U 1: WHAT MAKES A GOOD BOOK? · Kompetenzorientierte Jahresplanung MakeYourWay 8 The copyright of the descriptive scales and the illustrative scales (in all languages) reproduced

Make Your Way 8Kompetenzorientierte Jahresplanung

The copyright of the descriptive scales and the illustrative scales (in all languages) reproduced in this document belongs to the Council of Europe. 1

Monat / Stunden Contents Communicative Activities (Reception /

Interaction / Production) Communicative Strategies (Reception / Interaction / Production)

Communicative Language Competences (Linguistic [Range and Control] / Sociolinguistic / Pragmatic)

U 1: WHAT MAKES A GOOD BOOK?

Listening 11 Listen to David Lodge´s "Guess What

Happened": Find out what happened in the original story.

B2 Listening to audio media and recordings (can understand most […] recorded or broadcast audio material delivered in standard dialect […]) p. 68

Identifying cues and inferring (can use a variety of strategies to achieve comprehension […]) p. 72

* Page numbers refer to the online version of the “Com-mon European Framework of Reference for Languages” at www.coe.int/T/DG4/Linguistic/Source/Framework_EN.pdf

19 Mastering: A recording about author Colin Paintin

B2 Listening to audio media and recordings (can understand most […] recorded or broadcast audio material delivered in standard dialect […]) p. 68


Speaking 8 Talk about the topic: Imagine that you could

step into a novel […] prepare to tell the rest of the class.

B2 Sustained monologue: Describing experience (can give clear, detailed descriptions on a wide range of subjects […]) p. 59

Planning (can plan what is to be said and the means to say it […]) p. 64

Vocabulary range (has a good range of vocabulary for matters connected to his/her field and most general topics) p. 112

Compensating (can use circumlocution and paraphrase to cover gaps in vocabulary and structure) p. 64

Vocabulary control (lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication) p. 112

Monitoring and repair (can correct slips and errors […]) p. 65

Grammatical accuracy (shows a relatively high degree of grammatical control) p. 114

Phonological control (has acquired a clear, natural, pronunciation and intonation) p.117

Flexibility (can vary formulation of what he/she wants to say) p.124

Thematic development (can develop a clear description or narrative, expanding […] main points with relevant supporting detail […]) p.125

Coherence and cohesion ( can use a variety of linking words efficiently to mark clearly the relationships between ideas) p. 125



Propositional precision ( can pass on detailed information reliably) p. 129

6 Work with a partner: Read though the beginning to a novel. Discuss what you think the novel could be about and how you imagine the story might develop. Think of a title for the novel.

B2 Informal discussion (with friends) ( can account for and support his/her opinions in discussion […]) p. 77

Taking the floor (can initiate, maintain and end discourse appropriately […]) p. 86 Co-operating (can help the discussion along on familiar ground […]) p. 86


Asking for clarification (can ask follow-up questions […]) p. 87




Compensating (can use circumlocution and paraphrase to cover gaps […]) p.64




Turntaking (can initiate, maintain and end discourse […] p. 124




16 Identifying Authors B2 Informal discussion (with friends) ( can account for and support his/her opinions in discussion […]) p. 77

Taking the floor (can initiate, maintain and end discourse appropriately […]) p. 86


Co-operating (can help the discussion along on familiar ground […]) p. 86















Spoken fluency (can produce stretches of language with a fairly even tempo […]) p.129


15 Qualities that make a writer: Put the items in order of importance […] compare your ideas with your partner´s.

B1 Informal discussion (with friends) (can express his/her thoughts about [….] cultural topics […]) p.77

Taking the floor (can initiate, maintain and close simple, face-to-face conversation on topics that are familiar or of personal interest) p. 86

Vocabulary range (has a sufficient vocabulary to express him/herself […]) p.112



Vocabulary control (shows good control of elementary vocabulary […]) p. 112

Co-operating (can exploit a basic repertoire of language and strategies to help keep a conversation or discussion going) p. 86

Grammatical accuracy (communicates with reasonable accuracy […]) p.114

Phonological control (pronunciation is clearly intelligible […]) p. 117

Asking for clarification (can ask someone to clarify or elaborate what they have just said) p. 87

Flexibility (can adapt his/her expression to deal with less routine […] situations) p.124

Turntaking (can initiate, maintain and close simple, face-to-face conversation […]) p. 124

Planning (can work out how to communicate the main point(s) […]) p. 64

Thematic development (can reasonably fluently relate […]a […]sequence of points) p. 125

Compensating (can define the features of something concrete for which he/she can´t remember the word) p. 64

Coherence and cohesion (can link a series of […] elements into a connected, linear sequence of points) p. 125

Monitoring and repair (can correct mix-ups with tenses or expressions […]) p. 65

Propositional precision (can explain the main points in an idea […] with reasonable precision) p. 125

Spoken fluency (can express him/herself with relative ease) p.129

22 Mastering: Individual long turn (Places to write)

B2 Sustained monologue: Putting a case (can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options) p. 59






Grammatical accuracy (good grammatical control […]) p. 114









22 Mastering : Paired activity (5 must-read books)

B2 Informal discussion (with friends) (can account for and sustain his/her opinions […]) p. 77








Phonological control (has acquired a clear, natural pronunciation and intonation) p.117











Reading 1 Read the following six texts. Each of them

is the beginning of a novel. Look at the list of novels and authors and try to decide which book each beginning comes from.

B2 Reading for orientation ( can scan quickly through long and complex texts, locating relevant details) p. 70


17 Novel endings B1 Reading for orientation (can find and understand relevant information […]) p. 70

Identifying cues and inferring (can identify unfamiliar words from the context […]) p. 72

20 Mastering: A Tale of Revenge B2 Reading for orientation ( can scan quickly through long and complex texts, locating relevant details) p. 70


7 Read the following text and do one of the tasks below

• Write a letter B2 Correspondence (can write letters conveying degrees of emotion and



highlighting the personal significance of events and experiences […]) p. 83




Grammatical accuracy (shows a relatively high degree of grammatical control.



Does not make mistakes which lead to misunderstanding) p. 114

Orthographic control (can produce clearly intelligible continuous writing which follows standard layout and paragraphing conventions. Spelling and punctuation are reasonably accurate[…]) p. 118




• Make a picture of this city as you imagine it a drawing, a painting or a collage).

Writing

4 Writing station: What makes a good novel? Read through this text. Then write a book report on a book from your reading list

B 2 Reading for information and argument (can understand articles […]in which the writers adopt particular stances and viewpoints) p. 70


B 2 Processing text (can summarise the plot […]) p. 96






Grammatical accuracy (shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding) p. 114




Thematic development (can develop a clear […] narrative, expanding […] his/her main points with relevant supporting detail […]) p.125




9 Writing tasks: • You are given the choice of living the life of….

B2 Creative writing (can write clear, detailed descriptions of […] imaginary events and experiences […]) p. 62













• Write a dialogue between you and a character in a novel

s.a. s.a. s.a.

• Write a letter to a character in a novel B2 Correspondence (can write letters conveying degrees of emotion and highlighting the personal significance of events and experiences […]) p. 83

s.a. s.a.

10 Make up a short story B2 Creative writing (can write clear, detailed descriptions of […] imaginary events and experiences […]) p. 62

s.a. s.a.

Grammar Language booster: get B2 Vocabulary range (has a good range of

vocabulary for matters connected to his/her field and most general topics) p. 112

Vocabulary 3 Working with words: Assessment on books B1 Vocabulary range (has a sufficient

vocabulary to express him/herself […]) p.112


21 Language in use: The Casual Vacancy B2 Vocabulary range (has a good range of vocabulary for matters connected to his/her field and most general topics) p. 112


Extras 12 Internet project: Literary awards B1



U 2: BLACK ISN´T JUST A COLOUR Listening 6 Listen to an interview with black journalist

Kenneth Scott about the situation of black people in America today

B2 Listening to audio media and recordings (can understand recordings in standard dialect […]and identify speaker viewpoints […]) p. 68


10 Listen to sociologist Ann Peters. A lecture on the notion of prejudice.

B2 Listening to audio media and recordings (can understand most […] audio material delivered in standard dialect […]) p. 68


19 Mastering: A recording about a letter from a former slave



Speaking 11 Talk about the topic: Mixed marriages and

partnerships B2 Informal discussion (with friends) (can account for and sustain his/her opinions […]) p. 77



















9 Roleplay B1 Informal discussion (with friends) (can give or seek personal views and opinions in discussing topics of interest) p. 77

Taking the floor (can initiate, maintain and close simple, face-to-face conversation on topics that are familiar or of personal interest) p. 86


















Reading 1 Read through the text from Martin Luther

King´s book B2 Reading for orientation ( can scan longer texts in order to locate desired information […]) p. 70


3 Read through the biographical sketch of Barack Obama

B2 Reading for orientation ( can scan longer texts in order to locate desired information […]) p. 70


5 Read through the statistics about blacks in the USA.

B2

7 Read the newspaper article about Hurricane Katrina

B2 Reading for orientation ( can scan longer texts in order to locate desired information […]) p. 70


8 Read Edwina Barron´s story B2 Reading for information (can understand articles […] concerned with contemporary problems […]) p. 70


12 A poem: Telephone conversation B2 Overall reading (can read with a large degree of independence […])p. 69


B1 Overall written production (can write straightforward connected texts […]linking […] elements into a linear sequence) p. 61



Compensating (can define the features of something concrete […] p. 64




Orthographic control (can produce continuous writing […] p. 118





Propositional precision (can explain the precision) p.129main points in an idea […] with reasonable precision

14 Five great moments in black sporting history

B1 Reading for orientation (can scan longer texts in order to locate desired

Identifying cues and inferring (can identify unfamiliar words from the context […])

19 Mastering: From Heroes to villains (A text about prominent African Americans who ended up on the wrong path)

B2 Reading for orientation ( can scan quickly through long and complex texts […]) p. 70


Writing 2 Writing station: Compile a brief biography B2 Overall written production (can write

clear, detailed texts on a variety of subjects […]) p. 61















12 Writing a text about a racial incident B2 Creative writing (can write clear, detailed descriptions of […] imaginary events and experiences […]) p. 62











21 Mastering: An opinion essay on prejudices B2 Reports and Essays ( can write an essay […] which develops an argument systematically […]) p.




Vocabulary control (lexical accuracy is generally high, though some confusion




and incorrect word choice does occur without hindering communication) p. 112





Grammar 4 Language booster: Word formation B2

Vocabulary 15 Working with words: Sports and sports

events B1 Vocabulary range (has a sufficient

vocabulary to express him/herself […]) p.112


20 Language in use: Indian Wells? No way! B2 Vocabulary range (has a good range of vocabulary for matters connected to his/her field and most general topics) p. 112





Extras 2 Internet project I: Search the Internet for

information and compile a brief biography. B2 Overall written production (can write clear, detailed texts on a variety of subjects […]) p. 61













16 Internet project II: Choose an aspect of black culture and design a page for your portfolio.

B2 Overall written production (can write clear, detailed texts on a variety of subjects […]) p. 61




Vocabulary control (lexical accuracy is generally high, though some confusion




and incorrect word choice does occur without hindering communication) p. 112








U 3: A STAR IS BORN

Listening 8 Listen to a lecture entitled "The birth of a

Hollywood star" B2 Listening as a member of a live audience (can follow the essentials of lectures […]) p. 67


10 Listen to the radio interview with film historian Jo Campbell: Take notes to answer the questions.




B2 Note-taking (can understand […] and can take notes […]) p. 96










16 Mastering: Listen to a recording about the work of a cinematographer

B2 Listening to audio media and recordings (can understand recordings in standard dialect […]) p. 68


Speaking 1 Work in pairs. Discuss: What is the

difference between a star and an actor? B2 Informal discussion (with friends) (can account for and sustain his/her





opinions […]) p. 77 Co-operating (can help the discussion along on familiar ground […]) p. 86

his/her field and most general topics) p. 112














6 Talk about the topic: The Hollywood star system. Discuss the questions in small groups.



















9 Work in small groups: write down the 5 most important ingredients you need to be a star. Compare your lists with those of other groups.




















11 Language for discussion: Disagreeing with a statement



















Reading 1 The difference between a star and an actor.

Read through the text and choose the correct answer for each question.

B2 Reading for orientation ( can scan quickly through long and complex texts[…]) p. 70


4 Read the text about silent film star Clara Bow and fill in the gaps with one suitable word.



5 Read "Wishing on a star" and choose the correct part for each gap



12 Memorable performances. Read through the reviews….



18 Mastering: "I´m the luckiest girl in the world, really…"

B2 Reading for orientation ( can scan quickly through long and complex texts […]) p. 70


Writing 5 Write a summary of the text “Wishing on a

star” in no more than 100 words. B2 Processing text (can summarize a wide range of factual […] texts […] p. 96



Compensating (can use circumlocution vocabulary and structure) p. 64and paraphrase to cover gaps in Monitoring and repair (can correct slips and errors […]) p. 65









13 Writing station: Write a review of a memorable performance

B2 Creative writing (can write a review of a film, book or play) p. 62








Thematic development (can develop a clear description or narrative, expanding main points with relevant supporting detail […]) p.125 […]



19 Mastering: An article about young people’s role models

B2 Overall written production (can write clear, detailed texts on a variety of subjects […]evaluating information and arguments […]) p. 61













Grammar 3 Language booster: "it" phrases B2

Vocabulary 4 Complete the text about silent film star

Clara Bow with one suitable word. B2 Vocabulary range (has a good range of



7 Working with words B1 Vocabulary range (has a sufficient vocabulary to express him/herself […]) p.112



17 Mastering: Language in use (Uggie Superstar)

B2 Vocabulary range (has a good range of vocabulary for matters connected to his/her field and most general topics) p. 112


Extras 14 Internet project: Design a page on

Hollywood starsFor each include photos, a short biography, a review of their most famous performances, a short text about why you like this person







: Monitoring and repair (can correct slips and errors […]) p. 65








U 4: THE EMERALD ISLE

Listening 2 Listen and check your answers B1 Overall Listening Comprehension (can

understand straightforward factual information […]) p. 66

Identifying cues and inferring (can identify unfamiliar words from the context […]) p. 72

3 Listen to the song: The Luck of the Irish B1

5 Listen to the song: Sunday, bloody Sunday B1

12 Listen to 3 young people from Northern Ireland talking about how they feel about the problems of their country.



17 Mastering: You are going to listen to a recording about the Irish in New York.



Speaking 3 “The luck of the Irish”: Read out your texts

in class and talk about them. B2 Sustained monologue: Putting a case (can explain a viewpoint […]) p. 59















7 Discuss the questions with a partner B2 Informal discussion (with friends) (can account for and sustain his/her opinions […]) p. 77



















8 Talk about the topic: Discuss the following points in small groups.


















9 Search the Internet and find out what happened afterwards. Then report back to the class.

B2 Sustained monologue: Describing experience (can give clear, detailed descriptions on a wide range of subjects […]) p. 59















10 Attitudes and actions of the younger Irish generations: Discuss your ideas with a partner.




















11 Attitudes and beliefs of Irish teenagers: Work with a partner and explain your ideas.





his/her field and most general topics) p. 112
















18 Mastering: Individual long turn (Tourism) B2 Sustained monologue: Putting a case (can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options) p. 59















18 Mastering: Paired activity (Traditional images)




















Reading 4 Facts about Ireland B2 Reading for orientation ( can scan quickly

through long and complex texts[…]) p. 70 Identifying cues and inferring (can use a variety of strategies to achieve comprehension […]) p. 72

6 At the time of "Bloody Sunday" Brian Keenan was a student in Belfast. Read what he writes […].

B2 Reading for information (can understand articles […] concerned with contemporary problems […]) p. 70


9 Read what happened when Robert McCartney, a father of two, was murdered in Belfast in 2005



15 Irish toasts, sayings and proverbs B1 Propositional precision ( can pass on detailed information reliably) p. 129

19 Mastering: "A man of small virtue…" B2 Reading for orientation ( can scan quickly through long and complex texts[…]) p. 70


Writing 14 Choose an Irish author and design a page

for your portfolio. Include: a short biography, a list of their major works, a synopsis of one of their stories, a critical appreciation of one of their works, photos.













Grammar 13 Language booster: Alternative ways of

referring to the future B2 Vocabulary range (has a good range of



Vocabulary 5 Sunday, bloody Sunday: Find words which

have a similar meaning. B2 Vocabulary range (has a good range of


7 Working with words: Conflict and confrontation

B1 Vocabulary range (has a sufficient vocabulary to express him/herself […]) p.112


Extras 14 Internet project: Choose an Irish author

and design a page for your portfolio. Include: a short biography, a list of their major works, a synopsis of one of their stories, a critical appreciation of one of their works, photos.















U 5: MIRROR, MIRROR ON THE WALL

Listening 1 Listen to the song: "You are so beautiful" B1

2 An interview about beauty B2 Listening as a member of a live audience (can follow the essentials of […] talks […]) p. 67


10 Three poems B2 – C1

11 Listen to the song "Into My Arms" and answer the questions.

B2

14 Listen to the news report and check your answers to the quiz

B2 Overall listening comprehension (can understand the main ideas of propositionally and linguistically complex speech […]) p. 66


18 Mastering: You are going to listen to 4 people talking about plastic surgery.

B2 Listening as a member of a live audience (can follow the essentials of […] talks […]) p. 67


Speaking 1 Group work B1 Informal discussion (with friends) (can

give or seek personal views and opinions in discussing topics of interest) p. 77

Taking the floor (can initiate, maintain and close simple, face-to-face conversation


on topics that are familiar or of personal interest) p. 86

















3 Work in pairs and describe these people. Think of some people yourself and describe them for your partner to guess who they are.




















4 Talk about the topic: Complete the sentences so that they are true for you. Discuss your ideas in small groups.




















10 Work in groups of four B2 Informal discussion (with friends) (can account for and sustain his/her opinions […]) p. 77



















13 Language for discussion: Hypothesising about statistics

B2

Reading 6 "Mirror, mirror on the wall…" B2 Reading for information (can understand

articles […] concerned with contemporary problems […]) p. 70


10 Three poems B2 – C1

19 Mastering: Extreme TV B2 Reading for orientation ( can scan quickly through long and complex texts[…]) p. 70


Writing 6 Write a summary B2 Processing text (can summarize a wide

range of factual […] texts […] p. 96 Planning (can plan what is to be said and the means to say it […]) p. 64











6 Add another paragraph describing the ideals of beauty today.


s.a. s.a.

6 Describe Miss Universe of the year 2020 B2 Creative writing (can write clear, detailed descriptions of […] imaginary events and experiences […]) p. 62

s.a. Propositional precision ( can pass on detailed information reliably) p. 129

7 Writing station: Developing a theme using parallelism and repetition


16 Design a "beauty" page (photos, a history of fashion in Austria)














16 Check out the beauty website and write a review of it


s.a. s.a.

18 Mastering: An article about cosmetic surgery.










Coherence and cohesion (can use of a variety of linking words efficiently to mark clearly the relationships between ideas) p. 125


Grammar 15 The language booster: Adjective-noun

collocations B2 Vocabulary range (has a good range of



Vocabulary



3 Working with words: Describing people B2 Vocabulary range (has a good range of vocabulary for matters connected to his/her field and most general topics) p. 112

8 Clichés B1 Vocabulary range (has a sufficient vocabulary to express him/herself […]) p.112

9 Clichés in poetry B2 Vocabulary range (has a good range of vocabulary for matters connected to his/her field and most general topics) p. 112

12 Matching words and their definitions B2 Vocabulary range (has a good range of vocabulary for matters connected to his/her field and most general topics) p. 112

Vocabulary control (lexical accuracy is generally high, though some confusion and incorrect word choice does occur) p. 112

Extras 16 Internet project: Design a "beauty" page

(photos, a history of fashion in Austria) B2 Overall written production (can write clear, detailed texts on a variety of subjects […]) p. 61












U6: READ ALL ABOUT IT

Listening Listen to a market researcher interviewing

people in the street to find out about their newspaper reading habits.



Listen to the song "A day in the life" B2

Mastering: A conversation about newspapers between an English woman and an Austrian visitor.

B2 Listening as a member of a live audience (can follow the essentials of […] talks […]) p. 67


Speaking Talk about the topic: Work in small groups

Discuss the following questions. B2 Informal discussion (with friends) (can account for and sustain his/her opinions […]) p. 77



















Discuss: What does the song "A day in the life“ say about the way we react to news and current affairs





Vocabulary control (lexical accuracy is generally high, though some confusion and incorrect word choice does occur) p. 112















Read the article from the Guardian and discuss with a partner how it is different in style from the populars.




















Look through the headlines and discuss why they might cause the reader to think twice.



Language for discussion: Reporting and comparing statistics



Mastering: Speaking

Individual long turn: News and current affairs B2 Sustained monologue: Putting a case (can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options) p. 59















Paired activity: Subscribing a magazine B2 Informal discussion (with friends) (can account for and sustain his/her opinions […]) p. 77



















Reading Working with the populars: Read through the

articles. What conclusions can you draw about popular papers. Find examples of each of the following stylistic features.



Read the article from the Guardian and discuss with a partner how it is different in style from the populars.



Matching headlines B2 Reading for orientation (can quickly identify the content and relevance of news items[…]) p. 70


British reading habits: Look through the statistics […] and decide if these sentences are true or false.

B2 Reading for orientation (can quickly identify the content and relevance of news items[…]) p. 70


Writing Write a follow-up to the article in the Sun

under the headline: I´m No Dunce Claims Harry


s.a. s.a.

Design a newspaper page for your portfolio. Choose some of the ideas below. A short description and readership figures for newspapers in Austria. A passage on your newspaper reading habits.









Thematic development (can develop a clear description or narrative, expanding[…] main points with relevant supporting detail […]) p.125





Choose a local news story. Report it in the style of a British popular paper and a quality paper

B2 Reports and essays (can write a […]report which develops an argument […]) p. 62

s.a. s.a.

Write a headline B2 Vocabulary control (lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication) p. 112


Writing station: Choose one of the headlines under 12 and write an opening paragraph of the article as an article in a popular and an article in a quality














Grammar Language booster: The grammar

of newspaper headlines B2

Vocabulary Working with words: Newspaper vocabulary B2 Vocabulary range (has a good range of


Mastering: Language in use. A text about Metro, a free tabloid newspaper.


Extras Internet project: Design a newspaper page

for your portfolio. Choose some of the ideas below. A short description and readership figures for newspapers in Austria.








Orthographic control (can produce clearly intelligible continuous writing which follows standard layout and paragraphing conventions) p. 118

Thematic development (can develop a clear description or narrative, expanding[…] main points with relevant supporting detail […]) p.125





U7: LIFESTYLES

Listening 2 “Two different roads”: Listen to the song

and answer the questions

12 Listen to the sociologist Miriam Holmes talking about youth culture.



19 Ambitions for the future B2 Listening to audio media and recordings (can understand recordings in standard dialect […]) p. 68


21 Mastering: A recording about Bryn Mawr Farm, an alternative community in Wales.



Speaking 2 Have you ever "taken the long way and

found yourself alone?" Describe your experiences.

B2 Sustained monologue: Describing experience (can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest) p. 59














3 Discuss the questions in small groups B2 Informal discussion (with friends) (can account for and sustain his/her opinions […]) p. 77



















4 Talk about the topic B2 Sustained monologue: Putting a case (can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options) p. 59












9 Talk about the topic B2 Sustained monologue: Describing experience (can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest) p. 59















13 Here are some of the things Miriam Holmes talks about. Discuss in groups whether or not you agree with these points.



















16 Read through the questions and discuss them with a partner.




















17 Discuss questions 1 to 4 B2 Informal discussion (with friends) (can account for and sustain his/her opinions […]) p. 77

Taking the floor (can initiate, maintain and end discourse appropriately […]) p. 86 Co-operating (can help the discussion along on familiar ground […]) p. 86














18 " Escaping the rat race" B2 Informal discussion (with friends) (can account for and sustain his/her opinions […]) p. 77

s.a. s.a.

20 Language for discussion: Relating to someone





24 Mastering, Individual long turn: Housing lifestyles

B2 Sustained monologue: Putting a case (can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options) p. 59













24 Mastering, Paired activity: Escaping the rat race




















Reading 8 Read the article by Helen Wilkinson and

answer the questions which follow: Celebrate the new family

B2 Reading for orientation (can quickly identify the content and relevance of news items[…]) p. 70


17 Swapping city smog for fresh air and freedom






Writing 1 Imagine you are a songwriter: write the

lyrics to either the first verse or the chorus of the song

B2 Creative writing (can write clear, detailed descriptions of […] imaginary events and experiences […]) p. 62







Orthographic control (can produce clearly intelligible continuous writing which

Follows standard layout and paragraphing conventions. Spelling and punctuation are reasonably accurate[…]) p. 118




10 Writing station: Write an opinion essay that deals with a possible life concept for yourself.

B2 Reports and essays (can write an essay […] which develops an argument, giving reasons in support of or against a particular point of view […]) p. 62













14 Youth cults. Include: • Profiles of a few of the cults that are popular today

B1 Processing text ( can collate short pieces of information […]) p. 96













• Your own feelings on the subject. B1 Creative writing (can write accounts […] describing feelings […]) p. 62

s.a. s.a.

• A newspaper article on the subject B2 Overall written production (can write clear, detailed texts on a variety of subjects […]) p. 61

s.a. s.a.

• An imaginary diary entry B1 Creative writing (can write accounts […] describing feelings […]) p. 62

s.a. s.a.

23 Writing a report B2 Reports and essays (can write a […]report which develops an argument […]) p. 62











Grammar



5 The language booster: Expressions with "road - track - lane - street"


Vocabulary 3 Working with words B2 Vocabulary range (has a good range of



6 Work in pairs B1 Vocabulary range (has a good range of vocabulary for matters connected to his/her field and most general topics) p. 112

7 Different types of family B1 Vocabulary range (has a good range of vocabulary for matters connected to his/her field and most general topics) p. 112

17 Classify words B1 Vocabulary range (has a sufficient vocabulary to express him/herself […]) p. 112

22 Language in use: Bringing up Casey B2 Vocabulary range (has a good range of vocabulary for matters connected to his/her field and most general topics) p. 112


Extras 14 Internet project: Youth cults B1 Processing text ( can collate short pieces

of information […]) p. 96 Planning (can plan what is to be said and the means to say it […]) p. 64












U 1: WHAT MAKES A GOOD BOOK? · Kompetenzorientierte Jahresplanung MakeYourWay 8 The copyright of the descriptive scales and the illustrative scales (in all languages) reproduced

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