TEACHING PROGRAMME - Microsoftpearsonespana.blob.core.windows.net/books/Cutting Edge... · Web viewENGLISH LANGUAGE Cutting Edge Intermediate Teaching Programme UNIT 1: YOUR WORLD

GENERAL TEACHING PROGRAMME

CUTTING EDGEINTERMEDIATE__________________

AREA OF FOREIGN LANGUAGES

ENGLISH LANGUAGE

General Teaching Programme – CUTTING EDGE - INTERMEDIATE 1

Cutting Edge Intermediate Teaching Programme

UNIT 1: YOUR WORLD

I. AIMS- To know the form and use of questions and short answers- To know the form and use of the present simple and the

present continuous- To talk about important people in their lives- To speak about how they spend their time- To keep a conversation going- To discuss about lifestyle- To discuss about how to get in touch with people- To listen to nine short conversations- To listen to instructions- To listen to five respondents talking about their answers to the

questionnaire- To read an article about myths that make you feel guilty- To read a questionnaire about the way people spend their time - To read an online message- To watch a video about meeting people- To act out a conversation- To write an informal email- To know vocabulary connected with people around you- To know vocabulary connected with everyday activities- To know sentence stress in questions- To practise using intonation to show interest- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Talking about important people in their lives- Speaking about how they spend their time- Keeping a conversation going- Listening to nine short conversations- Listening to instructions- Listening to five respondents talking about their answers to the

questionnaire- Reading an article about myths that make you feel guilty- Reading a questionnaire about the way people spend their time - Reading an online message- Watching a video about meeting people- Acting out a conversation- Writing an informal email


Language ReflectionsA. Language and grammar functions

- Questions and short answers- Present simple and present continuous

B. Vocabulary- Words connected with people around you- Words connected with everyday activities

C. Pronunciation- Sentence stress in questions- Using intonation to show interest

Sociocultural Aspects- To debate about lifestyle- To discuss about how to get in touch with people- To think about important people in one's life- To show interest in meeting people

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

ASSESSMENTI. Communication skills

- Student's Book: Communication activities, pages 13, 15- Student's Book: Study, Practice & Remember, page 132- Workbook, Unit 1- Teacher's Resource Bank: Photocopiable activities, Unit 1- DVD, Unit 1

II. Language reflections- Student's Book: Study, Practice & Remember, page 132- 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: Your worldCOMPETENCE 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.8 (Vocabulary)

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

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

Data processing and digital competence(C4)

SB, p.10 (Reading)

SB, p.14WB, p.7SB, p.14; WB, p.8SB, p.13 (Share your task)SB, p.15 (Language live)MyEnglishLab /Active Teach

Students read an article about myths that make you feel guilty.

Students read an online message.They read some emails and complete some questions about them.They write an informal email.

Students film / record themselves giving a talk about the way they spend their time.

Students watch a video about meeting people.

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.10, 12, 14

SB, p.14

SB, pp.7, 15

They deal about different cultural and artistic expressions through the texts: - An article about myths that make you

feel guilty.- A questionnaire about the way people

spend their time.- An online message

Students write a piece of original creative writing: - An informal email.

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: people, everyday activities, spending time.

There are references to different places such as: London, USA, Manchester, Slovakia, Bratislava.

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.9, ex.4

SB, p.13 (Speaking)SB, pp.7, 15

SB, pp.6, 8, 15

SB, p.14

SB, Unit 1

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

the unit about lifestyle, getting in touch with people.- Analysing the tasks they have completed

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

In groups, they tell other students about important people in their lives.

They practise giving a talk to a partner and then they tell the rest of the class about their partner.

In pairs and groups, they act out different conversations.

Students describe and answer questions about photographs.

Students write an informal email.

Students learn and think about: people, everyday activities, spending their time, keeping a conversation going.

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 (pp.6, 9)- Pronunciation box (pp.7, 15)- Useful language box (p.13)- Study & practice 1 (p.132)- Study & practice 2 (p.132)- Remember these words (p.134)- Study tips (p.134)

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.12 (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: - Discuss the way you spend your time.- Write an informal email.

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: MEMORY

I. AIMS- To know the form and use of the past simple and the past

continuous- To know the use of used to and would- To speak about an important memory of their own- To discuss about being good or bad at remembering things- To discuss about improving the memory- To discuss about upbringing- To discuss about flashbulb memories- To listen to five people discussing about a quiz- To listen to two people describing their upbringing- To listen to three people describing a personal memory- To read a text about the secrets of memory- To read tips for improving your memory- To read a quiz about remembering the past- To read a story about how two people met- To watch a video about memories of important events- To watch a video of three people talking about a flashbulb

memory- To find out information online about memory- To write a short description of their upbringing / school days- To write a paragraph about an important memory of their own- To write a paragraph about the research online about memory- To know vocabulary connected with childhood and upbringing- To know vocabulary connected with remembering and

forgetting- To practise the pronunciation of past simple -ed endings- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about an important memory of their own- Listening to five people discussing about a quiz- Listening to two people describing their upbringing- Listening to three people describing a personal memory- Reading a text about the secrets of memory- Reading tips for improving your memory- Reading a quiz about remembering the past- Reading a story about how two people met- Watching a video about memories of important events- Watching a video of three people talking about a flashbulb

memory- Writing a short description of their upbringing / school days- Writing a paragraph about an important memory of their own- Writing a paragraph about the research online about memory

Teaching programme – CUTTING EDGE - INTERMEDIATE 8


- Past simple and past continuous- used to and would

B. Vocabulary- Words connected with childhood and upbringing- Words connected with remembering and forgetting

C. Pronunciation- Past simple -ed endings

Sociocultural Aspects- To discuss about being good or bad at remembering things- To think about improving the memory- To debate about upbringing- To discuss about flashbulb memories

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestEducation for equalityTo respect men and womenScienceTo talk about memory


- Student's Book: Communication activities, pages 17, 23- Student's Book: Study, Practice & Remember, page 135- 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 135- 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: MemoryCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.25, ex.4 Students have to understand and process information to complete a table.



WB, p.13

SB, p.23 (Share your task)

SB, pp.24-25 (Video and research)

MyEnglishLab /Active Teach

Students read the extracts from a website about childhood believes.

Students film / record themselves telling a story about a personal memory.

Students watch a video about memories of important events.They watch a video of three people talking about a flashbulb

memory.Students check their answers online about important events.They find information online about memory.







SB, pp. 24-25 (World culture)SB, pp.16, 17, 18, 19

SB, pp.21, 23, 25

Students learn about flashbulb memories.

They deal about different cultural and artistic expressions through the following: - A text about the secrets of memory.- Some tips for improving your memory.- A quiz about remembering the past.- A story about how two people met.

Students write a piece of original creative writing: - A short description of their upbringing /

school days.- A paragraph about an important memory

of their own.- A paragraph about the research online

about memory.





SB, Unit 2 Students learn and think about: memory, childhood, upbringing, important events.

There are references to different places such as: London, Newcastle, Beijing, Berlin, Wales.




SB, Unit 2


SB, p.25

SB, Unit 2


the unit about remembering things, improving the memory, upbringing, flashbulb memories.

- Analysing the tasks they have completed and comparing their answers.

- Asking and answering questions.- Talking about the texts they've read.

In pairs or groups, they tell their story about a personal memory.


Students write a paragraph about memory.

Students learn and think about: memory, childhood, upbringing, important events.







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.18, 21)- Pronunciation box (p.19)- Useful language box (p.23)- Study & practice 1 (p.135)- Study & practice 2 (p.136)- Remember these words (p.137)- Study tips (p.137)










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

SB, p.22 (Task)

SB, pp.16-25




Students do activities which involve analyzing, planning and reviewing their work: - Describe a personal memory.









UNIT 3: ACROSS THE GLOBE

I. AIMS- To know the form and use of comparatives and superlatives- To know different ways of comparing- To talk about differences / similarities between their country

and other country- To talk about their ideal holiday- To speak about a place in their town they recommend visiting- To speak about travel problems- To discuss about the things they look for in a holiday

destination- To act out a conversation- To listen to instructions- To listen to two people talking about how Shanghai has

changed- To listen to three cities descriptions- To listen to two friends talking about visiting London- To read a quiz about world knowledge- To read a website about travelling- To read two travel blogs- To write a comment on a website recommending a place for

travelling- To write a short description of a town or city- To write a short dialogue about a travel problem- To write a travel blog- To watch a video of three conversations- To know vocabulary connected with features and sights- To know adjectives for describing places- To know stress and /ә/ sounds in comparative phrases- To know sentence stress in polite questions- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Talking about differences / similarities between their country

and other country- Talking about their ideal holiday- Speaking about a place in their town they recommend visiting- Speaking about travel problems- Listening to instructions- Listening to two people talking about how Shanghai has

changed- Listening to three cities descriptions- Listening to two friends talking about visiting London- Reading a quiz about world knowledge- Reading a website about travelling


- Reading two travel blogs- Writing a comment on a website recommending a place for

travelling- Writing a short description of a town or city- Writing a short dialogue about a travel problem- Writing a travel blog- Watching a video of three conversations


- Comparatives and superlatives- Different ways of comparing

B. Vocabulary- Words connected with features and sights- Adjectives for describing places

C. Pronunciation- Stress and /ә/ sounds in comparative phrases- Sentence stress in polite questions

Sociocultural Aspects- To discuss about the things they look for in a holiday

destination- To think about the similarities and differences between

countries- To debate about problems while travelling- To show interest in getting to know other countries

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestEducation for equalityTo respect men and womenConsumer educationTo speak about spending money during holidays


- Student's Book: Communication activities, pages 27, 31, 126, 128, 129

- Student's Book: Study, Practice & Remember, page 138- Workbook, Unit 3- Teacher's Resource Bank: Photocopiable activities, Unit 3- DVD, Unit 3

II. Language reflections- Student's Book: Study, Practice & Remember, page 138


- Workbook, Unit 3- Teacher's Resource Bank: Photocopiable activities, Unit 3- DVD, Unit 3



BASIC COMPETENCES

UNIT 3: Across the globeCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.28 (Vocabulary)WB, p.20, ex.9WB, p.20, ex.10

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

They have to understand some clues to complete a grid.They have to process information to complete a table.



SB, p.29SB, p.35SB, p.28

SB, p.35


SB, p.34 (Language live)MyEnglishLab /Active Teach

Students read a website about travelling.They read two travel blogs.Students write a comment in a website recommending a place for

travelling.They write a travel blog.

Students film / record themselves giving a talk about recommending a place.

Students watch a video of three conversations about a passanger having a problem.







SB, pp.27, 29, 35

WB, pp.18-19

SB, pp.28, 31, 34, 35

SB, pp.33, 34

They deal about different cultural and artistic expressions through the following: - A quiz about world knowledge.- A website about travelling.- Two travel blogs- Some holiday adverts

Students write a piece of original creative writing: - A comment on a website recommending

a place for travelling.- A short description of a town or city.- A short dialogue about a travel problem.- A travel blog.





SB, Unit 3 Students learn and think about: the world, features and sights, travelling, Shanghai, Times Square, London, travel problems.

There are references to different places such as: the USA, Togo, Canada, Indonesia, Russia, , France, Ireland, UK, Australia, Chile, Shanghai, New York, London, etc.





SB, Unit 3

SB, p.28, ex.6SB, p.31, ex.4b


SB, pp.30, 31, 34

SB, p.35

SB, Unit 3


the unit about holiday destinations.- Analysing the tasks they have completed


In groups:- They talk about their ideal holiday.- They read their descriptions of a place.

They speak about a place they would recommend visiting.



Students write a travel blog.

Students learn and think about: the world, features and sights, travelling, Shanghai, Times Square, London, travel problems.







SB & WB, Unit 3

SB, Unit 3
















SB, pp.26-35




Students do activities which involve analyzing, planning and reviewing their work: - Provide an insider's guide.- Write a travel blog.









UNIT 4: REAL LIVES

I. AIMS- To know the form and use of the present perfect and the past

simple- To know the form of the present perfect simple and the present

perfect continuous- To speak about a nomination for the Inspiration Award- To talk about their lifeline with important dates and events- To talk about personal qualities- To discuss about their parents' plans for them- To discuss about Andre Agassi's childhood- To discuss about life events- To listen to five everyday conversations- To listen to a recording about the life of a person- To listen to the nominations for an award- To read a text about surprising achievements of famous people- To read a text about the surprising achievements of an

ordinary person- To read a text about Andre Agassi- To read an extract from Agassi's autobiography- To read a text about the Inspiration Award- To watch a video about Charles Dickens- To watch a video of four people talking about a great artist /

writer / leader they would like to meet- To find out more information online about Andre Agassi and

pushy parents - To find out more information online about Charles Dickens- To find out more information online about famous campaigners- To write a paragraph about a person nominated for an award- To write a paragraph about a famous campaigner- To know vocabulary connected with life events- To know vocabulary connected with personal qualities- To practise the strong and weak forms of have- To practise the linking sounds in time phrases- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about a nomination for the Inspiration Award- Talking about their lifeline with important dates and events- Talking about personal qualities- Listening to five everyday conversations- Listening to a recording about the life of a person- Listening to the nominations for an award- Reading a text about surprising achievements of famous people


- Reading a text about the surprising achievements of an ordinary person

- Reading a text about Andre Agassi- Reading an extract from Agassi's autobiography- Reading a text about the Inspiration Award- Watching a video about Charles Dickens- Watching a video of four people talking about a great artist /

writer / leader they would like to meet- Writing a paragraph about a person nominated for an award- Writing a paragraph about a famous campaigner


- Present perfect and past simple- Present perfect simple and present perfect continuous

B. Vocabulary- Words connected with life events- Words connected with personal qualities

C. Pronunciation- Strong and weak forms of have- Linking in time phrases

Sociocultural Aspects- To discuss about their parents' plans for them- To discuss about Andre Agassi's childhood- To discuss about life events- To think and show interest about other people's achievements- To talk about campaigners

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestLiteratureTo talk about Charles Dickens


- Student's Book: Communication activities, pages 36, 37, 40, 126, 131

- Student's Book: Study, Practice & Remember, page 141- 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: Real livesCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.40SB, P.45WB, p.27, ex.14

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






Students film / record themselves giving a nomination speech for the Inspiration Award.

Students watch a video about Charles Dickens.They watch a video of four people talking about a great artist /

writer / leader they would like to meet.They find information online about Andre Agassi, Charles Dickens

and famous campaigners.






SB, pp. 44-45 (World culture)

SB, pp.36, 37, 38, 39, 42

WB, p.24

SB, pp.43, 45

They watch a video about Charles Dickens and find out more information online about him.

They deal about different cultural and artistic expressions through the following: - A text about surprising achievements of

famous people.- A text about the surprising achievements

of an ordinary person.- A text about Andre Agassi.- An extract from Agassi's autobiography.- A text about the Inspiration Award.- The biography of Johnny Depp.

Students write a piece of original creative writing: - A paragraph about a person nominated

for an award.- A paragraph about a famous campaigner.

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




SB, Unit 4 Students learn and think about: famous people's achievements, life events, Andre Agassi, personal qualities, campaigners.

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





SB, Unit 4

SB, p.36, ex.1SB, p.41, ex.3

SB, p.43 (Speaking)SB, pp.36, 38, 42

SB, p.45

SB, Unit 4


the unit about their parents' plans for them, Andre Agassi's childhood, life events.



In groups:- They tell other students about their

achievements.- They explain their lifelines

They give a speech about a nomination for an award.


Students write a paragraph about a famous campaigner.








SB & WB, Unit 4


SB, Unit 4
















SB, p.42 (Task)

SB, pp.36-45




Students do activities which involve analyzing, planning and reviewing their work: - Nominate someone for an award.









UNIT 5: GO FOR IT!

I. AIMS- To know future forms- To know future clauses with if, when, unless, etc.- To speak about the strengths and weaknesses of a candidate

chosen for a reality TV show- To make a formal telephone call- To act out a conversation- To talk about jobs- To talk about the plans and ambitions of someone they know- To talk about the candidates for a reality TV show- To discuss about getting ahead in their careers- To discuss about getting a job- To discuss about the choices some people have made in a radio

programme- To listen to a radio programme about people at a career

crossroad- To listen to a recording about the qualities required for a reality

TV show- To read an article about getting ahead with the career- To read a quiz about being ambitious- To read a text about life choices- To read a text about a reality TV show- To read some job adverts- To read a CV- To watch a video about two telephone conversations- To write a CV- To know word families- To know vocabulary connected with work- To know word stress in word families- To practise polite intonation 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 strengths and weaknesses of a candidate

chosen for a reality TV show- Making a formal telephone call- Talking about jobs- Talking about the plans and ambitions of someone they know- Talking about the candidates for a reality TV show- Acting out a conversation- Listening to a radio programme about people at a career

crossroads- Listening to a recording about the qualities required for a

reality TV show


- Reading an article about getting ahead with the career- Reading a quiz about being ambitious- Reading a text about life choices- Reading a text about a reality TV show- Reading some job adverts- Reading a CV- Watching a video about two telephone conversations- Writing a CV


- Future forms- Future clauses with if, when, unless, etc.

B. Vocabulary- Word families - Words connected with work

C. Pronunciation- Word stress in word families- Polite intonation in questions

Sociocultural Aspects- To think about getting ahead in their careers- To discuss about getting a job- To discuss about the choices some people have made in a radio

programme- To debate about ambitions- To show interest in learning

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestEducation for equalityTo respect everybody's opinion


- Student's Book: Communication activities, pages 47, 48, 49, 55, 126-128, 130


II. Language reflections- Student's Book: Study, Practice & Remember, page 144- Workbook, Unit 5- Teacher's Resource Bank: Photocopiable activities, Unit 5


- DVD, Unit 5



BASIC COMPETENCES

UNIT 5: Go for it!COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, pp.47, 49 - Students have to understand and process information to complete a table.



SB, p.53 (Task)SB, p.51, ex.2SB, pp.46-47 (Reading)

SB, p.53 (Share your task)SB, p.55 (Language live)MyEnglishLab /Active Teach

Students speak about a reality TV show.They listen to a radio programme about people at a 'career

crossroads'.Students read an article about getting ahead with the career.

Students film / record themselves giving a summary about the preferred candidates for a TV show.

Students watch a video about two telephone conversations.







SB, pp.46, 48, 50, 52, 54

SB, p.54

SB, p.55

They deal about different cultural and artistic expressions through the following: - An article about getting ahead with the

career.- A quiz about being ambitious.- A text about life choices.- A text about a reality TV show.- Some job adverts.- A CV

Students write a piece of original creative writing: - A CV.





SB, Unit 5 Students learn and think about: ambition, work, crossroads, a reality TV show, jobs.

There are references to different places such as: Botswana, Africa.





SB, Unit 5

SB, p.51 (Practice)

SB, p.53 (Speaking)

SB, p.55

SB, pp.50

SB, pp.54-55

SB, Unit 5


the unit about getting ahead in their careers, getting a job, a radio programme.



In groups, they talk about the plans and ambitions of someone they know.

They work in groups to decide about the best candidates for a TV show and give a summary about the candidates' strengths and weaknesses.



Students write a CV. In groups, they swap CVs and debate about them.








SB & WB, Unit 5

SB, Unit 5
















SB, pp.46-55




Students do activities which involve analyzing, planning and reviewing their work: - Choose who to hire or fire!- Write a CV.









UNIT 6: TRUE STORIES

I. AIMS- To know the form and use of the past perfect- To know the form and use of the reported speech- To talk about disaster movies based on real events- To retell a ghost story- To discuss about a story of two twins separated at birth- To discuss about the similarities between pairs of twins- To discuss about strange coincidences- To discuss about bad real-life experiences- To discuss about a ghost story- To discuss about the trapped miners experience in Chile- To listen to a classic ghost story- To read an article about a twist of fate- To read a text about some twins separated at birth- To read a text about coincidence stories- To read a text about real-life experiences on disasters- To read a fact file about Chile and check the information online- To read a newspaper extract about some miners trapped below

ground in Chile- To write a story- To write a paragraph about an incident- To find out more information online about US Airways Flight

1549- To find out more information online about some incidents listed- To watch a video about the trapped miners in Chile- To watch a video of three people talking about a time when the

world's eyes were on their country or city- To know the use of say and tell- To know adverbs for telling stories- To practise hearing the difference between past simple and

past perfect in connected speech- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Talking about disaster movies based on real events- Retelling a ghost story- Listening to a classic ghost story- Reading an article about a twist of fate- Reading a text about some twins separated at birth- Reading a text about coincidence stories- Reading a text about real-life experiences on disasters- Reading a fact file about Chile and check the information online- Reading a newspaper extract about some miners trapped

below ground in Chile


- Writing a story- Writing a paragraph about an incident- Watching a video about the trapped miners in Chile- Watching a video of three people talking about a time when the

world's eyes were on their country or city


- Past perfect- Reported speech

B. Vocabulary- Say and tell- Adverbs for telling stories

C. Pronunciation- Hearing the difference between past simple and past perfect

in connected speech

Sociocultural Aspects- To discuss about a story of two twins separated at birth- To debate about the similarities between pairs of twins- To think about strange coincidences- To discuss about bad real-life experiences- To discuss about a ghost story- To think about the trapped miners experience

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestLiteratureTo talk about Saki (H.H. Munroe)


- Student's Book: Communication activities, pages 60, 129, 131


II. Language reflections- Student's Book: Study, Practice & Remember, page 147- Workbook, Unit 6


- Teacher's Resource Bank: Photocopiable activities, Unit 6- Teacher's Resource Disc: Progress Tests, Units 5-6- Teacher's Resource Disc: Test Audio- DVD, Unit 6



BASIC COMPETENCES

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




SB, pp.58, 65SB, p.59

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



SB, p.56SB, p.64

WB, p.35

SB, p.63 (Share your task)SB, pp.64-65 (Video and research)


Students read an article about a twist of fate.They read a newspaper extract about some miners trapped below

ground in Chile.They read a website extract.

Students film / record themselves telling a ghost story.

Students watch a video about the trapped miners in Chile.They watch a video of three people talking about a time when the

world's eyes were on their country or city.Students check their answers online about Chile.They find information online about some famous incidents.







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

SB, pp.56, 57, 58, 60, 64

SB, pp.63, 65

Students learn about a story that happened in Chile.

Students listen to a ghost story and learn about the author (H.H. Munroe).

They deal about different cultural and artistic expressions through the following: - An article about a twist of fate.- A text about some twins separated at

birth.- A text about coincidence stories.- A text about real-life experiences on

disasters.- A fact file about Chile.- A newspaper extract about some miners

trapped below ground in Chile.

Students write a piece of original creative writing: - A story.- A paragraph about an incident.






SB, Unit 6 Students learn and think about: twins, coincidences, bad experiences, Chile, news.

There are references to different places such as: New York, Minnesota, Canada, Mexico, China, UK, London, Hudson River, Australia, Chile.




SB, Unit 6

SB, p.56, ex.1SB, p.63 (speaking)SB, p.65, ex.6

SB, p.60

SB, p.63

SB, Unit 6


the unit about twins' stories, strange coincidences, bad real-life experiences, a ghost story, the trapped miners in Chile.



In groups:- They speak about different stories.- They retell the second part of a story.- They speak about a time when world

attention was focused on their country.


Students write a paragraph about an incident.

Students learn and think about: twins, coincidences, stories, bad experiences, Chile, news.







SB & WB, Unit 6


SB, Unit 6
















SB, p.62 (Task) SB, pp.56-65




Students do activities which involve analyzing, planning and reviewing their work: - Retell a story.









UNIT 7: MUST SEE!

I. AIMS- To know -ed / -ing adjectives- To know the form and use of the passive- To speak about a film or TV programme that they love or hate- To make a social arrangement- To talk about TV and radio programmes- To talk about their favourite forms of entertainment- To discuss about entertainment and television- To discuss about their feelings in different situations- To discuss about films- To discuss about media- To listen to four people talking about something they've seen- To read a film quiz- To read a text about movie winners and losers- To read four short news articles- To read a musical review- To read some online reviews of Wicked- To watch a video about a spare ticket- To write a quiz about media and culture- To write a review of a film, musical or concert recently seen- To know vocabulary connected with entertainment and

television- To know extreme adjectives- To know word stress- To know sentence stress- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about a film or TV programme that they love or hate- Making a social arrangement- Talking about TV and radio programmes- Talking about their favourite forms of entertainment- Listening to four people talking about something they've seen- Reading a film quiz- Reading a text about movie winners and losers- Reading four short news articles- Reading a musical review- Reading some online reviews of Wicked- Watching a video about a spare ticket- Writing a quiz about media and culture- Writing a review of a film, musical or concert recently seen



- -ed / -ing adjectives- The passive

B. Vocabulary- Words connected with entertainment and television- Extreme adjectives

C. Pronunciation- Word stress- Sentence stress

Sociocultural Aspects- To discuss about entertainment and television- To talk about their feelings in different situations- To discuss about films- To debate about media

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestArtsTo talk about films, festivals, musicals, etc.


- Student's Book: Communication activities, pages 75, 128- Student's Book: Study, Practice & Remember, page 150- 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 150- 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: Must see!COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, pp.71, 75 Students have to understand and process information to complete a table.



SB, p.66SB, p.69SB, p.70SB, p.72 (Task)

SB, p.74SB, p.73 (Share your task)SB, p.75 (Language live)MyEnglishLab /Active Teach

Students speak about TV and radio programmes. They write a quiz about media and culture.They read four short news articles.They speak about a film or TV programme that they love or hate.

Students read some online reviews of Wicked.Students film / record themselves giving a talk about a show.

Students watch a video about a spare ticket for a show.







SB, pp.68, 69, 70, 74

WB, p.44

SB, p.69, 74

They deal about different cultural and artistic expressions through the following: - A film quiz.- A text about movie winners and losers.- Four short news articles.- A musical review.- Some online reviews of Wicked.- Some customer reviews about a film, a

book and a CD.

Students write a piece of original creative writing: - A quiz about media and culture.- A review of a film, musical or concert

recently seen.





SB, Unit 7 Students learn and think about: entertainment, television, films, news, shows, reviews, social arrangements.

There are references to different places such as: France, USA, India, New York, Cannes, Los Angeles, Nottingham, London, Argentina, Mexico, Slovakia, Japan.





SB, Unit 7

SB, p.69, ex.4

SB, p.73 (Speaking)

SB, p.67

SB, p.75

SB, Unit 7


the unit about entertainment and television, their feelings in different situations, films, media.



In groups, they answer the quiz questions.

They practise giving a talk to a partner and then they tell the rest of the class about a show they love or hate.


Students write a review of a film, musical or concert recently seen.

Students learn and think about: entertainment, television, films, news, shows, reviews, social arrangements.







SB & WB, Unit 7


SB, Unit 7


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



the unit (p.66)- Grammar in context (pp.67, 69)- Pronunciation box (p.71, 75)- Useful language box (p.73)- Study & practice 1 (p.150)- Study & practice 2 (p.150)- Remember these words (p.152)- Study tips (p.152)












SB, pp.66-75




Students do activities which involve analyzing, planning and reviewing their work: - Talk about a show you love or hate.- Write a review.









UNIT 8: SOCIAL LIFE

I. AIMS- To know polite requests- To know the use of will and shall for instant responses- To speak about how to behave- To talk about good and bad manners- To act out a conversation- To discuss about social activities- To discuss about nightlife- To discuss about modern manners- To discuss about video games and gaming- To listen to six conversations about requests- To listen to five excerpts from a conversation about the

manners quiz- To listen to seven people giving advice and information about

social behaviour- To read an article about going out at night- To read a quiz about modern manners- To read some tips about customs in Britain- To watch a video about gaming addiction- To watch a video of three people talking about video games- To write conversations about given situations- To write some tips about norms and customs- To write a paragraph about an addiction- To complete a fact file about video games and check the

information online- To find out more information online about possible addictions- To know vocabulary connected with social behaviour- To know vocabulary to talk about norms and customs- To practise polite intonation in requests- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about how to behave- Talking about good and bad manners- Acting out a conversation- Listening to six conversations about requests- Listening to five excerpts from a conversation about the

manners quiz- Listening to seven people giving advice and information about

social behaviour- Reading an article about going out at night- Reading a quiz about modern manners- Reading some tips about customs in Britain- Watching a video about gaming addiction


- Watching a video of three people talking about video games- Writing conversations about given situations- Writing some tips about norms and customs- Writing a paragraph about an addiction- Completing a fact file about video games and checking the

information online


- Polite requests- will and shall for instant responses

B. Vocabulary- Words connected with social behaviour- Talking about norms and customs

C. Pronunciation- Polite intonation in requests

Sociocultural Aspects- To discuss about social activities- To discuss about nightlife- To talk about modern manners- To debate about video games and gaming- To show interest in being polite and good behaviour

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo respect norms and customsConsumer educationTo talk about going out at nightHealth educationTo speak about healthy habitsTo talk about addictions


- Student's Book: Communication activities, pages 79, 127- Student's Book: Study, Practice & Remember, page 153- 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



- 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: Social lifeCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, pp.80, 85 - Students have to understand and process information to complete a table.



SB, pp.76-77 (Reading)WB, p.50




Students read an article and some facts about going out at night.

They read an article about culture clashes.

Students film / record themselves giving a talk about how to behave.

Students watch a video about gaming addiction.They watch a video of three people talking about video games.Students complete a fact file about video games and check their

answers online.They find information online about possible addictions.







SB, pp. 84-85 (World culture)

SB, pp.76, 80, 81

WB, p.50

SB, pp.79, 83, 85

SB, pp.78, 79

Students learn about gaming addiction and other possible addictions.

They deal about different cultural and artistic expressions through the following: - An article about going out at night.- A quiz about modern manners.- Some tips about customs in Britain.- An article about culture clashes.

Students write a piece of original creative writing: - Conversations about norms and customs.- Some tips about norms and customs.- A paragraph about an addiction.






SB, Unit 8 Students learn and think about: night life, social behaviour, norms, customs, video games, addictions.

There are references to different places such as: Beijing, Tehran, Isle of Eigg, China, Paris, Latin America, Britain, Poland, Singapore, USA, etc.




SB, Unit 8

SB, p.81, ex.1

SB, p.83 (Speaking)

SB, pp.78, 79

SB, pp.76, 78, 80

SB, p.85

SB, Unit 8


the unit about social activities, nightlife, modern manners, video games and gaming.



In groups they compare customs in Britain with customs in their country.

Students work in groups to make a list of tips about norms and customs. They debate about them and present them to the rest of the class.



Students write a paragraph about an addiction.

Students learn and think about: night life, social behaviour, polite requests, norms, customs, video games, addictions.







SB & WB, Unit 8


SB, Unit 8
















SB, p.82 (Task) SB, pp.76-85




Students do activities which involve analyzing, planning and reviewing their work: - Give tips on how to behave.









UNIT 9: STUFF!

I. AIMS- To know the form and use of defining relative clauses- To know the use of quantifiers- To speak about buying things- To talk about common things today that did not exist 20 years

ago- To prepare a vocabulary revision quiz- To talk about how gadgets work- To talk about everyday objects- To talk about things they couldn't live without- To act out a conversation- To discuss about buying things- To discuss about different trips and useful things to take to

each trip- To discuss about how to thank somebody - To listen to four conversations about different gadgets- To read an article about extreme consumers- To read about the things some famous people can't live without - To read different messages- To watch a video about two conversations in a shop- To find out information online about shameless shopaholics and

extreme minimalists- To write a short thank-you message- To know vocabulary connected with how gadgets work- To know vocabulary to describe everyday objects- To know stress in compound nouns- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about buying things- Talking about common things today that did not exist 20 years

ago- Preparing a vocabulary revision quiz- Talking about how gadgets work- Talking about everyday objects- Talking about things they couldn't live without- Acting out a conversation- Listening to four conversations about different gadgets- Reading an article about extreme consumers- Reading about the things some famous people can't live

without - Reading different messages- Watching a video about two conversations in a shop- Writing a short thank-you message



- Defining relative clauses- Quantifiers

B. Vocabulary- Words connected with how gadgets work- Words describing everyday objects

C. Pronunciation- Stress in compound nouns

Sociocultural Aspects- To talk about buying things- To discuss about different trips and useful things to take to

each trip- To know how to thank somebody

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestConsumer educationTo talk about buying thingsTo read about extreme consumersTechnologyTo talk about modern gadgets




II. Language reflections- Student's Book: Study, Practice & Remember, page 156- Workbook, Unit 9- Teacher's Resource Bank: Photocopiable activities, Unit 9- DVD, Unit 9



BASIC COMPETENCES

UNIT 9: Stuff!COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, pp.94, 95WB, p.55, ex.6, 7

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



SB, p.87 (Reading)SB, p.95WB, p.52


SB, p.94 (Language live)MyEnglishLab /Active Teach

Students read an article about extreme consumers.They read an email thanking for a job interview.They read a text about ebay.

Students film / record themselves giving a talk about things they couldn't live without.

Students watch a video about two conversations in a shop.






SB, pp.87, 92, 95

SB, p.95

SB, p.94

They deal about different cultural and artistic expressions through the following: - An article about extreme consumers.- A text about the things some people

can't live without.- Different types of messages

Students write a piece of original creative writing: - A short thank-you message.






SB, Unit 9 Students learn and think about: consumerism, gadgets, trips, everyday objects.

There are references to different places such as: London, New York, Washington, UK, Colorado.




SB, Unit 9

SB, p.88, ex.3SB, p.91, ex.4

SB, p.92 (Speaking)SB, p.94

SB, p.86

SB, p.95

SB, Unit 9


the unit about buying things, trips, thanking someone.- Analysing the tasks they have completed


In groups:- They make a vocabulary revision quiz for

other students.- They try to guess an object by asking

Yes/No questions.

They talk about things they couldn't live without.



Students write a short thank-you message.

Students learn and think about: consumerism, gadgets, trips, everyday objects, thank-you messages.







SB & WB, Unit 9

SB, Unit 9
















SB, pp.86-95




Students do activities which involve analyzing, planning and reviewing their work: - Talk about things you couldn't live

without.- Write a short thank-you message.









UNIT 10: SOCIETY AND CHANGE

I. AIMS- To know how to make predictions- To know how to express hypothetical possibilities with if- To speak about the proposals to improve the situation of a

country and balance the budget- To talk about numbers and statistics from China and United

Arab Emirates- To talk about moral dilemmas- To talk about current social problems in their country- To talk about technology that has changed their lives- To discuss about future predictions in films or books- To discuss about future predictions according to three

scientists- To discuss about the current trends for the issues proposed- To discuss about the things they'd do if they were invisible for a

day- To discuss about society- To listen to five people talking about Ray Kurzweil's predictions - To listen to four people talking about their country's biggest

problems- To read and article about future- To read some Ray Kurzweil's predictions about the future - To read some comments about the things some people would

do if they were invisible- To read some moral dilemmas - To read a text about the Republic of Peakoilia- To check information online about satellites- To watch a video about a person that helps making satellites- To watch a video about four people talking about technology

that has changed their lives- To find out more information online about technology- To write a short paragraph about technology- To know vocabulary connected with numbers and statistics- To know vocabulary connected with society and change- To know vocabulary connected with society and social issues- To practise shifting stress in word families- To practise the pronunciation of 'll or 'd in connected speech- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about the proposals to improve the situation of a

country and balance the budget- Talking about numbers and statistics from China and United

Arab Emirates


- Talking about moral dilemmas- Talking about current social problems in their country- Talking about technology that has changed their lives- Listening to five people talking about Ray Kurzweil's predictions - Listening to four people talking about their country's biggest

problems- Reading and article about future- Reading some Ray Kurzweil's predictions about the future- Reading some comments about the things some people would

do if they were invisible- Reading some moral dilemmas - Reading a text about the Republic of Peakoilia- Watching a video about a person that helps making satellites- Watching a video about four people talking about technology

that has changed their lives- Writing a short paragraph about technology


- Making predictions- Hypothetical possibilities with if

B. Vocabulary- Words connected with numbers and statistics- Words connected with society and change- Words connected with society and social issues

C. Pronunciation- Shifting stress in word families- 'll or 'd in connected speech

Sociocultural Aspects- To talk about future predictions in films or books- To debate about future predictions according to three scientists- To discuss about the current trends for the issues proposed- To speak about the things they'd do if they were invisible for a

day- To discuss about society- To show interest and think about future- To worry about their country's current problems

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interest

ScienceTo think about scientists' opinions about future TechnologyTo talk about satellites


To find out about technology online







BASIC COMPETENCES

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




SB, p.97SB, pp.98, 99, 105

Students complete exercises with numbers and statistics.Students have to understand and process information to complete a

table.



SB, p.96 (Reading)WB, p.60WB, p.62




Students read an article about future.Students some newspaper articles.They read a website discussion.

Students film / record themselves giving a talk about the proposals for improving the situation of a country.

Students watch a video about a person that helps making satellites.They watch a video of four people talking about technology that has

changed their lives.Students complete a text about satellites and check their answers

online.They find information online about technology.







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

SB, p.105

Students learn about satellites and other technological gadgets.

They deal about different cultural and artistic expressions through the following: - An article about future.- Some Ray Kurzweil's predictions about

the future.- Some comments about the things some

people would do if they were invisible.- Some moral dilemmas.- A text about the Republic of Peakoilia.

Students write a piece of original creative writing: - A short paragraph about technology.





SB, Unit 10 Students learn and think about: statistics, society, social issues, satellites, technology.

There are references to different places such as: California, New York, China, United Arab Emirates.




SB, Unit 10

SB, p.103 (Speaking)

SB, p.105

SB, Unit 10


the unit about future predictions in films, books, according to 3 scientists; the current trends for the issues proposed, the things they'd do if they were invisible, and society.



In groups, they put forward their proposals for improving the situation of a country while balancing the budget and then present them to the rest of the class.

Students write a paragraph about technology.

Students learn and think about: future, predictions, statistics, society, social issues, hypotheses, satellites, technology.







SB & WB, Unit 10


SB, Unit 10
















SB, p.103 (Task) SB, pp.96-105




Students do activities which involve analyzing, planning and reviewing their work: - Balance the budget.









UNIT 11: RULES

I. AIMS- To know how to express obligation and permission in the

present - To know how to express obligation and permission in the past- To speak about a controversial issue expressing their opinion- To talk about past laws or rules- To talk about laws that should exist- To discuss about rules and laws that find annoying- To discuss about clubs and societies- To discuss about three exclusive clubs- To discuss about criminal justice- To discuss about famous criminals- To listen to five people complaining about annoying rules- To listen to people talking about four laws suggested on a

website- To read an article about three unusual societies- To read a text about criminal justice in Britain 200 years ago- To read the story of a famous 18th-century British criminal- To read a text about prison 200 years ago- To read some suggestions for laws on a website - To read a newspaper article about the punishment for a boy

who committed robbery- To read an opinion essay- To watch a video of two conversations about a crime- To find out information online about the Vidocq Society, French

Foreign Legion and Bullingdon Club- To write a list of rules for a place- To write an opinion essay- To know linking words- To know vocabulary connected with crime and punishment- To practise the pronunciation of modal verbs in connected

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

II. CONTENTS

Communication Skills- Speaking about a controversial issue expressing their opinion- Talking about past laws or rules- Talking about laws that should exist- Listening to five people complaining about annoying rules- Listening to people talking about four laws suggested on a

website- Reading an article about three unusual societies- Reading a text about criminal justice in Britain 200 years ago- Reading the story of a famous 18th-century British criminal


- Reading a text about prison 200 years ago- Reading some suggestions for laws on a website - Reading a newspaper article about the punishment for a boy

who committed robbery- Reading an opinion essay- Watching a video of two conversations about a crime- Writing a list of rules for a place- Writing an opinion essay


- Obligation and permission in the present- Obligation and permission in the past

B. Vocabulary- Linking words- Words connected with crime and punishment

C. Pronunciation- Modal verbs in connected speech

Sociocultural Aspects- To speak about rules and laws that find annoying- To talk about clubs and societies- To discuss about three exclusive clubs- To debate about criminal justice- To talk about famous criminals- To learn about obligation and permission - To express and respond to opinions

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo respect rules and lawsTo respect others' opinionsHistoryTo talk about past criminals, justice and laws


- Student's Book: Communication activities, pages 112, 114- Student's Book: Study, Practice & Remember, page 162- Workbook, Unit 11- Teacher's Resource Bank: Photocopiable activities, Unit 11- DVD, Unit 11



- Workbook, Unit 11- Teacher's Resource Bank: Photocopiable activities, Unit 11- DVD, Unit 11



BASIC COMPETENCES

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




SB, pp.110, 114 Students have to understand and process information to classify a list of concepts according to different categories.



SB, p.108

SB, p.114

WB, p.68

SB, p.112

SB, p.112SB, p.113 (Share your task)SB, p.114 (Language live)MyEnglishLab /Active Teach

Students read an article about three unusual societies: the Vidocq Society, French Foreign Legion and Bullingdon Club, and find out more information online about them.

They read a newspaper article about the punishment for a boy who committed robbery.

They match newspapers headlines with the correct extracts.

Students listen to people talking about four laws suggested on a website.

They read some suggestions for laws on a website.Students film / record themselves talking about a law.

Students watch a video of two conversations about a crime.







SB, pp.108, 110, 111, 112, 114, 115

SB, pp.107, 115

They deal about different cultural and artistic expressions through the following: - An article about three unusual societies.- A text about criminal justice in Britain

200 years ago.- The story of a famous 18th-century

British criminal.- A text about prison 200 years ago.- Some suggestions for laws on a website.- A newspaper article about the

punishment for a boy who committed robbery.- An opinion essay.

Students write a piece of original creative writing: - A list of rules for a place.- An opinion essay.




SB, Unit 11 Students learn and think about: rules, societies, crime, punishment, laws.

There are references to different places such as: Britain, USA, Switzerland.





SB, Unit 11

SB, p.107, ex.3


SB, p.106

SB, p.115

SB, Unit 11


the unit about rules, laws, clubs, societies, criminal justice and famous criminals.



In groups, they read a list of rules and the other students have to guess the place they refer to.

Students speak about a law they would like to discuss and give their opinion in groups. Then, they tell the rest of the class about the laws they have discussed.


Students write an opinion essay. They swap essays in pairs and suggest improvements.

Students learn and think about: rules, obligation, permission, societies, crime, punishment, laws.







SB & WB, Unit 11

SB, Unit 11




the unit (p.106)- Grammar in context (pp.107, 111)- Pronunciation box (pp.107, 114)- Useful language box (p.113)- Study & practice 1 (p.162)- Study & practice 2 (p.163)- Study & practice 3 (p.163)- Remember these words (p.164)- Study tips (p.164)











SB, p.112 (Task)SB, p.115

SB, pp.106-115




Students do activities which involve analyzing, planning and reviewing their work: - Discuss new laws.- Write an opinion essay.









UNIT 12: YOUR CHOICE

I. AIMS- To know the use of could have, should have, would have- To know how to express hypothetical situations in the past with

if- To speak about problems- To talk about the results of a quiz- To talk about one story they've read- To talk about the advantages and disadvantages of living in

London and New Zealand- To discuss about taking tough decisions- To discuss about the decisions made in difficult situations- To discuss about a method for making decisions- To discuss about living in a foreign country- To listen to a story about a rowing challenge- To listen to three people describing a big decision in their lives- To read a quiz about how we respond to problems- To read a text about someone's problems- To read a text about making decisions- To read some problems published in a problem page- To watch a video about a British couple thinking of moving to

New Zealand- To watch a video of four people talking about living in a foreign

country - To write a story about a problem- To write a letter / TV drama scene about a problem story- To write a paragraph about going to live in another country- To act out a scene- To find out information online about London and New Zealand- To find out information online about worldwide emigration /

immigration- To know vocabulary connected problems and solutions- To practise the pronunciation of past modal forms in connected

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

II. CONTENTS

Communication Skills- Speaking about problems- Talking about the results of a quiz- Talking about one story they've read- Talking about the advantages and disadvantages of living in

London and New Zealand- Listening to a story about a rowing challenge- Listening to three people describing a big decision in their lives- Reading a quiz about how we respond to problems


- Reading a text about someone's problems- Reading a text about making decisions- Reading some problems published in a problem page- Watching a video about a British couple thinking of moving to

New Zealand- Watching a video of four people talking about living in a foreign

country - Writing a story about a problem- Writing a letter / TV drama scene about a problem story

Language ReflectionsA. Language and grammar functions- could have, should have, would have- Hypothetical situations in the past with if

B. Vocabulary- Words connected with problems and solutions

C. Pronunciation- Past modal forms in connected speech

Sociocultural Aspects- To talk about taking tough decisions- To discuss about the decisions made in difficult situations- To debate about a method for making decisions- To speak about living in a foreign country- To think about a great challenge

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interest


- Student's Book: Communication activities, pages 117, 122, 127, 129, 130, 131


II. Language reflections- Student's Book: Study, Practice & Remember, page 165- Workbook, Unit 12


- Teacher's Resource Bank: Photocopiable activities, Unit 12- Teacher's Resource Disc: Progress Tests, Units 11-12- Teacher's Resource Disc: Test Audio- DVD, Unit 12



BASIC COMPETENCES

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




SB, p.124 Students have to understand and process information to complete a table.



WB, p.73SB, p.122




Students read a newspaper article and answer some questions.Students read and talk about problems published in a problem page.Students film / record themselves speaking about a problem and the

things they would/wouldn't have done.

Students watch a video about a British couple thinking of moving to New Zealand.

They watch a video of four people talking about living in a foreign country.

Students complete the information in a table about New Zealand and the UK and check their answers online.

They find information online about worldwide emigration / immigration.







SB, pp. 124-125 (World culture)SB, pp.116, 117, 121, 122

SB, pp.120, 123, 125

SB, p.123

Students learn about life in different countries.

They deal about different cultural and artistic expressions through the following: - A quiz about how we respond to

problems.- A text about someone's problems.- A text about making decisions.- A problem page.

Students write a piece of original creative writing: - A story about a problem.- A letter / TV drama scene about a

problem story.- A paragraph about going to live in

another country.

They act out a scene in front of other students.




SB, Unit 12 Students learn and think about: journeys, New Zealand, UK, geographical information.

There are references to different places such as: London, Barbados, New Zealand, UK.





SB, Unit 12


SB, p.123

SB, p.124

SB, p.125

SB, Unit 12


the unit about taking tough decisions, difficult situations, a method for making decisions, living in a foreign country.



Students work in groups to speak about a problem and explain what they would/wouldn't have done and why. Then, they present their ideas to the class.

In pairs and groups, they act out a scene about a problem story.


Students write a paragraph about going to live in another country.

Students learn and think about: problems, reactions, journeys, decisions, hypothetical situations, solutions, dilemmas, New Zealand, UK, geographical information.







SB & WB, Unit 12


SB, Unit 12
















SB, p.122 (Task)

SB, pp.116-125




Students do activities which involve analyzing, planning and reviewing their work: - Discuss dilemmas.









TEACHING PROGRAMME - Microsoftpearsonespana.blob.core.windows.net/books/Cutting Edge... · Web viewENGLISH LANGUAGE Cutting Edge Intermediate Teaching Programme UNIT 1: YOUR WORLD

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