UNIT 1: Getting around
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Total English
Advanced
Teaching Programme
_____________________________
ELT
UNIT 1: CHALLENGES
Objectives
• Discussing your language learning experiences
• Saying how much you know/don’t know about things
• Talking about your achievements
Contents
• Communication skills
o Reading texts language learners
o Listening comprehension of dialogues about people’s achievements
o Speaking about famous achievements
o Writing a news bulletin using passive constructions
• Language reflection
o Grammar
▪ Verbs/adjectives with prepositions
▪ Passives
▪ Perfect aspect
o Vocabulary
▪ Learning languages
▪ Talking about how much you know
▪ Achievements
▪ Prefixes
▪ Challenges
• Social and cultural aspects
o People’s ambitions and achievements
o Historical achievements
Evaluation criteria
• Communication skills
o Reading a text about famous historical achievements. Reading, Students’ Book, page 10
o Listening for specific information to complete basic information about a man telling his language learning experience. Listening, exercise 6, Students’ Book, page 7
o Take part in a conversation to exchange information about things one knows/doesn’t know. Speaking exercise 3, Students’ Book, page 9
o Writing a news bulletin. Writing, exercise 11a, Students’ Book, page 11
• Language reflection
o Showing command of verbs/adjectives with prepositions studied in the unit. Review and Practice 1, exercise 1, Students’ Book, page 18
o Show command of the correct use of the Perfect Aspect. Review and Practice, exercise 2, Students’ book, page 18
o Show command of the vocabulary learnt in the unit. Review and Practice, exercise 4, Students’ book, page 18
• Social and cultural aspects
o Analysing recent achievements. DVD Ultimate challenge. Students’ Book, exercises 1 to 3, page 152
UNIT 2: COMMUNITY
Objectives
• Giving advice/making recommendations about places
• Distinguishing between, and use, features of formal and informal language
• Describing a place
Contents
• Communication skills
o Reading an article about the Internet’s largest encyclopaedia
o Listening to people discussing their experiences living abroad
o Speaking about ‘cultural awareness’
o Writing a paragraph about one’s favourite place
• Language reflection
o Grammar
▪ Verb patterns 1
▪ Comparatives review
o Vocabulary
▪ Community
▪ Adjectives to describe places
▪ Phrasal verbs
▪ Recommending places
• Social and cultural aspects
o Comparing cultural differences from people living abroad
o Cultural awareness
o The Internet as a source of knowledge: encyclopaedias
Evaluation criteria
• Communication skills
o Reading an article about the Internet’s largest encyclopaedia. Reading, Students’ Book, pages 24 and 25
o Listening to three speakers telling their experiences living abroad. Listening, exercises 2a, 2b and 2c, Students’ Book, page 20
o Speaking about ‘cultural awareness’. Speaking, exercises 9 and 14, Students’ Book, page 22
o Writing a formal email paying special attention to greeting and signing off, coherence and cohesion, punctuation, spelling and style. Writing, exercise 13, Students’ Book, page 25
• Language reflection
o Show command of the verb patterns studied in the unit in a gap-fill activity. Review and Practice 2, exercise 1, Students’ book, page 32
o Show command of the vocabulary learnt in the unit. Review and Practice 2, exercise 4 Students’ book, page 32
o Show command of the comparatives reviewed in the unit. Review and Practice 2, exercise 2, Students’ book, page 32
• Social and cultural aspects
o ‘Cultural awareness’ as a lifestyle in the 21st Century
o A documentary about London and some of its most famous outstanding places. DVD Soho. Students’ Book, exercises 1 to 4, page 153
UNIT 3: TALES
Objectives
• Telling an anecdote
• Describing a person in detail
• Telling a joke
Contents
• Communication skills
o Reading a text about hoaxes that fooled the world
o Listening comprehension of three speakers telling some reading experiences
o Speaking about things that happened some time ago
o Writing somebody’s description
• Language reflection
o Grammar
▪ Narrative Tenses review
▪ Compound words
▪ Participle clauses/gerunds
o Vocabulary
▪ Tales
▪ Books
▪ Synonyms
▪ Humour
▪ Metaphors
• Social and cultural aspects
o Recognising the importance of stories
o Stating the importance of reading
Evaluation criteria
• Communication skills
o Reading for the gist six book extracts. Reading, Students’ Book, page 38
o Listening for specific information of someone telling a joke. Listening, exercises 10a and 10b. Students’ Book, page 42
o Taking part in a dialogue with two partners telling jokes. Speaking, exercises 11a and 11b, Students’ Book, page 42
o Writing a description. Speaking and writing, exercise 11a, Students’ Book, page 39
• Language reflection
o Transfer knowledge of syntax, morphology and semantics of the Narrative Tenses in a writing activity. Review and Practice 3, exercise 1, Students’ book, page 46
o Show command of the participle clauses/gerunds learnt in the unit in a writing exercise. Review and Practice 3, exercise 2, page 46
o Show command of vocabulary learnt in the unit. Review and practice 3, exercise 3, Students’ book, page 46
• Social and cultural aspects
o Recognising different famous writers. Students’ Book, page 44
o Recognising different famous jokers. Students’ Book, pages 40-41
o Analysing the film version of Great Expectations based on Dickens’ novel; comparing the film and the book. DVD A scary tale. Students’ Book, exercises 1 to 4, page 154
UNIT 4: PROGRESS
Objectives
• Describing the chances of something happening
• Talking about plans and arrangements
• Following an extended piece of discourse
Contents
• Communication skills
o Reading a text about a superheroes
o Listening comprehension of people making future plans
o Speaking activity: discussing about favourite superheroes
o Writing a summary of one story
• Language reflection
o Grammar
▪ Future probability
▪ Future forms review
▪ Inversion
o Vocabulary
▪ Progress
▪ Arrangements
▪ Sounding imprecise
▪ Special abilities
▪ Two-part expressions
• Social and cultural aspects
o The importance of progress in nowadays society
o Superheroes: the way the influence our world
Evaluation criteria
• Communication skills
o Reading for the gist in a text that tells about scientific progress recreating super-powers artificially. Reading, Students’ Book, exercises 3 and 4, pages 48-49
o Listening to two conversations about people making plans. Listening, Students’ Book, exercise 10, page 53
o Speaking about favourite super-heroes. Speaking, exercise 1, Students’ Book, page 48
o Writing a summary of a story in 30 words. Writing, Students’ Book, exercise 13a, page 56
• Language reflection
o Transfer knowledge of syntax, morphology and semantics of inversions learnt in the unit. Review and Practice 4, exercise 3. Students’ book, page 60
o Show command of the future probability review. Review and Practice 4, exercise 2, Students’ book, page 60
o Use the vocabulary learnt in the unit in a gap filling activity. Review and Practice 4, exercise 6, Students’ book, page 60
• Social and cultural aspects.
o A documentary about recent items of technology and our future life with the progress they bring. DVD Future world. Students’ Book, exercises 1 to 4, page 155
UNIT 5: FORTUNES
Objectives
• Talking about professional relationships
• Discussing financial decisions/regrets
• Expressing priorities
Contents
• Communication skills
o Reading a text about professional relationships
o Listening comprehension of an interview with a company director
o Speaking with a partner about what is important in a job
o Writing a short paragraph on a selected topic
• Language reflection
o Grammar
▪ Emphasis
▪ Conditional sentences
▪ Sentences adverbials
o Vocabulary
▪ Finance expressions
▪ Money, achievement and charity
▪ Expressing what is/isn’t important
▪ Describing a job
▪ Fortunes
▪ Expressing quantity
▪ Idioms 1 (Money)
• Social and cultural aspects
o The importance of business
o Philanthropists and charity in our society
Evaluation criteria
• Communication skills
o Reading for the gist in text about great philanthropists nowadays. Reading, Students’ Book, page 67
o Listening for specific information of a man talking about business. Listening, exercises 9 and 10, Students’ Book, page 64
o Speaking: discussing what is important in a job. Speaking, exercise 1, Students’ Book, page 68
o Writing a short paragraph from a selected sentence. Writing, exercise 15, Students’ Book, page 70
• Language reflection
o Transfer knowledge of syntax, morphology and semantics of conditional sentences review to complete some sentences. Review and practice 5, exercise 2, Students’ book, page 74
o Put into practice what has been learned in the unit regarding the expression of emphasis to rewrite some sentences. Review and Practice 5, exercise 3, Students’ book, page 74
o Show command of vocabulary learnt in the unit. Review and Practice 5, exercises 4 and 5, Students’ book, page 74
• Social and cultural aspects
o A film about the stories of two famous brands. DVD A new venture. Students’ Book, exercises 1 to 4, page 156
UNIT 6: POWER
Objectives
• Describing an important building/structure
• Taking notes from fluent connected speech
• Writing an autobiographical statement
Contents
• Communication skills
o Reading for the gist in texts about charisma
o Listening comprehension of the description of famous buildings/structures
o Speaking with a partner about teenagers
o Writing an autobiographical statement
• Language reflection
o Grammar
▪ Articles
▪ Whatever, whoever, whenever
▪ Link words of time and contrast
o Vocabulary
▪ Power
▪ Architecture
▪ Fashion and fads
▪ Personal characteristics
▪ Idioms 2 (Body parts)
• Social and cultural aspects
o Becoming aware of the importance of political and economical power
o Knowing representative buildings and structures (regarding power)
Evaluation criteria
• Communication skills
o Reading for the gist in a text about the architecture of power. Reading, Students’ Book, page 76
o Listening for specific information about gadgets. Listening, exercises 1a and 1b, Students’ Book, page 79
o Discussing about teenagers. Speaking, exercise 6. Students’ Book, page 80
o Writing a short text about important buildings/structures. Writing, Students’ Book, page 78
• Language reflection
o Transfer knowledge of syntax, morphology and semantics of articles to a writing activity. Review and Practice 6, exercise 1, Students’ book, page 88
o Show command of the vocabulary learnt in the unit. Review and practice 6, exercise 4, Students’ book, page 88
o Practise the knowledge acquired in the unit about phrasal verbs. Review and practice 6, exercise 3, Students’ book, page 88
o Show command of whoever, whatever, whenever for a writing activity. Review and practice 6, exercise 2, Students’ book, page 88
• Social and cultural aspects
o Some extracts about film stars. DVD Hollywood icons, Students’ Book, exercises 1 to 5, page 157
UNIT 7: NATURE
Objectives
• Explaining procedures
• Making inferences based on extended prose
• Writing an ad for an object
Contents
• Communication skills
o Reading a text about animals
o Listening comprehension about animals
o Speaking about extreme weather places
o Writing an ad to sell something
• Language reflection
o Grammar
▪ Relative clauses
▪ Verb patterns 2
▪ As … as and describing quantity
o Vocabulary
▪ Nature
▪ Collocations
▪ Descriptive language
▪ Buying and selling
▪ Suffixes
• Social and cultural aspects
o Realising the importance of respecting nature
o Learning to love pets and animals in general
Evaluation criteria
• Communication skills
o Reading for the gist in a written text about animal watching. Reading, Students’ Book, page 90
o Listening for specific information of some people explaining how to live with animals. Listening, exercise 7, Students’ Book, page 92
o Discussing what is the hottest place in the world. Speaking, exercise 1, Students’ Book, page 93
o Writing an ad. Students’ Book Writing, exercise 12, page 98
• Language reflection
o Transfer knowledge of syntax, morphology and semantics of relatives to complete a text. Review and Practice 7, exercise 1, Students’ book, page 102
o Show command of verb patterns learnt in the unit to complete some sentences. Exercise 3, Review and Practice 7, Students’ book, page 102
o Show command of vocabulary learnt in the unit. Review and Practice 7, exercises 4 and 5, Students’ book, page 102
• Social and cultural aspects
o Watching film extract from a documentary about wild environments. DVD In the wilderness. Students’ Book, exercises 1 to 4, page 158
UNIT 8: ISSUES
Objectives
• Stalling for time when asked a difficult question
• Discussing lifestyle
• Explaining everyday problems
Contents
• Communication skills
o Reading a text about future inventions
o Listening comprehension of people talking about inventions
o Speaking about other people’s profiles
o Writing an essay about a problem (200-250 words)
• Language reflection
o Grammar
▪ Reporting verbs
▪ Continuous aspect
▪ Fronting
o Vocabulary
▪ Issues
▪ Lifestyles
▪ Expressions for good/bad inventions
▪ Cause and effect
▪ Academic English
• Social and cultural aspects
o Recognise the importance of environmental issues
o Future inventions and everyday life
Evaluation criteria
• Communication skills
o Reading for the gist in a text describing everyday problems. Reading, Students’ Book, page 110
o Listening for specific information of two people talking about their work/life habits. Listening, exercises 2 and 3, Students’ Book, page 107
o Speaking about future inventions. Speaking, exercise 8. Students’ Book, page 106
o Writing an essay about a problem. Writing, exercise 10c, Students’ Book, page 112
• Language reflection
o Show command of the reporting verbs learnt in the unit to correct some sentences. Review and Practice 8, exercise 1, Students’ book, page 116
o Check through practice knowledge of vocabulary learnt in the unit. Review and Practice 8, exercises 3 and 4. Students’ Book, page 116
o Show command of the Continuous tense learnt in the unit to fill in the gaps of exercise 3. Review and Practice 7, Students’ book, page 116
• Social and cultural aspects
o Watching a film about people complaining about things they hate doing. DVD Pet hates. Students’ Book, exercises 1 to 4, page 159
UNIT 9: VISION
Objectives
• Expressing a degree of certainty
• Using colloquial expressions to explain your tastes
• Responding to hypothetical questions
Contents
• Communication skills
o Reading a text about famous geniuses
o Listening to a radio interview
o Discussing with a partner about art
o Writing a paragraph about people doing things
• Language reflection
o Grammar
▪ Dependent prepositions
▪ Discourse markers
▪ Unreal past
o Vocabulary
▪ Vision
▪ Confusing words
▪ The arts
▪ Describing arts
▪ Cameras and photos
• Social and cultural aspects
o Recognising historical geniuses
o The importance of communication
Evaluation criteria
• Communication skills
o Reading a text about three historical geniuses (Leonardo da Vinci, Huang Ti and Sir Isaac Newton). Reading, Students’ Book, page 118
o Listening to a radio interview and making notes. Listening, exercise 10, Students’ Book, page 120
o Take part in a discussion about geniuses. Speaking, exercise 14, Students’ Book, page 120
o Writing a paragraph about people doing things. Writing, exercise 1a, Students’ Book, page 124
• Language reflection
o Show command of the discourse markers learnt in the unit to re-write some sentences. Review and Practice 9, exercise 2, Students’ book, page 130
o Show command of the vocabulary learnt in the unit. Review and Practice 9, exercises 4 and 5. Students’ book, page 130
o Show command of the unreal past learnt in the unit. Review and Practice 9, exercise 3, Students’ book, page 130
• Social and cultural aspects
o A film about one extraordinary genius of all times. DVD Leonardo. Students’ Book, exercises 1 to 4, page 160
UNIT 10: feelings
Objectives
• Discussing how feelings affect you
• Making guesses about imaginary situations
• Describing a childhood memory
Contents
• Communication skills
o Reading and understanding texts on feelings
o Listening comprehension of people describing amazing situations
o Discussing about childhood memories
o Writing a short paragraph describing a childhood memory
• Language reflection
o Grammar
▪ Modals (and verbs with similar meanings)
▪ Modals of deductions (past and present)
▪ Uses of would
o Vocabulary
▪ Feelings
▪ Outlook/attitude
▪ Strong feelings
▪ Phrasal verbs and particles
• Social and cultural aspects
o Stating the importance of feelings for human life
o Childhood: memories for a life
Evaluation criteria
• Communication skills
o Reading a text on a child’s memories. Reading, exercises 4a and 4b. Students’ Book, page 138
o Listening to three people discussing amazing experiences and their feelings about them. Listening, exercises 2 and 3. Students’ Book, page 135
o Speaking about a dream one would like to realise. Speaking, Students’ Book, exercises 12a and 12b, page 134
o Writing a paragraph about an early childhood memory. Writing, exercise 12a, Students’ Book, page 140
• Language reflection
o Transfer knowledge of syntax, morphology and semantics of modals in two writing activities. Review and Practice 10, exercises 1 and 2. Students’ book, page 144
o Show command of vocabulary learnt in the unit in an activity using appropriate words to fill in the gaps. Review and Practice 10, exercises 4 and 5, Students’ book, page 144
o Show command of would reviewed in the unit for a writing activity. Review and Practice 10, exercise 3, Students’ book, page 144
• Social and cultural aspects
o The importance of feelings for humans’ lives
o A film about friendship. DVD Close encounter. Students’ Book, exercises 1 to 4, page 161
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