brief press conference to journalists about a space

mission


- Talking about the qualities required to go on a space mission- Listening to the answers and analysis of a quiz- Listening to three short conversations- Listening to a conversation asking for a service- Listening to a radio programme about the Mars 500 mission- Reading a quiz about mental skills- Reading an article about what shapes our personality- Reading a text about the future of the mind according to

Hollywood- Reading an article about Mission 2050- Reading a text about the differences between males and

females- Checking information online about the differences between

males and females- Watching a video about why boys and girls like different toys- Watching a video of seven people answering a question about

gender-stereotype- Finding out more information online about psychology

experiments- Writing three short conversations using the word mind in each- Writing two conversations asking for a service- Writing an email after the first three months on the space

mission- Writing a paragraph about a psychologist experiment


- Use and non-use of the passive- Passive forms with have or get

B. Vocabulary- Words connected with mental skills- Wordspot: mind- Words connected with personal characteristics

C. Pronunciation- Word stress

Sociocultural Aspects- To talk about mental skills- To discuss about nature vs nurture- To debate about personality- To think about a hypothetical manipulation of the mind- To speak about things they do/don't do themselves- To debate and think about the way parents treat boys and girls

CROSS-CURRICULAR TOPICSMoral and civic education


To respect people Education for equalityTo discuss about toys for boys or girlsTo discuss about the way parents treat boys and girlsTo read a text about the differences between males and femalesScienceTo discuss about mental skillsTechnologyTo talk about space missions



- Student's Book: Study, Practice & Remember, page 140- Workbook, Unit 4- Teacher's Resource Bank: Photocopiable activities, Unit 4- Teacher's Resource Disc: Progress Tests, Units 3-4- Teacher's Resource Disc: Test Audio- DVD, Unit 4

II. Language reflections- Student's Book: Study, Practice & Remember, page 140- Workbook, Unit 4- Teacher's Resource Bank: Photocopiable activities, Unit 4- Teacher's Resource Disc: Progress Tests, Units 3-4- Teacher's Resource Disc: Test Audio- DVD, Unit 4



BASIC COMPETENCES

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




SB, p.45, ex.5; WB, p.26SB, P.39 (Wordspot)

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

Students have to process information from a diagram to complete an exercise.



SB, p.41

SB, p.38SB, p.42WB, p.24

WB, p.27SB, p.43 (Share your task)

SB, pp.44-45 (Video and research)


Students listen to a radio programme about the Mars 500 mission.They read an article about:

- What shapes our personality.- Mission 2050.- Male and female drivers.

Students read and write an email about travelling.They write an email about a space mission.Students film / record themselves giving a press conference to

journalists.Students watch a video about why boys and girls like different toys.They watch a video of seven people answering a question about

gender-stereotype.They check information online about the differences between males

and females.They find information online about psychology experiments.







SB, pp.44-45 (World culture)SB, pp.36, 38, 40, 42, 44

WB, p.24WB, p.27

SB, pp.39, 41, 43, 45

WB, p.27

Students learn about nature vs nurture.

They deal about different cultural and artistic expressions through the following: - A quiz about mental skills.- An article about what shapes our

personality.- A text about the future of the mind

according to Hollywood.- An article about Mission 2050.- A text about the differences between

males and females.- An article about male vs female drivers.- An email about a journey.

Students write a piece of original creative writing: - Three short conversations using the word

mind.- Two conversations asking for a service.- An email about a space mission.- A paragraph about a psychologist

experiment.- An email about a trip.




SB, Unit 4 Students learn and think about: mental skills, personality, nature, nurture, the mind, personal characteristics, space missions, men vs women, psychology experiments.

There are references to different places such as: Korea, China, Britain.





SB, Unit 4

SB, p.39, ex.3SB, p.41, ex.4

SB, p.43 (Task)

SB, pp.40, 41

SB, pp.43, 45

SB, Unit 4


the unit about: mental skills, nature vs nurture, personality, a hypothetical manipulation of the mind, things they do/don't do themselves, the way parents treat boys and girls.


In pairs:- They write three short conversations.- They write two conversations about a

business.

In pairs and groups, they prepare and give a press conference to journalists.


Students write an email and a paragraph about a psychology experiment.

Students learn and think about: mental skills, using the passive, personality, nature, nurture, the mind, personal characteristics, space missions, psychology experiments.







SB & WB, Unit 4


SB, Unit 4

















SB, pp.36-45




Students do activities which involve analyzing, planning and reviewing their work: - Choose people to go on a space mission.- Write an email about the mission.









UNIT 5: FACE TO FACE

I. AIMS- To review future forms- To know more complex question forms- To speak about three different topics for 30 seconds each- To speak about their favourite fantasy dinner guest- To prepare and practise a phone conversation- To describe a social event- To talk about the influence of the communication media- To discuss about ways of interacting with other people- To discuss about social networking and loneliness- To discuss about online dating- To discuss about blind dates- To discuss about first dates questions- To discuss about chatting vs phone calls- To listen to some information about online dating- To listen to an interview about a blind date- To listen to six people talking about a dinner invitation- To listen to three phone conversations- To read some messages about different events- To read an article about loneliness- To read an article about a blind date- To read a text about a fantasy dinner party- To read different types of messages- To write a letter of invitation to a fantasy dinner party- To write an appropriate message for each given situation- To know vocabulary connected with getting together- To know colloquial language- To practise intonation of statements and questions- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about three different topics for 30 seconds each- Speaking about their favourite fantasy dinner guest- Preparing and practising a phone conversation- Describing a social event- Talking about the influence of the communication media- Listening to some information about online dating- Listening to an interview about a blind date- Listening to six people talking about a dinner invitation- Listening to three phone conversations- Reading some messages about different events- Reading an article about loneliness- Reading an article about a blind date- Reading a text about a fantasy dinner party


- Reading different types of messages- Writing a letter of invitation to a fantasy dinner party- Writing an appropriate message for each given situation


- Review of future forms- More complex question forms

B. Vocabulary- Getting together- Colloquial language

C. Pronunciation- Intonation of statements and questions

Sociocultural Aspects- To think about ways of interacting with other people- To discuss about social networking and loneliness- To debate about online dating- To debate about blind dates- To talk about first dates questions- To discuss about chatting vs phone calls

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people TechnologyTo think about the use of social networksTo think about online dating


- Student's Book: Communication activities, pages 47, 48, 53, 54, 127, 129

- Student's Book: Study, Practice & Remember, page 143- Workbook, Unit 5- Teacher's Resource Bank: Photocopiable activities, Unit 5- DVD, Unit 5




BASIC COMPETENCES

UNIT 5: Face to faceCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




WB, p.28 Students have to understand and process information to complete a grid.



SB, p.53

SB, p.48SB, p.50SB, p.54

SB, p.48SB, p.50WB, p.30

SB, p.47, ex.1SB, p.53 (Share your task)


Students talk about the influence of the communication media.They discuss about:

- Social networking and loneliness.- Online dating.- Chatting vs making phone calls.

Students read an article about:- Loneliness.- A blind date.- The weird ways people meet.

Students read an email.They film / record themselves describing their favourite fantasy

dinner guest.







SB, pp. 47, 48, 50, 52, 55

WB, p.30WB, p.31

SB, p.53, 55; WB, p.33

Students deal about different cultural and artistic expressions through the following: - Some messages about different events.- An article about loneliness.- An article about a blind date.- A text about a fantasy dinner party.- Different types of messages.- An article about the weird ways people

meet.- A poem about online dating.

They write a piece of original creative writing: - A letter of invitation to a fantasy dinner

party.- An appropriate message for different

situations.




SB, Unit 5 Students learn and think about: social interaction, loneliness, online dating, blind dates, fantasy dinner parties, phone conversations, messages.

There are references to different places such as: Istanbul, Milan.





SB, Unit 5

SB, p.46, ex.3b

SB, p.49

SB, p.53 (Task)

SB, p.55

SB, Unit 5


the unit about: ways of interacting with other people, social networking and loneliness, online dating, blind dates, first dates questions, chatting vs phone calls.


In groups, they describe an event and the other students have to guess the event.

They complete vocabulary exercises in pairs.

They work in groups to decide about a list of guests for a fantasy dinner party. They work with other students from other groups explaining their plan.

Students write appropriate messages for different situations.

Students learn and think about: getting together, social interaction, loneliness, using colloquial language, online dating, blind dates, planning a fantasy dinner party, dealing with problems on the phone, writing different types of messages.







SB & WB, Unit 5

SB, Unit 5















SB, p.52 (Task)SB, p.53 (Writing)SB, p.54 (Writing)

SB, pp.46-55




Students do activities which involve analyzing, planning and reviewing their work: - Plan a fantasy dinner party.- Write a letter of invitation. - Write a message for a given situation.









UNIT 6: BIG IDEAS

I. AIMS- To know the form and use of perfect tenses- To know more about the present perfect simple and continuous- To speak about the nomination of an achievement for a TV

programme- To make a presentation of an unsung hero- To talk about human achievements- To talk about British heroes- To talk about great mistakes famous people have made- To discuss about the most important five inventions of the last

200 years- To discuss about unsung heroes of interest in their country or

area- To listen to important dates- To listen to five people presenting an idea for a TV programme- To read an article about five inventions- To read an advert about a TV series- To read a fact file about unusual world records- To check information online about British heroes- To find out more information online about an unsung hero- To watch a video about Isambard Kingdom Brunel- To watch a video of three people talking about an unsung hero

they admire- To write a comment about inventions- To write a summary of the nomination of an achievement for a

TV programme- To write a conversation- To write a paragraph about an unsung hero- To know vocabulary connected with human achievements- To know the wordspot: first- To practise the pronunciation of weak and strong forms in

questions- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about the nomination of an achievement for a TV

programme- Making a presentation of an unsung hero- Talking about human achievements- Talking about British heroes- Talking about great mistakes famous people have made- Listening to important dates- Listening to five people presenting an idea for a TV programme- Reading an article about five inventions


- Reading an advert about a TV series- Reading a fact file about unusual world records- Checking information online about British heroes- Finding out more information online about an unsung hero- Watching a video about Isambard Kingdom Brunel- Watching a video of three people talking about an unsung hero

they admire- Writing a comment about inventions- Writing a summary of the nomination of an achievement for a

TV programme- Writing a conversation- Writing a paragraph about an unsung hero


- Perfect tenses- More about the present perfect simple and continuous

B. Vocabulary- Words connected with human achievements- Wordspot: first

C. Pronunciation- Weak and strong forms in questions

Sociocultural Aspects- To discuss about the most important five inventions of the last

200 years- To talk about unsung heroes of interest in their country or area- To show interest in helping people

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestScience & TechnologyTo think about the importance of some inventions


- Student's Book: Communication activities, pages 57, 60, 62, 63, 128

- Student's Book: Study, Practice & Remember, page 146- Workbook, Unit 6- Teacher's Resource Bank: Photocopiable activities, Unit 6- Teacher's Resource Disc: Progress Tests, Units 5-6- Teacher's Resource Disc: Mid-course Tests- Teacher's Resource Disc: Test Audio- DVD, Unit 6


II. Language reflections- Student's Book: Study, Practice & Remember, page 146- Workbook, Unit 6- Teacher's Resource Bank: Photocopiable activities, Unit 6- Teacher's Resource Disc: Progress Tests, Units 5-6- Teacher's Resource Disc: Mid-course Tests- Teacher's Resource Disc: Test Audio- DVD, Unit 6



BASIC COMPETENCES

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




SB, p.58SB, p.63SB, p.65

Students have to understand and process information:- To complete an exercise from a timeline.- To complete a diagram. - To complete a table.



SB, p.56WB, p.34

SB, p.61 (Share your task)SB, pp.64-65 (Video and research)


Students read an article about five inventions.They listen to and read an article about superheroes.

Students film / record themselves giving a presentation of a nomination for a TV programme.

Students watch a video about Isambard Kingdom Brunel.They watch a video of three people talking about an unsung hero

they admire.Students check information online about British heroes.They find information online about an unsung hero.







SB, pp. 64-65 (World culture)SB, pp.56, 60, 62

WB, p.34

SB, pp.57, 61, 63, 65

WB, p.38

Students learn about unsung heroes.

They deal about different cultural and artistic expressions through the following: - An article about five inventions.- An advert about a TV series.- A fact file about unusual world records.- An article about superheroes.

Students write a piece of original creative writing: - A comment about inventions.- A summary of the nomination of an

achievement for a TV programme.- A conversation.- A paragraph about an unsung hero.- A nomination for a TV company.




SB, Unit 6 Students learn and think about: inventions, important dates, human achievements, a TV programme, unusual world records, unsung heroes.

There are references to different places such as: England, Crete, Europe, the UK, Australia, Russia, Britain.





SB, Unit 6

SB, p.57SB, p.58SB, p.59

SB, p.59

SB, pp.60-61 (Task)

SB, pp.56, 62

SB, p.65 SB, Unit 6


the unit about: the most important five inventions of the last 200 years, unsung heroes of interest in their country or area.


In pairs:- They read an article and summarise it.- They talk about a timeline of human

achievements.- They read some sentences and their

partner have to guess if they are true or false.- They describe people's achievements.

In groups, students prepare an idea for a TV programme and present it to the rest of the class.


Students write a paragraph about an unsung hero.

Students learn and think about: inventions, important dates, human achievements, presenting an idea for a TV programme, unusual world records, unsung heroes.







SB & WB, Unit 6


SB, Unit 6


Students complete the progress test 3. Students complete the mid-course test. Students complete the test audio.



the unit (p.56)- Grammar in context (pp.58, 62)- Pronunciation box (pp.57, 63)- Useful language box (p.61)- Study & practice 1 (p.146)- Study & practice 2 (p.147)- Remember these words (p.148)











SB, p.60 (Task)SB, p.61 (Writing) SB, pp.56-65




Students do activities which involve analyzing, planning and reviewing their work: - Present an idea for a TV programme.- Write a summary of the nomination for

the programme.









UNIT 7: EVENTS

I. AIMS- To know the form and use of relative clauses- To know the use of quantifiers- To speak about awkward social situations- To make a presentation of an event- To talk about a special event they've been to- To discuss about the biggest protest or celebration they've

seen- To discuss about some of the most famous protests and

celebrations of the last century- To discuss about special events- To discuss about a concert they've been to or would like to go

to- To listen to three people talking about a special event- To listen to the answers of a person in different awkward social

situations- To read some news extracts about celebrations and protests- To read a text and different comments about some of the most

famous celebrations and protests of the last century- To read a website about a competition- To read the review of a concert- To write a review of an event- To write a conversation for different awkward social situations- To act out a conversation- To know vocabulary connected with celebrations and protests- To know vocabulary connected with special events- To know the wordspot: take- To practise sounding polite- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about awkward social situations- Making a presentation of an event- Talking about a special event they've been to- Listening to three people talking about a special event- Listening to the answers of a person in different awkward social

situations- Reading some news extracts about celebrations and protests- Reading a text and different comments about some of the most

famous celebrations and protests of the last century- Reading a website about a competition- Reading the review of a concert- Writing a review of an event- Writing a conversation for different awkward social situations


- Acting out a conversation


- Relative clauses- Quantifiers

B. Vocabulary- Words connected with celebrations and protests- Words connected with special events- Wordspot: take

C. Pronunciation- Sounding polite

Sociocultural Aspects- To talk about the biggest protest or celebration they've seen- To discuss about some of the most famous protests and

celebrations of the last century- To talk about special events- To speak about a concert they've been to or would like to go to- To show interest in social events

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo respect celebrations from different countriesHistoryTo talk about historical events


- Student's Book: Communication activities, pages 66, 68, 72, 75

- Student's Book: Study, Practice & Remember, page 149- 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 149- 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: EventsCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.71 Students have to understand and process information from a word map to complete an exercise.



SB, p.66

SB, p.72SB, p.73 (Share your task)


Students read some news extracts about celebrations and protests.

Students read a website about a competition.Students film / record themselves giving a presentation for an

event.







WB, p.41

SB, pp. 66, 68, 69, 72, 74

WB, p.41WB, p.42

SB, pp.74, 75; WB, p.44

SB, p.75

Students read a summary of The Model Millionaire by Oscar Wilde.

They deal about different cultural and artistic expressions through the following: - Some news extracts about celebrations

and protests.- A text and different comments about

some of the most famous celebrations and protests of the last century.

- A website about a competition.- The review of a concert.- Some extracts from an online

entertainment guide.- Some eyewitness accounts of different

events.

Students write a piece of original creative writing: - A review of an event.- A conversation for different awkward

social situations.


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




SB, Unit 7 Students learn and think about: celebrations and protests, historical events, special events, awkward social situations.

There are references to different places such as: Rio de Janeiro, Uruguay, Brazil, Rome, Iraq, Istanbul, Europe, China, England, United States, Czechoslovakia, Berlin, Toronto.





SB, Unit 7

SB, p.68

SB, p.70

SB, p.71

SB, p. 73 (Task)

SB, p.75

SB, pp.66, 68, 72

SB, p.74

SB, Unit 7


the unit about: the biggest protest or celebration they've seen, some of the most famous protests and celebrations of the last century, special events, a concert.


In groups, they make a list of the things they know about some historical events.

In pairs, they make a list of positive and negative issues from a listening activity.

They describe an event in pairs.

Students work in groups to present ideas for an event and give a presentation to the class. They vote for the best idea.

They write a conversation about an awkward situation and act it out to the class.


Students write a review of an event.

Students learn and think about: celebrations and protests, historical events, special events, presenting ideas for an event, writing a review of an event.







SB & WB, Unit 7

SB, Unit 7




the unit (p.66)- Grammar in context (pp.67, 71)- Useful language box (p.73)- Study & practice 1 (p.149)- Study & practice 2 (p.150)- Remember these words (p.151)












SB, pp.66-75




Students do activities which involve analyzing, planning and reviewing their work: - Present ideas for an event.- Write a review of an event.









UNIT 8: STRANGE BUT TRUE

I. AIMS- To know the form and use of modal verbs- To know the form and use of past modals- To speak about a mystery story- To describe possible explanations for a mystery story- To talk about possible explanations for the Bermuda Triangle

mystery- To discuss about mysteries- To discuss about mysteries of the human body- To discuss about paranormal experiences- To listen to some experts talking about mysteries of the natural

world on a science radio programme- To listen to the story of a woman who disappeared- To listen to five people talking about different topics- To read different stories about mysteries- To read an article about mysteries of the human body- To read a text about the behaviour of certain animals before

earthquakes- To read the beginning of the story of a woman who

disappeared- To read the introductions to two classic mysteries- To read about famous mysteries- To check information online about famous mysteries- To find out more information online about mysterious

things/places- To watch a video about the Bermuda Triangle- To watch a video of three people talking about a mysterious or

paranormal experience- To watch a video of seven people answering a question about

the paranormal- To write about a mystery for the Classic mysteries website- To write a paragraph about possible explanations for a mystery- To know vocabulary connected with mysteries and oddities- To know extreme adjectives- To practise the pronunciation of the weak form of have - To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about a mystery story- Describing possible explanations for a mystery story- Talking about possible explanations for the Bermuda Triangle

mystery- Listening to some experts talking about mysteries of the

natural world on a science radio programme


- Listening to the story of a woman who disappeared- Listening to five people talking about different topics- Reading different stories about mysteries- Reading an article about mysteries of the human body- Reading a text about the behaviour of certain animals before

earthquakes- Reading the beginning of the story of a woman who

disappeared- Reading the introductions to two classic mysteries- Reading about famous mysteries- Checking information online about famous mysteries- Finding out more information online about mysterious

things/places- Watching a video about the Bermuda Triangle- Watching a video of three people talking about a mysterious or

paranormal experience- Watching a video of seven people answering a question about

the paranormal- Writing about a mystery for the Classic mysteries website- Writing a paragraph about possible explanations for a mystery


- Overview of modal verbs- Past modals

B. Vocabulary- Words connected with mysteries and oddities- Extreme adjectives

C. Pronunciation- The weak form of have

Sociocultural Aspects- To talk about mysteries- To discuss about mysteries of the human body- To debate about paranormal experiences- To think about possible explanations for mysteries

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo respect other's opinionsScienceTo talk about the human bodyTo talk about earthquakesTo discuss about the Bermuda Triangle

ASSESSMENT


I. Communication skills- Student's Book: Communication activities, pages 80, 82,

128, 129, 130- 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: Strange but trueCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.85; WB, p.51 Students have to understand and process information to complete a table.



SB, p.79

SB, p.78



Students listen to a radio programme about mysteries of the natural world.

They read an article about mysteries of the human body.

Students film / record themselves describing possible explanations for a mysterious story.

Students watch a video:- About the Bermuda Triangle.- Of three people talking about a

mysterious or paranormal experience.- Of seven people answering a question

about the paranormal.Students check information online about famous mysteries.They find information online about mysterious things / places.







SB, pp. 84-85 (World culture)SB, pp.77, 78, 79, 80, 82, 84

SB, pp.83, 85

Students learn about the Bermuda Triangle.

They deal about different cultural and artistic expressions through the following: - Different stories about mysteries.- An article about mysteries of the human

body.- A text about the behaviour of certain

animals before earthquakes.- The beginning of the story of a woman

who disappeared.- The introductions to two classic

mysteries.- A text about famous mysteries.

Students write a piece of original creative writing: - A text about a mystery for the Classic

mysteries website.- A paragraph about possible explanations

for a mystery.




SB, Unit 8 Students learn and think about: mysteries and oddities, the human body, earthquakes, the Bermuda Triangle.

There are references to different places such as: Yoro, Atlantic Ocean, England, Paris, London, India, New York, Arizona, the Bermuda Triangle.





SB, Unit 8

SB, p.76, ex.2

SB, p.80

SB, p.84

SB, p.82 (Task)

SB, pp.80, 82

SB, pp.83, 85

SB, Unit 8


the unit about: mysteries, mysteries of the human body, paranormal experiences.


In pairs:- They think about three mysteries or

oddities and tell to the rest of the students.- They read the beginning of a story and

try to guess what happened.- They read about two mysteries and try to

guess incorrect details in the stories.

Students work in pairs and groups to discuss about two mysteries.


Students write about a mystery.

Students learn and think about: mysteries and oddities, the human body, earthquakes, mystery stories, discussing a mystery, the Bermuda Triangle.







SB & WB, Unit 8


SB, Unit 8




















Students do activities which involve analyzing, planning and reviewing their work: - Discuss two mysteries.- Write about a mystery for a website.









UNIT 9: GETTING IT RIGHT

I. AIMS- To know the use and non-use of articles- To know different ways of giving emphasis- To speak about tips for a topic- To act out a conversation- To discuss about an article - To discuss about job interviews- To discuss about giving a presentation- To discuss about taking notes- To discuss about the advice on how to give presentations- To discuss about a website for tips- To discuss about giving advice to someone fed up with his/her

job- To listen to a talk on how to give presentations- To listen to a conversation giving advice or suggestions- To read an article about how to stand out from the crowd- To read some weird interview questions and an article about

them- To read a quiz- To read a conversation about giving a presentation- To read a website about tips for different things- To read a speculative covering letter- To take notes about the talk on how to give presentations- To write tips for a blog/website- To write a speculative covering letter to apply for a job- To know phrasal verbs- To know the wordspot: right and wrong- To practise using stress for emphasis- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about tips for a topic- Acting out a conversation- Listening to a talk on how to give presentations- Listening to a conversation giving advice or suggestions- Reading an article about how to stand out from the crowd- Reading some weird interview questions and an article about

them- Reading a quiz- Reading a conversation about giving a presentation- Reading a website about tips for different things- Reading a speculative covering letter- Taking notes about the talk on how to give presentations- Writing tips for a blog/website


- Writing a speculative covering letter to apply for a job


- Use and non-use of articles- Different ways of giving emphasis

B. Vocabulary- Phrasal verbs- Wordspot: right and wrong

C. Pronunciation- Using stress for emphasis

Sociocultural Aspects- To discuss about an article - To talk and think about job interviews- To debate about giving a presentation- To discuss about taking notes- To debate about the advice on how to give presentations- To speak about a website for tips- To show interest in giving advice to someone fed up with

his/her job

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To respect other's opinions


- Student's Book: Communication activities, pages 86, 92, 94, 95, 127, 129





BASIC COMPETENCES

UNIT 9: Getting it rightCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.87 (Reading)

SB, p.88WB, p.54

SB, p.92SB, p.93 (Share your task)


Students read an article about how to stand out from the crowd and discuss about it.

They read an article about weird interview questions.They read some tips from a magazine about finding a good fitness

club.

Students read a website for tips and discuss about them.Students film / record themselves giving a talk about tips for a topic.







SB, pp.86, 88, 89, 90, 92, 95

WB, p.52WB, p.54

SB, pp.93, 95; WB, p.57

SB, p.94, ex.4

Students deal about different cultural and artistic expressions through the following: - An article about how to stand out from

the crowd.- Some weird interview questions and an

article about them.- A quiz.- A conversation about giving a

presentation.- A website about tips for different things.- A speculative covering letter.- Different stories.- Some tips from a magazine.

Students write a piece of original creative writing: - Tips for a blog/website.- A speculative covering letter to apply for

a job.





SB, Unit 9 Students learn and think about: job interviews, tips, suggestions, advice, covering letters.

There are references to different places such as: Alabama, United States, UK, Mexico, continents, lakes, mountain ranges, rivers, seas, oceans.





SB, Unit 9

SB, p.89SB, p.90 (Practice)

SB, p.92 (Task)

SB, p.94

SB, p.93SB, p.95

SB, Unit 9


the unit about: an article, job interviews, giving a presentation, taking notes, the advice on how to give presentations, a website for tips, giving advice to someone fed up with his/her job.


In pairs:- They complete a quiz.- They extend a conversation trying to give

emphasis.

They work in pairs and groups to collect and present tips. They vote on the most useful set of tips.

In pairs, they act out a conversation for a situation.

Students write tips for a blog. They write a speculative covering letter.

Students learn and think about: how to stand out from the crowd, weird interview questions, giving emphasis, taking notes, collecting and presenting tips, making suggestions, giving advice, writing a covering letter.







SB & WB, Unit 9

SB, Unit 9




the unit (p.86)- Grammar in context (pp.88, 89, 90)- Pronunciation box (p.90)- Useful language box (p.93)- Study & practice 1 (p.155)- Study & practice 2 (p.156)- Remember these words (p.157)











SB, p.92 (Task)SB, p.93 (Writing)SB, p.95 (Writing)

SB, pp.86-95




Students do activities which involve analyzing, planning and reviewing their work: - Collect and present tips.- Write a blog post.- Write a speculative covering letter.









UNIT 10: MEDIA

I. AIMS- To know how to report people's exact words- To know verbs that summarise what people say- To summarise and give their opinion about a news article- To talk about the most popular TV programmes, shows,

websites, magazines, etc.- To discuss about the media- To discuss about digital vs print in media- To discuss about public figures famous by their unfortunate

comments- To discuss about celebrity interviews- To discuss about special effects in films- To listen to an interview with a professor of media studies- To listen to some short conversations- To read an infographic about media facts and figures- To read some unfortunate quotes reported in the media - To read a text about two of the most famous TV interviews- To read an interview with a politician - To read three articles about a TV show, Facebook and a TV

advert- To read a quiz about film and photography- To check information online about the history of film and

photography- To watch a video about developments in film technology- To watch a video of five people talking about a film with special

effects- To find out more information online about film industries- To write a paragraph expressing their opinion about a news

article- To write a paragraph about a film industry- To know vocabulary connected with the media- To know the wordspot: speak and talk- To practise the stress pattern when reporting what people said- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Summarising and giving their opinion about a news article- Talking about the most popular TV programmes, shows,

websites, magazines, etc.- Listening to an interview with a professor of media studies- Listening to some short conversations- Reading an infographic about media facts and figures- Reading some unfortunate quotes reported in the media - Reading a text about two of the most famous TV interviews


- Reading an interview with a politician - Reading three articles about a TV show, Facebook and a TV

advert- Reading a quiz about film and photography- Checking information online about the history of film and

photography- Watching a video about developments in film technology- Watching a video about five people talking about a film with

special effects- Finding out more information online about film industries- Writing a paragraph expressing their opinion about a news

article- Writing a paragraph about a film industry


- Reporting people's exact words- Verbs that summarise what people say

B. Vocabulary- Words connected with the media- Wordspot: speak and talk

C. Pronunciation- Reporting what people said

Sociocultural Aspects- To discuss about the media- To debate about digital vs print in media- To talk about public figures famous by their unfortunate

comments- To discuss about celebrity interviews- To talk about special effects in films

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people TechnologyTo debate about the use of Facebook ArtsTo talk about films and the film industry



- Student's Book: Study, Practice & Remember, page 158- Workbook, Unit 10- Teacher's Resource Bank: Photocopiable activities, Unit 10


- Teacher's Resource Disc: Progress Tests, Units 9-10- Teacher's Resource Disc: Test Audio- DVD, Unit 10




BASIC COMPETENCES

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




SB, p.96SB, p.101SB, p.105WB, p.58

Students have to understand and process information:- To complete an exercise from an

infographic.- To complete two diagrams.- To complete a table.- To complete a grid.




SB, p.102SB, p.97

SB, p.100SB, p.96SB, p.98SB, p.102WB, p.58WB, p.63

SB, pp.97, 98



Students summarise and give their opinion about a news article.Students talk about the most popular TV programmes, shows,

websites, magazines, etc.Students read:

- A text about two of the most famous TV interviews.

- An infographic about media facts and figures.

- Some unfortunate quotes reported in the media.

- Three articles about a TV show, Facebook and a TV advert.

- An article about soap operas, and listen to it.

- An article about traditional books vs e-books and complete a summary about it.

Students discuss about the media and about digital vs print in media.

Students film / record themselves discussing an article.

Students watch a video about developments in film technology.They watch a video of five people talking about a film with special

effects.Students check information online about the history of film and

photography.They find information online about film industries.







SB, pp. 104-105 (World culture)SB, pp.96, 98, 100, 101, 102, 104

WB, p.59WB, p.63

SB, pp.103, 105

Students learn about the science of film.

They deal about different cultural and artistic expressions through the following: - An infographic about media facts and

figures.- Some unfortunate quotes reported in the

media.- A text about two of the most famous TV

interviews.- An interview with a politician.- Three articles about a TV show, Facebook

and a TV advert.- A quiz about film and photography.- An article about soap operas.- An article about e-books.

Students write a piece of original creative writing: - A paragraph expressing their opinion

about a news article.- A paragraph about a film industry.




SB, Unit 10 Students learn and think about: the media, interviews, articles, films, photography.

There are references to different places such as: UK, USA, Germany, Canada, India, New Zealand, Wales, Las Vegas.





SB, Unit 10

SB, p.96SB, p.101, ex.3SB, p.104

SB, p.102 (Task)

SB, p.103

SB, p.105

SB, Unit 10


the unit about: the media, digital vs print in media, public figures famous by their unfortunate comments, celebrity interviews, special effects in films.


In pairs: - They have a race scanning information to

answer some questions.- They read an interview and report some

information.- They complete a quiz.

Students work in small groups to discuss an article.

Students write a short paragraph giving their opinion about an article.

They write a paragraph about a film industry.

Students learn and think about: the media, reporting people's words, summarising what people say, discussing an article, the science of film.







SB & WB, Unit 10


SB, Unit 10




















Students do activities which involve analyzing, planning and reviewing their work: - Discuss an article.- Write a paragraph giving your opinion

about an article.









UNIT 11: LIFE ISSUES

I. AIMS- To talk about hypothetical situations in the present - To talk about hypothetical situations in the past- To speak about a controversial issue expressing their opinion- To talk about the solutions to prevent two natural catastrophes- To talk about science and processes- To talk about their regrets- To act out an interview about the research on a smoking ban- To discuss about the consequences of hypothetical situations- To discuss about preventing natural catastrophes- To discuss about three difficult cases of medical ethics- To discuss about the use of animals in medical research- To discuss about the use of animals for entertainment- To listen to five people talking about their ideas and wishes- To listen to a reporter summarising public opinion polls on

animal testing- To read a website about imaginary situations- To read a text about the climate change and asteroid strikes- To read a fact file about medical issues- To read a text about people's regrets- To read a research about public opinion on smoking bans- To read a for and against essay about the use of animals for

entertainment- To write about the consequences of imaginary situations- To write a 'for and against' essay- To know vocabulary connected with science and processes- To know the wordspot: life- To practise the pronunciation of word stress and vowel sounds- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Talking about hypothetical situations in the present - Talking about hypothetical situations in the past- Speaking about a controversial issue expressing their opinion- Talking about the solutions to prevent two natural catastrophes- Talking about science and processes- Talking about their regrets- Acting out an interview about the research on a smoking ban- Listening to five people talking about their ideas and wishes- Listening to a reporter summarising public opinion polls on

animal testing- Reading a website about imaginary situations- Reading a text about the climate change and asteroid strikes- Reading a fact file about medical issues


- Reading a text about people's regrets- Reading a research about public opinion on smoking bans- Reading a for and against essay about the use of animals for

entertainment- Writing about the consequences of imaginary situations- Writing a 'for and against' essay


- Hypothetical situations in the present- Hypothetical situations in the past

B. Vocabulary- Words connected with science and processes- Wordspot: life

C. Pronunciation- Word stress and vowel sounds

Sociocultural Aspects- To think about the consequences of hypothetical situations- To debate about preventing natural catastrophes- To discuss and think about three difficult cases of medical

ethics- To debate about the use of animals in medical research- To discuss about the use of animals for entertainment

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To respect others' opinionsEnvironmental educationTo talk about the climate changeTo respect animalsScienceTo talk about asteroidsTo talk about science and processesHealth educationTo speak about controversial health issues




II. Language reflections





BASIC COMPETENCES

UNIT 11: Life issuesCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




WB, p.65WB, p.69

Students have to understand and process information:- To complete a chart.- From a table about the results of a

survey to complete an exercise.



SB, p.114

SB, p.106

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

They read a research about public opinion on smoking bans.

Students read a website about imaginary situations and discuss about them.

Students film / record themselves discussing a controversial issue.







SB, pp.106, 108, 110, 112, 114, 115

WB, p.66WB, p.69

SB, pp.107, 115

Students deal about different cultural and artistic expressions through the following: - A website about imaginary situations.- A text about the climate change and

asteroid strikes.- A fact file about medical issues.- A text about people's regrets.- A research about public opinion on

smoking bans.- An essay about the use of animals for

entertainment- Some extracts about health and well-

being.- An essay about cosmetic surgery.

They write a piece of original creative writing: - A text about the consequences of

imaginary situations.- A 'for and against' essay.




SB, Unit 11 Students learn and think about: hypothetical situations, the climate change, the threat from asteroids, science, processes, controversial issues, regrets, opinions.

There are references to different places such as: the Antarctic, oceans, Siberia, Beijing, New York, California, Kiribati Island, Fiji, the Mojave Desert, Hong Kong, USA, UK.





SB, Unit 11

SB, p.110 (Task)

SB, p.114

SB, p.115

SB, Unit 11


the unit about: the consequences of hypothetical situations, preventing natural catastrophes, three difficult cases of medical ethics, the use of animals in medical research, the use of animals for entertainment.


Students work in pairs and groups to discuss about a controversial issue.

Students act out an interview about the research on a smoking ban in pairs.

Students write a 'for and against' essay. They swap essays in pairs and suggest improvements.

Students learn and think about: hypothetical situations, interfering with nature, science and processes, discussing a controversial issue, talking about regrets, reporting opinions, writing a 'for and against' essay.







SB & WB, Unit 11

SB, Unit 11
















SB, pp.106-115




Students do activities which involve analyzing, planning and reviewing their work: - Discuss a controversial issue.- Write a 'for and against' essay.









UNIT 12: FAME

I. AIMS- To know the use of gerunds and infinitives- To know different forms and use of infinitive and gerund- To speak about one topic from a game about fame- To talk about celebrities and the media- To retell a story- To discuss about celebrities- To discuss about how some people became famous- To discuss about charities- To listen to two news stories about celebrities and the media- To listen to a radio phone-in show- To listen to three people playing a game about fame- To read an article about fame- To read a personality quiz to become a celebrity- To read some quotes by famous people- To read a text about famous people who got richer dead than

alive- To read two lists about things to worry about if you are rich or if

you are not rich- To read the rules of a game- To read a fact file about Malawi- To check information online about Malawi- To find out information online about fundraising events- To watch a video about a Scottish girl who changed the lives of

children in Malawi- To watch a video of five people answering a question about

donating money- To write a comment for a website giving their opinion or an

imaginary interview with a celebrity- To write a paragraph about fundraising events- To know vocabulary connected with fame- To practise the pronunciation of sentence stress- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about one topic from a game about fame- Talking about celebrities and the media- Retelling a story- Listening to two news stories about celebrities and the media- Listening to a radio phone-in show- Listening to three people playing a game about fame- Reading an article about fame- Reading a personality quiz to become a celebrity- Reading some quotes by famous people


- Reading a text about famous people who got richer dead than alive

- Reading two lists about things to worry about if you are rich or if you are not rich

- Reading the rules of a game- Reading a fact file about Malawi- Checking information online about Malawi- Finding out information online about fundraising events- Watching a video about a Scottish girl who changed the lives of

children in Malawi- Watching a video of five people answering a question about

donating money- Writing a comment for a website giving their opinion or an

imaginary interview with a celebrity- Writing a paragraph about fundraising events


- Use of gerunds and infinitives- Different infinitive and gerund forms

B. Vocabulary- Words connected with fame

C. Pronunciation- Sentence stress

Sociocultural Aspects- To discuss about celebrities- To debate about how some people became famous- To talk about charities- To show interest in helping people- To take part in a game

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestEducation for equalityTo respect people, no matter their sex, religion, nationality, etc.



- Student's Book: Study, Practice & Remember, page 164- Workbook, Unit 12- Teacher's Resource Bank: Photocopiable activities, Unit 12- Teacher's Resource Disc: Progress Tests, Units 11-12


- Teacher's Resource Disc: End of year Tests- Teacher's Resource Disc: Test Audio- DVD, Unit 12

II. Language reflections- Student's Book: Study, Practice & Remember, page 164- Workbook, Unit 12- Teacher's Resource Bank: Photocopiable activities, Unit 12- Teacher's Resource Disc: Progress Tests, Units 11-12- Teacher's Resource Disc: End of year Tests- Teacher's Resource Disc: Test Audio- DVD, Unit 12



BASIC COMPETENCES

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




SB, p.125 Students have to understand and process information to complete a table.



SB, p.119SB, p.119SB, p.119SB, p.117WB, p.70

WB, p.70WB, p.74

WB, p.75SB, p.123 (Share your task)SB, pp.124-125 (Video and research)


Students talk about celebrities and the media.Students listen to two news stories about celebrities and the media.They listen to a radio phone-in show.They read an article about fame.Students read and complete a newspaper article about a famous

soul musician.They listen to and read a web article about making a viral video.They read and complete an article about tipping.

They read and write some forum posts.Students film / record themselves speaking about a topic from a

game about fame.Students watch a video about a Scottish girl who changed the lives

of children in Malawi.They watch a video of five people talking about donating money.Students check information online about Malawi.They find information online about fundraising events.







SB, pp. 124-125 (World culture)SB, pp.116, 118, 119, 120, 121, 122, 124

WB, p.71WB, p.74

SB, pp.123, 125

Students learn about Malawi and charity events.

They deal about different cultural and artistic expressions through the following: - An article about fame.- A personality quiz to become a celebrity.- Some quotes by famous people.- A text about famous people who got

richer dead than alive.- Two lists about things to worry about if

you are rich or if you are not rich.- The rules of a game.- A fact file about Malawi.- A web article about making a viral video.- An article about tipping.

Students write a piece of original creative writing: - A comment for a website giving their

opinion / an imaginary interview with a celebrity.- A paragraph about fundraising events.




SB, Unit 12 Students learn and think about: fame, celebrities, the media, Malawi, fundraising events.

There are references to different places such as: England, Boston, the Niagara Falls, Genesee River, New York, Memphis, Malawi, desert, forest.





SB, Unit 12

SB, p.116

SB, p.118SB, p.124

SB, p.121, ex.2

SB, p.123 (Task)

SB, p.120

SB, p.123

SB, p.125

SB, Unit 12


the unit about: celebrities, how some people became famous, charities.


In pairs:- They check the meaning of some

phrases, write the name of a person and the other student has to guess.

- They complete a quiz.- They complete a fact file.

Students work in groups and pairs to make a list and compare it with other students.

Students work in groups to play a game.


Students write a comment for a website / an imaginary interview with a celebrity.

They write a paragraph about a fundraising event.

Students learn and think about: fame, celebrities, the media, playing a game, Malawi, fundraising events.







SB & WB, Unit 12


SB, Unit 12


Students complete the progress test 6. Students complete the end of year test. Students complete the test audio.















SB, pp.116-125




Students do activities which involve analyzing, planning and reviewing their work: - Play a game: 'Hold the floor'.- Write a comment for a website / an

imaginary interview with a celebrity.









Documents

TEACHING PROGRAMME - Microsoftpearsonespana.blob.core.windows.net/books/Cutting Edge... · Web viewCutting Edge Upper Intermediate Teaching Programme UNIT 1: GETTING ON I. AIMS To