Download doc - pearsonespana.blob.core.windows.netpearsonespana.blob.core.windows.net/books/Language Leader... · Web viewLanguage LEADER Upper-Intermediate Programme _____ Area of Foreign Languages

Language LEADERUpper-Intermediate

Programme

_____________________________

Area of Foreign Languages

English

Teaching Programme – Language LEADER Upper-Intermediate1

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 reflectionsA. 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 TOPICSMoral and civic educationTo compare Spanish and British cultureTo show interest in the British culture and languageTo respect different culturesTo know how to be politeConsumer educationTo think and talk about sharing a flat Education for equalityTo debate about men, women and communicationTo 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.

ASSESSMENTI. 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


- 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 TOPICSMoral and civic education To respect othersTo respect the environmentEducation for equalityMen and women are equalEnvironmental educationTo 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



- 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;










Unit 3: Sport

AIMS- To use the quantifiers- To use few, little, a few, a little.- To use the definite articles- To use the zero articles- To use idioms connected with sport- To use the prefix self-- To know the abstract nouns- To know adjectives- To speak about sport- To read an article about football- To listen to a karate teacher- To read a leaflet to attract students to a university karate club- To speak about sport women they admire- To read an article about a sport woman- To read a text about a sport woman- To speak about whether they think men and women in sport should compete

equally- To write men, women and sports- To listen to a talk about sports- To speak about the greatest modern sport person- To show emphasis- To understand essay questions- To read a for and against essay- To write a for and against essay

CONTENTS

I. Communication skills- Speaking about sport- Reading an article about football- Listening to a karate teacher- Reading a leaflet to attract students to a university karate club- Speaking about sport women they admire- Reading an article about a sport woman- Reading a text about a sport woman- Speaking about whether they think men and women in sport should compete

equally- Writing men, women and sports- Listening to a talk about sports- Speaking about the greatest modern sport person- Reading a for and against essay- Writing a for and against essay



- Quantifiers: few, little; a few, a little- Definite and zero articles

B. Vocabulary- Idioms connected with sport- Prefix self- Abstract nouns- Adjectives

III. Sociocultural aspects- To think about TV- To show interest in different types of sports- To think and talk about football- To think and talk about sport women- To think and talk about sport men- To debate about karate- To debate about golf- To think and talk about money and sports

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect other people’s tastesTo show interest in sportsTo talk about money and sportsHealth educationTo debate about sports and healthEducation for equalityTo respect men and womenTo think about men, women and sports

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: quantifiers, definite zero article, essays, idioms connected with sport, abstract nouns, adjectives



- 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;






II. Language reflections- Review Units1-3, page 36-37- Workbook, Unit 3



Unit 4: Medicine

AIMS- To use the future continuous- To talk about plan and arrangements- To use going to- To use the present continuous to talk about the future- To make predictions- To use the future perfect- To use Will- To know medical terms: people, conditions, treatment- To know vocabulary about illnesses and medicine- To know dependent prepositions- To read a text about x-rays- To read a text about penicillin- To speak about medicine and the medical profession- To listen to a talk about medicine- To read a text about malaria- To speak about plans to raise awareness for an illness- To write a poster or leaflet for the awareness raising day- To read a text about the world’s face partial face transplant- To speak about ethics and medicine- To read a text about the Dowling Hospital- To make a difficult decision- To evaluate resources on the internet- To read a short report on homeopathy- To write a short report

CONTENTS

I. Communication skills- Reading a text about x-rays- Reading a text about penicillin- Speaking about medicine and the medical profession- Listening to a talk about medicine- Reading a text about malaria- Speaking about plans to raise awareness for an illness- Writing a poster or leaflet for the awareness raising day- Reading a text about the world’s face partial face transplant- Speaking about ethics and medicine- Reading a text about the Dowling Hospital- Reading a short report on homeopathy- Writing a short report



- Plans and arrangements: future continuous, going to, present continuous- Predictions: future perfect, will

B. Vocabulary- Medical words- Medical terms: people, conditions and treatments- Illness and medicine- Dependent prepositions

III. Sociocultural aspects- To show interest in Medicine- To debate about health habits- To know and talk about health care charity- To show interest in Medi-Aid- To debate about x-rays and penicillin- To debate about Africa and illnesses- To debate about ethics and medicine- To debate about preventing illnesses

CROSS-CURRICULAR TOPICSMoral and civic educationTo know to be polite in EnglishTo show interest in learningTo think and talk about AfricaHealth EducationTo think about healthTo debate about healthcare charity fundsConsumer EducationTo debate about charity funds

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Plans and arrangements: future continuous, going to, present continuous. Predictions: future perfect, will. Medicine. Reports














Unit 5: Transport

AIMS- To use modal verbs to talk about the future- To use modal verbs to talk about the past- To know vocabulary about transports.- To know safety features- To describe graphs, charts, tables- To speak about means of transport- To read a text about the dangers of safety- To speak about crashes on the road today- To write recommendations for a report on road safety- To listen to a BBC report- To read a text about future changes in transport- To read a text about trains- To speak about organising journeys- To speak about transport problems- To listen to an English-language broadcast for tourists travelling in Europe- To persuade someone to do something- To recommend something to someone- To make an action plan- To read information in a table- To write a description about information in a table

CONTENTS

I. Communication skills- Speaking about means of transport- Reading a text about the dangers of safety- Speaking about crashes on the road today- Writing recommendations for a report on road safety- Listening to a BBC report- Reading a text about future changes in transport- Reading a text about trains- Speaking about organising journeys- Speaking about transport problems- Listening to an English-language broadcast for tourists travelling in Europe- Reading information in a table- Writing a description about information in a table


- Modal verbs: future- Modal verbs: past

B. Vocabulary- Transport: methods and problems


- Safety features

III. Sociocultural aspects- To debate about the environment- To show interest in safety features- To debate about pollution - To think and talk about means of transport

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about drivingEnvironmental EducationTo respect natureTo debate about pollutionRoad safetyTo debate about car accidentsTo debate about safety features

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: modal verbs (future, past). Transport. Graphs, charts and tables



- Learning to learn is related to learning, the ability to pursue and organise 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.











Unit 6: Literature

AIMS- To use the narrative tenses: past simple, past continuous, past perfect (simple

and continuous)- To use used to, would.- To know vocabulary about literature- To show interest in Literature- To know important writers- To improve the listening skills- To speak about Literature- To read a text about the Nobel Prize for Literature- To listen to someone talking about a character that has impressed them- To listen to a reader describing Sherlock Holmes- To read an extract from To Kill a Mockingbird- To read an extract from Sherlock Holmes- To write a story- To read a text about Dracula- To read a text about Dr Jekyll and Mr Hyde- To read a text about the tourist guide for lovers of literature - To speak about things they used to do- To speak about things they didn’t use to do- To read an extract from Lee Hart’s memoirs- To talk about needs and expectations- To propose something to someone- To negotiate a contract- To read a travel blog- To write a travel blog

CONTENTS

I. Communication skills- Speaking about Literature- Reading a text about the Nobel Prize for Literature- Listening to someone talking about a character that has impressed them- Listening to a reader describing Sherlock Holmes- Reading an extract from To Kill a Mockingbird- Reading an extract from Sherlock Holmes- Writing a story- Reading a text about Dracula- Reading a text about Dr Jekyll and Mr Hyde- Reading a text about the tourist guide for lovers of literature - Speaking about things they used to do- Speaking about things they didn’t use to do- Reading an extract from Lee Hart’s memoirs- Speaking about needs and expectations- Reading a travel blog- Writing a travel blog



- Narrative tenses: past simple, past continuous, past perfect (simple and continuous)

- Used to- Would

B. Vocabulary- Literature: types of writing, people in Literature- Word sets: light and dark, sounds

III. Sociocultural aspects- To show interest in reading- To debate about books and characters- To shoe interest in writing and inventing stories- To show interest in other ways to spend the time, not only TV and Music.

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect different tastesTo show interest in discovering new cultures

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Narrative tenses: past simple, past continuous, past perfect (simple and continuous). Used to. Would





- 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.








Unit 7: Architecture

AIMS- To use the passive- To use the continuous passive- To use the passive infinitive- To know vocabulary to describe buildings- To know idioms with bridge- To know prefixes- To describe buildings- To read a text about the Colosseum- To read a text about the Hajj Airport Terminal- To read a text the Eiffel Tower- To write a text about a building- To read a text about taking a holiday in space- To listen to an architect- To speak about space hotels- To read a text about bridges- To speak about bridges- To talk about requirements- To listen to three architects- To decide on facilities in a hotel- To identify fact and opinion- To read a text about Frank Lloyd Wright- To read the description of a building- To write the description of a building

CONTENTS

I. Communication skills- Reading a text about the Colosseum- Reading a text about the Hajj Airport Terminal- Reading a text the Eiffel Tower- Writing a text about a building- Reading a text about taking a holiday in space- Listening to an architect- Speaking about space hotels- Reading a text about bridges- Speaking about bridges- Listening to three architects- Reading a text about Frank Lloyd Wright- Reading the description of a building- Writing the description of a building


- The passive: continuous passive and ing form- The passive: passive infinitive


B. Vocabulary- To describe buildings- Idioms with bridge- Prefixes

III. Sociocultural aspects- To show interest in discovering new forms of art- To respect different cultures- To respect buildings

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect different opinionsTo show interest in discovering new placesTo respect different culturesEnvironment EducationTo respect natureTo respect nature and architecture

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: the passive voice: continuous, infinitive, describing buildings






- 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.




III. Sociocultural aspectsStudents’ Book. Review Units 7-9, page 100-101


Unit 8: Globalisation

AIMS- To use verbs that take both the infinitive and the -ing form- To use have something done- To know vocabulary about globalisation- To know abstract nouns- To know vocabulary about the media- To speak about globalisation- To listen to a podcast about globalisation- To read a text about globalisation- To write their opinion about globalisation- To read a text about how internet is changing lives forever- To read a text about global role models- To speak about the media- To speak about good or bad experiences- To read a text about the English Language channel- To read a text about the supermarket plans for further expansion- To clarify something- To listen to a TV debate- To summarize- To read a summary about the eBay company- To write a summary

CONTENTS

I. Communication skills- Speaking about globalisation- Listening to a podcast about globalisation- Reading a text about globalisation- Writing their opinion about globalisation- Reading a text about how internet is changing lives forever- Reading a text about global role models- Speaking about the media- Speaking about good or bad experiences- Reading a text about the English Language channel- Reading a text about the supermarket plans for further expansion- Listening to a TV debate- Reading a summary about the eBay company- Writing a summary


- Verb patterns- Verbs that take both the infinitive and ing form- Have something done


B. Vocabulary- Globalisation- Abstract nouns- The media

III. Sociocultural aspects- To debate about globalisation- To think and talk about the use of internet and life- To debate about supermarkets- To debate about buying online- To show interest in discovering eBay

CROSS-CURRICULAR TOPICSMoral and Civic EducationTo debate about globalisationConsumer educationTo show interest in buying onlineTo talk about eBayTo debate about different supermarkets

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Verb +ing/infinitive. Have something done. Summarizing














Unit 9: Art

AIMS- To use very, really, extremely, etc… with ungradable adjectives- To know ungradable adjectives- To know the correct position of adverbs in a sentence- To know vocabulary about Art and artists- To know adjective/adverbs combinations- To know the order of adjectives before a noun- To speak about different forms of Art- To read a leaflet about future exhibitions in London- To listen to a conversation between two friends of the Invicta Gallery- To speak about works of Art, exhibitions they have seen- To write an e-mail to a friend telling him/her about an exhibition- To read a text about photography- To speak about photographs they have seen- To read three profiles of artists- To speak about a work of Art they have really liked- To listen to the director of Marco Giordano Gallery- To sequence information- To give an informal presentation- To read an online review about the movie Casino Royale- To write an online review

CONTENTS

I. Communication skills- Speaking about different forms of Art- Reading a leaflet about future exhibitions in London- Listening to a conversation between two friends of the Invicta Gallery- Speaking about works of Art, exhibitions they have seen- Writing an e-mail to a friend telling him/her about an exhibition- Reading a text about photography- Speaking about photographs they have seen- Reading three profiles of artists- Speaking about a work of Art they have really liked- Listening to the director of Marco Giordano Gallery- Reading an online review about the movie Casino Royale- Writing an online review



- Ungradable adjectives: very, really, extremely- Position of adverbs in a sentence

B. Vocabulary- Art and artists- Adverb/adjective combinations- Order of adjectives before a noun

III. Sociocultural aspects- To show interest in discovering different forms of Art- To debate about Art and artists- To show interest in Galleries- To think and talk about photographs- To think and talk about movies- To think about internet as a means to discover new forms of Art and to

express themselves

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect different culturesTo think and talk about life and the future jobTo respect different tastesConsumer educationTo talk about commercial moviesTo debate about the use of internetHealth EducationTo show interest in discovering the relation between art and mental healthEducation for equalityTo respect men and women

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages Ungradable adjectives: very, really, extremely; position of adverbs in a sentence; Art; reviews











II. Language reflections- Review 7-9, page 100-101- Workbook, Unit 9

III. Sociocultural aspectsStudents’ Book. Review 7-9, page 100-101


Unit 10: Psychology

AIMS- To use the relative clauses: comment clauses, use of prepositions- To use the reduced relative clauses- To know vocabulary about verbs with particles- To know idioms with mind- To speak about different types of personalities- To read a text from a website about the Belbin model- To listen to a lecture on group dynamics- To read a text about a peer pressure- To read a text about psychological profiling- To speak about serial killers- To write a text about psychological profiling- To listen to an assistant talking to a caller on the phone- To give advice- To speak about an advice phone-in- To read an e-mail about problems.- To write a bibliography- To read a text about providing references using the Harvard System- To read a discursive essay- To write an essay about a discursive essay

CONTENTS

I. Communication skills- Speaking about different types of personalities- Reading a text from a website about the Belbin model- Listening to a lecture on group dynamics- Reading a text about a peer pressure- Reading a text about psychological profiling- Speaking about serial killers- Writing a text about psychological profiling- Listening to an assistant talking to a caller on the phone- Speaking about an advice phone-in- Reading an e-mail about problems.- Writing a bibliography- Reading a text about providing references using the Harvard System- Reading a discursive essay- Writing an essay about a discursive essay


- Relative clauses: comment clauses, use of prepositions- Reduced relative clauses


B. Vocabulary- Working together: verbs with particles- Idioms with mind

III. Sociocultural aspects- To debate about psychology- To think and talk about teams - To think and talk about peer pressure- To debate about serial killers- To show interest in knowing different ways to help others

CROSS-CURRICULAR TOPICSMoral and civic educationTo debate about working togetherTo respect othersTo respect parents and childrenHealth EducationTo show interest in mental healthTo debate about mental healthConsumer EducationTo think about money and lifeTo debate about computersEducation for equalityTo respect workmates

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages relative clauses: comment clauses, use of prepositions; reduced relative clauses. Working together: verbs with particles; idioms with mind; discursive essays










- Students’ Book. Review Units 10-12 , page 132-133- Workbook, Unit 10.




Unit 11: Culture

AIMS- To use the reported speech- To know the reporting verbs- To know vocabulary about different aspects of culture- To know adjectives- To speak about culture- To read a text about culture- To listen to six people answering questions- To speak about the items they think best represent culture today- To read a leaflet about culture shock- To listen to someone talking about his experience of culture shock- To read blogs about studying in a foreign country- To write a letter to a pen friend who is coming to study to their country- To listen to two people talking about mistakes- To read a text about cultural differences- To speak about the motion Cultural differences are important- To read to newspaper adverts about countries and tourists- To listen to a presentation made by a representative of the Toronto tourist

board- To make a presentation- To improve the reading skills- To read a formal letter- To read information about unicorn television- To write a formal letter- To write a letter in reply to the advertisement

CONTENTS

I. Communication skills- Speaking about culture- Reading a text about culture- Listening to six people answering questions- Speaking about the items they think best represent culture today- Reading a leaflet about culture shock- Listening to someone talking about his experience of culture shock- Reading blogs about studying in a foreign country- Writing a letter to a pen friend who is coming to study to their country- Listening to two people talking about mistakes- Reading a text about cultural differences- Speaking about the motion Cultural differences are important- Reading to newspaper adverts about countries and tourists- Listening to a presentation made by a representative of the Toronto tourist

board- Reading a formal letter- Reading information about unicorn television


- Writing a formal letter- Writing a letter in reply to the advertisement


- Reported speech- Reporting verbs

B. Vocabulary- Aspects of culture- Adjectives

III. Sociocultural aspects- To show interest in discovering different cultures- To think and talk about the culture shock- To think and talk about the mixture of cultures today- To show interest in discovering culture differences- To show interest in travelling around the world

CROSS-CURRICULAR TOPICSMoral and civic educationTo think and talk about different culturesTo show interest in discovering the world Education for equalityTo respect men and women

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: reported speech; reporting verbs; aspects of culture; adjectives; formal letters




- Knowledge and connection with the world and environment: to talk about animals; 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.









Unit 12: Technology

AIMS- To use the first conditional- To use the second conditional- To know different alternatives to if- To use the third conditional- To know vocabulary about technology- To know adjectives connected with technology- To know prefixes expressing opposites- To use dictionaries- To listen to three people describing technology you like or dislike- To read a text about an invention - To speak about technology- To write a text about technology- To read a text from website about the Amish- To speak about how they would manage with technology- To speak about genetically modified food- To read an article about genetically modified food- To speak about the motion the rapid rate of technological development has

improved our lives- To read an article from a newspaper about European Breakdown Services- To reassure- To encourage someone to do something- To speak about solving problems- To speak about plagiarism- To listen to a lecture about plagiarism- To read an article about technology- To write an article about technology

CONTENTS

I. Communication skills- Listening to three people describing technology you like or dislike- Reading a text about an invention - Speaking about technology

Writing a text about technology- Reading a text from website about the Amish- Speaking about how they would manage with technology- Speaking about genetically modified food- Reading an article about genetically modified food- Speaking about the motion the rapid rate of technological development has

improved our lives- Reading an article from a newspaper about European Breakdown Services- Speaking about solving problems- Speaking about plagiarism- Listening to a lecture about plagiarism- Reading an article about technology


- Writing an article about technology


- Conditionals: 1st, 2nd, 3rd.- Alternatives to if

B. Vocabulary- Technology- Adjectives connected with technology- Prefixes expressing opposites

III. Sociocultural aspects- To think about technology- To show interest in discovering the Amish- To think and talk about genetically modified food- To debate about the European Breakdown Services (EBS)- To think and talk plagiarism

CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in technologyTo respect different culturesEducation for equalityTo think about women and sportsTo debate about female footballHealth educationTo debate about health and technologyTo debate about genetically modified food

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: conditionals 1st, 2nd, 3rd, alternatives to if. Technology









- Students’ Book. Review 10-12, page 132-133- Workbook, Unit 12.


III. Sociocultural aspectsStudents’ Book. Review 10-12, page 132-133
