Transcript
ANNUAL PLAN | 1st TermStudents Book: insight Pre-IntermediateNumber of lessons:Units: 14
Unit 1Learning aims
SkillsSocio-culturalVocabularyGrammarTopics and text typesEvaluation and other resources
Students are expected to: Develop strategies for scanning, reading and understanding a wide range of texts Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their cultural knowledge of volunteering abroad, travel and immigration Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with using a dictionaryReadingan article about a film, a profile from a magazine, an article about a train journey, informal letters, dictionary entries
reading strategy: scanning
T/F
looking for specific information
completing sentencesListeningpodcasts, a radio interview, dialogues
listening for specific information
choosing the correct answer
completing sentencesSpeakingguided interaction: discussing everyday life, persuading, discussing travel and immigration, discussing pros and cons, asking for personal information, discussing dictionary use
describing pictures
grammar-focused exercises: asking and answering questions using articles
Writingcompleting sentences
matching
grammar-focused exercises
asking and answering questions
completing charts
completing and preparing dialogues
planning what to write
writing an informal letter
1. A world of many languages: cinema/video, tourism, school exchanges, language as a communication tool between cultures
2. The technological world: virtual world
3. The media and global communication: the internet and bringing people and cultures closer
4. Young people in the global era: work and leisureadjectives and prepositions: feelings
compound nouns: everyday objects
Vocabulary bank: routines; free-time activities
collocations with make and do
phrasal verbs with get
similarities and differences
using a dictionary: parts of speechpresent simple and present continuous
articlesan article about the film Life in a Day
a magazine profile on Volunteer Africa
an article about immigrants in New York City
two informal letters about being on an exchange programmeEvaluation Progress check Unit 1, Workbook page 11 Language and skills tests 1A and 1B, Test Bank
Other resourcesSection A: Students Book pages 45 Workbook page 4 Vocabulary bank, Routines page 134 Teachers resource disk, Communication worksheet 1B
Section B: Students Book pages 67 Workbook page 5 Grammar reference and practice 1.1, Workbook page 104 Teachers resource disk, Communication worksheet 1A
Section C: Students Book pages 89 Workbook page 6 Vocabulary bank, Free-time activities page 134 Teachers resource disk, Functional language bank
Section D: Students Book pages 1011 Workbook page 7 Grammar reference and practice 1.2, Workbook page 105 Teachers resource disk, DVD extra + worksheet, From Ireland to the USA page 11 Teachers resource disk, Communication worksheet 1B
Section E: Students Book pages 1213 Workbook page 10 Teachers resource disk, Writing bank Teachers resource disk, Functional language bank
Vocabulary insight 1 page 14 Using a dictionary: parts of speech
Review 1 page 15 Pronunciation insight 1, Workbook page 124
Unit 2Learning aims
SkillsSocio-culturalVocabularyGrammarTopics and text typesEvaluation and other resources
Students are expected to: Develop strategies for identifying paraphrase Develop strategies for reading and understanding a wide range of texts Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their cultural knowledge of abandoned cities, World Kindness Day and place names in Australia Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with using a dictionaryReadinga text about ghost towns, a story about kindness, an extract from a travel book, travel blogs
looking for specific information
reading strategy: identifying paraphrase
completing sentences
matching photos to texts
Listeningthe ending of a story, people describing an act of kindness, a radio programme, a dialogue
confirming
listening for specific information
T/F
completing phrases
Speakingguided interaction: describing pictures, discussing ghost towns, talking about the five senses, talking about a place you visited, finding places on a map, talking about your name, discussing place names, guessing the beginnings of sentences, talking about a town or city
presenting a plan for a new town
describing a photo
grammar-focused exercises: asking and answering questions
inventing the ending to a story
telling a story about an act of kindness
asking for and giving directions
Writingcompleting sentences
grammar-focused exercises
asking and answering questions
completing charts
correcting mistakes
writing strategy: avoiding repetition
planning what to write
writing a travel blog entry
1. A world of many languages: tourism,
3. The media and global communication: radio, the internet as a source of information and knowledge
4. Young people in the global era: attitudes, behaviours, work and leisureantonyms
places in towns
Vocabulary bank: geographical features; prepositions of movement
the five senses
verbs + prepositions
descriptive adjectives
using a dictionary: synonyms and antonyms
past simple and past continuous
while, as and whena text about ghost towns
a story about kindness
a short text about World Kindness Day
an extract from a travel book
travel blogs about Queenstown and Wellington
Evaluation Progress check Unit 2, Workbook page 19 Language and skills tests 2A and 2B, Test Bank
Other resourcesSection A: Students Book pages 1617 Workbook page 12 Vocabulary bank, Geographical features page 135 Teachers resource disk, Communication worksheet 2A
Section B: Students Book pages 1819 Workbook page 13 Grammar reference and practice 2.1, Workbook page 106 Grammar reference and practice 2.2, Workbook page 106
Section C: Students Book pages 2021 Workbook page 14 Vocabulary bank, Prepositions of movement page 135 Teachers resource disk, Functional language bank
Section D: Students Book pages 2223 Workbook page 15 Grammar reference and practice 2.3, Workbook page 107 Teachers resource disk, Communication worksheet 2B
Section E: Students Book pages 2425 Workbook page 18 Teachers resource disk, Writing bank DVD extra, Queenstown, New Zealand Teachers resource disk, Functional language bank
Vocabulary insight 2 page 26 Using a dictionary: synonyms and antonyms
Review 2 page 27 Pronunciation insight 2, Workbook page 124
Cumulative review Units 12 pages 2829 Literature insight 1, Workbook page 84 Exam insight 1, Workbook page 94
Unit 3Learning aims
SkillsSocio-culturalVocabularyGrammarTopics and text typesEvaluation and other resources
Students are expected to: Develop strategies for reading and understanding a wide range of texts Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their awareness of the life cycle of food, diet and junk food Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Develop strategies for listening for key words and phrases Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Develop techniques for recording vocabularyReadingan article about food and the environment, a food diary, an extract about junk food
choosing the correct answer
completing sentences
looking for specific information
T/F
Listeninga radio programme, a gadget show about vending machines, a dialogue
completing a chart
listening for specific information
listening strategy: listening for key words and phrases
matching
confirming
completing phrases
Speakingguided interaction: describing a photo, discussing food items and carbon footprints, discussing weekend activities, discussing food and diet, describing and guessing people and things, talking about notes, invitations, adverts and announcements
comparing leaflets
asking and answering questions about diet
grammar-focused exercises: asking and answering questions
preparing and presenting a proposal
making and accepting invitations
Writingcompleting sentences
matching
designing a leaflet
completing charts
grammar-focused exercises
asking and answering questions
completing dialogues
writing a food diary
writing a proposal
writing strategy: thinking about purpose
planning what to write
writing an invitation, a note and an advert
1. A world of many languages: books
2. The technological world: man and machine
4. Young people in the global era: values, attitudes, work and leisurelife cycle of food
compound nouns and adjectives
Vocabulary bank: food and nutrition; food adjectives
containers
abbreviations
recording vocabulary
determiners
indefinite pronouns and adverbs
some-, any-, no-, every-
relative pronouns and adverbsan article about food and the environment
a food diary
an extract from a novel about American culture
short texts, including notes, invitations, adverts and announcements
Evaluation Progress check Unit 3, Workbook page 27 Language and skills tests 3A and 3B, Test Bank
Other resourcesSection A: Students Book pages 3031 Workbook page 20 Vocabulary bank, Food and nutrition page 136
Section B: Students Book pages 3233 Workbook page 21 Grammar reference and practice 3.1, Workbook page 108 Teachers resource disk, Communication worksheet 3A
Section C: Students Book pages 3435 Workbook page 22 Grammar reference and practice 3.2, Workbook page 108 Teachers resource disk, Communication worksheet 3B Teachers resource disk, Functional language bank
Section D: Students Book pages 3637 Workbook page 23 Grammar reference and practice 3.3, Workbook page 109 DVD extra, Food in the UK page 37 Teachers resource disk, Communication worksheet 3A
Section E: Students Book pages 3839 Workbook page 26 Teachers resource disk, Writing bank Teachers resource disk, Functional language bank
Vocabulary insight 3 page 40 Recording vocabulary
Review 3 page 41 Pronunciation insight 3, Workbook page 125
Unit 4Learning aims
SkillsSocio-culturalVocabularyGrammarTopics and text typesEvaluation and other resources
Students are expected to: Develop strategies for reading and understanding a wide range of texts Develop strategies for predicting content before reading a text Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their cultural knowledge of life in the 1940s and historic homes Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with literal and non-literal meanings of phrasal verbsReadingan article about living in a 1940s house, a text about a house with a history, a description of a room
matching sentences to paragraphs
reading strategy: predicting content
looking for specific information
matching paragraphs to headings
Listeningpeople talking about their favourite rooms, a talk about household chores, dialogues
completing sentences
completing a factfile
listening for specific information
matching
completing phrases
confirming
Speakingguided interaction: discussing life in the 1940s, discussing rooms in a house, describing photos, discussing household chores, talking about your home, talking about famous houses, talking about possessions
grammar-focused exercises: asking and answering questions
agreeing a list of house rules
asking permission
partner interviews
Writingcompleting charts
completing sentences
grammar-focused exercises
asking and answering questions
rewriting sentences
completing and preparing dialogues
matching
writing strategy: writing opening sentences
planning what to write
writing a description of a room
1. A world of many languages: tourism
2. The technological world: man and machine, social change in the family and in human relationships
4. Young people in the global era: attitudes, values, behavioursmodern devices
adverbs of manner and comment
compound adjectives
Vocabulary bank: houses and homes; parts of a house
collocations: household chores
phrasal verbs
adverbs of degree
phrasal verbs: literal and non-literal meanings
comparative and superlative adjectives
(not) as as, too, enough
verbs + infinitive or -ing form
an article about a modern family who lived in a 1940s house
an extract from a book
extracts from problem page letters
an extract from a report
an extract from a travel guide
a description of a roomEvaluation Progress check Unit 4, Workbook page 35 Language and skills tests 4A and 4B, Test Bank
Other resourcesSection A: Students Book pages 4243 Workbook page 28 Vocabulary bank, Houses and homes page 137 Teachers resource disk, Communication worksheet 4B
Section B: Students Book pages 4445 Workbook page 29 Grammar reference and practice 4.1, Workbook page 110 Grammar reference and practice 4.2, Workbook page 110
Section C: Students Book pages 4647 Workbook page 30 Teachers resource disk, Communication worksheet 4B Teachers resource disk, Functional language bank
Section D: Students Book pages 4849 Workbook page 31 Grammar reference and practice 4.3, Workbook page 111 Vocabulary bank, Parts of a house page 137 DVD extra, Homes in the UK page 49 Teachers resource disk, Communication worksheet 4A
Section E: Students Book pages 5051 Workbook page 34 Teachers resource disk, Writing bank Teachers resource disk, Functional language bank
Vocabulary insight 4 page 52 Phrasal verbs: non-literal and literal meanings
Review 4, page 53 Pronunciation insight 4, Workbook page 125
Cumulative review Units 34 pages 5455 Literature insight 2, Workbook page 86 Exam insight 2, Workbook page 96
ANNUAL PLAN | 2nd TermStudents Book: insight Pre-IntermediateNumber of lessons:Units: 58
Unit 5Learning aims
SkillsSocio-culturalVocabularyGrammarTopics and text typesEvaluation and other resources
Students are expected to: Develop strategies for understanding pronoun referencing Develop strategies for reading and understanding a wide range of texts Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their awareness of risk-taking behaviour, modern explorers, fears and phobias and working in the Antarctic Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with the meaning of the particle in phrasal verbsReadingan article about risk-taking, an article about two explorers, an eyewitness account of working in Antarctica, descriptions of two inspirational people
looking for specific information
reading strategy: understanding pronoun referencing
matching sentences and gaps
completing sentences
Listeningan interview, a programme about phobias , dialogues
listening for specific information
choosing the correct answer
matching
confirming
completing phrases
Speakingguided interaction: discussing risk-taking, interviewing a partner, talking about two explorers, asking and answering personal questions, talking about phobias, describing photos, talking about the Antarctic, talking about competitions
grammar-focused exercises: asking and answering questions
describing a long or eventful journey
role-play: radio interview
Writingmatching
completing sentences
completing charts
grammar-focused exercises
completing profiles
completing phrases
preparing dialogues
writing strategy: paragraphs and topic sentences
planning what to write
writing a description of a person
1. A world of many languages: tourism
2. The technological world: exploring other worlds
3. The media and global communication: print media
4. Young people in the global era: behaviours, attitudes, dreams and ambitions, work and leisureadjective suffixes: -ing and -ed
noun suffixes: -ment and -ion
Vocabulary bank: generations; personality adjectives
base and strong adjectives
phrasal verbs: stages in a journey
expressing addition
phrasal verbs: understanding the particlepresent perfect and past simple
ever and never
already, just and yet
present perfect with for and since
an article about the effects of the brain on risk-taking
an article about two explorers
an eyewitness account: Scotts HutEvaluation Progress check Unit 5, Workbook page 43 Language and skills tests 5A and 5B, Test Bank
Other resourcesSection A: Students Book pages 5657 Workbook page 36 Vocabulary bank, Generations page 138 Teachers resource disk, Communication worksheet 5A
Section B: Students Book pages 5859 Workbook page 37 Grammar reference and practice 5.1, Workbook page 112 Grammar reference and practice 5.2, Workbook page 113 Teachers resource disk, Communication worksheet 5B
Section C: Students Book pages 6061 Workbook page 38 Teachers resource disk, Functional language bank
Section D: Students Book pages 6263 Workbook page 39 Grammar reference and practice 5.3, Workbook page 113 Vocabulary bank, Personality adjectives page 138
Section E: Students Book pages 6465 Workbook page 42 Teachers resource disk, Writing bank Teachers resource disk, Functional language bank
Vocabulary insight 5 page 66 Phrasal verbs: understanding the particle
Review 5 page 67 Pronunciation insight 5, Workbook page 126
Unit 6Learning aims
SkillsSocio-culturalVocabularyGrammarTopics and text typesEvaluation and other resources
Students are expected to: Develop strategies for reading and understanding a wide range of texts Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their cultural knowledge of American schools, a school in India and poetry Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Develop strategies for taking notes Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with using mind maps to organize their ideas Become familiar with using a dictionaryReadingan article about police in schools, an article about the worlds youngest head teacher, a poem, for and against essays
looking for specific information
matching sentences to gaps
matching summaries to verses
completing mind maps
Listeningan interview, a talk about play, dialogues, a poem
confirming
listening for specific information
listening strategy: taking notes
completing phrases
identifying rhyming words
Speakingguided interaction: describing a photo, discussing the pros and cons of having police officers in school, discussing fines for bad behaviour, discussing school, talking about play, discussing life goals, discussing a poem, expressing probability, discussing school uniforms
comparing chain stories with a partner
grammar-focused exercises: talking about the future, zero conditional sentences
making and responding to offers and suggestions
Writingcompleting sentences
grammar-focused exercises
writing sentences about the future
writing chain stories
completing notes
completing charts
completing phrases
completing dialogues
rewriting sentences
writing strategy: brainstorming ideas
completing and creating mind maps
planning what to write
writing a for and against essay
1. A world of many languages: community programmes, tourism
4. Young people in the global era: behaviours, attitudes, adaptability, work and leisure, dreams and ambitions, valuescollocations: crime
negative prefixes: un-, im-, il- and ir-
Vocabulary bank: schools: bad behaviour; school: compound nouns
adjectives in poems
linking words to express contrast
using a dictionary: verb and noun collocationswill and going to
first conditional
zero conditional
expressing probability: may, might and will
an article about police in schools
an article about the worlds youngest head teacher
a text about a journey to school
a poem
an essay about school uniforms
an essay about police in schoolsEvaluation Progress check Unit 6, Workbook page 51 Language and skills tests 6A and 6B, Test Bank
Other resourcesSection A: Students Book pages 6869 Workbook page 44 Vocabulary bank, School: bad behaviour page 139 DVD extra, An American high school page 69 Teachers resource disk, Communication worksheet 6B
Section B: Students Book pages 7071 Workbook page 45 Grammar reference and practice 6.1, Workbook page 114 Grammar reference and practice 6.2, Workbook page 114 Teachers resource disk, Communication worksheet 6A
Section C: Students Book pages 7273 Workbook page 46 Grammar reference and practice 6.3, Workbook page 115 Teachers resource disk, Functional language bank
Section D: Students Book pages 7475 Workbook page 47 Grammar reference and practice 6.4, Workbook page 115 Vocabulary bank, School: compound nouns page 139 Teachers resource disk, Communication worksheet 6A
Section E: Students Book pages 7677 Workbook page 50 Teachers resource disk, Writing bank Teachers resource disk, Functional language bank
Vocabulary insight 6 page 78 Using a dictionary: verbs and noun collocations
Review 6 page 79 Pronunciation insight 6, Workbook page 126
Cumulative review Units 16 pages 8081 Literature insight 3, Workbook page 88 Exam insight 3, Workbook page 98
Unit 7Learning aims
SkillsSocio-culturalVocabularyGrammarTopics and text typesEvaluation and other resources
Students are expected to: Develop strategies for reading and understanding a wide range of texts Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their awareness of population increase, entrepreneurship and the English language Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Develop strategies for listening for statistics Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with using a dictionaryReadinga blog about world population growth, an article about becoming an entrepreneur, an article about English, formal emails
completing a chart
looking for specific information
completing sentences
T/F
Listeningan interview, a radio programme, dialogues
T/F
listening strategy: listening for statistics
completing sentences
listening for specific information
completing phrases
confirming
Speakingguided interaction: discussing global population, planning an event, discussing entrepreneurship, talking about the Silicon Valley, talking about inventions, companies and businesspeople, talking about English words, talking about languages
grammar-focused exercises: making rules, second conditional sentences
asking for, giving and responding to advice
talking about wishes
Writingcompleting charts
completing sentences
matching
writing a plan for an event
grammar-focused exercises
writing rules
completing phrases
writing strategy: using the correct register
planning what to write
writing a formal email
1. A world of many languages: internet, the English language in the English speaking countries, as a communication tool between cultures and as the language of the world of business, email, summer courses
2. The technological world: social change, man and machine, intelligent machines
3. The media and global communication: the internet and global communication bringing people and cultures closer, the internet as a source of information and knowledge
4. Young people in the global era: adaptability, dreams and ambitions, work and leisurestatistics
nouns with two meanings
Vocabulary bank: country facts; electronic devices: compound nouns
business
language
expressing reason and result
using a dictionary: words with more than one meaningmust, mustnt, hate to, dont have to
second conditional
I wish
a blog about population increase and globalization
an article with advice from young entrepreneurs
a text about Apple
an article about the English language
formal emailsEvaluation Progress check Unit 7, Workbook page 59 Language and skills tests 7A and 7B, Test Bank
Other resourcesSection A: Students Book pages 8283 Workbook page 52 Vocabulary bank, Country facts page 140
Section B: Students Book pages 8485 Workbook page 53 Grammar reference and practice 7.1, Workbook page 116
Section C: Students Book pages 8687 Workbook page 54 Vocabulary bank, Electronic devices: compound nouns page 140 Teachers resource disk, Communication worksheet 7A Teachers resource disk, Functional language bank
Section D: Students Book pages 8889 Workbook page 55 Grammar reference and practice 7.2, Workbook page 117 Grammar reference and practice 7.3, Workbook page 117 DVD extra, World English page 89 Teachers resource disk, Communication worksheet 7B
Section E: Students Book pages 9091 Workbook page 58 Teachers resource disk, Writing bank Teachers resource disk, Functional language bank
Vocabulary insight 7 page 92 Using a dictionary: words with more than one meaning
Review 7 page 93 Pronunciation insight 7, Workbook page 127
Unit 8Learning aims
SkillsSocio-culturalVocabularyGrammarTopics and text typesEvaluation and other resources
Students are expected to: Develop strategies for reading and understanding a wide range of texts Develop strategies for identifying facts and opinions Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their awareness of high achievers, Olympic cheats and national honours systems Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with using a dictionaryReadinga magazine article about success stories, a text about Olympic cheats, an article about the British honours system, an opinion essay
looking for specific information
matching paragraphs to words
reading strategy: identifying facts and opinions
completing sentencesListeningradio programmes, dialogues
listening for specific information
choosing the correct answer
matching
T/F
confirming
completing phrases
Speakingguided interaction: discussing quotes, discussing an article about success, talking about successful people, talking about the Olympics and cheating, describing a photo, talking about past situations, talking about achievements, talking about honours systems, talking about when you were younger, talking about competitions
expressing and justifying opinions
Writingcompleting sentences
completing charts
grammar-focused exercises
completing phrases
completing a dialogue
matching
writing strategy: selecting ideas
planning what to write
writing an opinion essay
2. The technological world: man and machine, intelligent machines
4. Young people in the global era: dreams and ambitions, values, work and leisure, adaptabilityverbs + prepositions
suffixes: -ant, -ent, -ance, -ence
Vocabulary bank: sport: places; sport: compound nouns
collocations: achievement
state and society
phrases to introduce examples and conclusions
using a dictionary: dependent prepositions
past perfect
used to
a magazine article about three successful people
an article about Olympic cheats
an article about the British honours system
an opinion essay about taking part and winningEvaluation Progress check Unit 8, Workbook page 67 Language and skills tests 8A and 8B, Test Bank
Other resourcesSection A: Students Book pages 9495 Workbook page 60 Vocabulary bank, Sport: places page 141 Teachers resource disk, Communication worksheet 8A
Section B: Students Book pages 9697 Workbook page 61 Grammar reference and practice 8.1, Workbook page 118 Vocabulary bank, Sport: compound nouns page 141
Section C: Students Book pages 9899 Workbook page 62 DVD extra, Great British Writers: Shakespeare, Austen, Fleming page 99 Teachers resource disk, Communication worksheet 8A Teachers resource disk, Functional language bank
Section D: Students Book pages 100101 Workbook page 63 Grammar reference and practice 8.2, Workbook page 119 Teachers resource disk, Communication worksheet 8B
Section E: Students Book pages 102103 Workbook page 66 Teachers resource disk, Writing bank Teachers resource disk, Functional language bank
Vocabulary insight 8 page 104 Using a dictionary: dependent prepositions
Review 8 page 105 Pronunciation insight 8, Workbook page 127
Cumulative review Units 18 pages 106107 Literature insight 4, Workbook page 90 Exam insight 4, Workbook page 100
ANNUAL PLAN | 3rd TermStudents Book: insight Pre-IntermediateNumber of lessons:Units: 910
Unit 9Learning aims
SkillsSocio-culturalVocabularyGrammarTopics and text typesEvaluation and other resources
Students are expected to: Develop strategies for reading and understanding a wide range of texts Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their cultural knowledge of the media, films and the BBC Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Develop strategies for listening for main ideas Correctly use rising or falling intonation for question tags Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with using a dictionaryReadingan article about news stories, an article about teenage media habits, an article about the BBC, a film review
looking for specific information
T/F
Listeningan interview, dialogues, a radio programme
completing sentences
T/F
listening for specific information
listening strategy: listening for main ideas
choosing the correct answer
completing phrases
confirming
Speakingguided interaction: discussing headlines, ordering criteria, discussing the media, discussing multitasking, asking and answering survey questions, talking about film-making tricks, talking about a memorable film scene, talking about the BBC and TV programmes, discussing what makes a great film
giving and reacting to news
using rising or falling intonation for question tags
Writingmatching
grammar-focused exercises
completing sentences
rewriting sentences
completing phrases
completing question tags
writing strategy: writing endings
planning what to write
writing a film review
1. A world of many languages: cinema
2. The technological world: virtual world, man and machine
3. The media and global communication: print media, TV, the internet as a source of information and knowledge
4. Young people in the global era: behaviours, work and leisurethe press
collocations: the media
Vocabulary bank: parts of a newspaper; film genres
films
types of TV programme
adjectives for describing films
using a dictionary: easily-confused wordsreported speech
say and tell
question tags
an article about reasons for including stories in the news
an article about teenage media habits
a short text about the film Monsters
an article about the history of the BBC
a film reviewEvaluation Progress check Unit 9, Workbook page 75 Language and skills tests 9A and 9B, Test Bank
Other resourcesSection A: Students Book pages 108109 Workbook page 68 Vocabulary bank, Parts of a newspaper page 142 Teachers resource disk, Communication worksheet 9A
Section B: Students Book pages 110111 Workbook page 69 Grammar reference and practice 9.1, Workbook page 120
Section C: Students Book pages 112113 Workbook page 70 Vocabulary bank, Film genres page 142 Teachers resource disk, Functional language bank
Section D: Students Book pages 114115 Workbook page 71 Grammar reference and practice 9.2, Workbook page 121 Teachers resource disk, Communication worksheet 9A Teachers resource disk, Communication worksheet 9B
Section E: Students Book pages 116117 Workbook page 74 Teachers resource disk, Writing bank Teachers resource disk, Functional language bank
Vocabulary insight 9 page 118 Using a dictionary: easily confused words
Review 9 page 119 Pronunciation insight 9, Workbook page 128
Unit 10Learning aims
SkillsSocio-culturalVocabularyGrammarTopics and text typesEvaluation and other resources
Students are expected to: Develop strategies for reading and understanding a wide range of texts Develop strategies for understanding the purpose of a text Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their awareness of the life-cycle of clothes, the impact of mobile phones on the environment and Google Earth Outreach Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with word familiesReadingan article about the life-cycle of a T-shirt, a diary entry, a leaflet on blood phones, an article about Google Earth Outreach, descriptions of two processes
Reading strategy: understanding the purpose of a text
choosing the correct answer
looking for specific information
completing sentences
matching summaries to paragraphsListeningdialogues, a radio programme
confirming
listening for specific information
completing phrases
Speakingguided interaction: talking about T-shirts and where clothes come from, ordering suggested actions, discussing where products come from, talking about mobile phones and the environment, discussing Google and Google Earth Outreach, talking about inventions, talking about the process of making chocolate
grammar-focused exercises: asking and answering questions using the passive
persuading, agreeing and disagreeing
Writingmatching
completing sentences
grammar-focused exercises
completing phrases
preparing dialogues
writing strategy: checking your writing: spelling and punctuation
expressing sequence
planning what to write
writing a description of a process
1. A world of many languages: internet
2. The technological world: man and machine, virtual world, intelligent machines
3. The media and global communication: the internet as a source of information and knowledge
4. Young people in the global era: values, attitudes, fashion and trendsphrasal verbs: buying and selling clothes
compound nouns: shopping and manufacturing
Vocabulary bank: materials; protest: verb phrases
the environment
adjective suffixes: -ful, -less
linking words: ordering stages in a process
word families
passive voice: present simple, past simple, present perfect
passive voice: futurean article about the life-cycle of a T-shirt
a diary of a boys day
a leaflet on mobile phones and the environment
a review of a TV programme
an article about the growth of Google Earth Outreach
a description of the process of producing chocolate
a description of the life-cycle of paper
Evaluation Progress check Unit 10, Workbook page 83 Language and skills tests 10A and 10B, Test Bank
Other resourcesSection A: Students Book pages 120121 Workbook page 76 Vocabulary bank, Materials page 143
Section B: Students Book pages 122123 Workbook page 77 Grammar reference and practice 10.1, Workbook page 122 Grammar reference and practice 10.2, Workbook page 123 Teachers resource disk, Communication worksheet 10B
Section C: Students Book pages 124125 Workbook page 78 Teachers resource disk, Communication worksheet 10A Teachers resource disk, Functional language bank
Section D: Students Book pages 126127 Workbook page 79 Vocabulary bank, Protest: verb phrases page 143 Teachers resource disk, Communication worksheet 10B
Section E: Students Book pages 128129 Workbook page 82 DVD extra, How a paper mill works page 129 Teachers resource disk, Writing bank Teachers resource disk, Functional language bank
Vocabulary insight 10 page 130 Word families
Review 10 page 131 Pronunciation insight 10, Workbook page 128
Cumulative review Units 110 pages 132133 Literature insight 5, Workbook page 92 Exam insight 5, Workbook page 102
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